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Articulation and Phonology > Midterm exam PPT 1-5 > Flashcards

Midterm exam PPT 1-5 Flashcards

1
Q

speech sound disorders are often _ in nature meaning there is no structural/neuro/sensory differences associated

A

functional

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2
Q

organic etiologies of speech sound disorders include differences in

A

oral structures, neurological function, orofacial myofunctional ability, and sensory function

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3
Q

t/f most of the time there is an organic etiology for speech sound disorders

A

false

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4
Q

name some differences that could make it challenging to produce phonemes

A

glossectomy, acquired deficits, ankyloglossia, dental abnormalities, cleft palate

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5
Q

surgical removal of all or part of the tongue

A

glossectomy

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6
Q

a common cause of a glossectomy is

A

cancer

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7
Q

any trauma to structures of oral cavity

A

acquired deficits

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8
Q

if you have an acquired deficit, intelligibility can sometimes increase with

A

reconstructive surgery or prosthesis

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9
Q

tongue tie

A

ankyloglossia

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10
Q

unusually short, think , or tight lingual frenulum

A

ankyloglossia

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11
Q

the eight front teeth are used for production of a few

A

consonants

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12
Q

missing these teeth or having an anterior open bite can cause sound

A

substitutions or distortions

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13
Q

congenital disorder that causes and opening in the lip, palate, or both

A

cleft lip or palate

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14
Q

unprepared clefts can impair the articulation of many phonemes rendering speech largely

A

unintelligible

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15
Q

cleft lip or palate can also cause

A

hyper nasality

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16
Q

neurological-based weakness of muscles associated with speech

A

dysarthria

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17
Q

prevents structures from moving properly to produce phonemes

A

dysarthria

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18
Q

this is often caused by stroke, tbi, cerebral palsy, als

A

dysarthria

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19
Q

what are the two types of apraxia of speech

A

acquired apraxia of speech, childhood apraxia of speech

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20
Q

characterized by difficulty with motor planning for speech in the absence of neuromuscular deficits

A

childhood apraxia of speech

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21
Q

due to differences in motor pathways in the brain

A

childhood apraxia of speech

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22
Q

t/f childhood apraxia of speech is an issue with muscle weakness

A

false, its a motor planning issue

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23
Q

t/f the errors associated with CAS tend to be inconsistent

A

true

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24
Q

abnormal movement patterns of the face and mouth

A

orofacial myofunctional disorders

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25
Q

what is the most common orofacial myofunctional disorder

A

tongue thrust

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26
Q

tongue has a forward posture at rest, during speaking, and during swallowing

A

tongue thrust

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27
Q

the sensory difference that most commonly affects production of speech sounds

A

hearing loss

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28
Q

which stage typically starts around 1 year of age

A

first 50 words stage

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29
Q

when does the prelinguistic stage start

A

birth

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30
Q

when does the preschool stage end

A

end of 5 years old

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31
Q

what is a harder syllable structure to produce

A

ccvc

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32
Q

a child has a hard time understanding the meaning of many words, Which part of language is impaired

A

semantics

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33
Q

mammamamam is an example of

A

reduplicated babbling

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34
Q

t/f infants arytenoid cartilages are smaller than adults proportionally

A

false

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35
Q

t/f screening can establish a diagnosis

A

false- it can establish if further evaluation is needed

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36
Q

which type of disorder is due to difficulty with motor production

A

articulation disorder

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37
Q

replacing /k/ with /t/ is an example of

A

fronting

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38
Q

t/f we can communicate without spoken words

A

true

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39
Q

what is the power for speech production

A

respiratory system

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40
Q

saying /sited/ for /excited/ is an example of

A

weak syllable deletion

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41
Q

what classes of sounds is typically still developing in school-age kids

A

fricatives, affricates, liquids

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42
Q

what is the most desirable method of scoring on a standardized test

A

phonetic transcription- writes down the pronunciation of each word

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43
Q

the final step before ending an evaluation is

A

stimulability: seeing if we can get the patient to make the sound using models and cues

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44
Q

name the two primary ways to confirm diagnosis

A

checking patterns from data collection and testing phonemic contrasts

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45
Q

the clinical evaluation of a clients disorder

A

assessment

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46
Q

what are the two main parts of assessment

A

appraisal and diagnosis

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47
Q

how do we collect data

A

screens and comprehensive evaluations

48
Q

a test or activity that identifies whether or not someone requires further evaluation

A

screening

49
Q

use standardized screening instruments

A

formal screening

50
Q

devised by the examiner; tailored for a client

A

informal screening

51
Q

what are the three goals of the comprehensive eval

A

see if they have an arctic disorder, see if they have a phono disorder, and if they do see if we can arrange a possible treatment plan

52
Q

list the steps of a comprehensive evaluation

A

case history, administer articulation test, gather spontaneous speech sample, do an oral mech exam, do a hearing screening, and test stimulability

53
Q

helps to gather back ground on our client

A

case history

54
Q

articulation and phonology tests generally elicit word production through

A

picture naming

55
Q

tests sample consonants in different _ and _

A

contexts, positions

56
Q

list the three consonant positions in vowel context

A

prevocalic, intervocalic, postvocalic

57
Q

what are the advantages of articulation tests

A

easy to administer, relatively quick, helps to identify what sounds are in error in what position, can provide standardized scores

58
Q

disadvantages of articulation tests

A

often only look at sounds in single words, don’t say everything a lot phonological system, doesn’t cover all sounds in all positions, only looks at a clients skills for this test on this day.

