EPAU exam 1 Chapter 5

General American English

IPA

the international phonetic system

• developed in 1886 from French and English linguistics

• its the standard notation system to look for sound patterns in English

how many symbols does the IPA have

45 (15 vowels, 5 diphthongs, 25 consonants)

1) what do consonants equal? (consonants = ___) 2) what is voicing consonants based on?

constriction.

consonants are based on articulation—-when one meets another

bilabials

where the two lips come together and make “m,b,p” sounds

labiodentals

top teeth and bottom lip make contact (f, v)

dveolar

the tip of the tongue hits right behind the front teeth (t, s)

palatal

tongue goes up and makes contact with the hard palate (sh)

velar

when the tongue comes back to the velar (k, g)

glottal

noise created down at the bottom of the vocal folds

what are stops?

sounds are made from airflow, stop, then release the airflow to make sound

(p,b,t,d,k,g)

what are nasals

velum lowers down, airflow escapes through the nasal cavity instead of the oral cavity

(m,n)

fricatives

have partial obstruction (its a noisy sound). they pass air through a narrow passage way.

(f,v,s,z)

what are affricatives

a combination of a stop and a fricative

stops: (p,b,t,d,k,g) + fricatives (f,v,s,z) = affricative (ch)

liquids and glides

drift close to vowels where there is less obstruction when making the sound (L, y)

voiceless consonants

P F T K S H SH

Voiced consonants

M B N D G Z V

how are vowels produced

they are produced through an open passage

1) tongue elevation —- top to bottom

2) tongue advancement —- front to back (where is the bulk of the tongue)

etiologies of speech disorders

normal variation, environmental problems, physical impairments

normal variation

when the comm. disorder is caused by impairments of a body system/ structure

ex: malocclusion and tongue tie (ankyloglossia)

environmental variation causes

prenatal environment, syndromes (Down syndrome or FAS), maternal substance abuse, hearing impairments

what about perinatal environment? postnatal?

perinatal = birth complications

postnatal = deprivation after birth

physical impairments

differences in the CNS or PNS

neurological disorders ( cerebral palsy) and other cognitive impairments

cause: bacterial or viral meningitis

what are articulation disorders?

the incorrect production of speech sounds. often developmental

four errors are made: SODA

what is SODA?

substitution: a sound is replaced by another (most common)

omission: the absence of speech

distortion: a sound that does not have a phonetic (neurological)

addition: adding a sound when it shouldn’t

Examples for S AND O

substitution: soup. thoup = frontal lisp. shoup = lateral lisp.

omission: crayon — kay-on

phonological disorders

making errors with several phonemes that form patterns

phonological process: what is context sensitive voicing

a voiceless sound replaced by a voiced sound

• pig —- big

phonological process: final consonant devoicing

a final voiced consonant in a word is replaced by a voiceless consonant

ex: red — ret

phonological process: final consonant deletion

the final consonant is omitted

ex: Home — hoe

phonological process: velar fronting

a velar consonant is replaced with a consonant produced at the front of the mouth

ex: kiss —- tiss

phonological process: palatal fronting

the sibilant consonants /∫/ and /Ȝ/ are replaced by alveolar sibilants made on the alveolar ridge

ex: ship — sip, measure — meazza

phonological process: consonant harmony

the pronunciation of the whole word is influenced by a single sound in the word

ex: dog — gog, hat—- tat

phonological process: weak-syllable deletion

unstressed or weak syllables are omitted

ex: telephone — teffone

phonological process: cluster reduction

part of a consonant cluster is omitted

ex: spider — pider

phonological process: gliding of liquids

the liquid consonants r and l are replaced with w, j, or y

ex: real — weal, leg — yeg

phonological process: stoping

a fricative or affricative is replaced by a drop consonant

ex: funny — punny, jump —- dump

assessment for sound speech disorders: Parent/Caregiver Questionnaire and Interview

goes over birth and development history, language milestones, medical history, and potential hearing difficulties

• hearing screaming is meant to rule out any reason for misarticulations

assessment for sound speech disorders: rapport building and informal observation

used to asses how intelligible the child really is, but it won’t go far unless the child likes/trusts the clinician

assessment for sound speech disorders: spontaneous speech language sample

when the child and a clinician have a recorded verbal exchange (100 utterances) to determine correct and incorrect speech sounds

assessment for sound speech disorders: oral mechanism exam

evaluation of the structure and function of articulators. checking for size, symmetry, range of motion, and strength

structured articulation assessments: Standardized (norm-referenced) assessments (3 things)

• used to capture an individual’s initial, middle, final position of words

• Compare the results to others in the same age range

• commonly used

structured articulation assessments: Criterion-referenced assessments

• the child’s performance is compared to typical development in those within the same age range

• “we expect all first graders to make these sounds”

• determines what speech is typical/disordered

• done when a child is naming pictures to capture position of words (like standardized assessments)

dialect vs accent. what is dialect

Speech differences associated with a particular region or social group

ex: texans saying ‘yall’

dialect vs accent. what is accent

Speech differences from acquiring a second language

- Not a disorder, but a difference

Treatment for Phonological Disorder approaches: cycle approach

a deficit is targeted for a few weeks, then progresses to the next deficit

Treatment for Phonological Disorder approaches: Minimal pairs

using words that differ just by one sound—targets phonological processes

What is the general sequence of articulation intervention

discrimination – isolation – positions in words – sentence - generalization

• the Standard Sensorimotor Approach

What do they each mean?

discrimination: seeing if the child can produce a sound correctly

isolation: training the child to say the sound correctly “sssss”

positions in words: initial, middle, and final

sentence: the target sound is used in short phrases then increases in complexity

generalization: carry skills to the outside world