Final- Older Info

Question 0

Articulation

Answer 0

motor movement of speech

Question 1

Phoneme

Answer 1

Smallest unit of sound

Question 2

Articulation disorder

Answer 2

Motor-based disorder. Secondary to child’s inability to motorically produce sounds.

Question 3

Phonological disorder

Answer 3

collapse in Phonemic contrast

Rule-based disorders.

Lack of knowledge of where to appropriately use sounds that they can produce. Neutralization/collapse in phonetic contrast.

Question 4

Morphemes

Answer 4

smallest unit of meaning and made up of a combination of phonemes

• Free- can stand alone
• Bound- prefixes and suffixes that are added to words to change meaning

Question 5

Phoneme classification

Answer 5

Onset- Phoneme or cluster that initiates a syllable

Nucleus- the vowel at the syllable level

Coda- Phoneme or cluster that closes a syllable. Follow the nucleus

Rhyme- Nucleus and the coda

Question 6

Subsystems of speech

Answer 6

1. Respiration- lungs. Air that’s pushed up through VFs. Driving force
2. Phonation- Voice production that occurs when VFs are adducted. Can have hyperadduction or hypoadduction
3. Articulation-How resonating sound is shaped. Teeth tongue, palate, etc.
4. Resonance- Modification of voice as it travels through the pharynx and oral/nasal cavities. Based on modifications in the size and shape of resonating cavities. Cleft palate.

Question 7

Also needed for speech:

Answer 7

Adequate hearing sensitivity- for both input and monitoring output

Need intact neurological system for control and integration of all subsystems.

Question 8

Round

Tense

Answer 8

Producing sounds with lips rounded or protruded (r, w)

Sounds made with a relatively greater degree of muscle tension or contraction at the root of the tongue (mostly voiceless-p, t, k, ch, j, f, th, s, sh, l)

Question 9

Continuant

Nasal

Strident

Sonorant

Answer 9

Sounds made with an incomplete constriction. Glides, fricatives and liquids.

Sounds that resonated in the nasal cavity.

Sounds that force the air stream through a small constriction. Fricatives and Affricates.

Produced by passing of the air stream relatively unimpeded. Nasals and glides

Question 10

Interrupted

Lateral

Voice

Obstruent s

Sibilants

Approximants

Rhotic

Syllabics

Answer 10

• Interrupted- complete closure/blockage of air (stops and affricates)
• Lateral- /l/ tongue is placed on alveolar ridge and the air flows laterally.
• Voice- VFs are vibrating
• Obstruents- Stops, fricatives and affricates. Consonants produced by complete closure or narrow constriction.
• Sibilants- Produced with high frequency. Have a more strident quality and a longer duration. (s, z, sh, zh, ch, j)
• Approximants- Sound is produced with approximating nature. Doesn’t completely make contact between two articulators (glides and liquids)
• Rhotic- /r/ Sound with r coloring.
• Syllabics-Any sound that can stand as the nucleus of a syllable (all vowels and l, n, m, r)

Question 11

Suprasegmentals of speech:

Answer 11

o Rate 
o Rhythm
o Stress
o Juncture
o Pitch-cycles per second
o Loudness
o Intonation
o Prosody

Question 12

3 primary levels of valving

Answer 12

o Vocal folds

o Velopharyngeal mechanism

o Articulators of oral cavity

Question 13

Prelinguistic stages of infant vocalization

Answer 13

Phonation stage- reflexive and nonreflexive. R= Crying, burping, hiccupping (natural sounds) N=laughing, raspberries, giggling. (Birth- 1 month)

o Cooing and Gooing Stage- primarily producing back sounds an quasi resonant vowels (2-3 months)

o Expansion/exploration- vocal play – start testing what they can do (4-6 months)

o Canonical/reduplicated Babbling- duh duh duh (7-9 months)

o Variegated babbling- more adult-like intonation without true words play with CV words (10-12 months)

• Protowords (hold meaning and used consistently with a gesture) Meaningful but don’t have a recognizable adult model. Babi for pacifier.
• Jargon

Question 14

Regressive idioms

Answer 14

hold on to simplified version even after they are able to say it correctly – TAY TAY for Katie.

