Burton SLP 476 Midterm

Speech sound disorder

Umbrella term for any difficulty with speech sounds and the perception, motor production, or phonological representation

Speech sound disorder can be categorized as

Organic or Functional

Organic SSD

Developmental or acquired. Motor/neurological, structural, or sensory perceptual causes

Functional SSD

No known cause. Idiopathic

Articulation Disorder

Atypical motor productions of individual speech sounds that may interfere with intelligibility and are age inappropriate

Phonological Disorder

Impaired comprehension and/or use of a language’s sound system. Rule based that affects multiple soundsSDS

SSD Sign’s and Symptoms

Omissions, Substitutions, Additions, Distortions, Syllable level errors, Inconsistent whole word productions

Phonetics

FORM of speech sounds- PHYSICAL. It includes the articulator movements and acoustic properties (what speech looks/sounds like)

Phonology

FUNCTION of speech sounds- LINGUISTIC. Involves combinations into morphemes and generates & transmits spoken language (what speech sounds do/for)

Articulation Disorder

Subcategory of a speech disorder. The inability to produce certain phones, which typically include “s- and r-” sounds

Phonological Disorder

Subcategory of a language disorder. Impaired comprehension of the sound system of a language and the rules that govern these sound combinations

Phones

Real physical sound entities used in speech. The individual end products of articulatory motor processes OR any speech sound in a language, whether it differentiates words or not

Phonemes

Smallest linguistic unit that is able to distinguish meaning between words in a given language

Allophones

Phonetic variations in phoneme realizations

Minimal Pairs

Pair of words that differ by only one phoneme. It is heavily used in speech language therapy to “elicit” another letter

Phonotactics

The allowed combinations/sequences of phonemes in a given language. Phono = sound + Tactic = ordering, arranging

Syllables

Building blocks of words. Important for rhythm, stress patterns, and prosody

Syllable Structure

Onset, Nucleus, Coda

Onset

Consonant (or cluster) that precedes the nucleus (usually a vowel)

Nucleus

Most prominent, acoustically intense part of the syllable (usually a vowel)

Coda

Consonant (or consonant cluster) that follows the nucleus

Rime

Nucleus and coda together

Syllabic Consonants

Function as a syllabic nucleus in certain phonetic contexts

Canonical Syllables

Maximum number of consonants that are allowed before and after a nucleus in English

Open Syllables

Do NOT have a coda (they end in a vowel)

Closed Syllables

Have a coda (they end in a consonant)

Vowels

• no significant constriction of vocal tract

• open sound where air flows freely through the oral cavity

• voiced

• acoustically more intense

• have more sonority

• louder

• function as syllabic nuclei

Consonants

• significant constriction of the vocal tract

• closed sounds

• voiced or voiceless

• typically less intense

• less sonority

• less loud

• most cannot function as syllabic nuclei

Vowels are classified by

Tongue height, advancement, and roundedness, sometimes tenseness

Consonants are classified by

Voicing, place of articulation, manner of articulation

Coarticulation

Overlapping of the articulators during speech production

Assimilation

Occurs during coarticulation, speech sounds become similar or identical to other adjacent or nearby sounds

Partial Assimilation

Becomes identical

Total Assimilation

Similar but not identical

Regressive Assimilation

Right to left

Progressive Assimilation

Left to right

Contact Assimilation

Directly adjacent

Remote Assimilation

Close by but separated by another sound

Phonemic Transcriptions

Broad. Based on phonemes and has less phonetic details, it uses slashes. Dictionary version of the transcription

Phonetic Transcription

Narrow. Include phonetic details based on actual speech production, including it’s variations. It uses brackets with diacritics

Diacritics

Marks added to transcription symbols to indicate specific phonetic features, indicate change in how the IPA symbol is normally articulated

Aspiration-  [◌ʰ]

adds a puff of air usually not there. Example: Spot /spʰɒt/

Unaspirated- [◌⁼]

doesn’t include puff of air that should be there. Example /p⁼ɒt/  for Pot

Phonological processes/patterns

Systematic speech sound changes or simplifications that affect classes of sounds, sound combinations, and syllable structures

