Exam 2 Flashcards
(115 cards)
1
Q
What function do the larynx and vocal tracts serve in infants?
A
Primary Functions
2
Q
What is a primary function?
A
Life-supporting duties (such as sucking and swallowing)
3
Q
Why are the larynx and vocal tracts unable to perform the secondary function of speech?
A
Due to restrictive anatomy and physiology
4
Q
Describe respiration in infants.
A
More breaths per minute, less control
5
Q
Describe sucking pads.
A
Little fatty pads in the mouth - there is little space in the oral cavity because tongue fills it up, sucking pads disappear over time
6
Q
Why is the vibratory action of larynx stifled?
A
Because of the disproportionately large cartilages, position limits movements
7
Q
When does perceptual development begin?
A
before birth
8
Q
Do babies show a voice preference?
A
Yes, the mother’s voice is preferred
9
Q
What shapes cry melody?
A
Native language
10
Q
What is categorical perception?
A
The ability to perceive difference according to categories in native language
11
Q
When does the ability to discriminate nonnative sounds disappear?
A
6-8 mos
12
Q
What is perceptual constancy?
A
The ability to identify same sounds across different speakers, present 5 - 10 mos.
13
Q
Describe phonemic contrast.
A
Children’s ability to distinguish minimal pairs, which shows developmental progression with considerable variability.
14
Q
What abilities develop before first meaningful utterances?
A
Perceptual abilities
15
Q
What is the first prelinguistic stage?
A
Reflexive crying and vegetative sounds: cries, grunts, burps. Birth - 2 mos.
16
Q
What is the second prelinguistic stage?
A
Cooing and laughter, vowel-like sounds, some consonants, back sounds, nasal sounds. 2-4 mos.
17
Q
What the third prelinguistic stage?
A
Vocal play. Longer series of segments, prolonged steady states, variations in loudness. 4-6 mos.
18
Q
What is the fourth prelinguistic stage?
A
Canonical babbling. 6+ mos
19
Q
What reduplicated babbling?
A
Similar strings of CV
20
Q
What is nonreduplicated/variegated babbling?
A
Variation of both consonants and vowels
21
Q
What is the important milestone reached toward the end of prelinguistic stage 4?
A
Imitative behavior
22
Q
What is preglinguistic stage 5?
A
Jargon, strings of babbled utterances modulated by intonation and pauses resembling sentences
23
Q
What is a vocoid?
A
Not quite a real vowel….mainly E, UH, I
24
Q
What is a contoid?
A
Not quite a real consonants….mainly H, D, B, M, T G, W
25
What syllable shapes are commonly used in the babbling stage?
Mainly open, V, CV, VCV, CVCV
26
At what age do children start to use prosodic patterns?
6 mos
27
What interaction influences prosodic features and early language development?
Child-directed speech.
28
Around what age does the first meaningful word appear?
1 year
29
What is a proto-word?
An invented word without a recognizable adult model
30
By 18-24 mos, a child should possess about how many words?
50 words
31
A child who can use 50 words is able to understand about how many words?
200
32
End of 50 word stage to age 6
Preschool Child
33
In what period does the largest growth in phonological skills take place?
The preschool stage
34
Why should you use age of acquisition/mastery charts with caution?
Studies are inconsistent, and they are only one consideration when choosing therapy targets
35
What is helpful in determining normal vs. disordered development?
Approximate ages of suppression
36
What errors are suppressed earlier?
Reduplication, final consonant deletion, fronting, stopping, assimilation
37
What errors are suppressed later?
Unstressed syllable deletion, cluster reduction, epenthesis, gliding, stopping /J, th, th/
38
When does true mastery of whole prosodic systems take place?
Not until at least age 12
39
What prosodic features begin to develop early, and in what order?
Intonation, and then stress
40
What are some differences in development for English learners?
Interference from L1, phonotactic differences, rhythmic differences
41
What is the silent period?
A typical period of silence while child is focusing on understanding the new language
42
What is code-switching?
Switching between L1 and L2
43
Why should bilingualism be encouraged?
Because it has cognitive and linguistics advantages
44
By what age is the phonological inventory nearly complete?
5
45
There is a strong correlation between what skills and reading achievement?
Phonological development, perceptual processing of sounds, and metaphonology
46
What is metaphonology?
Conscious awareness of sound within a language
47
What is phonological awareness?
Awareness of sound structure, ability to detect and manipulate sounds; involves words.
48
What is phonemic awareness?
Understanding that individual sounds make up words
49
What are some examples of prosodic features
Use of intonation and pausing to signify grammatical forms and use of stress to signal different words.
50
What is highly correlated to later reading and spelling?
Phonological awareness
51
What sort of children are at risk for written language difficulties?
Children with phonemic-based disorders (vs those with articulation disorders)
52
What is assessment?
The clinical evaluation of a disorder, it includes appraisal and diagnosis.
53
What is appraisal?
Data collection: case history, interview with parents/professionals, school and medical records, evaluation by the clinician
54
What is the difference between a screening and an evaluation?
A screening may be formal or informal, it is brief and used to identify whether further evaluation is warranted. An evaluation is detailed and complete, and results in a diagnosis.
55
What are the parts of a complete speech evaluation?
1. Articulation and/or phonological tests
2. Stimulability measures
3. Conversational speech sample
4. Hearing screening
5. OPME
56
What is the OPME?
Oral-peripheral mechanism evaluation - prereq to every evaluation - assesses the structure and function of the oral mechanism
57
What equipment is needed for an OPME?
Tongue depressor, stop watch, flashlight, gauze, gloves, alcohol swabs, and lollipop
58
How should you assess the head and facial structures during an OPME?
Size and shape of head, symmetry and proportion, appearance at rest
59
What should you check for when assessing breathing?
