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KIN 207 > Speech and Language Development > Flashcards

Speech and Language Development Flashcards

1
Q

Speech:

A

the actual sounds of spoken language that are generated by rapid, precise and coordinated sequences of movements

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2
Q

Speech includes:

A
  • articulation
  • voice
  • fluency
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3
Q

Articulation:

A

how we make speech sounds using the mouth, lips, tongue

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4
Q

Voice:

A

how we use our vocal folds and breath to make sounds (can be loud or soft, or high or low pitched)

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5
Q

Fluency:

A

the rhythm of our speech

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6
Q

Language:

A
  • socially shared code

- uses a rule-governed system of arbitrary symbols/signs/gestures to represent ideas/thoughts/views

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7
Q

What does it mean when language is socially shared?

A

if what you are saying has no meaning, it is not language

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8
Q

Language includes:

A
  • what words mean
  • how to make new words
  • how to put words together
  • what we should say at different times
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9
Q

Communication:

A

the process of exchanging information, ideas, and feelings between people

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10
Q

Communication includes:

A
  • speech
  • language
  • gestures, facial expressions, body language
  • intonation, rate, pauses, loudness (to convey attitude/emotion)
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11
Q

Without a listener, it is not ______.

A

communication

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12
Q

Do you need language for communication?

A

no

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13
Q

Do you need speech for communication?

A

no

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14
Q

Frontal lobe is responsible for _____ production (_____ area).

A
  • speech

- Broca’s

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15
Q

Frontal lobe responsibilities:

A
  • planning
  • organizing
  • problem-solving
  • decision-making
  • reasoning (executive functions)
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16
Q

Parietal lobe responsibilities:

A

integrates sensory information (taste, smell, touch, vision, hearing, temperature, pain, and memory)

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17
Q

Occipital lobe responsibilities:

A

vision

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18
Q

Temporal lobe responsibilities:

A
  • understanding language (Wernicke’s area)
  • memory and learning
  • hearing
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19
Q

3 types of speech and language disorders:

A
  • receptive language disorder
  • expressive language disorder
  • speech disorder
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20
Q

_____, _____ and _____ are not the same thing, but are highly interconnected in _____.

A
  • speech
  • language
  • communication
  • development
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21
Q

Speech-language pathologist (SLP) specialize in…

A

disorders of communication and swallowing

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22
Q

SLPs require…

A
  • a master’s degree

- training in neuroanatomy, genetics, human and language development, linguistics, psychology, acoustics etc.

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23
Q

What do SLPs do?

A
  • screen, assess, identify and treat disorders of communication and swallowing
  • work with individuals of all ages (babies to elderly)
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24
Q

Disorders of communication and swallowing:

A
  • speech sound production
  • voice and resonance
  • language comprehension and expression
  • pre-literacy and literacy skills
  • cognitive communication
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25
Q

Where do SLPs work?

A
  • hospitals
  • clinics
  • schools
  • rehabilitation centres
  • nursing homes
  • early intervention programs
  • universities
  • colleges
  • research centres
  • private practices
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26
Q

Speech development is the coordination of movement across ___ muscle groups in ___ systems.

A
  • 100

- 4

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27
Q

Respiratory is ____ source.

A

power

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28
Q

Laryngeal is _____ source.

A

sound

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29
Q

Velo-pharyngeal & articulatoy is for _____.

A

shaping

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30
Q

Easiest sounds:

A
  • vowels and consonants

- happen at the front of the mouth

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31
Q

Hardest sounds:

A
  • sounds at the back of the mouth (k, g)
  • long sounds (s, z)
  • harder to coordinate
  • take longer to develop
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32
Q

DIVA model stands for:

A

Directions Into Velocities of Articulations

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33
Q

DIVA model:

A

computational neural network model of speech motor skill acquisition and speech production

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34
Q

DIVA model is based on…

A

neuroimaging studies of speech production

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35
Q

DIVA model can account for….

A

a number of long-studied speech phenomena

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36
Q

In computer simulations, the DIVA model….

A

learns to control the movements of a computer-simulated vocal tract in order to produce speech sounds

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37
Q

Look at DIVA model chart…..

A

.

38
Q

By age 3, consistent production of what sounds?

A

early 8 sounds: m, n, p, b, d, w, y, h

39
Q

By age 5.5, consistent production of what sounds?

A

mid 8 sounds: ng, t, k, g, f, v, ch, j

40
Q

By age 7.5, consistent production of what sounds?

A

late 8 sounds: th, TH, s, z, sh, zh, l, r

41
Q

Receptive language disorder:

A

trouble understanding

42
Q

Expressive language disorder:

A
  • difficulty using language

- hard to put sentences together, in right order

43
Q

Speech disorder:

A
  • difficulty with voice, moving mouth
  • difficulty with fluency
  • stuttering
44
Q

Intelligibility refers to…

A

how well you are able to be understood

45
Q

Intelligibility for 1.5 years:

A
  • familiar listeners: up to 25%

- unfamiliar listeners: up to 25%

46
Q

Intelligibility for 2 years:

A
  • familiar listeners: 50-75%

- unfamiliar listeners: up to 50%

47
Q

Intelligibility for 3 years:

A
  • familiar listeners: 75-100%

- unfamiliar listeners: up to 75%

48
Q

Intelligibility for 4 years:

A

unfamiliar listeners: 100%

49
Q

Articulation disorder:

A

not being able to say a sound

50
Q

Phonological disorder:

A

not knowing how sounds go together

51
Q

** look at charts for disorders.

A

.

