Childhood MSD

Question 1

Doctor Megan Hodge from the University of Alberta defined MSD as having a:

Answer 1

● Constraint in the ability to PLAN, sequence, and/or control movements of muscle groups used to generate speech due to neurological and/or neuromuscular impairment

Question 2

T OR F: CHILDREN WITH MSD Typically do not “grow out of” or are
“cured” of physical basis of speech disorder

Answer 2

TRUE

Question 3

COGNITIVE PROCESS OF SPEECH

Answer 3

IDEATION

Question 4

IN IDEATION THERE IS

Answer 4

COMMUNICATIVE INTENT

Question 5

LINGUISTIC PROCESS

Answer 5

SYMBOLIZATION

Question 6

SYMBOLIZATION - LINGUISTIC

Answer 6

■ Word Retrieval (word combination)
■ Phonological Mapping
■ Syntactical Framing

Question 7

MOTOR PROCESS

Answer 7

○ Motor Planning and Programming
○ Motor Execution

Question 8

Specifying range, direction, speech, and force movement

Answer 8

MOTOR PLANNING AND PROGRAMMING

Question 9

RESULING IN ACOUSTIC INPUT

Answer 9

MOTOR EXECUTION

Question 10

Involves specification of particular muscles to begin contracting at just the right time, to move selected structures in a certain direction, range, speed, and with particular amount of muscle contraction.

Answer 10

PRAXIS

Question 11

usually caused by a determined or undetermined problem in the cortex.

Answer 11

PRAXIS

Question 12

It is the planning and programming of articulatory muscles for speech

Answer 12

PRAXIS

Question 13

It is the initial sensory motor process underlying speech

Answer 13

Planning

Question 14

Transform cognitive and or linguistic concepts to speech movements.

Answer 14

Planning

Question 15

having templates for specific situations that we have in our brain and ready to pull up and execute.

Answer 15

Planning

Question 16

What is the importance of planning?

Answer 16

1. The consciousness e ort of the speaker is minimized especially if it is routinary.
2. If the word is new or in a di erent language, it will be HARDER for you to process since you don’t have the template compared to a high frequency

Question 17

What are the parts of planning

Answer 17

1. Spatial configuration
2. Articulatory movement dynamics

Question 18

• This is the articulatory posture. The template would tell you where to position specific articulators

Answer 18

Spatial configuration

Question 19

• Specifies the movement. In that plan, how will they move in order to reach that specific articulatory posture

Answer 19

Articulatory Movement Dynamics

Question 20

It is the major determinant of the timing and positioning

Answer 20

Programming

Question 21

What is force function?

Answer 21

Responsible for setting muscle activity to a level necessary to complete the task

Question 22

specifies how contractive the specific musculature should be in order to produce that sound. How activated are the muscles supposed to be.

Answer 22

Force function

Question 23

What is Timing Relation/Characteristics?

Answer 23

how fast are the movements supposed to be, how slow are they supposed to move in order to produce that sound.

Question 24

Temporal characteristics of the movements are

Answer 24

supposed to be specified for each particular structure involved in the speech movement.

Question 25

What is the Interstructure/Component Relations?

Answer 25

Specify both positioning and timing characteristics of one or more structures relative to each other as well as the respiratory and laryngeal events.

Question 26

In this process, it specifies how each of those structures are supposed to be positioned and timed in relation to each other. So that the child or the person can produce a specific word or a specific sound itself.

Answer 26

Interstructure/Component Relations

Question 27

What is Status of the Position Dynamics?

Answer 27

Monitoring what’s the current state of the position dynamics.

Question 28

What is execution?

Answer 28

It is the realization of the plan and the programmed speech movements.

Question 29

present online dynamics.

Answer 29

The plan or the programmed movements are actually executed or produced so it's implemented

Question 30

make online dynamics.

Answer 30

Even after a speech production has begun, the system is flexible enough to make online changes. There is an interaction between this process and the previous process of programming.

Question 31

It is likely that when we're talking about motor planning, and programming issues or your praxis issues,

Answer 31

It is CAS

Question 32

Most likely if it is problem in motor execution,

Answer 32

It’s childhood dysarthria

Question 33

Darley, et al., 1969 defined dysarthria in adults

Answer 33

a collective name of a group of related speech disorders that are due to disturbance in muscular control over the speech mechanism due to damage of the C/PNS.

Question 34

Love, 1999 defined childhood dysarthria as

Answer 34

neurogenic speech impairment caused by dysfunction of the motor control centers of the immature brain and is marked by disturbances of the speech muscles in SPEED, STRENGTH, STEADINESS, COORDINATION, PRECISION, TONE, and ROM (Range of Motion).

Question 35

Strand, 2013 defined childhood dysarthria as

Answer 35

movements may be impaired in FORCE, TIMING, ENDURANCE, DIRECTION, and ROM.”

