CSD 115- Exam 2

articulation disorders

the child produces only a small number of misarticulations but we can understand most of what the child is saying, a problem producing that sound & the problem is sound specific. errors are made consistently and mistakes are due to physical limitations or faulty learning

Articulation Disorder Error Type: Substitution

• w for y (wellow instead of yellow)

• using a certain sound for a more difficult one

Articulation Disorder Error Type: Ommission

• leaves out a sound (rake turns to -ake)

Articulation Disorder Error type: Distortion

• messing up a sound

• changing place or manner of sound and end up producing a sound that doesn't exist in our language: a lisp

Articulation Disorder Error Types: Additions

• adding a sound by separating it (BA-Lack)

• "bu-loo" instead of "blue"

Phonological Disorders

a child produces many speech sound errors making them difficult to understand, errors are predictable & follow a pattern (aka rules/processes), relate directly to child's processes

Phonological Processes

• strategies all normally developing children use to simplify adult speech

• most processes are extinguished or supressed by age 4

• if they persist, the childis delayed and speech is impaired

Phonological Processes: Syllable Shape Processes

• affect how the syllable is produced, includes: final consonant deletion, reduplication, consonant cluster simplification

Phonological Processes: Substitution Processes

affects how the sound is produced; involves changes in place and manner of production, includes: stopping, fronting, gliding of liquids

Syllable Shape Processes: Final Cosonant Deletion

• leaving the last sound out of words, changing the syllable shape (cvc words -> cv words): "cu" instead of "cut"

Syllable Shape Processes: Reduplication

• reduplicating a syllable (cvcc words -> cvcv words): "baba" instead of "bottle"

Consonant Cluster Simplification

• removing or changing consonants from words with more than one word put together: "boo" instead of "blue"

Substitution Processes: Stopping

producing a stop sound instead of a fricative sound every time: "tip" instead of "sip", "base" instead of "vase", "tin" instead of "thin"

Substitution Processes: Fronting

effects sounds that are produced in the back of the mouth (velar sounds) - "k" and "g", and brings them more forward so they're in the front of the mouth (can also be reversed; backing) - "t" and "d": "tid" instead of "kid"

Substitution Processes: Gliding of Liquids

"l" and "r" are liquid sounds, "w" and "y" are glides, replaces liquid sounds with gliding sounds: "yeyo"/"wewo" instead of "yellow"

Disorders Associated with Physical or Neuorlogical

cleft lip and palate

dysarthria

apraxia

hearing loss

Cleft lip and palate

• growth of lip and hard palate may stop prematurely - requires surgery & speech problems arise if surgery isn't made fast enough

• partial or complete on one or both sides (bilateral or unilateral)

Speech Symptoms Associated with Clefts:

• articulation

• phonation

• resonation (opening changes shape and size of vocal tract. Compensatory movements, carriage of tongue, hypernasality.)

Dysarthria

• weakness or incoordination of speech caused by neurological problems - errors in speech are consistent, looks different in individuals depending on where the brain was damaged, often associated with cerebral palsy, strokes, TBIs, & brain tumors

Cerebral Palsy

damage to the developing brain coordinated movements, muscle weakness or paralysis

Speech Symptoms Associated with Dysarthria: Aticulation

• imprecise, slurred, due to inability to move weak, uncoordinated articulations in the normal way

Speech Symptoms Associated with Dysarthria: Respiration and phonation

weak, uncoordinated muscle affect power for speech and source of sound; affects volume, ability to sustain speech signal.

Speech Symptoms Associated with Dysarthria: Resonation

weak, uncoordinated muscles affect valving mechanism; timing of voicing and resonance affected.

Apraxia

speech programming problems associated with brain damage in frontal lobe (in and near brocas area).

