Exam 1

Question 1

What percentage of children have speech sound disorders?

Answer 1

50-80%

Question 2

What is the relationship between early phonological disorders and emergent literacy skills?

Answer 2

positive correlation

Question 3

What percentage of children with phonological disorders evidence academic problems?

Answer 3

50-70%

Question 4

What percentage of SLPs in schools serve children with phonological disorders?

Answer 4

91%

Question 5

What is IPA used for?

Answer 5

To provide a common vocabulary and symbol system for description of speech sounds

Question 6

What is the clinical use of IPA?

Answer 6

To capture the relationship between target and obtained production (captures speech sound errors at the single word level and intelligibility in connected speech).

Question 7

Guidelines for transcriptions:

Answer 7

Records speech, does not reinterpret orthography.
Rely on kinesthetic, auditory, and visual cues for own speech.
Rely on auditory and visual cues for other’s speech.

Question 8

4 characterizations of misarticulations:

Answer 8

substitutions, omissions, distortions, additions

Question 9

What does it mean that the etiology is organically based?

Answer 9

there is a presence of a structural anomaly related to congenial disorders or as a result of surgery. Hard to predict the relationship between ‘mild’ structural deficit and severity of articulation disorder

Question 10

Down syndrome/ Trisomy 21

Answer 10

Cognitive impairments
Overall low muscle tone/ macroglossia
High frequency of otitis media

Question 11

Hearing Loss

Answer 11

severe-profound levels impact speech-sound development significantly

Question 12

Dysarthrias

Answer 12

Neurological source
slow, imprecise, uncoordinated movements
difficulty with execution (being able to reach targets in a timely manner)
pervasiveness, generalized, includes respiratory, laryngeal, and articulatory system
usually makes distortions
consistency in the error at various levels, slow rate will yield a positive response

Question 13

Apraxia

Answer 13

speech motor programming impairment with little or no deficits in speech
neurological source
difficulty programming movements in a timely way
pervasiveness: articulatory system
types of errors: substitutions, deletions, additions
inconsistency in the error, slowing down does not help

Question 14

What does it mean to have an ideopathic or unknown origin?

Answer 14

most represent some kind of speech delay

56% are genetically based; 30% are otitis media w/ effusion; 12% have psychosocial involvement

Question 15

INTELLIGENCE and SSD

Answer 15

nonpredictive relationship. positive correlation if developmental delay is involved.

Question 16

LANGUAGE DELAYS and SSD

Answer 16

60% of children with SSD have language problems

Question 17

ACADEMIC PROBLEMS and SSD

Answer 17

robust correlation of SSD and emergent literacy (Matthew effect)

Question 18

GENDER and SSD

Answer 18

young girls ahead in phonological development

Question 19

SES and SSD

Answer 19

weak evidence

Question 20

SIBLINGS AGE and SSD

Answer 20

the older the sibling, the lower percentage of SSD

Question 21

phone vs phoneme

Answer 21

phone = produced, behavioral unit of sound
phoneme = cognitive linguistic unit or conceptualization of sound

Question 22

phonology

Answer 22

knowledge of your sound system and what it entails

1. ) the repertoire of phonemes in the language
2. ) the rules by which we combine sounds

Question 23

phonological disorder

Answer 23

phonological knowledge is ill-developed, there is a limited phonemic repertoire, or they haven’t learned all the rules by which they’re combined

Question 24

how do you recognize a phonological disorder?

Answer 24

Simplified Phonological System
- limited phonemic inventory
- only a few places of articulation
- few places for fricatives
- affricates are frequently absent
- lacking voiced/ voiceless distinction
- mostly have earlier developing (anterior) sounds
Mostly CVCV
- mostly open syllables
- few clusters
Intelligibility is compromised to moderate-severe levels
Discernable pattern in the speech-sound errors
Possibilities of difficulties in other language (academic) areas

Question 25

Phonological Processes

Answer 25

- patterned modifications in speech sound productions - driven by innate mechanisms - some apply sequentially, affect intelligibility variably and all must be understood developmentally - not a problem if age appropriate - doesn't always indicate phonological impairment, diagnose impairment first then determine processes

Question 26

Articulation

Answer 26

physical production; the totality of motoric processes in speech

Question 27

articulation disorder

Answer 27

motoric problem (dysarthria)

Question 28

processes disappearing by 3 years:

Answer 28

- unstressed syllable deletion - final consonant deletion - reduplication - velar fronting - prevocalic voicing

Question 29

processes disappearing after 3 years:

Answer 29

- cluster reduction - epenthesis - vowelization - stopping - depalatalization - final devoicing - idiosyncratic processes

Question 30

what historical landmarks took place?

