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Advanced Review Ch 5
Articulatory-Phonological Develop & Speech Sound Disorders
| Term | Definition |
|---|---|
| The term articulation disorder generally refers to what? | -speech motor control problems -physical difficult producing sounds |
| The term phonological disorder is usually used to describe what? | -underlying difficulty w/phonological aspect of lang knowledge -displayed by highly unintelligible child |
| Why do so many professionals use the term speech sound disorder instead of specifying phonological or articulation problems? | b/c they acknowledge that many children have a combo of motor & language knowledge difficulties |
| What are the most common theories of phonological development (to explain how children acquire phonological rules & sounds in speech communities) | -linear phonology theories -nonlinear phonology theories |
| T/F: Some researchers have proposed time frames in which typically developing children use certain phonological processes for a time and then stop using those processes as they mature? | TRUE |
| In general, when we say a child has a speech sound disorder, what are we saying? | that he/she has not developed speech skills normally |
| speech sound disorders are generally viewed in what 2 categories? | 1. functional articulation disorder (aka idiopathic) 2. organic disorders (arise from physical anomalies) |
| what is meant by a functional speech sound disorder? | -cannot be explained by any organic or known cause |
| What are the goals of linear phonology? | -describe phonological patterns in natural language -create rules that account for these systems -ID universal principles of various systems |
| Why was non linear phonology developed? | -linear phonology was viewed as inadequate; did not acct for stress/prosodic variables |
| Non linear phonology deemphasizes what? | processes/rules and FOCUS on prosodic phenomena |
| How is treatment for an organically based disorder different from a functional or idiopathic speech sound disorder? | -it should be treated with a multidisciplinary team -involve members of the medical community |
| What are some general factors that have been assoc w/speech sound disorders, but are not proven to be causal in nature | -gender -intelligence -birth order/sibling status -SES -lang develop -academic perf -auditory discrim skills |
| Organically based speech sound disorders ahve been assoc w/oral structural variables such as what? | -ankyloglossia -dental deviations -oral motor coord skills -orofacial myofunctional disorders (tongue thrust) -hearing loss |
| What neuropathies directly cause speech sound disorders in children? | -AOS -dysarthria |
| Clinicians assess children for speech sound disorders using a general set of what procedures? | -case hx -orofacial exam -hearing screening -if relevant: hearing probs, dental abnorm, intellectual disab. |
| When conducting a formal in depth assess, clinicians may use which types of assessments? | -conversational speech samples -evoked speech samples -stimulability assessments -standardized tests |
| How are prognosis and treatment goals determined? | by scoring and analyzing results of formal assessment |
| Tx of speech sound disorders can be artificially dichotomized (divided) into what 2 categories? | -motor approaches -linguistic approaches |
| When are motor approaches typically used for speech sound disorders? | -when a child has several discrete sound errors -has physical difficulty producing those sounds correctly |
| Motor approaches generally focus on what remediating what? | -motor difficulties -faulty perceptual difficulties |
| When are linguistic approaches generally used for speech sound disorders? | -highly unintelligible children -are assumed to have underlying phonological systems that differ from adults |
| Linguistic approaches focus on what | -establishing phonological rules -treat underlying patterns/rules instead of discrete phonemes |
| What are commonly known linguistic approaches to treating speech sound disorders? | -distinctive features approach -contrast approaches -phonological process approach |
| Many children with phonological disorders benefit from what types of therapy? | -metaphon therapy -phonological awareness therapy |
| Adults who seek accent training from SLPs are considered NOT to have a communication disorder, but instead a: | communication difference |
| Is it ethical for SLPs to provide adults with elective accent training? | yes, it will help improve intelligibility in English, vocational,social, and personal aspects of life |
