Articulation exam 2

Pre-linguistic Behavior

all vocalizations prior to the first actual words

Phonological development

the acquisition of speech sound form and function within the language system

Speech sound development

primarily refers to the gradual articulatory mastery of speech sound forms within a given language

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What reflects transformation from prelinguistic sounds to linguistic sounds?

structure and function changes of respiratory, phonatory, resonatory, and articulatory mechanisms

Crying

nasalized vowel sounds made with the velopharyngeal port open

When does linguistic development appear

when first words begin -around child’s firsts birthday

Stark’s stage 1

Vegitative sounds

Stark’s stage 2

Cooing and laughter/Controlled phonation

1-4 months

cooing, vowel like sounds, sustained laughter, decrease in crying

Phonetic Variability

unstable pronunciations of children’s first 50 words

Salience/Avoidance

children are more likely to use words that consist of sounds in their repertoire (salient sounds) and avoid those sounds that are not

Phonological awareness

the ability to pay attention to the sound structure of a language separate from the meaning. the basis for reading

Phonemic awareness

a subcategory of phonological awareness

\-the ability to think consciously about and perform mental operations on speech sound-units

“Say /bat/ but change the /t/ to /r/” is an example of

phonemic awareness

Developmental sequence for phonological awareness (4 steps)

words

syllables

subsyllabic units

phonemes

Levels of phonemic awareness

1. awareness of sound similarities (nursery rhymes, early language play)
2. compare/contrast and focus on parts of a word
3. awareness of subsyllabic units
4. conscious analysis of phoneme (phonemic segmentation)
5. phoneme manipulation

How many phonemes are in the the word OX

3

/aks/

Which word position is easiest to master?

initial>final>medial

Metalinguistic awareness

the ability to think about, talk about, and manipulate language as an object with many identifiable and functional parts

Prelinguistic period

0-12 mos

Linguistic period stages

pre-representation phonology (12-18 mos)

representational phonology (18 mos-3 years)

Phonetic inventory completion (4-7 years)

Advanced phonology (7-12 years)

Morphological awareness

the ability to recognize relationships between related words and to compose and decompose words (suffix and prefix)

Neutral suffix

no change in phonological properties of the stem (ex: ness, ment)

Rhythmic suffix

causes changes in phonological properties of the stem (EX: tion, ick, ity)

Plural -s, past tense -ed, and present progressive -ing are all examples of

inflectional morphemes

why is morphemic awareness important

vocabulary growth, linked to academic and reading success, tied to phonological, semantic, and syntactic systems

Stark’s stage 3

Vocal play and Expansion

3-8 months

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invented words are also called

proto words

Vocoids

vowel like sounds

Contoids

consonant like sounds

Goals of evalution

determine:

whether speech sound system is different from normal development, the direction of intervention and client management, changes in speech sound system over time

Identify:

related factors to speech sound d/o, dialectal variations of SAE

diagnosis

the results of studying and interpreting collected data in the assessment process

4 areas of data collection

case history

interviews with parents and other professionals

school and medical records

evaluation by the clinician

Screening vs comprehensive evaluation

screening: fast, pass/fail, can lead to a referral, identifies individuals who need further evaluation, does not collect much data

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comprehensive eval: specific/more detailed, longer in duration, can lead to a diagnosis, collects lots of data

5 components of a comprehensive assessment

1. case history
2. hearing screening/testing
3. speech mechanism examination
4. language screening/testing
5. speech sound perception testing

components of a case history form

birth/medical history, complications during pregnancy, duration of pregnancy, duration of hospitalization after birth, other diagnosed medical conditions, medications, ear infections, current health

Case history questions to ask parents?

\-describe your child’s communication problems and your concerns about it

\-how easily is your child understood by family members? by unfamiliar listeners?

