ch 3 and 4 comm disorders

Question 1

• Why are the four stages of languages discussed in this chapter considered to be overlapping?

Answer 1

They are considered to be overlapped developmentally. As a stage is completed, the next one is followed.

Question 2

• Why is it important to know and understand the developmental milestones within each stage of language development?

Answer 2

So, the caretaker can know if there is a lack in development or a increase in development in speech language.

Question 3

• What is the difference between receptive language and expressive language? Which one is typically the stronger modality?

Answer 3

Receptive language is the comprehension of language and expressive language is the language that is produced.

Question 4

what is the international alphabet

Answer 4

The IPA is a sound-based alphabet that includes one alphabetic symbol for each phoneme in all the spoken world’s languages.

Question 5

• What is the difference between monophthong vowels and phonemic diphthong vowels?

Answer 5

Monophthong vowels are pure vowels that maintain single sounds for the duration that they are spoken. they are plotted on the vowel quadrilateral because the quadrilateral approximates tongue placement in the mouth.
Phonemic diphthong vowels are 2 monophthong vowels said together to make one phoneme.

Question 6

• What are the three defining characteristics of consonant phonemes? How are those characteristics related and how do they depend on one another?

Answer 6

The three defining characteristics of consonant phonemes are manner, voicing, and place. They are related because of the way, whether they are produced, and where. They depend on each other to produce sounds.

Question 7

• Why does a child’s phrase length increase as their vocabulary inventory increases?

Answer 7

With more vocabulary words known, more words can be combined together to form sentences. This gives children sufficient language to produce basic narratives. The developing language stages are how children use the language, content, and form of the language.

Question 8

• What are phonological processes and how do they affect intelligibility?

Answer 8

Phonological processes are developmental patterns. They affect intelligibility because their speech is only about 75% of intelligible due to several phonological processes.

Question 9

substitutions

Answer 9

replacing one sound in a word with another

Question 10

syllable structure

Answer 10

changing sounds in the word that result in the syllable structure of a word

Question 11

assimilation

Answer 11

Changing a sound so that it is the same as or similar to a neighboring sound

Question 12

• Describe how the different domains of language are related to and depend on one another

Answer 12

The domains are pragmatics, Semantics, phonology, morphology, and syntax. They depend on each other because they allow the language to develop.

Question 13

• What is LARSP and what are its four levels of analysis

Answer 13

Language Assessment, Remediation and Screening Procedure
Level one: separates syntactic structure into the seven large segments of the subject clause, verb clause, direct object clause, indirect object clause, adverbial clause, complement clause, and question clause elements.
Level two: focuses on the phrase and includes: noun phrase, verb phrase, adverbial phrase, prepositional phrase, adjective phrase.
Level three: focuses on the phrase constituents and gives a syntactic label to every word in the sentence.
Level four: word level, focuses many of the bound inflectional morphemes.

Question 14

• What is the difference between a compound sentence and a complex sentence? Give an example of each

Answer 14

Compound sentence- has two clauses that can stand independently as grammatical utterances and are joined by a coordinating conjunction.
Complex sentences- has more than one main verb, contain one clause that can stand independently and one clause that cannot stand independently as grammatical utterance. They are joined by subordinating conjunctions.

Question 15

• Why is having fewer phonological processes in the language-for-learning stage than in the developing language stage developmentally appropriate?

Answer 15

Because in the language for learning stage, children are relying on short term and long term memory for coding from one form of representation to another form.
In developing language stage, they have stopped producing most of the phonological processes.

Question 16

Describe how speech-sound and language development coincide with and depend on one another

Answer 16

They coincide by an increase in learning semantics. The structure of formal definitions varies by how the language is structured in the mental lexicon.

Question 17

In which language stage do children experience immense semantic growth?

Answer 17

During the language for learning stage

Question 18

Metaphors and idioms are considered what type of language? How do they develop?

Answer 18

Formulaic language. They are developed through a child’s ability to only understand concrete metaphors/transparent idioms in preschool then gradually increase understanding of both concrete, abstract, and familiarity through childhood, adolescence, and adulthood. A child’s conceptual knowledge increases, and their ability to understand metaphors does as well.