Mouth breathing, abnormal features
60
How should you assess the oral and pharyngeal cavity during an OPME?
Check the teeth for occlusion and orientation, size and appearance of tongue, size and color of tonsil, check hard and soft palates for fistulas, clefts, and bifid uvula
61
What is a class I occlusion?
Normal
62
What is a class I neutrocclusion?
Molar occlusion is normal, but there is some abnormality of the anterior dental arch
63
What is a class II malocclusion?
Overbite, the mandible is too far back
64
What is a class III malocclusion?
Underbite, the mandible is too far forward
65
What is the most common occlusion discrepancy?
Class II malocclusion
66
What is an openbite?
Lack of contact between upper and lower incisors?
67
What is an overbite?
Excessive vertical overlapping
68
What is a crossbite?
Later overlapping of the upper and lower arches
69
What is overjet?
Excessive horizontal distance between the surface of the upper and lower incisors
70
What is underjet?
Lack of normal horizontal differences, lower teeth splay out.
71
How do you assess functionality during an OPME?
Check movement of lips, mandible, tongue, and velum- subjective judgement. Check diadochokinetic rate.
72
What are some advantages of articulation tests?
Quick, quantifiable, norm-referenced and standardized, document need for therapy, document progress
73
What are some disadvantages of articulation tests?
Not representative, not enough info about phonological system, doesn't test all sounds in all contexts, limited probe
74
What factors should you take into consideration when selecting a measure?
Age-appropriateness, ability to provide a standardized score, analysis of errors, inclusion of an adequate sample.
75
How do you minimize the shortcomings of articulation tests?
Transcribe entire word and look for patterns, supplement additional words, collect connected speech sample, complete stimulability probes
76
What is the least useful scoring method?
Two-way: +/-
77
What is the common scoring method on tests?
Five-way: correct, omission, substitution, distortion, addition
78
What is stimulability testing?
Testing the ability to produce a misarticulated sound from the test, given cueing by the clinician
79
For which phonemes do you perform stimulability testing?
Only ones that were always performed incorrectly
80
Should you choose stimulable or non-stimulable sounds for treatment?
No conclusive evidence, differing views: stimuable phonemes = more rapid success, nonstimulable sounds =change in those sounds and other untreated stimulable sounds
81
Why must every evaluation include the collection of a connect speech sample?
Because performance on articulation sounds can differ significantly from spontaneous speech, also helps to gather info on language, voice, and fluency
82
What kind of sounds should you try to illicit in the speech sample?
The sounds that had errors on the articulation tests.
83
How long should a speech sample be?
100-200 wrds
84
What is glossing?
Repeating into the record what a child said, making note of the meaning
85
Under what ages must children be referred to audiologist for pure tone testing?
3 years
86
How much of the population with delayed speech will also have language problems?
80%
87
Who is eligible for auditory perceptual testing?
Those with a collapse of 2 or more phonemic contrasts (using /w/ for /w, l, r/)
88
What is the purpose of auditory perceptual testing?
To determine if clients who speak with collapsed contrasts also do not perceive the difference receptively
89
Do SLPs perform cognitive/IQ testing?
No, but they may use the information
90
Why should you use caution when interpreting IQ results?
IQ scores may be affected by language competence, low intelligibility may affect scores
91
What difficulties may you encounter when evaluating older children with delayed phonological development?
Difficulty completing tests, limited output when collecting speech sample, OPME difficult to administer, hearing screening difficult to administer
92
How should you perform an analysis of children with later developing phonology?
1. Inventory of all speech sounds used
2. Syllable shapes
3. Constraints noted on sound sequences
93
Can unintelligible children complete articulation/phonological tests?
Yes, use single words.
94
How do you arrive at a diagnosis?
By analyzing and interpreting the collected data.
95
What is inventory?
All sounds a client articulates
96
What is distribution?
Where within a word the normal and error articulations occur
97
How do you organize inventory and distribution?
Using a matrix
98
How do you analyze the diagnosis matrix?
Look for consistent substitutions, look for inconsistent substitutions, summarize the collapse of contrasts, and look for sound preferences
99
What are the signs of a articulation based SSD?
Preservation of phonemic contrasts (even if using slight differences to contrast), peripheral, motor-based predominately consistent problems.
100
What are the guidelines for articulation based therapy?
Stimulability, correct production in specific context, sounds affecting intelligibility, developmentally earlier sounds
101
What is the protocol for analyzing a suspected phonological SSD?
1. Inventory of speech sounds
2. Distribution of speech sounds
3. Syllable shapes and constraints
4. Phonological contrasts
5. Phonological error patterns
102
In phonemic SSD what should you analyze in regards to syllable shape?
Determine if the client has basic syllable structure, some may delete syllables or use predominantly open syllables
103
In phonemic SSD how do you assess phonological error patterns?
Analyze place, manner voice, phonological processes, and assess phonological knowledge (infer based on child's production)
104
What are you looking for in place-manner-voice analysis?
If there are any patterns in p-m-v substitutions (not distortions)
105
What is the goal when analyzing phonological processes?
To classify the processes and determine the frequency/percentage of occurence
106
What is intelligibility?
A subjective judgement on how much can be understood
107
How intelligible should a 2 year old be?
50%
108
How intelligible should a 3 year old be?
75%
109
How intelligible should a 4 year old be?
100%
110
What is severity?
Quantification of the degree of phonological impairment
111
How is severity measured?
By calculating the percent consonants correct (PCC)
112
What is a dialect?
Any variety of language shared by a group of speakers
113
What are two parameters that influence dialect
Region and social/ethnicity
114
What is transfer?
The incorporation of native language features into a nonnative language
115
What do you need to ensure when evaluating English language learners?
That a difference is not labeled a disorder