(frozen forms): Despite what they can produce Childs static or unchanging pronunciation of words despite his or her more advanced phonological skills. Nick names (boo boo)

Question 15

Sound acquisition

Answer 15

o By age 3-0: Consistent production of H, W, M, N, B ,P, F

o By age 4-0: Consistently produce p k, g, y, nj, d, t

o By age 6-0: L. CH, J, SH, V. may still have errors with r, th (voiced/voiceless), s, z, zh

o By age 8-0 to 9-0: Should have everything.

Question 16

Phonological processes

Answer 16

describes a persons speech errors. Simplifications that the person produces to a whole class of sounds. Occurs in normal children and children with a disorder.

Question 17

Syllable structure processes

Answer 17

sound changes that modify the syllabic structure of words as the child attempts the adult target.

Question 18

WSD

Reduplication

Answer 18

o Unstressed Syllable Deletion- AKA weak syllable deletion. Where child omits one or more syllable in a multisyllabic word.

o Reduplication- aka Doubling. Totally or partially repeats a syllable of the word in a multisyllabic word. Baba=Bottle Bada=bottle (partial)

Question 19

Diminutization

Epenthesis

FCD

ICD

Answer 19

o Diminutization- Where they add an ‘e’ at the end of a word. Ex. “Cuppy”

o Epenthesis- Where they insert the schwa between two phonemes of a cluster. Supoon for spoon

o Final Consonant Deletion- Deletes the final consonant or cluster at the end of the word.

o Initial Consonant Deletion- Deletes initial consonant or cluster of a word. Op for cop. Very rare for normal developing children.

Question 20

Cluster reduction

Answer 20

Reducing one or more sounds or phonemes of a cluster. Partial or total. Top for stop. Op for stop. Can be confused with other processes. Can have multiple things at once. Cluster simplification-substitution of one or all phonemes of a cluster. Deet for street. Bwue for blue.

Question 21

More processes:

Answer 21

o Stopping
o Deaffrication
o Velar fronting
o Depalatalization
o Backing
o Liquid gliding
o Vocalization
o Labial assimilation
o Velar assimilation
o Nasal assimilation
o Alveolar assimilation
o Prevocalic voicing
o Postvocalic devoicing

Question 22

o Processes disappearing by age 3-

Answer 22

final consonant deletion, weak syllable deletion, velar fronting, reduplication, prevocalic voicing, and consonant assimilation.

Question 23

o *Processes persisting after age 3-

Answer 23

cluster reduction, epenthesis, gliding, vowelization, stopping, depalatalization, final devoicing - notes

Question 24

Standardized tests

Answer 24

Administering Standardized tests- look at single words (generally) and you do a traditional analysis=Look at substitutions, omissions, additions, and distortions in word initial, medial and final position. Artic tests usually look at all consonant and clusters and some look at vowels but not all. Something nice=They provide norm based information- percentile ranks, age equivalents, etc. quick to administer (15-20 minutes) phonological assessment- take a little longer. Transcribe each while word, what influences and affects sound change. Use if they have multiple misarticulations. Evoking procedures-a lot of commercial tests provide techniques. Need to know if its okay in guidelines to do that. Some allow for imitation and modeling, some don’t. delayed imitation is sometimes allowed (say it, move on and then come back to it)

Question 25

Nonstandardized

Answer 25

Administering Standardized tests- look at single words (generally) and you do a traditional analysis=Look at substitutions, omissions, additions, and distortions in word initial, medial and final position. Artic tests usually look at all consonant and clusters and some look at vowels but not all. Something nice=They provide norm based information- percentile ranks, age equivalents, etc. quick to administer (15-20 minutes) phonological assessment- take a little longer. Transcribe each while word, what influences and affects sound change. Use if they have multiple misarticulations. Evoking procedures-a lot of commercial tests provide techniques. Need to know if its okay in guidelines to do that. Some allow for imitation and modeling, some don’t. delayed imitation is sometimes allowed (say it, move on and then come back to it)

Question 26

Advantages of standardized tests

Answer 26

helps with qualifications, short, give you all targets you want and pictures and objects to use, have target (what the adult model is, rather than guessing what they are trying to say)

Question 27

Disadvantages of standardized tests

Answer 27

usually look at single words, not conversational speech (greater breakdown at conversation level). Might not be normed for particular client (ethnocultural, dialect). Get to hear the sound one time. May be inconsistent but you only hear it once. Can under/over diagnose. Don’t always look at vowels.