Question 19

Why are developing literacy skills, even in the prelinguistic stage of development, important?

Answer 19

It allows for a child to have writing skills for narrative school assignments containing a mix of everyday language. Later in adults, critical reading and thinking skills develop use reason to construct knowledge from written material.

Question 20

What are the two different ways in which a child acquires a second language? Why is identifying them and understanding them important?

Answer 20

Sequential bilingual course of development is when they begin learning the second language after their third birthday. A simultaneous bilingual course of development is learning two languages before their third birthday. It’s important to identify them due to the dialectal differences from English and the other language culture.

Question 21

silent period

Answer 21

nonverbal, when children are first introduced to a second language, they begin acquiring the new language through the receptive language tasks of listening and comprehending through signs and gestures.

Question 22

subtractive bilingualism

Answer 22

language loss with second language learners. When they learn a new language, they lose skills in their first language, even with the first language not consistently modeled and supported.

Question 23

code mixing

Answer 23

when a person who has acquired or is acquiring two languages uses elements from both languages in the same utterance or in a conversation.

Question 24

language transfer

Answer 24

• when children learning are less proficient in the second language than first learned language, error results in their second language.

Question 25

Will the questions related to cultural and linguistic issues change across the language development stages?

Answer 25

Yes, as each stage of development in language children forms, questions will adapt to fit the circumstances the child is in. Depending on the culture the child is in, they can be more fluent in communication or lacking in it based on culture values.

Question 26

Knowing that culture can influence language development, what are specific ways in which culture can directly impact language development across each domain of language?

Answer 26

Culture can directly impact language development. For example, a child’s family could not read books or have them as an important value. This depletes the child’s ability to comprehend and introduce words to their vocabulary. Other cultures, like the Japanese, expect a child to remain quiet and learn through observation only.

Question 27

What are some of the dialects of general American English in the United States, and what are some of the acceptable differences within them across the five domains of language?

Answer 27

In low context cultures, like the General American English culture and American School culture, narratives are used in the classroom to summarize events in the past tense to explain a series of events that will take place in the future. In high context cultures, like African American culture, narratives are used by children to retell events in the present tense using imitation and role-playing to make the story more interesting for the listener.

Question 28

1. How are speech sound disorders defined? What are two subcategories of SSDs?

Answer 28

It’s an umbrella term used to describe articulation and phonological disorders. It affects the intelligibility levels of someone’s speech to listeners by decreasing intelligibility levels. It involves difficulty in production of one or more phonemes that should be mastered by children at specific ages.

Question 29

2. How are phonological disorders diagnosed?

Answer 29

They are diagnosed when a child exhibits phonological processes “fronting” past an age when they should be integrated or suppressed

Question 30

3. What are some of the risk factors or predictors of SSDs?

Answer 30

Articulation errors and phonological disorders can be a risk factor. Child and family factors, early parent reported speech factors, early parent reported motor skills are all predictors.

Question 31

4. Describe two types of structurally based speech sound disorders

Answer 31

A cleft lip and palate happen when there is an incomplete merging of the palatal tissues during the 6th to 11th week of gestation so the child is born with cleft palate or cleft lip of the soft and hard palates

Question 32

5. What special considerations should be made when assessing SSds in children who are bilingual or who have been exposed to more than one language?

Answer 32

It’s important to complete evaluations in all known languages and a child cannot have a SSD in only one of the spoken languages.

Question 33

6. What is an allophone? Provide example

Answer 33

They are when phonemes differ but they do not change the meaning of words.

Question 34

distortion

Answer 34

: a phoneme is distorted so it may sound like another phoneme but is not quite distinguishable

Question 35

substitution

Answer 35

one phoneme is replaced by another phoneme

Question 36

omission

Answer 36

phoneme is deleted from a word

Question 37

addition

Answer 37

phoneme is added to a word that should not occur

Question 38

syllable-level errors

Answer 38

occurs when a weak syllable of a multi-syllabic word is deleted

Question 39

8. How does co-articulation affect the production of certain phonemes?

Answer 39

Phonemes that are produced before and after other phonemes. It helps produce a phoneme behind the added phoneme.

