Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Speech Disorders
Lesson 2
Term | Definition |
---|---|
Common Characteristics of Normative Studies | -Used only one word to elicit a response -Some imitative responses obtained in all studies -Facilitating phonetic contexts not controlled |
Differences for Normative study- Wellman (1931) | -narrowly selected population -criteria - 75% |
Differences for Normative study- Poole (1934) | narrowly selected population criteria - 100% |
Differences for Normative study- Templin (1957) | -attempted to mirror general population -age 3 was youngest -six (6) month intervals -accepted imitations -did not screen hearing -tested three (3) word positions -criteria - 75% -words varied with older children |
Differences for Normative study- Prather, Hendrick and Kern (1975) | -attempted to mirror pop & provided distribution data -2 yr olds -tested @ 4 month intervals -tested only 2 word positions -criteria- 50 % & 75% -words constant across age groups -avoided imitation -screened for hearing but no passing criteria - |
Differences for Normative study- Arlt & Goodban (1976) | -Claimed to control for SES but failed to support claims -Used imitative responses -tested phonemes in all three word positions -Criteria- 75% |
Differences for Normative study- Smit(1990) | -997 children ages 3;0-9;0 -tested initial and final positions only -used both spontaneous and imitative responses -Criteria - 50% & 75% -reported on gender trends |
General Points of Agreement for Normative Studies | -Nasal, stops, glides are acquired earliest -Fricatives, affricates, and consonant clusters are acquired later |
Limitations of Normative Studies | -Provide only an overview of sound development -Unable to provide a particular course of development for children |
What have Studies on Speech Patterns/ Phonologic Development told us? | -Simplification and restructuring of adult words is SYSTEMATIC not RANDOM -The child is an ACTIVE learner in the process of sound acquisition -These tendencies are generally “universal” or observed in children learning other languages |
Pre-linguistic Period | Birth - 1 Year |
PHONATION STAGE | -Part of pre-linguistic -birth to 1 month -Perception: no identifiable responses to speech distinctions Production: speech sound production is RARE; syllabic nasals; reflexive vocalizations. |
COOING STAGE | 2-3 months -Can discrminate b/w PLACE of articulation for stops from nasal & glides, stops from velars & b/w vowels even embedded in a syllable -Can NOT discriminate VOICING & PLACE OF FRICATIVES -make velar-like productions & round back vowels |
VOCAL PLAY OR EXPANSION STAGE | -4-6 months -Pitch contours can be discriminated -Production: explores vocal tract mechanism by squealing, growling, producing – gains better control of laryngeal and articulatory functions. -raspberries; repetition of vowels; some CV, marginal babblin |
CANONICAL BABBLING | -Pitch contours perceived -reduplicated babbling, stops, nasals, glides, & lax vowels -develops due to physiologic maturation & more adult-like development of the vocal tract. -back sounds decre while front sounds incre -no control of vocalizations |
VARIEGATED BABBLING/NON-REDUPLICATED BABBLING | -10-12 months -use of asymmetrical syllable productions,with an increase in the variety of CV sequences (ie baba to ba du). -increase in quantity syllable shapes C1 V1 C1 V2 (mommy) and C1 V1 C2 V2 (patty) -some true workds -prosody more adult like |
JARGONING/TRANSITION TO SPEECH | -12-18 months -Vocalizations ARE CONTROLLED -syllable structures consist primarily of CV, C 1V1 C1 V1, (momma) C 1V1 C1 V2 (mommi); CVC (pop)and VC (in) -About 50 words by 18 months -preferred consonants are /m, h, w/ & a few front fricatives. |
PHONOLOGY OF FIRST 50 WORDS | -Occurs during the JARGONING/TRANSITION TO SPEECH stage (age 12-18 months) -theory that says a child selects early words (word shape, V and C patterns) on phonetic grounds); and that children implement simplification strategies of acquisition; |
MARKED PHONOLOGICAL GROWTH | -Part of the PHONEMIC PERIOD -18 mos-4 yrs -by age 2, child has evidence of front fricatives -some affricates /ts/ -as well as previously noted sounds & classes (stops, nasals) -changes to include VCV, VC, & CVC -MORE ASYMMETRICAL SYLLABLE SHAPES |
Phonetic Tendencies of Two-Year Olds | -CV shapes noted with CVC words emerging -Disyllabic syllable shapes noted in over 50% of the sample -Stops at all 3 places of articulation in over 50% -nasals, glides & fricatives in word-initial position -Mean % consonants correct 70% (43-91%) |
RAPID EXPANSION OF PHONEMIC REPERTOIRE | -2-3 years -All syllable shapes -word initial clusters -STOPS in all three word positions -NASALS, FRICATIVES, GLIDES typically occurring in word-initial position -VOICELESS STOPS, FRICATIVE & LIQUID IN WORD-FINAL -VOICED STOPS IN INITIAL |
PRESCHOOL END OF PHONEMIC/BEGINNING OF STABILIZATION PERIOD | 3-5 yrs |
Age 3 | -ALL PHONEME CLASSES ARE EMERGING -all vowels are mastered; intelligibility increases to 80%. -Following processes are suppressed: unstressed syllable deletion, final consonant deletion, diminutization, velar fronting, consonant assimilatio |
STABILIZATION PERIOD BEGINS | |
AGES 4-5 | -production of phonemes stabilizes across most syllable shapes, word-positions, and phonetic contexts - intelligibility is 100%. -MOST PHONEME CLASSES ARE STABILIZED’ -SIMPLIFICATION STRATEGIES ARE SUPPRESSED FOR THE MOST PART. |
Common "articulation" of Intelligible 4 year olds includes: | -devoicing of word-final consonants (obstruents- everything except fricatives & affricates) -production difficulties with voice and voiceless /th/ -lisps (dental & interdental) -deletion of weak syllables -fronting of the velar nasal to alveolar /n/ |
Created by:
aramos139