Question 28

Screenings

Answer 28

* Standardized * Nonstandardized: clinician tailors their own screening. More prevalent if you have kids with a different ethnocultural background or you want to specify it to a different population. Can use: brief conversation, open-ended questions, objects/pictures and clinician notes errors. Problem- they can take a lot longer to give and have to make sure they’re well rounded and need to get all info you need. Older child- have them read grandfather passage/rainbow passage. Another downfall- have to have repoire with child (which can take forever). It’ll be your call, so need to know norms of extinction of processes and sounds coming in. if unsure, always send for more in-depth testing

Question 29

Speech screening:

Answer 29

a pass or fail procedure that can be conducted with a large number if individuals in a relatively short period of time. Idea is to be quick and get the info you need. If child fails, does not necessarily mean they have a disorder but it does mean they should be sent for more in depth testing. (tell parents) id children who potentially have a speech, articulation, phonological disorder. Done in schools from pre-k age to 1st grade. And then screening are done in hospital (altered mental status, stroke, TBI- may be called to do a screening (MMSE- really common in hospital – looks at orientation, name place, and then memory recall- repeat back three words, write a sentences, have to draw a picture and then either count backward by seven from a hundred))

Question 30

General steps of assessment:

Answer 30

* Reviewing client’s background * Planning the diagnostic session * Selecting appropriate tests * Prepare test room * Conduct an opening interview * Administering the tests * Assessing related areas * Conduct closing interview * Make recommendations * Writing diagnostic report

Question 31

DDK Rates (AMR/SMR)

Answer 31

o Important for dysarthria and apraxia o looking at speed and regularity so either count the number of syllables the client produces over a duration of time or have them produce a number of reps (20) and see how long it takes them. o For normal adults (children are slower*) 5-7 reps per second for alternating motion rate and for SMR, its 2.6-7.5 reps per second o Assesses functional and structural integrity of the lips, jaw, tongue through the rapid repetition. Once you finish oral mech exam make note of any structural abnormalities and make referrals as needed. Enlarged tonsils- pediatrician to ENT. We may be the first person to catch something

Question 32

Traditional analysis:

Answer 32

you’re looking at position in which the sounds are misarticulated (Initial medial final). And types of errors. (Omission, substitutions, additions, and distortions) good for kids who have just a few misarticulations. Quick to do.

Question 33

Place-Manner-Voice analysis-

Answer 33

looking at where errors are in place, manner, and voice. Can do with an articulation test or a nonstandardized. Easy quick

Question 34

Distinctive feature analysis

Answer 34

looking for presence/absence of a distinctive feature. Overshadowed now by phonological process analysis. Take target sound and the sound they substitute and look at all distinctive features. Can take a while. Goals could be adding stridency instead of just saying adding /s/ phoneme.

Question 35

Phonological process analysis

Answer 35

used for those who are highly unintelligible and have multiple misarticulations. Phonological standardized test. Get percentages more easily that you can from a speech sample. If kid uses process 40% or greater, should be targeted in therapy. Also look at whether it affects more than one sound in a given class. Less than 40%, monitor and make sure it doesn’t get worse

Question 36

Developmental analysis

Answer 36

•compare to normal age of mastery of sounds. Standardized tests are nice here because they give you the norm-based guidelines.

Question 37

Speech intelligibility analysis

Answer 37

very important-number one goal is to improve speech intelligibility. Important to assess at conversation level. Subjective analysis-on a scale (1-3, 1-5). Objective analysis–number of words that were intelligible over the total words X 100. Good thing to report is speech intelligibility.