| What are the major categories of phonological processes in children? | -substitution -assimilation -syllable structure |
| What is substitution (phonological process)? | one class of sounds is substituted for another -vocalization -gliding -velar fronting -stopping -depalatization (ts for ch) -affrication (ch for sh) -deaffrication (affricate is replaced by fricative) -backing -glottal replacement |
| What is assimilation (phonological process)? | -reduplication -regressive assim (bip for zip) -progressive assim (kik for kiss) -voicing assim (pik for pig) |
| What are syllable structure processes? | -week syllable deletion -FCD -EPEN -METATH -CR -Diminutization |
| what stages do infants go through in the 1st yr of life | -cooing/expansion -canonical babbling -variegated babbling -1st words |
| What phonological processes should disappear by age 3? | -redup -weak syllable deletion -assimilation -prevocalic voicing -velar fronting -FCD -diminutization |
| What phonological processes may persist withing typical developmental range after age 3? | -final consonant devoicing -CR -ST -EPEN -gliding -depalatizing -vocalization |
| What factors help determine whether or not a child should receive svcs? | -making developmentally inappropriate speech sound errors -speech prod differs markedly from peers -unintelligibity = social penalties -number of phonemes in error = child qualifies in setting |
| Speech sound disorders (SSDs) should be distinguished from what? | -CAS -dysarthria (from known cause like CP) -ESL |
| What associated conditions should be described or require additional eval? | -ASD -fetal alcohol syndrome -cleft palate |
| a statement of prognosis should consider what | if other variables (hearing impair, environ, physical, intellectual) may affect tx outcome |
| what is the difference b/n dysarthria and apraxia | both are caused from damage to the central nervous system, however: -dysarthria: paralysis, weakness, incoordination in mms of speech -apraxia: no weakness/paralysis of mms; difficulty is in programming the mvmnts |
| what are common articulatory errors in children w/dysarthria? | -voicing -fricative -affricates -liquids |
| treatment for dysarthria involves what? | -structure -repetition -increasing mm ton/ROM/respiration -intense systematic drill, modeling, placement -prosthetic devices |
| what are common articulatory errors in children w/apraxia? | -slow, effortful -prolong/repetition -most diff w/cons clusters, fric, affric, stops, then nasals -more ommis/sub -voice/devoice -vowel errors -unusual (METATH) -groping -hypernas/emmission -inconsistent -hx fo feeding prob -tactile aversion |
| For a 5yr old, what is the most substitution error to target? -th/s -t/f -w/r -d/th (ough) -j/l | t/f because f is an earlier occurring sound |
| In Oller's stages, reduplicated babbling precedes what? | variegated babbling |
| For a child who presents with Consonant Cluster Reduction (CR), what would you most likely put on a word list for tx? -bus -stopped -Lassie -shoes | -stopped |
| The therapy technique phonetic placement is used to teach or estab what? | production of a phoneme in isolation |
| A SLP's role in tongue thrust or oral myofunctional therapy may include: | -working as a team member w/a dentists, orthodontist, physician -eval & tx the effects of OMD n swallowing, rest postures, & speech |
| If a child's mother says she is saying guk for duk and ku for tu, what phonological process it this? | backing |
| The articulation therapy approach that emphasizes the syllable as the basic unit of speech production and heavily utilizes the concept of phonetic environment is: | -McDonald's sensory-motor approach |
| A child who is 4;3 uses phonological processes: GL, CR, ST, Redup, FCD, what should you target first? | Reduplication |
| What is a skeletal malocclusion? | deviations in the shape/dimensions of the mandible & maxilla |
| what is a dental malocclusion? | deviations in the positioning of individual teeth |
| what is a Class I malocclusion? | the arches themselves are properly aligned, but some individual teeth are misaligned |
| what is an overjet | -class II occlusion -upper th from molars forward are positioned excessively anterior to the lower th |
| What is the distinctive features approach to treating SSDs? | -find underlying patterns & train one or several sounds in that pattern in hopes that generalization to other sounds w/that pattern will occur |