Syllable structure processes

The syllable structure (CV shape) of a word is modified and/or simplified

Syllable Structure Processes Types

Final consonant deletion, cluster reduction, weak syllable deletion, total reduplication, partial reduplication, epenthesis

Substitution Processes

One type of speech sound is substituted for another; usually involves an entire class of phonemes

Substitution Processes Types

Fronting, labializations, alveolarization, stopping, deaffrication, gliding, vowelization, derhotacizations, voicing, devoicing

Assimilatory Processes

A speech sound becomes similar to, or is influenced by, a neighboring sound

Types of Assimilatory processes

Labial assimilation, alveolar assimilation, velar assimilation, nasal assimilation, prevocalic voicing, postvocalic devoicing

Idiosyncratic Processes

Not often observed in typical development and may indicate a more severe disorder

Types of Idiosyncratic Processes

Initial consonant deletion, backing, glottal replacement, denasalization, affrication, fricatives replacing stops, stopes replacing glides, metathesis, migration, unusual substitution process/cluster reductions, vowel processes

Phonetic (Surface) Representation

Physical/acoustic end products of speech production

Phonological (Underlying) Representation

Individual’s abstract mental representation of speech

Phonological Development

Acquisition of speech sound form and function within the language system

Speech Sound Development

Focused on the physical or motor based ability to produce sounds such as /r/ or /s/

Respiratory System Primary Function

Gas exchange

Respiratory System Secondary Function

Energy source

Phonatory Primary Function

Airway protection

Phonatory Secondary Function

Sound Source

Articulatory/Resonatory Primary Function

Mastication/deglutition

Articulatory/Resonatory Secondary Function

Shapes and modifies air

Categorical Perception

Ability to percieve sounds according to the phonmeic categories of one’s native langauge

Prelinguistic Stage 1- Birth to 2 Months

Reflexive cries and vegatative sounds

• Reflexive vocalizations that reflect internal states

• Vegatative sounds that accompanying feeding/activity- cries, grunts, sighs, clicks, burps, hiccups, coughs,

Prelinguistic Stage 2 (1 to 4 Months)

Cooing and Laughter

• Mostly vowel like sounds made during comfortable states

• Coo/Goo is a type of protophone made w/ the uncoordinated tongue body contacting the palate, back of oral cavity, or pharynx

Prelinguistic Stage 3 (3 to 8 Months)

Vocal Play/Expansion

• More prolonged sounds with increased variability in pitch, amplitude, duration, vocal quality- squeals, growls, raspberries

Prelinguistic Stage 4 (5 to 10 Months)

Canonical Babbling

• Reduplicated babbling (reading CV syllable shapes)

• Variegated babbling (CV syllable shapes that are varied)

• Babbling is self stimulatory early on

• Later used in ritualistic interactions (imitative games)

Prelinguistic Stage 5 (9 to 18 Months)

Advanced Forms

• Babbling overlaps (and interacts) with the emergence of meaningful words

• Jargon

• More consonants, vowels, & complex syllable shapes emerge

Vocalizations

Early sounds infants produce (cooing and babbling). NOT TRUE WORDS

Protowords

Consistent, word like sound patterns, they have function. NOT TRUE WORDS

First Words are Defined as

1. Having stable phonetic form

2. Produced consistently in an appropriate context

3. Recognizably related to the adult form

Preschool Phonological/Phonetic Features

Experience the most significant phonological and overall langauge development. Expanding on phonology, semantics, morphosyntax, and pragmatics. Speech sounds/syllables/phonology are finalizing. Able to add more prosodic features such as stress

School Age Phonological/Phonetic Features

Students are fine tuning speech sounds/syllables/phonology. Their phonemic inventory is completed and they have a better understanding about morphological structures and rules. Use prosodic features for grammar and added emphasis