DAS/CAS

developmental apraxia of speech/childhood apraxia of speech, there's no evidence of neurological damage in children, they just don't develop the motor planning to support clear speech

Speech Symptoms Associated with childhood Apraxia of Speech

• unintelligible speech; multiple errors (often associated as a phonological delay), errors are consistent and increase with the length of the word, errors persist despite treatment, difficulty sequencing sounds and syllables, vowel errors common (Putuka vs animal). groping behavior

Hearing Loss

the ability to hear and perceive sounds is critical to the development of normal speech, with early identification and treatment, good intelligibility can be achieved

Speech Symptoms associated with hearing loss

difficulty hearing and producing voicing distinctions ("back" instead of "bag", "time" instead of "dime"), difficulty with voewl distinctions ("hot" instead of "hat"), difficulty with sounds that look alike on the mouth (poor, more, bore)

Traditional Articulation Therapy

used with articulation disorders, modified to use with all other speech sound disorders except phonological disorders

Phonological-based therapy

used with phonological disorders

Pragmatics

gestures and facial expression morphology

Modes of Communication: Gesture

use of nonverbal communication (eye contact, movement), may include vocalization, preverbal

Modes of Communication: Oral Language

use of spoken language to communicate one’s wants and needs (informal)

Modes of Communication: Written Language

utilizes alphabetic system; found in books, notes, test messages, etc. Most complex mode of communication requires formal instruction

Phonology

rules associated with sound combinations and. pronounciation of sounds

Morphology

modification of words, using inflections (morphemes), smallest unit of meaningful speech (in, come, -ing —> incoming)

semantics

involves words and their meanings; vocabulary

Syntax

rules governing word order and word classes

pragmatics

the use of language with/in the communication context

• involves conversational words

• appropratness of language

• how social context affects language

Prelinguistic communication

• birth to 12 months

• vocalization that occurs before the first word (cooing, babbling, jargon)

• receptive vocab develops (child understands words but can’t produce about 3-50 words)

• No expressive vocab

• Child directed speech (slow, high pitch, more exaggerated)

• joint reference: directing a child's attention to a particular object or action and then labeling it when both child and caregiver are attending

• intentionality: use of verbal and nonverbal behaviors to indicate wants and needs. parents respond to child’s gestures and vocalizations as they interpret what they mean by them. As parents’ behaviors reinforce the child’s behaviors, they occur more often.

Dore’s (1974) Primitive Speech Acts

1. Labeling

2. requesting an object or action

3. refusing an object or action

4. calling to get attention

5. repeating—imitation

First Words (linguistic development)

• childs first words sound different from adult productions, due to slowly developing speech sounds.

• initial pronouciations are simplified using phonological processes

• slowly, processes are extiniguished as adults production are mastered

• receptive vocabulary: grow to 500 words

• expressive vocab: grow to 250 words

• first words consist of: 60% nouns and proper names, 15% early action words, few interaction words “hi or bye”, few discriptive words “mine”.

• Jargon remains common

• protowords: word like productions used consistently to label objects or actions

• toward the end of the first year, two-word utterances emerge

• social functions continue (Dore)

• social words allow child to learn social interaction and cultural routines

• Preliteracy: behavior relating to books that chidlren demonstrate before they begin to read; show an interest in books, hold/turn books to upright and ready position, turn pages.

Early Language Development (2-3)

• speech sounds: continue to develop, phonological processes continue to be suppressed

• vocab spurt occurs

• recetive vocab: grows to 900 words by 3

• expressive vocab: grows to 500 words by 3

• child begins to combine 2-3 words into early sentences that express semantics relations such as: recurrence (more), rejection (no), disappearence (no, bye-bye), denial (no), agent and action (daddy go, baby cry), action and object (push car, go car).

• Pragmatic: dores conversational acts (reuqests, response to request, description, statement, acknowledgement, organizational devices)

• Preliteracy: child becomes more active in book reading (points to pictures, labels things, asks questions about pictures, focused on pictures / not yet aware of test or its value).

Fast Mapping

• children’s ability to hypothesize the meaning of a new word after hearing it used only one or 2 times.

Morphemes

• the smallest unit of meaning in a word

• freestanding = words

• bound = gramatical inflections that attach to words to change their meaning

MLU

• used to measure the complexity of language in preschool children

• m = mean, L= length in morphemes, U= utterence (one single spoken comment).

