Speech sound disorders midterm

Articulation

Speech (physical), a motor skill that develops gradually throughout child development, involes motor planning and execution of speech

Phonology

language based (cognitive), Study of the sound system of language, sound inventory and rules for combining speech (phonotactics)

Phonotactics

words that don't start with /ing/

Articulation disorder

functional/idiopathic, difficulty with motor planning and execution of speech sounds, non-acquired sounds and atypical productions of speech (soda)

Phonological disorder

use and understanding of rules of the sound system, linguistic nature of phonemes, commonly co-occurs with difficulties in other areas of language, samll phonemic inventory

Difference between articulation disorder and phonological disorder

Articulation- motor, the child physically cannot make the specific sound correctly, Phonological- the child can physically produce the sound in come context just not others because of confusion in the brain

Graphemes

smallest unit of written langugae, what you write and see

phonemes

smallest unit of spoken sound, sound you hear and say

digraphs

two consonant letters that combine to make a single unique sound (phoneme)

Consonant clusters

a group of two or three adjacent consonants in a word where each letter keeps its own distinct sound (r-blends)

bilabial (place)

/p/,/b/, /m/, /w/

labiodental (place)

/f/ and /v/

dental (place)

/th/

alveolar (place)

/t/,/d/,/n/,/s/,/z/,/l/

postalveolar (place)

/ts/, /de/

palatal (place)

/sh/, /e/, /j/, /r/

velar (place)

/k/, /g/, /ing/

glottal (place)

/h/

Stops/plosives (manner)

/p/,/b/,/t/,/d/,/k/,/g/

fricatives (manner)

/f/,/v/,/th/,/s/,/z/,/sh/,/e/,/h/

affricates (manner)

/ts/,/de/

nasal (manner)

/m/,/n/,/ing/

liquids (manner)

/l/ and /r/

glides (manner)

/w/ and /j/

Voiced sounds

p,b,d,g,v,z,m,n

voiceless sounds

p, t, k, f, θ, s, ʃ, h, tʃ

Diphthongs

/ei/-pain, /ou/-boat, /aI/-sigh, /au/-crown, /CI/-moist

Predictors of long-term speech delay

atypical-unusual substitution (/d/ and /h/) vowel errors, simple syllable structures- fewer syllables with more than one consonant or consonant clusters

Phonological processes/patterns

the way young children change or simplify sound in words as they learn to talk, Syllable structure, substitution processes, assimilation processes

Syllable structure

Simplifying the organization of syllables, final consonant deletion, weak syllable deletion, cluster reduction

substitution processes

One speech sound is replaced by another, prevocalic voicing, postvocalic devoicing, affrication, stopping, fronting, deaffrication, derhotacization, vocalization/vowelization, gliding

assimilation processes

a speech sound changes to become more similar to neighboring sounds (gog-dog), regression moves back, progessive (moves forward)

fronting

switching the velar sound to the alveor sound

stopping

switching the fricative with a stop

gliding

l and r become w or j

vocalization/vowelization

the le or the r

deaffrication

affricate becomes fricative

early 13 sounds

b,n,m,p,h,w,d,g,k,f,t,ing,j

late sounds (4)

/r, ð, ʒ, θ/

intelligibility

a measure of how clearly and accurately spoken words are understood by a listener

How is intelligibility measured

18-24 months- 20% to 50%, 2-3 years- 50% to 75%, 4-5 years- 75% to 90%, 5 or older- 90% to 100%

Oral mech exam

to determine if SSD is structural in origin

symmetry - facial features, tongue, jaw (checks for symmetry and drooping/deviation)

movement - ability to move oral structures on command (range of motion)

Skills that can be assessed in an oral mech exam

Motor function (moving the tongue) and structural integrity (cleft palate)

the difference between generalization and maintenance

generalization- the ability to use speech skilld across different contexts (different places), maintenance- mastered speech skill over time after assistance has faded (perform the skill days later)

How to measure generalization

record data over 3 to 5 trials to calculate the accuracyobtaining a description of a child's speech/sound skills, nature, context, and consistency of the errors, impact on intelligibility (socially and academically),

Difference between an independent and relational analysis

relational-compares a speakers speech to the adult standard (correct target production), indepndent- evaluates the speech sound system on its own merits (listening without comparing it)

PCC analysis

percent consonants correct, measures articulation and speech severity by dividing the number of correctly produced consonants by total attempted consonants

what does SODA stand for

Substitution (replacing one sound with another), Omission (leaving a sound out), distortion (altering a sound so it is produced incorrectly), addition (adding an exta sound)

importance of collecting a speech sample as part of a comprehensive assessment

obtaining a description of a child's speech/sound skills, nature, context, and consistency of the errors, impact on intelligibility (socially and academically)

Traditional motor-based approaches (population)

targets individuals with articulation disorders

Traditional motor-based approaches (principles)

teaching the physical placement of the articulators, high repetition

Traditional motor-based approaches (pre-practice)

Primary goal is to elicit the target sound, Phonetic placement- give instruction on where to put the articulators (establishment, generalization, maintenance)

traditional motor-based approaches (feedback)

Knowledge of results- the outcome or success of the movement (that sound was correct), knowledge of performance- the mechanics of the movement pattern (your tongue needs to move further back)

when might tranditonal motor based approaches be neccessary (perceptual)

when an individual demonstrates speech sound articulation errors and cannot differentiate their error from the correct target sounds

Idenification phase (perceptual training)

The client learns to recognize and flag the target sound when heard in isolation

contextual utilization

uses surrounding sounds in connected speech to help a child produce a difficult sound correctly

successive approximation/shaping

shaping a new target sound from a behavior or sound the client can already produce

phonetic placement cues

involves giving the client instructions on where and how to position their articulators

paired stimuli

2 consistently correct production - target phoneme in initial word position and two in the final (see-sack)

contrastive approaches

minimal pairs and multiple oppositions

minimal pairs

two words that differ by only one sound (tea-key), for children between 3 and 6 years old with a speech sound disorder

Multiple oppositions

contrast several target sounds that the child replaces with one sound

primary population

mild to moderate serve phonological impairment 4-6 y/o

contrastive approach

an approach that help children with speech sound disorders that changing a single sound changes the meaning of a word

pragmatic informativeness

communication breakdown and childs desire to understood. learning to contrast phonemes for social purpose

semantic confusion

clinicians knew what the child inteded to say the response provided to the child reflects what was actually produced (tea instead of key)

homonymy

the outcome when multiple words are produced the same (t= s, sh, ch, k)

phoneme collapse

a pattern where a child uses a single substitute sound in place of many different target phonemes (causes homonymy)

When might perceptual training be neccessary

Target sound is not in phonetic inventory, they cannot differentate the target sound from the sound they are substituting it with