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exam 2 Flashcards

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1
Q

subtypes of speech sound disorders (SSD)

A

functional, organic, motor/neurological, structural, sensory/perceptual

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2
Q

functional SSD

A

-no known cause
-articulation (motor aspects)
-phonology (linguistic aspects)

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3
Q

organic SSD

A

developmental or acquired

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4
Q

motor/neurological SSD

A

-execution (dysarthria)
-planning (apraxia)

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5
Q

sensory/perceptual SSD

A

hearing impairment

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6
Q

general ways a speech disorder can impact input

A

-auditory processing
-discriminate speech
-phonological recognition
-phonetic discrimination

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7
Q

general ways a speech disorder can impact storage

A

-phonological representation
-semantic representation
-motor program

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8
Q

general ways a speech disorder can impact output

A

-motor programming
-motor planning
-motor execution

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9
Q

how do we get feedback

A

from auditory and sensory sources

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10
Q

components of a speech assessment

A

case history, hearing screening, language screening, speech sample, oral mechanism exam (to evaluate structure and function of speech articulators), standardized testing

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11
Q

considerations for multilingual speech assessment

A

some articulation/phonology tests are only based on monolingual english speakers
-may need to use informal assessments
-intelligibility speech scale

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12
Q

how to read a speech sound development chart

A

shows when a speech sound should begin to be developed all the way to where it should be mastered

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13
Q

features of articulation

A

-process of planning and executing speech sounds
-CAN we say it?
-motor learning that results in ability to move articulators
-disruption in storage

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14
Q

features of childhood apraxia of speech (CAS)

A

-affects motor planning and programming
-inconsistent errors

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15
Q

features of dysarthria

A

-affects neuromuscular execution of speech
-consistent errors

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16
Q

features of phonology

A

-language conventions (rules) that govern how phonemes are combined to make words
-DO we say it?
-linguistic learning that results in adult-like set of phonological rules
-disruption in storage

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17
Q

four components of speech production

A

respiration, phonation, resonance, articulation

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18
Q

what is similar between articulation and phonology

A

-affects speech intelligibility
-can be delayed or disordered

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19
Q

what is different between articulation and phonology

A

articulation : affects sound on motor level, therapy focuses on repetitive motor practice
phonology : affects sound on linguistic level, therapy focuses on sound contrasts

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20
Q

phonological processes and age of mastery

A

review images from slide 14 articulation and phonology

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21
Q

key principles of articulation treatment

A

-motor
-targeted outcome
-focus on establishing correct articulator placement for eroded sounds
-repetitive motor practice
-uses feedback and attention

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22
Q

key principles of phonology treatment

A

focus on groups of sounds (targets phonemic level)
-support establishment of phonemic contrast
-takes advantage of natural communication consequences