59
Q

list the three ways to transcribe articulation tests

A

two-way scoring, five-way scoring, phonetic transcription

60
Q

binary, marking productions right and wrong

A

two-way scoring

61
Q

in five-way scoring all of the speech sounds are categorized as:

A

correct, omission, substitution, distortion, addition

62
Q

what transcription of tests is most desirable

A

phonetic transcription

63
Q

important for assessing overall intelligibility and assessing speech sounds in a more natural context

A

spontaneous speech sample

64
Q

why do we conduct an oral mech exam

A

to see if there are structural differences causing complications

65
Q

what four things should we note on an oral mech exam

A

symmetry, range of motion, strength, and coordination

66
Q

what do we evaluate on the face

A

symmetry, shape and size, and other abnormalities

67
Q

what do we evaluation for the lips

A

resting posture, evidence of cleft, normality of size, retraction, protrusion, labial seal

68
Q

what do we evaluation for the law

A

opening, closing, lateral motion

69
Q

what do we examine for the mouth

A

teeth present or missing and occlusion type (over, under, anterior open bite, cross bite)

70
Q

What do we examine for the tongue

A

color, appearance at rest, size, movement at rest, protrusion, retraction, elevation, lateralization

71
Q

what do we examine on the hard palate

A

color, size or shape of arch, evidence of cleft

72
Q

what do we evaluate on the velum and oropharynx

A

symmetry,uvula size and shape, tonsil size, abnormalities, velopharyngeal closure

73
Q

what do we examine for laryngeal function

A

vocal fold closure, perceptual quality of voice

74
Q

functionally assess movement of the speech mechanism

A

diadochokinetic rates

75
Q

why is it important to test for hearing loss

A

if there shearing loss there is a decreased amount of receptive language and could be delayed language growth

76
Q

seeing if/how we can help our client to produce a misarticulated sound

A

stimulability

77
Q

t/f if we notice other areas of weakness we test it

A

true

78
Q

what do we do it they’re asked to eval a young child with emerging phonology or language skills

A

ask for a recorded sample from home, have parents log a list of words, observe and gather sample from caregivers and client

79
Q

if a child is so unintelligibile that you can’t understand what they’re saying what do you do

A

can discuss routines, use scripted words, or gloss the utterances

80
Q

after we collect data what do we have to do

A

score assessments, identify errors and patterns, determine severity and diagnosis, and select treatment targets

81
Q

the end result of studying and interpreting the data

A

diagnosis

82
Q

a list of all of the speech sounds that a client produced

A

phonetic inventory

83
Q

now that we know what sounds are being produced and we can see if there are patterns through

A

place-manner voicing analysis and phonological process analysis

84
Q

place-manner- voicing analysis is used when

A

speech sound substitutions are present

85
Q

identifying the number or errors that fit a given phonological process

A

phonological process analysis

86
Q

what could be an issue with phonological process analysis

A

there may be a high frequency shown on the table we create but could be a disproportionate number of sounds

87
Q

measure of how understood a client is

A

intelligibility

88
Q

how intelligible should a child be at 2 years old

A

50%

89
Q

meant to assess the degree of involvement of a disorder

A

severity

90
Q

if you are 65-85% correct with your consonants you fall under

A

mild-moderate

91
Q

if you have less than 50% correct consonants you fall under

A

severe

92
Q

to generate an appropriate diagnosis what must we understand

A

types of disorders and their differences

93
Q

motor based issues where phonemic contrasts are still preserved

A

articulation disorders

94
Q

difficulty with phonemic contrasts and limited use of syllable structures

A

phonological disorders

95
Q

how can we test is phonemic contrasts are in tact

A

minimal pairs

96
Q

t/f we treat phonological awareness

A

true

97
Q

t/f there is not a strong correlation between learning to speak and learning to read

A

false

98
Q

more specific branch of phonological awareness specifically concerned with the phoneme level

A

phonemic awareness

99
Q

at what age does phonemic awareness begin to develop

A

school-age

100
Q

when is a child a candidate for therapy

A

if one or more typical sounds has yet to develop, if later sounds are present but earlier sounds are not, if phonological processes are past their usual age of suppression

101
Q

what phonological disorders are earlier suppressed

A

reduplication, final consonant deletion, some stopping

102
Q

speech sounds that were mastered are temporarily produced incorrectly as other sounds are acquired

A

phonological regression

103
Q

at what stage does language rapidly develop syntactically and semantically

A

preschool

104
Q

period of largest phonological growth

A

preschool development (2-5)

105
Q

what are the common features of the first 50 word stage

A

phonemic variability, limited syllable structure, limited consonant inventory, use of pitch to indicate meaning, use of phonological processes

106
Q

marks the transition from the prelinguistic stages to the linguistic stages

A

first 50 words stage

107
Q

t/f pre linguist stages of development can be predictive of future language growth

A

true

108
Q

when does stage one happen

A

0-2 months reflexive crying and vegetative sounds

109
Q

when does stage 2 happen

A

2-4 months cooing and laughter

110
Q

when does stage 3 happen

A

4-6 months vocal play

111
Q

when does stage 4 happen

A

6+ months babbling

112
Q

when does stage 5 happen

A

10+ months Jargon

113
Q

what structures are anatomically large in babies that make speaking difficult

A

the tongue fills up the majority of the oral cavity, aryepiglottic folds are bulky. Additionally the lungs are large so they need to take more breaths

114
Q

size of the lungs are similar to adults by

A

7 years old

115
Q
A

Articulation and Phonology (5 decks)

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