Articulation and Phonology Flashcards
including classifying errors, speech sound disorders, phonological processes, substitutions processes, syllable structure processes, (51 cards)
error classification
- SODA errors
- distinctive features
- phonological processes
traditional SODA errors
substitutions, omissions, distortions, additions
distinctive features
voice, place, manner
phonological processes
substitution, assimilation, syllable structure
articulation: motor, phonetic
how speech sounds are made
- movement of muscles/structures to create sound
- involves contact between articulator muscles and structures, airflow obstruction and constriction, velopharyngeal closure
phonology: language, phonemic
language rules governing speech sounds
- speech error patterns used to simplify speech
- processes occurring at the perceptual level
- many are developmentally appropriate
- types of processes: substitution, syllable structure, assimilation
articulation disorders
- difficulty producing 1 or more sounds with no pattern or rule present
- motor-based errors: difficulty making/maintaining contact between 2 articulators, constricting airflow, velopharyngeal timing
- child not able to produce a particular sound
- SODA errors
articulation disorders: etiology
- organic (known physical cause)
- functional (no known physical cause)
articulation disorder: phonetic analysis
- sounds that child uses (correct and incorrect)
- sounds and sound classes present/absent
phonological disorders
- difficulty acquiring phonological system: patterns of errors
- language-based errors
- becomes a disorder when errors persist beyond typical age of elimination or if atypical process: backing, initial consonant deletion
- child is able to make sounds correctly, but uses them in incorrectly (e.g., wrong position)
phonological disorders: etiology
- hearing loss
- disorders of unknown etiology
phonological disorders: phonemic analysis
- sounds that child uses correctly
- compared to adult model
stimulability testing
tests if individual is able to imitate correct production
intervention of speech sound disorders: phonetic
stimulus –> response –> feedback and knowledge of results
interventions of speech sound disorders: phonemic
stimulus –> response –> feedback and positive reinforcement
phonetic: motor learning feedback
- treat only sounds that are stimulable
- client has underlying knowledge of the phoneme but exhibits a surface error
- tx should begin with syllables and words first, then move to sentences and conversations
motor learning feedback: isolation sound teaching
- shaping
- imitation
- phonetic placement
- contextual facilitation
isolation sound teaching: shaping
teaching isolated parts of a phoneme/shaping from sound already in inventory
isolation sound teaching: imitation
using imitation/modeling
isolation sound teaching: phonetic placement
- used to elicit sound
- verbal instruction, illustrations, feedback
isolation sound teaching: contextual facilitation
target sounds produced correctly on an inconsistent basis
phonemic: operant conditioning
- treat only sounds that are not stimulable, absent from inventory and are later developing
- treatment of voiced obstruents (since they may facilitate acquisition of voiceless obstruents)
operant conditioning: minimal pairs
pairs that differ in meaning based on a difference of one feature (e.g., sun –> tun)
operant conditioning: multiple opisitions
multiple targets that differ based on a single feature (e.g., go –> low, show, toe, mow)
