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Speech Disorders
Lesson 1
| Term | Definition |
|---|---|
| Percentage of preschoolers with speech sound disorders | 10-15% |
| Percentage of children with speech disorders exhibit general academic difficulties, specifically in writing, reading, spelling, and mathematics that exhibit speech sound disorders | 50-70% |
| Parts of the Articulatory System | 1.Bony Structures (Mandible & CN V– Trigeminal) 2.Hard Palate (immovable articulator) 3.Tongue- primary articular (muscle) (CN XII– 4.Hypoglossal Nerve) 5.Teeth (immovable articulator) 6.Lip and Facial Muscles (CN VII -Facial Nerve) |
| Parts of Resonatory System | Soft Palate (moveable articulator)– CNX– Vagus & CN XI– Accessory nerve |
| Parts of the Phonatory System | larynx & pharynx – CNX (Vagus) |
| Main component that controls the Respiratory System | Spinal Nerves |
| Wernicke’s area | Located in the temporal lobe, how meaning of words is understood (due to previous mapping and organization of language information, including features of the speech sound system) |
| Broca’s area | Located in the frontal lobe, plans patterns of skilled movements needed for speech production: -supplementary motor cortex to the primary motor cortex -Sends impulses through projection nerve fibers to the cranial nerves |
| Cerebellum | -Further coordinates and fine tunes motor movements needed for speech production. |
| Percentage of disorder children with speech sound disorder | 67% |
| Tongue | -Comprised of skeletal muscles (striated) which accounts for its high contractile capability -four intrinsic muscles which create the visible tongue (Hypoglossal Nerve) -four extrinsic muscles which support the tongue (each is attached to a bone) |
| Intrinsic Muscles of the tongue | -Superior Longitudinal, Verticalis, Transverse, -Inferior Longitudinal |
| Superior Longitudinal Tongue Muscle | -Intrinsic Tongue Muscle -shorten, widens, turns tongue tip up, turn up sides of tongue |
| Verticalis Tongue Muscle | -Intrinsic Tongue Muscle -flattens and widens the tongue |
| Transverse Tongue Muscle | -Intrinsic Tongue Muscle -narrows and elongates the tongue |
| Inferior Longitudinal Tongue Muscle | -Intrinsic Tongue Muscle -shortens, widens, turns tongue tip down |
| Extrinsic Tongue Muscles | Genioglossus, Hyloglossus, Styloglossus, Palatoglossus |
| Genioglossus Tongue Muscle | -Extrinsic Tongue Muscle -Protrudes and retracts the tongue |
| Hyloglossus Tongue Muscle | -Extrinsic Tongue Muscle -Depresses and retracts the tongue |
| Styloglossus Tongue Muscle | -Extrinsic Tongue Muscle -Moves tongue upward and backward |
| Palatoglossus Tongue Muscle | -Extrinsic Tongue Muscle -Pulls the back of the tongue up |
| slow twitched fibers are located | back muscles of the tongue |
| fast-twitched fibers are located | front muscles of the tongue |
| Muscle Spindle afferents in the tongue | Relay “messages” of sensation, movement, and movement in space to the cerebellum (not to the central cortex) contributing to an internal feedback system |
| Obicularis Oris | Muscle around the mouth. Responsible for bilabials, nasals and plosive. |
| Buccinator | Muscle responsible for the retraction of the lips |
| Nerve that innervates the Mandible | Cranial Nerve V – Trigeminal Nerve |
| Basic function of the respiratory system | is to push air into the airway composed of the larynx, the oral cavity and the nasal cavity. |
| Basic function of the larynx | is to regulate the airflow from the lungs to create both voiced and voiceless sounds. |
| Phonology | rules of a language (central or in area of the brain). -Language component which governs the patterning of speech sounds into meaningful units -concerned with syllable structure and distinctive feature -an auditorily learned behavior |
| Phonetic | Motor production (peripheral/ oral cavity) |
| Phonologic theory of Segments | The continuum of speech is interpreted and organized in terms of phonologic segments; we HEAR speech but PERCEIVE segments - e.g. cup - We hear a word that changes over time, but we perceive (psychologically) three segments |
| Phonologic theory of distinctive Features | Each segment is made up of features - e.g. [+ bilabial]: p, b, f,v, m, w [- labial ]: other phonemes |
| Phonologic theory of Levels of Representation | -all phonemes have two (2) levels of representation: a) underlying level and b) surface level |
| Phonologic theory of Phonologic Rules | -connect the two levels of representation within a given language. i.e. cab vs. cap -Rule of the English language: vowels are lengthened before voiced consonants |
| What is Meaningful speech | Motor phenomenon dependent not only on linguistic input from the auditory modality & sophisticated cortical interactions in the cerebral cortex, but also on PROPRIOCEPTION which provides feedback to the oral-sensory system to refine & coordinate movement. |
| Proprioception includes: | Kinesthesia AND Tactile |
| Kinesthesia | Awareness of body movement and position |
| Tactile | Sense of touch or contact |
| Input for the Feedback Loop | -Speech information is processed auditorily and organized and stored in the temporal lobe -Articulatory gestures, via muscle spindles, send information regarding motor movement and sensation to the cerebellum |
| The Feedback Loop Output | -A motor plan is executed (frontal lobe), with coordination of movements taking place in the cerebellum -Info regarding movement is sent to the articulators via CN's -Muscles of the articulators perform these organized and planned motor speech acts |
| Van Riper approach to articulation | -1930 to 1950- Traditional stimulus approach by Charles Van Riper. Designed to work with one phoneme at a times, then syllables, word, phrases, simple sentences, complex sentences, conversational speech. This approach is still used today |
| Sensory-motor approach | 1960 - 1975 (McDonald) - stressed phonetic environment. -Children produce certain sounds more easily in certain phonetic environments. Work on one sound at a time. |
| Multiple Phoneme Approach | 1975 -allows clinicians to work on more than one sound at a time. Start where ever the child is stimuable. |
| Distinctive feature/ Phonologic approaches | -1970- patterns to speech sound errors/categorize by features. -Late 1976- Phonology (David Ingram)- took distinctive features to next level buy looking at syllable structure. |
| Minimal pair therapy | 1976 (continued)- Minimal pair therapy (Fred Weiner). Cognitive –linguistic approach. |
| Other phonologic approaches | 1980’s- (Paden & Hodson). Studies on generalization learning pattern began. Cognitive –linguistic approach. Develop an assessment that was easier than distinctive approach. |
| phonologic approaches in 1990's | Refinement of previous approaches continued. Research in generalization learning continued. |
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aramos139