\-is there a family history of speech difficulties?

oral and pharyngeal structures examined

teeth, tongue, palate, pharyngeal areas

class 1 occlusion

normal orientation of teeth and jaws

class II maloclussion

overbite

class III maloclussion

underbite

open bite

gap between biting surfaces, usually caused by pacifier or thumb sucking

cross bite

crossing of rows of teeth

large tongue

macroglossia

Small tongue

Microglossia

Phonological Process

A process child uses when they have not yet mastered the adult like from of the sound, a more simplified version is used

Things to consider when choosing an assessment

Age, background, motor vs linguistic issues

How do you test a client from a diverse background?

Give the test in the child’s first language if possible. If not take into account dialect and speech sounds differences in their language

PAT-3 is a standardized test that scores for

Articulation. Photo articulation test

Advantages of PAT-3

Good for ages 3-12 years

Tests final, medial, and initial word positions

Uses actual photographs

Tests vowels and diphthongs

Easy to give

Results provide list of incorrect answers

Provides standardized scores, age equivalents, and percentiles

Disadvantages of PAT-3

Doesn’t test all sounds, only targets vowels and diphthongs

Only examines small portion of child’s articulatory behaviors

Doesn’t test children about age 12, (with standard scores and age equivalence)

Stimulability testing

Sampling the client’s ability to repeat the correct form of error sounds with stimulation/cues

T/F a child can be expected to make faster progress on sounds that are stimulable than with sounds that are not

True!

Steps of a spontaneous speech sample

1. Begin with the standardized speech measure
2. Provide objects or pictures that may elicit target sounds
3. Plan the length of the sample (100-200 words) (around 20 mins)
4. Plan for diversity in the sample
5. Monitor the recording and floss and utterances that might be difficult to understand in the recording
6. Listen to a small portion of he sample before recording
7. Test the recording of the continuous speech sample

Advantages of conversational speech language sample

Transcribe phonemes in a variety of settings

Observe natural error patterns

Judge severity and intelligibility

Can be used for other language analyses

Disadvantages of conversational speech language sample

Time

Transcription skills

Severe intelligibility problems results in transcriptions

Not representative of all phonemes in language

Think about frequency of occurrence

Child can be reluctant to talk

PCC stands for ___ when looking at severity of a speech d/o

Percentage of consonants correct

What happens if a child produces a sound correctly in some words but incorrectly in others?

Look at phonetic context (coarticulation)

Consider the possibility of an emerging sound

If a child is developmentally delayed, what should be your age guide

The child’s approximate mental age

\-but remember every client is unique

Ankyloglossia/ tongue tie can be corrected by what operation

A frenectomy (clipping the tongue)

Only needed if causes issues feeding or swallowing

A Brifid uvula is also an indicator of what

A submucus cleft- if blue tint is shown

Advantages of standardized speech assessments

Easy to give

Easy to score

Scores allow clinician to compare individuals performance to performance of those a similar age

Norm referenced, standardized, single word tests

Disadvantages of Standardized speech assessment

Only examines isolated words

Does not give enough information about child’s phonological system

Does not test all sound in all contexts in GAE

Limited aspect of individuals total articulatory behavior or ability

Factors to consider when selecting a standardized measure

1. Appropriateness for the clients age or developmental level
2. It’s ability to supply a standardized score
3. It’s analysis of the sound error
4. It’s inclusion of an adequate sample of the sounds relevant to the client at hand

Starks stage 3

Vocal play or expansion

3-8 months

Extreme variations in loudness and pitch

Expanding sounds in repertoire

Raspberries, squeals

Starks stage 4

Basic Canonical Babbling

5-10 months

Beginning of stage:  babbling is used in a self-stim manner; not to communicate.

End of stage: babbling may be used in ritual imitation games with adults; beginning of imitative behavior and is an important milestone.

Reduplicated and non reduplicated babbling

Starks stage 5

Advanced forms

9-18 months

Babbling stage that overlaps with the first meaningful words.

Jargon as well as diphthongs appear

Jargon- strings of babbled utterances that are modulated primarily by intonation, rhythm, and pausing

Sounds as if the child is actually attempting sentences but without actual words