| What does Van Riper's approach to treating SSDs focus on? | -phonetic placement -auditory discrim/perceptual training -drill like repetition -practice w/increasing complex motor skills -UNTIL produced correctly in spontaneous conversation |
| How does a clinician conduct minimal pairs therapy for SSDs? | -pairs words that differ by only one feature |
| Children whose SSDs are phonological in nature & accompanied by difficulty in lang are at greatest risk for what? | failing to achieve phonological awareness & eventual literacy skills **must implement phonological awareness training** |
| a 5yr old is saying tea for key. You show her how to produce /k/ via modeling. What are you assessing? | stimulability |
| what is an example of stopping? | tu for shoe |
| If you want to use the distinctive features approach, would you use minimal pairs, aud bombardment, or find underlying patterns and train one or several sounds for generalization? | -use minimal pairs AND -find underlying patterns and train one or several sounds in hopes to generalize |
| If a native born Korean speaker wants accent reduction, how would you proceed | -assess English intelligibility using an accent assessment instrument -analyze a conversation sample -explain that elective training is available |
| If you're treating a child using phonological processes and you decide to help the child pay attn to the phonological structure of lang, develop awareness that sounds can be classified by place, duration, and other, you are most likely using what approach | metaphon therapy |
| Metaphon therapy enhances what types of skills | metaphonological -often used w/preschool children w/mod-sev phonological disorders |
| metaphon therapy focuses on what? | -feature differences b/n sounds to help develop awareness of place, duration, and other characteristics of sound |
| What is Behavioral Therapy? | the behavioral explanation of speech is based on conditioning & learning -describes observable behaviors -speech is developed through interactions |
| What is Structural Therapy? | -based on structural theory of language -phonological development follows innate, universal, hierarchical order of acquisition of distinctive features -babbling not part of early speech -no supported |
| What is Natural Phonology Theory? | -natural phonological processes are innate & simplify the adult target word -controversial/no empirical evidence |
| What is Generative Phonology Theory? | -theory of the sound structure of human languages -phonological desc are dependent on info from other linguistic levels -phonological rules map underlying representations onto surface pronunciation -not broadly used |
| What are Oller's 5 stages of vocal development in babies? | 1. phonation (birth-1 mo) 2. cooing (2-4 mo) 3. expansion (4-6 mo) 4. canonical babbling (6-8 mo) 5. variegated babbling (8-12 mo) |
| What types of studies are used to estab norms of articulation development? | cross sectional -a certain # of children are selected from each age level targeted by the study |
| What is a longitudinal study? | -observes the process of learning -one or more children are observed for ext period of time -help us understand various stages/processes of sound acquisition better than cross sectional studies do |
| What are acquired first, vowels or consonants? | vowels |
| what are the earliest acquired consonants? | -nasals: /m, n, ng/ -usually mastered by 3-4 yrs |
| when are stops mastered? | 3 to 4.5 yrs |
| when are glides mastered? | 2-4 yrs |
| when are liquids mastered? | -varies -3-7yrs |
| what is the first fricative mastered and when? | /f/ -3 yrs |
| when are fricatives: th/th, sh, s/z mastered? | 3-6 yrs |
| when are consonant clusters mastered | later than most other sounds |
| How are oral-motor coordinationskills often evaluated? | through tests of DDK rate |
| what is a test of diadochokinetic (DDK) rate? | max repetition rate of syllables in rapid succession (putuku) |
| what is orofacialmyofunctional disorder (tongue thrust) | anatomical/physiological characteristic of the orofacial structures that interfere w/speech, physical, dentofacial, or psychological development |
| usually a chld with orofacialmyofunctional disorder OMD (tongue thrust) exhibits what? | deviant swallows |
| where is the tongue during swallowing and speech for a child with orofacialmyofunctional disorder (OMD) (tongue thrust)? | exerting force against the front teeth; tongue sits more forward (even at rest) |
| orofacialmyofunctional disorder (OMD, tongue thrust) can cause errors in what speech sounds? | /s, z, j/ sh, g(enre), ch |
