SLHS 8320 exam 1

Phonemes

speech sounds

Allophones

Variations within a phoneme class

Phonology

Sound system (consonants and vowels)

-phonological processes: fronting

-phonological awareness: rhyming/blending

Information processing model

Framework for how speech and language are produced

-cognitive: thought

-syntactic/semantic: make decisions about syntax/semantics

-phonologic: encoded into phonemic/phonological representations

-phonetic: encoded into phonetic representations

-motor control: encoded into motor commands

-acoustic signal: generates acoustic info

-auditory: auditory system receives feedback

Place

where phoneme is produced

Manner

how phoneme is produced

Voicing

Vibration (or not) of phoneme

Diphthongs

Gliding from one vowel position to another

Phoneme and phonology acquisition models

Behaviorist

Linguistic

Psycholinguistic

Behaviorist model

Observable behavior

-conditions co-occur/predict response

-typical acquisition sequence but not explanation

-basis for intervention — stimulus-response (reinforcement)

Linguistic model

-innate knowledge and constraints

-generative phonology and optimality theory

-natural phonology

-nonlinear phonology

-sonority hypothesis

Generative phonology

Explanation of how phonology is realized

Optimality theory

Rules for what can be produced

-e.g., must be vowel after /w/ in English

Natural phonology

natural phonological processes

-fronting, final consonant deletion, cluster reduction

Nonlinear phonology

Hierarchy of phonological units

-useful for understanding structure of sound system, how it interacts with language system and where breakdowns occur.

Sonority hypothesis

Loudness relative to other sounds with same pitch, stress, and length

-voicing and openness: voiced/less, stops/fricative

-d(4)r(2)i(1)n(3)k(5) — (i being most sonorant)

Psycholinguistic model

Behavior and its underlying processes

-information processing system

Data collection types

-diary

-cross sectional (1 time, multiple sources)

-longitudinal (multiple times, 1 source)

Acquisition phase 1

Laying the foundation

-prenatal/birth-1 year

-structure and function of oral mechanism

-perception: auditory and visual

-production: early vocalizations, speech/non-speech

Acquisition phase 2

Transitioning form single words to connected speech

-1-2 years

-First 50 words/word forms

-consonant/vowel inventory

-phonological inventory

-intelligibility

Acquisition phase 3

Growing the inventory

-2-5 years

-consonant and vowel inventory

-phonological inventory

-intelligibility

-emergent meta-skills

Acquisition phase 4

Mastery of speech and literacy

-5+ years

-phonological awareness

-meta-skills

When to throw norms out the window

-cultural/linguistic diversity

-gender

-SES

-language/system-wide development

-individual variability

Factors that can affect ability to produce speech

-hearing/perception

-structural variations

-sensory function

-motor function

-cognitive-linguistic factors

-psychosocial factors

Hearing/perception

-otitis media

-perception, then production: must be able to hear/make sense of speech before able to produce it

Structural variations

lips, teeth, tongue, hard palate, soft palate, tonsils

-cleft lip and/or palate

-tongue thrust

-pacifier use

Sensory function

sensitivity, feedback function

-autism: sensory based sensitivities and organization difficulties

-feeding tubes: lack of oral exploration

-brain based differences: integration between hemispheres, parietal lobe functions, motor strip

Motor function

General/oral-facial

-motor conditions:

—-bell’s palsy: immobility/hypotonia

—-apraxia: motor programming

—-cerebral palsy: spasticity, hyper/hypotonia, speech/feeding issues

-tends to relate to: motor strip, brainstem, cerebellum

Cognitive-linguistic factors

Intelligence, working memory/encoding, language development == all connected!

-Information processing model

Different patterns of impairments depending on cognitive-linguistic profiles

Psychosocial factors

Personality, age, gender, sociodemographics, family idiosyncrasy

-multiple, interacting factors

Classification of SSD

-genetic conditions

-hearing loss

-dysarthria

-apraxia of speech

-idiopathic SSD

-speech sound disorders classification system

Genetic conditions SSD classification

Combine with environmental factors to yield characteristics

-family history — a risk factor

-ex: down syndrome, fragile x syndrome

Hearing loss SSD classification

Variable patterns depending on degree of hearing loss and presence of hearing aids/cochlear implants

-deaf speech

-hearing aids/CI

Dysarthria classification

Neuromotor condition

-paralysis, weakness, or incoordination of speech muscles

-may be due to injury or disorders

-intelligibility - primary issue

-can affect: respiration, phonation, articulation, resonance, prosody

Apraxia of speech classification

Motor speech disorder

-due to brain injury or developmental difference

-motor programming issue — inconsistent errors evident in coarticulation in particular

-no phonation, respiration, or resonance issues; secondary issue with prosody

Idiopathic SSD & speech disorders classification system

Focuses on underlying difficulty

-few diagnostic markers for speech delay groups

-speech errors groups may reflect pressures to communicate, through via immature patterns

-motor speech quality/quantity different

Speech delay subgroups

-genetic

-otitis media with effusion

-developmental psychosocial involvement

Speech errors subgroup

-sibilants

-rhotics

Motor speech disorder subgroups

-speech motor delay

-childhood dysarthria

-childhood apraxia of speech

-childhood dysarthria + CAS

Classification

Grouping based on shared traits

Assessment

Measuring the traits

Assessment of SSD

-Articulation vs phonology

-Screenings

-Formal assessment

-Informal assessment

-Methods - other

Articulation vs phonology assessment

artic: speech production, motor skills

phono: patterns, structures, rules of words

Elicitation formats

Spontaneous (hardest)

Delayed imitation

Direct imitation

Co-production (easiest) - not typically used in assessment

Screening assessments

For prevention, to catch kids before the fall behind (higher sensitivity needed)

Informal: reading passage, classroom activity

Formal: PLS

Formal assessment

Single-word elicitation

-GFTA

Informal assessment

conversational: using specific toys to elicit target sound

contextual: environment specific (going to classroom to measure in class)

Assessment methods - other

-intelligibility

-stimulability

-error patterns

Decision making

-eligibility

-severity

-nature

-treatment targets