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CMD quiz 3
| Question | Answer |
|---|---|
| Phonemes are categorized by what? | Vowels and consonants -vowels=relatively open/unobstructed vocal tract -consonants=some constriction. (place, manner, voicing) |
| place | which articulators are being used is what classifies consonants -where constriction of airflow takes place |
| manner | degree of constriction or closure somewhere along the vocal tract while making consonants -classifies manner of consonant production |
| voicing | whether voicing or not during consonants -vocal folds vibrating=voiced -not vibrating= voiceless |
| /b/ - place/manner/voicing | place- bilabial manner- stop -voiced |
| /s/ - place/manner/voicing | place- alveolar manner- fricative -voiceless |
| /k/ - place/manner/voicing | place- velar manner-stop -voiceless |
| stop (manner) | Air pressure is built up behind the point of constriction, momentarily stopped and then released |
| fricative (manner) | narrow passageway for the air to pass through creating a friction-like noise |
| phonological patterns/processes | children often simplify difficult adult-like pronunciations -fronting ex. (car--> tar) , (ship--> sip) -gliding ex. (leg--> weg) , (run--> wun) |
| age of extinction | these processes are normal until a certain age -simplification distiguishes over time |
| speech sound disorders: RISK FACTORS [7] | -being male -hearing status -history of mid. ear infections and fluid buildup -discrimination ability of speech sounds cant be perceived -feeding difficulties -family history of speech/language disorders -low maternal edu. |
| cleft palate: speech characteristics [4] | -nasality, VPI -articulation errors, compensatory articulation -glottal stops (pop) -delayed speech development |
| dysarthria: DEFINITION | motor speech disorder caused by NEUROMUSCULAR deficits --weakness or paralysis, poor coordination of musculature |
| dysarthria: OCCURANCE | 90% of kids with CP have some degree severity of dysarthria |
| dysarthria: what does it impact | -affects respiration, phonation, articulation, and resonance, -location+severity determine type and degree of impairment |
| dysarthria: symptoms | -difficulty moving tongue or lips -slow, slurred, breathy, or nasal sounding speech -hoarse or strained voice -speaking too loud/quiet -hard to speak in normal rhythm -gurgly/monotone speech -longer words are hard to articulate |
| childhood apraxia of speech ( CAS ) | NEUROLOGICAL speech sound disorder -impaired motor planning/programming capabilities, can't learn correct motor plan/programming for accurate speech production |
| CAS characteristics | affects ability to PLAN and PROGRAM movements necessary for accurate speech production. - [i.e., positioning and timing of the articulators, amount of muscle activation -produce single words better than running speech |
| CAS symptoms | -INCONSISTENT errors when repeating productions of syllables/words -disrupted TRANSISTIONS btwn sounds/syllables -inappropriate PROSODY -Limited consonant or vowel REPERTOIRE -frequently OMIT/delete sounds, and ADDsounds |
| fluent speech | effortless, smooth, and rapid manner of speech. continuous uninterrupted flow of speech |
| stuttering examples | mmmmmmmm - ommy (prolongation) b----oy (blocks) b-b-b-b-ball (repititions) |
| incidence of stuttering | ~5-8% of people have stuttered at some point in their lives. -age 8-9 has 85% recovery rate ~within 2 years- 71% spontaneously/naturally recovered |
| recovery variables | ~females recover more often and quickly than males ~risk of persistence is higher: with family history, late onset [after 3.5yrs] ~persistence of stuttering one year post-onset |
| examples of typical disfluencies | ~whole word repetitions [I-I-I-I want a cookie] ~interjections [can we --um-- go now] ~syllable repetitions [I like ba-baseball] |
| definition of stuttering [characteristics] | -repetition of sounds/syllables -prolongation OR blocks -developmental as child, acquired as adult |
| developmental stuttering | -onset occurs btwn age 2-5, in PS years -contrasted with neurogenic stuttering -75% of the risk of developing stuttering occurs before the age of 3.5 |
| risk factors for developmental stuttering | -family history: one/more relatives who needed treatment -being male -below average communication SKILLS -extreme STRESS due to high expectations -having sensitive temperament, high emotional REACTIVITY |
| secondary behaviors: why are they used | -helps terminate/avoid stutter -each action is found by trial and error -reduce instances of stuttering -facial tension/grimacing -eye blinking -exag. head, shoulder, arm movements -varied and idiosyncratic -aka accessory behaviors |
| what indicates stuttering | more than two units of repetition -prolongations, blocks, repetitions rather than interjections and revisions |
| Stuttering EVALUATION: what is done/looked for | ~case history ~observation and detailed analysis of speech behaviors ~determine AVG NUMBER of each type of disfluency (blocks, prol., etc) -10 or more disfluencies per 100 words may indicate fluency problem |
| borderline stuttering [2- 3.5 yrs] | Child is UNAWARE and unbothered by stutter -more than 1 or 2 units in repetition -6-10 disfluencies per 100 words. -more part word and mono-syllabic whole word repetitions and prolongations |
| beginning stuttering [4-6 yrs] | ~aware and frustrated abt stutter ~REPITITIONS become rapid and irregular ~muscular tension and blocks appear -eye blinking ~PROLONGATIONS and repetitions with raise in PITCH |
| intermediate stuttering [6-13] | ~fear of stuttering, avoiding speaking situations ~increased muscular tension ~secondary behaviors more complex ~frequent circumlocutions and word substitutions |
| advanced stuttering [14+] | apex in development of stuttering -FEARful anticipation of stuttering ~TREMORS cause more tense blocks (lip, jaw, tongue) ~CERTAIN words and sounds are avoided ~excessive use of CIRCUMLOCUTIONS |
| [4] theories and conceptual models of stuttering | organic theory: behavioral theory: covert repair hypothesis: demands and capacities model: |
| organic theory | physical cause for stuttering ~cerebral dominance theory ~aristotle suggested disconnection btwn mind and body. muscles of tongue can't follow commands of brain |
| cerebral dominance theory- no evidence | speculated that people born left-handed (RH dominant) were forced to use their right hand as child. neither cerebral hemisphere becomes dominant, neural impulses from both hemispheres compete, can't control muscles |
| behavioral theory- no evidence | ~parents respond negatively to a child's TYPICAL disfluencies ~leads to anxiety about speaking, hesitations and repetitions from anxiety ~stuttering is a learned response to external conditions |
| covert repair hypothesis | ~PWS have a less efficient phonological encoding system, which causes more covert repairs being triggered. ~they can't catch the 'repair' in time before speaking |
| demands and capacities model | stut. develops when enviro demands (to make fluent speech) exceed child's physical/learned capacities (motor skills, language production skills, emotional maturity, cognitive development) -a child who stutters likely is missing one of these capacities |
| stutter affirming therapy | teaching PWS to value/embrace stutter (stutterphilic reaction) rather than reject/avoid it (stutterphobic reaction) |
| fluency-shaping technique | ~reduce speech rate [PROLONGED speech] ~reduce articulatory TENSION ~gentle voicing ONSETS |
| [3] stutter modification techniques | set of 3 techniques helping to react to stutter calmly, without unnecessary effort/struggle 1.cancellations 2. pull-outs 3. prepatoy sets |
| cancellations | repeat and produce word that was stuttered, pause after that word for 3 seconds, reproduce it in slow motion |
| pull-outs | there is no pause to correct the stuttered word. It's modified during the actual occurrence of the stutter |
| preparatory sets | slow motion technique is used in anticipation of stutter, rather than after. |
Created by:
liz gelles
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