• to determine MLU:

  • count the # of utterances the child says

  • count the number of morphemes in each utterence

  • add all the morphemes together

  • divide the total # of morphemes by the total # of utterances

Roger Brown (1973)

• demonstrated that a child’s MLU correlates closely with the child’s age (in years) if the syntactic development is normal.

  • age 1-2: MLU = 1.0 -2.0

  • Age 2-3: MLU = 2.0-3.0

  • age 3-4: MLU = 3.0-4.5

• after the age of 5, MLU no longer is a good measure of language complexity because children earn to say more with less.

Behaviorist Theory — Skinner

• B. F. Skinner

• Language is learned behavior

• Children imitate adults

• Correct language is reinforced through praise/rewards

• Incorrect language is not reinforced

• Example: Child says “milk” → gets milk → learns to say “milk”

• Problem: Children create new sentences and make rule-based mistakes like “drinked”, showing they aren't only imitating.

• Children also aren't usually given much grammatical correction.

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Innateness Theory — Chomsky

• Noam Chomsky

• Children are born with an ability to learn language

• Brain contains an innate language-learning mechanism

• LAD = Language Acquisition Device

• Children hear language and use their natural ability to figure out its rules

• Explains children's ability to create language they have never heard

• Evidence: language areas in brain, similar language stages, creole development, sign languages

• Problem: Doesn't focus enough on caregiver interaction

• Example: Jim heard language but needed interaction with a speech therapist to make progress.

Cognitive Theory — Piaget

• Jean Piaget

• Language develops as part of overall cognitive/intellectual development

• Child must understand a concept before learning the language for it

• Seriation: understanding size/order → words like “bigger” and “smaller”

• Object permanence: understanding objects still exist when out of sight

• Vocabulary increases around the time object permanence develops

• Problem: As children get older, the connection between intelligence and language becomes less clear

• Some children develop language despite abnormal intellectual development.

Interactionist Theory — Bruner

• Jerome Bruner

• Language develops through interaction with caregivers/other people

• Language exists for communication

• Child-Directed Speech (CDS): adults adapt how they talk to children

• Scaffolding: adults provide support for language learning

• LASS = Language Acquisition Support System

• Trevarthen: babies learn turn-taking through games/nonverbal communication before speaking

• Problem: Some cultures don't use special child-directed speech, yet children still develop language through similar stages.

Preschool Language Development

• age 3-5

• growth explodes in all areas of language

• recepetive vocab-→ by age 5: 3000 words

• Expressive vocab → by age 5: 2000 words

• adding in nouns, verbs, adjectives, adverbs, wh-words, negatives, ect.

• Syntax and Morphology: learns to produce compound complex sentences, and complex verbs (past, present, and future).

• sentence strructure is adult-like with mostly no errors.

• pragmatic: child is able to use language to accomplish almost any purpose. Able to carry an extended conversation with adults or peers. (initiates convo, takes turn, maintains and changes topics, ends convo, changes tone).

• Preliteracy: notices and is interested in test (pretends to read). “Reads” favorite labels and commonly recognized signs.

• phonological awareness: rhyming, syllables, letter-sound correspondance, beginning sounds and ending sounds of words, manipulation of sounds.

• narratives: able to tell stories about what they have heard or seen. can describe problems or resolutions, includes characters and relationships, good narrative skills = good reading and writing skills.

The School Years

• Literacy - the ability to read and write (major change in language)

• reading: opens mind to new thoughts, ideas, vocab, opinions, and expands world beyond their home and family.

• reading…increases receptive vocab, improves morphology and syntax, enhances oral language, improves overall learning.

• we have to teach kids how to write because writing sounds different that how we talk.

• Sematics: rapid vocab growth→ largely due to reading.

• Homonyms: share spelling but have diff meanings (fair, suit)

• Synonyms: diff. words but mean the same (sick/ill, big/large).

• Antonyms: opposites (big/little)

• Figurative Language: language that carries a meaning that is diff from its literal sense. children develop their humor through this.