Question 40

9. What are phonological processes? Provide three examples. Which phonological processes typically have the earliest age of suppression? Latest?

Answer 40

Developmental norms, patterns of sound errors that occur in children when developing language. Final consonant deletion- occurs when the last phoneme in a word is omitted, prevocalic voicing- occurs when the unvoiced phoneme prior to a vowel becomes voiced, fronting- when phonemes that are typically produced in the back of the oral cavity are moved to the front. Earliest age of suppression- final consonant deletion. Latest- cluster reduction

Question 41

10. Why is it important for an SLP to identify SSDs in a child as early as possible?

Answer 41

Intervention will need to assess underlying representation rather than just the production

Question 42

contextualized assessment

Answer 42

a way to obtain additional information about the child’s articulation and phonological skills at various difficulty levels. SLP’s can collect language samples through play activities, narratives, or books. The SLP can obtain an intelligibility rating from language samples.

Question 43

decontextualized assessment

Answer 43

assessments and screenings instruments for languages other than English are limited with this. Standardized articulation assessments, functional samples like writing samples, classroom observation, and home visit observation all play roles as well.

Question 44

12. Why is it important to include contextualized measures in an assessment? are there bilingual or multilingual considerations?

Answer 44

It’s important for developing intelligibility ratings of a child and the Percent Consonants Correct which can be used to determine the severity of phonological disorders. There are bilingual considerations like there cannot be one SSD in one language and not the other.

Question 45

13. Describe one method of classifying the severity of phonological disorders

Answer 45

One way to determine the severity is based on the percentage of unintelligible speech and the types of processes that are not suppressed by the approximate ages.

Question 46

14. What are the four steps of traditional articulation therapy as defined by van riper and Erickson?

Answer 46

1 identifying and discriminating the target phoneme from other sounds 2 practicing the target phoneme until production is correct 3 correctly producing the target phoneme consistently 4 producing the target phoneme in everyday communication

Question 47

15. Describe four different treatment approaches used to treat children with SSDs

Answer 47

Traditional therapy as explained in the prior question, systematic articulation training program accessing computers (SATPAC) which focuses on the specific phonemes of /s/ and /z/. it incorporates the use of non-words and real words into drill activities that are outlined for the SLP and the child Core vocabulary approach is designed for children with articulation disorders who are highly unintelligible. Multimodal intervention is for children with severe articulation disorders. It involves the use of alternative and augmentative communication devices along with speech therapy that focuses on production of specific phonemes

Question 48

16. What are phonetic boundaries? When are they established? How can they affect phoneme perception in adults?

Answer 48

Phonetic boundaries are formed within the first 17 months of life. This is when young children respond differently to dialects they are used to hearing as opposed to those they are not familiar with. They vary across languages and are therefore different for listeners of different languages. If a person heard one language at three years, the phonetic characteristics of the language they were exposed to will influence phoneme perception when they become adults.

Question 49

17. How can chronic otitis media affect the speech and language development of a child?

Answer 49

It can be a risk for hearing loss due to fluid in the middle ear which leads to speech perception difficulty. Children will experience SSD due to this.

Question 50

18. Describe the components of a comprehensive speech and language assessment

Answer 50

The components include (1) hearing screening- if child passes the assessment continues to next, if not, they are referred to audiologist (2) case history- overall thorough review of child’s communication history (3) contextualized measures-collecting samples of a child’s language (4) decontextualized measures- testing (5) functional samples- observing how a child uses articulation and phonological skills in social and academic settings

Question 51

19. Why is it problematic to rely solely on standardized assessment results to diagnose speech and language disorders, especially in bilingual and multicultural populations?

Answer 51

The assessments for other languages than English are limited and making sure the norming sample is appropriate. This is because testing can be specific to a certain area so they test must be formatted to fit language dialects for certain area. Many tests are not normed on bilingual speakers or dialect speakers.

Question 52

20. What does it mean to be stimulable for a particular phoneme?

Answer 52

This allows the SLP to learn what the child can articulate when provided with cues and support and it can guide you to develop intervention goals. If a child is stimulable with a particular phoneme, they can be determined whether it is mastered or needs additional therapy in that initial word position.