| is myofunctional therapy appropriate for an SLP to work on a child with orofacialmyofunctional disorder (OMD, tongue thrust)? | yes -swallowing, rest postures, speech -usually works as a team (dentist, orthdontist, physician) |
| What omissions are common in children w/mild hearing loss (10-30 dB)? | -high frequency sounds (/s, t/) |
| what phonological processes are common in children w/mild hearing loss (10-30dB)? | -FCD -stridency deletion -fronting |
| when collecting conversational speech for assessment, how large should the sample be? | 50-100 utterances |
| How are conversational speech samples analyzed when used in assessment? | -phonetically transcribed -either all words, or just the words w/errors -ideal to transcribe on the spot |
| What is one way to have children interact in a more natural representive (of everyday) conversation? | -have them interact with family/caretakers -take notes of utterances/speech |
| What is another way (other than converstional speech samples) to collect speech samples for assessment? | evoked speech samples |
| what are the 3 types of evoked speech samples? | 1. imitation 2. naming 3. sentence completion |
| when soliciting evoked speech samples, why is it best to evoke wingle word productions in conjunction w/connected speech samples? | b/c some children make more errors in connected speech when sounds are coarticulated |
| assessment data is scored in what 2 ways? | 1. independent analysis 2. relational analysis |
| what is independent analysis? | -speech patterns described w/o reference to the adult model of language -doesn't state if acquired sounds are produced correctly |
| what is relational analysis? | -more commonly used -speech is compared to adult model -errors compared to acceptable productions |
| assessement serves what purposes? | -determine if child has clinically significant SSDs -ID/describe problem |
| how do clinicians begin with the process of assessment? | -start w/screenings to ID who needs in-depth assessment |
| what does an in depth assessment begin with? | -case hx -orofacial exam -hearing screening |
| what are the specific components of assessment? | -conversational & evoked speech samples -stimulability -standardized tests |
| what is the next step after assessments? | -score/analyze data -this provides directions for tx |
| how do you decide whether to use motor or linguistic approaches to tx? | Depends on child's: - linguistic knowledge (phonological errors) -motor skills (articulation errors) or -both |
| If a child has several sounds in error, which tx approach is generally used? | motor-based approaches |
| which approach is generally best for children who are highly unintelligible & have multiple sound errors? | linguistic approaches |
| what are the basic prodedures in tx? | -assess/analyze -determine existing patterns -select targets -estab baselines in all contexts (word/phrase/sent/speech) -target patterns, sounds or both -prep for generalization/maint |
| what is a multimodal approach to tx? | -auditory, visual, & kinesthetic cues |
| What is meant by the concept of communicative potency? | how functional words are within an individual's communication environment |
| although it is common to use standardized tests to assess tx progress, is it effective or accurate? | not usually b/c sounds are only tested 1x in each position |
| are the following substitutions b/v and d/th(ough) differences or disorders for a spanish-speaking student? | differences |
| What is Van Riper's Tradtional Approach | -foundation of motor approaches to articulation therapy -focus on aud discrim/perceptual training/phonetic placement/drill -with increasing complexity -until targets are automated |
| Clinicians who use Van Riper's approach view artic errors as what? | resulting from: - motor difficulties -faulty perceptual skills |
| What are the motor based approaches to remediating SSDs? | -Van Riper's Traditional Approach -McDonald's Sensory Motor Approach |
| What are the Linguistic appraoches to remediating SSDs? | -Distinctive Features Approach -Contrast Approaches -Metaphon Therapy Approach -Phonological Process Approach -Cycles Approach |
| Auditory discrimination training is based on what assumption? | -that aud discrim training is a precursor to speech sound production training -HOWEVER, production training may induce correct discrimination |
| When is phonetic placement used? | when client cannot imitate the modeled production of a phoneme |
| Phonetic placement training is based on what assumption? | -that motor placement leads to automatization and generalization of correct productions to untrained contexts -practice & drill are critical components -increasing in complexity |