• MLU: once the child’s MLU reaches 5.0, it is no longer tied to syntactic complexity. The childs vocab and other language skills allow them to say more with less.

• Derivational Morphology: adding prefixes and suffixes to words to change their meaning (un-, -ly)

• Pragmatics: using language to develop and maintain friendships, accomplish goals, etc.

• Narratives: more advanced, includes motivation of characters, reactions of characters, and detailed instruction.

3 language functions

1) form (phonology, morphology, syntax)

2) content (semantics)

3) use (pragmatics)

• breakdown can occur in one or more function of language

Differences

variations used by a group

delays

child is developing receptive and expressive language skills in a typical order but at a slower rate

disorders

• atypical use of language

• or so far behind that it is now a disorder

• “a language impairment of comprehension and/or expresion of language for, content and/or use in any combination” (ASHA 1993)

Developmental Language Impairment

no known biological/neurological cause, child didn't develop language like their typical peers

aquired language impairment

happens after a trauma, an illness/injury occurs and then language is impaired. after birth.

congenital language impairment

born with it, exists prior to or at birth, born with a condition and that condition has characteristics that include a language disorder

Late Talkers

• early delay in language in the absense off cognitive, motor, sensory, social, emotional disorders, or environmental deprivation.

• usually identified around age 2

• 10-15% of 2 years old are late talkers

• Characteristics:

  • small expressive vocab, delayed onset of speech, failure to combine words into phrases and sentences, delayed aquisition of phonemes and morphemes.

  • children with strong gestural and play skills and good receptive langauge usually catch up

Specific Language Impairment

• significant limitations in language functioning not attributed to disorders in hearing, oral structure and function, or general intelligence

• SLI is usually identified by ruling out other disorders (there is a persistent language deficit with no others identifiable causes)

• they have normal IQ with low verbal IQ

• 7 % of preschool and kindergarten aged children

• cause→ genetic predisposition toward SLI (runs in family)

• characterisitcs:

  • delayed motor skills and clumsiness

  • delayed expressive language skills

  • semantic problems

  • socially awkward

• not diagnosed until around age 4

Autism Spectrum Disorder

• complex developmental disorder that can cause problems with thinking, feeling, language, and the ability to relate to others

• neurological disorder; affects the functioning of the brain, perhaps a genetic link as well

• usually first diagnosed in childhood. about 1 in 88 children is diagnosed. (1 in 110 girls / 1 in 68 boys)

ASD symptoms

communication deficits:

• responding inapropriately in convos

• misreading nonverbal interactions

• having difficulty building friendships apropriate to their age

behavirolly:

• tend to be overly dependent on routines

• highly sensitive to change in the environment

• hypersensitivity to sensory stimuli

• intensly focused on itens or limited range of activity

• repetively engaged in meangiless activty (rocking or spinning)

• lack of play skills

verbal impairments of ASD:

• poor pragmatic skills- eye contact, delayed use of gestures and speech, lack of interest in communicating with others

• language regression-normally developing vocab suddenly stops and is lost

• echolalia common- immediate or delayed repetition of language just spoken by someone else.

• unusual prosody patterns

• children with ASD who develop functional verbal communication by the age of 5-6 have better prognosis for future learning and communicating verbally

ASD diagnosis

• uses diagnostic and statistical manuel of mental disorders (DSM-5)

• persistent deficits in social communication and social interaction across contexts (3/3)

• restricted, repetitive patterns of behavior, interests, or activities (2/4)

• symptoms must be present in early childhood

• symptoms together limit and impair everyday functioning

• once a diagnosis is established, a severity level is determined:

  • level 1- requiring support

  • level 2- requiring substaintial support

  • level 3- requiring very substaintial support

Intellectual disability

• substantial limitaitons in present functioning

• significantly sub-avg intellectial functioning (IQ of 68 or below)

• related limitations in 2 or more adaptive areas such as communication, self care, social skills, self direction, and functional acedemics

• affects 3% of pop. / 90% mild—they live and work independently

Down Syndrome