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23
Q

four common phonological interventions

A

minimal opposition, maximal opposition, cycles, complexity

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24
Q

minimal opposition

A

uses minimal pairs to teach meaningful phonetic contrasts
-very common

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25
maximal opposition
uses a set of 4-5 words that are minimal pairs
26
cycles
targets are introduced in a cyclic fashion to target a wide variety of sounds quickly -used to boost intelligibility
27
complexity
targets later developing sounds to try and stimulate maximal changes in earlier and easier sounds
28
how can IPA be used in articulation interventions
can help change a sound -we use manner, place, and voice cues to help adjust sounds to be where and what they should be
29
childhood apraxia of speech (CAS)
neurological childhood speech disorder
30
core traits of CAS
-inconsistent errors on consonants and vowels -lengthened and disrupted coarticulatory transitions between sounds and syllables -inappropriate prosody, especially on realization of lexical or phrasal stress
31
speech characteristics of CAS
-difficulty with sequencing speech sounds -unusual errors (additions, prolongations, etc.) -difficulty with voicing -vowel errors -difficulty with prosody
32
considerations for diagnosing CAS
-does the child produce enough speech to analyze? -signs in young children include : limited cooing/babbling, delayed first words, limited consonants and vowel inventory, articulatory groping, and imitated speech is clearer then spontaneous speech
33
principles of CAS treatment
establishing motor programs -more frequent and intense -focus on movement, not just speech sound -give appropriate and specific feedback
34
three common interventions for CAS
-DDTC (dynamic temporal and tactile cueing - supports motor planning) -ReST (rapid syllable transition treatment - uses concepts of sounds, beats, and smoothness) -PROMPT (prompts for restructuring oral muscular phonetic targets - integrates all domains of speech system)
35
dysarthria
neuromuscular disorder of motor execution resulting from abnormalities to the strength, range of motion, tone, or precision of movements
36
how can dysarthria affect speech production
affects motor execution and output (cannot get muscles to do what they need to do)
37
flaccid dysarthria
-weakness -hyper nasality, breathy voices, imprecise consonants
38
spastic dysarthria
-spasticity/rigidity -harsh vocal quality, reduced stress, mono pitch, imprecise consonants
39
speech characteristics of dysarthria
-difficulty with speech rate and precision -voice quality may be hoarse/breathy or harsh/strained -may display hyper nasality due to inability to close VP port -may have poor breath support and shallow respiration
40
principles of dysarthria treatment
establishing functional communication -consider all 4 speech systems -use augmentative and alternative communication -compensatory articulations may be needed -adult dysarthria interventions may not be appropriate
41
interventions for dysarthria
-LSVT (lee silverman voice therapy - recalibrate vocal loudness) -SSIT (speech systems intelligibility treatment - focuses on supporting phonation and respiration) -PROMPT (prompts for restructuring oral muscular phonetic targets - integrates all domains of speech system)
42
pediatric feeding disorder (PFD)
there are four main domains : medical, psychosocial, nutrition, and feeding skill
43
medical domain
conditions or diagnosis
44
psychosocial domain
-enjoyment of food -caregiver interaction around food
45
nutrition domain
-weight -absorption -growth
46
feeding skill domain
-gross and find motor skills -chewing -swallowing
47
who can work with PFD and what training is needed
-requires additional training of diagnoses and medical interventions -SLPAs are not allowed to diagnose or assess -SLPAs are not allowed to work with swallowing disorders or medically fragile patients
48
considerations for assessment of PFD
should involve formal assessments, observation of skills, interviews with caregivers, relevant medical records -infant child feeding questionnaire (IFCQ)
49
picky eater vs. problem eater
picky eater : usually will have more than 30 foods in their food range, will have food "burn out", eats at least one food from most categories, can tolerate new foods, frequently eats different meals than other family members problem eater : usually less than 20 foods, foods list to "burn out" are not eaten again, refuses entire categories of foods, complete refusal of new foods, almost always eats different meals than other family members
50
considerations for PFD treatment
-has the child met goals? -safe to eat -skills developing -nutritional needs being met -enjoyment of food -family has tools to continue
51
cleft lip/palate
a subtype of craniofacial anomaly that is caused by a disruption to typical development in utero -usually abnormal opening or fissure in a structure that is normally closed
52
complete vs. incomplete cleft
complete - goes up to nose incomplete - notch in lip
53
what causes cleft
exogenous - external factors such as exposure to chemicals, drugs, viruses, or nutritional deficiencies endogenous - internal factors such as chromosomal disorder or genetics
54
when does the palate develop
6-7 weeks : primary palate (development of lip and alveolus begins) 8-9 weeks : secondary palate (palatal development begins) 12 weeks : final palate (velum and uvula are formed)
55
assessment consideration for cleft
what impact is structure having on function -both phonology and articulation assess for hyper nasal speech
56
instruments that can be used for cleft
mirrors, nasal occlusion, nasometer, nasoendoscopy
57
speech characteristics for cleft palate
-delayed onset and complexity of babbling -smaller phonetic inventory -later acquisition of expressive vocabulary development -presence of compensatory articulation errors -acquire speech sounds and expressive vocabulary skills at highly variable rates following primary palatal repair
58
concept of compensatory articulation
learned articulation behaviors in which sounds are produced farther back in the oral cavity to compensate for the cleft -once learned, they can be difficult to reduce
59
basic principles of treatment
-support speech skills after surgical repair -add consonants to the child's inventory -increase expressive vocabulary size -reduce the use of compensatory articulation
60
enhanced milieu teaching + phonological emphasis (EMT+PE) treatment
naturalistic intervention to serve children with significant phonological and early expressive vocabulary delays -environmental arrangement -responsive arrangement -milieu prompting strategies -speech recasting
61
fluency disorder
interruption in the flow of speaking characterized by atypical rate, rhythm, and disfluencies
62
primary characteristics of stuttering
changes in speech -repetitions -prolongations -blocks
63
secondary characteristics of stuttering
attempts to move past stutter -physical manifestation of tension (eye blinking, facial grimacing, limb/head movements)
64
causes of stuttering
genetic - gene mutation found in around 10% of familial stuttering cases neurological - atypical lateralization of speech and language ; reduced neural connectivity in areas of movement control
65
assessment considerations for fluency disordes
-case history -speech sampling -assess impact of stuttering on quality of life -what is their awareness level like? (for children) -stuttering severity instrument
66
basic considerations of treatment
SLPs cannot fix stuttering, though fluency may increase with therapy -movement from avoidance of stuttering to self advocacy -treatment addresses attitudes and emotions surrounding stuttering
67
therapy approaches/texhniques for stuttering
indirect, direct, operant stuttering modification, fluency shaping
68
indirect
focused on coaching families to change their own speech to support child's fluency -for younger children
69
direct
addressing a child's attitudes and emotions around stuttering -used when individual is aware of disfluency
70
operant
provide positive reinforcement for fluent speech -based on behaviorism
71
stuttering modification
help modify the stuttered moment by reducing physical tension -light bounce (makes stutter with bouncing of repetitions) -pull out (slides out of the stutter by elongating a word) -cancelation (pauses for a redo)
72
fluency shaping
help facilitate fluency speech by reducing tension -light articulatory contacts (reducing tension of articulation) -stretching (lengthening the word) -easy onsets (initiate voicing to begin word)
73
cluttering
fluency disorder characterized by rapid or irregular speech rate, atypical pauses, maze behaviors, pragmatic issues, decreased awareness of fluency problems or moments of disfluency -lots of revision -excessive coarticulation

SHS 470 (2 decks)

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