Answer 30

shift from behavioral to cognitive in the 60's; application of phonoligcal theories to Dx and Tx process, influenced by David Ingram's book

Question 31

Application of DF theory to clinical phonology

Answer 31

- allow for complete analysis of substitutions - captures similarities between surface speech errors - notational system for representing sound change

Question 32

developmental implications of DF theory

Answer 32

- children acquire features first then generalize to sounds | - provides critical distinction to interpret developmental date "naturalness vs markedness"'

Question 33

limits of DF theory

Answer 33

- requires adequate knowledge of phonology | - only good for substitutions

Question 34

structural physiology before year 1

Answer 34

- large lungs - enough subglottal pressure to support crying - larynx and artic structures for reflexive functions - tongue fills the oral cavity - Ratio of cartilage (arytenoid) to membrane (vf) is 2:1, allows for high pitch of crying but not alot of contrast initially - larynx is higher - enlarged vocal processes

Question 35

larynx at year 1

Answer 35

Hyoid plus larynx is displaced inferiorly Thyroid enlarges relative to cricoid Epiglottis becomes larger and firmer Arytenoids retain their shape but adapt structurally and functionally to other structures Vocal folds become longer

Question 36

oral structures at year 1

Answer 36

size of oral cavity increases so tongue does not completely fill the mouth tongue and lips become elongated, acquire greater mobility greater fine tuning and coordination of oral, pharyngeal, and laryngeal musculature

Question 37

cognitive/ linguistic development up to 1 yr

Answer 37

- prenatal perception of speech sounds (fetal eye blinks in response to loud noises, heart rate in response to stimuli) - postnatal perception of speech sounds (sucking rates vary, segmentation/ categorical perception by 4 yrs) (discriminate place and manner by 3m, nonnative sounds at 6-8m but suppressed by 1 yr) - perceptual constancy: ability to the same sound across different speakers, pitches, etc)

Question 38

prelinguistic phase (general)

Answer 38

- control of phonation - control of pitch and loudness (intonation and prosody) - control of resonance (nasals) - control of resonance and constriction (leads to array of consonants and vowels)

Question 39

Pre-linguistic Phases

Answer 39

Stage 1: Reflexive crying/vegetative sounds (b-2m) Stage 2: Cooing & laughter (2-4m) (back vowels w/ some constriction) Stage 3: Vocal play (4-6 m) Stage 4: Canonical babbling (6m+) Reduplicated & nonreduplicated/variegated common vocoids - front, central common contoids - anterior stops, nasal bilabials, glides syllable shapes - V, CV, CVC, CVCV Stage 5: Jargon (10m+) Variagated babbling with distinct intonational patterns

Question 40

Current thinking on babbling

Answer 40

may predict later language ability Rate of comfort-state vocalizations positively related to early spoken vocabulary and overall rate of vocabulary acquisition Severity of phonological delay related to the time that infants remain without the ability to vocalize At-risk infants tend to produce fewer contoids/closants in the first year of life a. Greater language growth is related to greater babbling complexity greater variation in contoid productions b. Less language growth is related to greater vocoid-babble relative to contoid babble

Question 41

babbling and jargon to first words: what carries over?

Answer 41

``` monosyllabic utterances stops, nasals, fricatives bilabials rare use of clusters central, front vowels proto-words/vocables/quasi-words/PCFs (phonetically consistent forms) ```

Question 42

stops and nasals acquisition:

Answer 42

Anterior stops may develop earlier than velars Final velars may develop before initial velars Typical substitutions: within sound class Final velars may be omitted than substituted Initial velars may be replaced by anterior stops

Question 43

fricatives acquisition

Answer 43

Labiodentals may appear before alveolars, interdentals, and palatals Typical substitutions: stops for fricatives

Question 44

approximants acquisition:

Answer 44

Glides typically appear before liquids Typical substitutions: glides (particularly initial /w/) for liquids Liquids in final positions may be deleted or vowelized

Question 45

clusters acquisition

Answer 45

Deletions typically follow order of acquisition