| For clients who have a combo of motor-based and linguistic based errors, what treatment appraoch can be used? | -programs that are based on linguistic principles, but incorporate motor based approaches -ex.) Phonological Process Approach |
| What is McDonald's Sensory-Motor Approach? | -based on assumption that the syllable (not the isolated phoneme) is the basic unit of speech production -principles of coarticulation are important w/this approach |
| Does research support the assumption of McDonald's Sensory-Motor Approach that production of non-error syllables will facilitate correction of errored productions? | no |
| The linguistic approaches assume that a child has a rule-governed system w/specific patterns, but it differs from the adults system, so tx is geared toward what? | modifying the underlying rule system to match the adult standard |
| Most linguistic tx programs utilize what? | minimal pairs -differing by one feature: shine-pine |
| What are the most commonly used linguistic approaches? | -Distinctive Features Approach (DFA) -Contrast approaches -Methaphon Therapy Approach -Phonological Process Approach (PPA) |
| What is the Distinctive Features Approach (DFA)? | -to estab missing distinctive features or feature contrasts by teaching relevant sounds -assumes that teaching a feature in the context of a few sounds will generalize to sounds w/same feature/s |
| Is minimal pairs ever used in the Distinctive Features Approach (DFA)? | yes -ex) t/s: t is - strident, -continunant; s is +strident, +continuant |
| What are contrast approaches? | -minimal pairs: differ by 1 feature -maximal contrast therapy (max opposition): as many phonemic contrasts as possible (place, manner, & voicing) |
| What is Metaphon therapy? | -based on metalinguistic awareness -to enhance metaphonological skills -assumes difficulties do not necessarily llie in actual motor production of speech sounds, but in acquisition of rules of phonological system |
| When is the Metaphon therapy usually used? | -preschool children w/mod to sev phonological disorders -several phases of tx |
| Metaphon therapy focuses on differences b/n sounds like: | -long short -noisy quiet |
| Is the Metaphon therapy efficacious? | -more research is needed to make this determination |
| What is the Phonological Process Approach (PPA)? | -based on assumption that multiple errors reflect operation of certain phonological rules (erros are phonemic, not phonetic) -errors are grouped/described as phonological processes (FCD, CR, etc) |
| Which approach is a widely used phonological process approach? | cycles approach |
| What is Cycles Approach? | -phonological pattern approach -for mult misartic/highly unintelligible -errors are targeted based on stimulability, intelligibility, % of occurrence (40%+) |
| In the cycles approach, is it recommended that targets are drilled til mastery? | no -b/c Hodson/Paden believe acquisition is gradual |
| In the Cycles Approach, how many error pattern are treated in each session? | only one -one hour for ea error, then move on to the next |
| How does a cycles session go? | 1. review previous session target 2. auditory bombardment 3. activities w/new target (1hr) 4. play break 5. more activities w/new target 6. repeat aud. bombar., dismissal |
| What is Phonological Awareness Tx? | -awareness of sound structure of lang -subcateg of metlinguistic awareness |
| Is it possible (recent research) that children w/articulatory SSDs rather than phonological may NOT have difficulties mastering phonological awareness skills? | yes |
| When children's SSDs are phonological AND accompanied by language difficulties, they are at the greatest risk for what? | Failing to achieve: -phonological awareness skills -literacy skills -50% of these children will not be good readers by 3rd/4th grade |
| What should phonological awareness tx consist of? | -blending -rhyming -alliteration -sound structure awareness activities |
| What is EFL | English as a Foreign Language |
| What are the procedures of assessment for an EFL client's intelligibility? | -det. who cannot understand client -convers. speech sample -trans/calc: %Vs correct, % Cs correct -verify unintelligibility (3rd party) -list SSDs -calc. speaking rate -assess prosody -oral peripheral exam -assess other factors |
| What is a better term to use than treating unintellibibility or therapy for someone who speaks EFL? | accent training |
Created by:
kalyper