52
Q

Nature:

A
  • innate

- emphasize biology, but believe some aspect is experiential

53
Q

Nurture:

A
  • experiential

- emphasize experience, but believe some aspect is built in

54
Q

In general, there is a ______ sequence of language acquisition, but the single most characteristic quality of this period of development is ______.

A
  • predictable

- variability

55
Q

Birth to 1 year receptive:

A
  • recognizes words for common items like “cup”

- begins to respond to requests (eg. come here)

56
Q

Birth to 1 year expressive:

A
  • tries to talk by cooing or babbling
  • uses gestures to communicate (waving)
  • has one or two words (hi, mama) around first birthday
57
Q

3 types of babbling:

A
  • pre-babbling
  • reduplicated babbling
  • variegated babbling
58
Q

Pre-babbling:

A
  • CV/VC

- eg. pa, da, or mi

59
Q

Reduplicated babbling:

A
  • duplicated CV’s

- eg. pa pa pa

60
Q

Variegated babbling:

A
  • mixed combinations of C’s and V’s

- eg. pa da mi do

61
Q

1-2 years receptive:

A
  • follows simple commands

- understands simple questions

62
Q

1-2 years expressive:

A
  • says more words every month
  • uses some 1 or 2 word questions (what’s that)
  • puts 2 words together (more cookie)
63
Q

2-3 years receptive:

A
  • understands opposites (go-stop) and some concepts (in, on, under)
  • responds to such commands as “show me your toes”
64
Q

2-3 years expressive:

A
  • uses 2-3 words to talk about and ask for things

- answers simple questions

65
Q

3-4 years receptive:

A
  • follows 2+ step directions

- answers simple who what where and why questions

66
Q

3-4 years expressive:

A
  • uses sentences with 4 or more words often

- asks many questions

67
Q

4-5 years receptive:

A

follows 3 step directions

68
Q

4-5 years expressive:

A
  • uses sentences that give details

- uses the same grammar as the rest of the family

69
Q

Simple:

A

learning speech and language

70
Q

Complex:

A

speech and language for learning

71
Q

Treatment:

A
  • zone of proximal development
  • practice language in context
  • principles of motor learning still apply
72
Q

Common mistakes in children:

A
  • logical missteps (plurals and irregular verbs)
  • mispronouncing words
  • using incorrect letter sounds
  • having difficulty saying certain letter sounds
73
Q

Red flags:

A
  • little or no eye contact
  • no babbling at 12 months
  • no gesturing by 12 months
  • no single words by 2 years and less than 50 words at age 2
  • not combining words at age 2
  • not combining 3-4 words at age 3
  • unintelligible speech at 3 years
  • simplified grammar at 3.5 years
  • difficulty formulating ideas and using vocabulary at 4 years
  • language not used communicatively
  • any loss of any language or social skills at any age
74
Q

Children develop at their ____ _____. It is _____ but highly _____.

A
  • own rate
  • predictable
  • variable
75
Q

2 contextual factors:

A
  • environmental factors

- personal factors

76
Q

Why engineer the environment for success?

A
  • poor comprehension (receptive language) interferes with appropriate behaviour
  • children often don’t ask for clarification (especially if language is delayed)
  • limited expressive language abilities lead to frustration and acting out
77
Q

General tips for environmental facilitators:

A
  • wait for attention before talking
  • minimize distractions
  • explain expectations clearly
  • simple, clear directions
  • slow down, and emphasize
  • minimize number of requests
78
Q

Environmental facilitators: explain expectations clearly:

A
  • use catchy sayings

- some kids may require teaching of what listening looks like

79
Q

Environmental facilitators: be consistent:

A
  • within and between sessions: across environments
  • across adults
  • across children
80
Q

Environmental facilitators: check for understanding:

A
  • don’t say did you understand

- ask the child to restate request or expectation

81
Q

Environmental facilitators: visual supports:

A
  • pictures, signs, gestures, charts
  • enhance comprehension
  • pair verbal with visual to make more concrete
82
Q

Why use visual timers for environmental facilitation?

A
  • time is a challenging concept for young children

- help make concrete how much time is left

83
Q

Environmental facilitators: model:

A
  • adult and peer models

- strategically select which child goes first

84
Q

Environmental barriers:

A
  • confusion/unclear expectations
  • yes/no questions
  • no vs yes + when/where
85
Q

Ask a yes/no question = what kind of answer?

A

yes/no

86
Q

Why should you use yes + when/where instead of no?

A
  • often kids can’t hear anything beyond “no” wen they make a request
  • they get stuck in frustration/disappointment
87
Q

Learning 2 languages ….

A

does not put you at risk for developing a language disorder

88
Q

Children with language disorders and bilingualism:

A

still encouraged to continue learning both languages

89
Q

Bilingualism: parents should not…

A

be discouraged from speaking their native language to their children

90
Q

If a child is having a hard time understanding you, consider…

A

they might not be able to hear you

91
Q

EDHI:

A
  • Early Hearing and Detection Intervention

- universal hearing screenings for all newborns

KIN 207 (27 decks)

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