Question 36

According to Myask, 1963:

Answer 36

Persistence of the primitive oral reflexes makes mature patterns of feeding dicult and thus speech motor control also dicult to acquire

Question 37

General Characteristics of Children with Dysarthria

Answer 37

1. Jaw Stabilization 2. isolation 3. Lip Retraction 4. Lip Closure

Question 38

This may predict diculty in production of bilabial stops or labial sounds

Answer 38

Lip Closure

Question 39

If there is a Delay in the emergence of lip retraction during spoon feeding

Answer 39

Lip retraction is a problem

Question 40

It is for drinking

Answer 40

Jaw stabilization

Question 41

Emerges at 1 year of age and Mastered at 2 years old

Answer 41

Jaw Stabilization

Question 42

Oral Motor Characteristics of Childood Dysarthria

Answer 42

Dysarthria in children and adult is accompanied by significant restrictions of oral non-speech movement such as voluntary lateralization of the tongue, protrusion and retraction of the lips.

Question 43

Sensory deficit in childhood dysarthria

Answer 43

Studies on oral sensory deficits confirmed that deficits in sensory motor aspect play a role in speech performance, particularly in those with cerebral palsy

Question 44

The speech of children with dysarthria has been characterized as

Answer 44

Delayed or impaired

Question 45

Diagnostic Markers of Dysarthria (SlImWINS)

Answer 45

1. Slurred speech 2. Imprecise articulatory contacts 3. Weak respiratory support 4. Incoordination of the respiratory stream 5. Nasality 6. Spasticity or flaccidity of the oral facial muscles

Question 46

Abnormal movement in speech are clinically described as weak, slow, or with:

Answer 46

1. Paralysis 2. Tremor 3. Dysmetria/Dyssnergia 4. Limited ROM

Question 47

Dysarthria is more prominent in:

Answer 47

1.75/2 Males : 1 Female

Question 48

Respiratory Diagnostic Markers for CD

Answer 48

1. Inability/Difficulty to initiate phonation 2. Reduced vocal loudness 3. Poor regulation of vocal loudness 4. Reduced breath group length 5. Initiates speech at inappropriate place in the lung volume 6. Linguistically inappropriate inspirations 7. Fatigue with extended speaking 8. Unusual movements during inspiration or expiration

Question 49

Phonation Diagnostic Markers for CD

Answer 49

● Inability/Diculty to initiate phonation ● Poorly regulated pitch, pitch breaks, tremors ● Inappropriate pitch ● Reduced pitch range ● Poor regulation of vocal loudness ● Inappropriate loudness ● Reduced loudness range ● Abnormal voice quality ● Reduced breath group length ● Failure to dierentiate voiced from voiceless consonants ● Continuous voicing ● Audible airflow prior to start of voicing for spoken breath group ● Involuntary phonation

Question 50

Articulation diagnostic markers in CD

Answer 50

Imprecise consonants Inconsistent errors ● Distortion of vowels ● Voicing errors ● Prolongation of sounds ● Asymmetrical movements of articulators ● Slow Initiation of movement ● Slow rate of movement execution ● Reduced range of movement of oral articulators ● Limited diversity of movements ● Compensatory use of structure ● Involuntary movements

Question 51

According to Crary, CAS is

Answer 51

A disorder of “movement learning”

Question 52

What is Apraxia?

Answer 52

would deal more into a wider range of clinical context

Question 53

What is dyspraxia?

Answer 53

tends to be more into idiopathic clinical context.

Question 54

What is the definition of CAS (ASHA)

Answer 54

neurological childhood speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits.

Question 55

What is the core impairment in CAS

Answer 55

Planning, programming spatiotemporal parameters of movements sequences which results in speech sound production and prosody errors

Question 56

Clinical Contexts of CAS

Answer 56

1. Neurological causes 2. Complex neuro-behavioral d/o 3. Idiopathic

Question 57

Characteristics of CAS

Answer 57

1. Segmental 2. Suprasegmental

Question 58

chromosome FOXP2 (gene) located at the chromosome 7 Primary finding of the genetics of CAS have emerge from studies of a London family: “KE” family

Answer 58

Forkhead Box Protein P2 (FOXP2)

Question 59

CAS Speech Characteristics

Answer 59

1. Difficulty with achieving initial articulatory configurations 2. Difficulty from one articulatory configuration to another 3. Groping and/or trial and error behavior 4. Limited Consonant and Vowel Repertoire 5. Presence of Vowel Distortions/Errors 6. Use of simple syllable shapes 7. Frequent omission of sounds 8. Altered suprasegmentals 9. Altered timing between sounds and syllables 10. Inconsistent Error Patterns

Question 60

CAS Signs (ASHA Consensus)

Answer 60

● Inconsistent errors in repeated productions of syllables or words ● Lengthened and disrupted coarticulatory transitions between sounds and syllables ● Inappropriate prosody (especially in the realization of lexical or phrasal stress)