Question 38

Severity analysis

Answer 38

most standardized derive a severity. Things to consider: number of sounds in error or processes in error, consistency of errors, and child’s age. Slight-severe. Percentage of consonants correct (PCC)- another good way to find severity. Take number of consonants they can produce divided by total number of consonants 85- 100% = mild-normal, 65-85%= mild-moderate, 50-65%=moderate-severe. <50%=severe-profound.

Question 39

Contextual testing analysis

Answer 39

looking for a context that they can produce the sound accurately in. helpful for giving us a guideline for where to start in therapy. Reason for doing it- figuring out where to start in treatment. Not used for actual assessment

Question 40

Phonetic inventory

Answer 40

look at all phonemes that they can produce. Looking at all word positions in phonetic inventory. Good visual analysis, good to show parents.

Question 41

Syllable structure analysis Consistency analysis

Answer 41

* Syllable structure analysis- look at different syllables they can produce. * Consistency analysis- if its 40% or more (consistently) that is something to target. Producing 100% of the time, may not target that one first in therapy- frustrating for you and the child. Want the child to feel successful

Question 42

2 types of speech sound analysis

Answer 42

• Independent analysis- looking at child’s utterances without relation to adult model. Focusing on what child can produce. Mostly used with highly unintelligible or very young children. * Relational analysis- when we do compare to adult target. * Best to look at both types of analysis together.

Question 43

Morphemes

Answer 43

smallest unit of meaning and made up of a combination of phonemes * Free- can stand alone * Bound- prefixes and suffixes that are added to words to change meaning

Question 44

Phoneme classification

Answer 44

Onset- Phoneme or cluster that initiates a syllable Nucleus- the vowel at the syllable level Coda- Phoneme or cluster that closes a syllable. Follow the nucleus Rhyme- Nucleus and the coda

Question 45

Subsystems of speech

Answer 45

1. Respiration- lungs. Air that’s pushed up through VFs. Driving force 2. Phonation- Voice production that occurs when VFs are adducted. Can have hyperadduction or hypoadduction 3. Articulation-How resonating sound is shaped. Teeth tongue, palate, etc. 4. Resonance- Modification of voice as it travels through the pharynx and oral/nasal cavities. Based on modifications in the size and shape of resonating cavities. Cleft palate.

Question 46

Also needed for speech:

Answer 46

Adequate hearing sensitivity- for both input and monitoring output Need intact neurological system for control and integration of all subsystems.

Question 47

Round Tense

Answer 47

Producing sounds with lips rounded or protruded (r, w) Sounds made with a relatively greater degree of muscle tension or contraction at the root of the tongue (mostly voiceless-p, t, k, ch, j, f, th, s, sh, l)

Question 48

Continuant Nasal Strident Sonorant

Answer 48

Sounds made with an incomplete constriction. Glides, fricatives and liquids. Sounds that resonated in the nasal cavity. Sounds that force the air stream through a small constriction. Fricatives and Affricates. Produced by passing of the air stream relatively unimpeded. Nasals and glides

Question 49

Interrupted Lateral Voice Obstruent s Sibilants Approximants Rhotic Syllabics

Answer 49

* Interrupted- complete closure/blockage of air (stops and affricates) * Lateral- /l/ tongue is placed on alveolar ridge and the air flows laterally. * Voice- VFs are vibrating * Obstruents- Stops, fricatives and affricates. Consonants produced by complete closure or narrow constriction. * Sibilants- Produced with high frequency. Have a more strident quality and a longer duration. (s, z, sh, zh, ch, j) * Approximants- Sound is produced with approximating nature. Doesn’t completely make contact between two articulators (glides and liquids) * Rhotic- /r/ Sound with r coloring. * Syllabics-Any sound that can stand as the nucleus of a syllable (all vowels and l, n, m, r)

Question 50

Short-Term Objectives

Answer 50

Things that can be trained in a relatively short period of time. (semester). Use in hospital (days, week). Support the long-term goals- changing constantly. Make sure they are measurable and objective (helps chart progress in therapy) response recoding- insurance. Make sure you use words that can be measured (produce, discriminate- explain how they will be discriminating. Avoid words like “think,” “feel,” and “know”)

Question 51

Long-Term Goals:

Answer 51

more broad- what you want to achieve by the time they discharge (age-appropriate communication skills).