Midterm exam PPT 1-5 Flashcards
(115 cards)
1
Q
speech sound disorders are often _ in nature meaning there is no structural/neuro/sensory differences associated
A
functional
2
Q
organic etiologies of speech sound disorders include differences in
A
oral structures, neurological function, orofacial myofunctional ability, and sensory function
3
Q
t/f most of the time there is an organic etiology for speech sound disorders
A
false
4
Q
name some differences that could make it challenging to produce phonemes
A
glossectomy, acquired deficits, ankyloglossia, dental abnormalities, cleft palate
5
Q
surgical removal of all or part of the tongue
A
glossectomy
6
Q
a common cause of a glossectomy is
A
cancer
7
Q
any trauma to structures of oral cavity
A
acquired deficits
8
Q
if you have an acquired deficit, intelligibility can sometimes increase with
A
reconstructive surgery or prosthesis
9
Q
tongue tie
A
ankyloglossia
10
Q
unusually short, think , or tight lingual frenulum
A
ankyloglossia
11
Q
the eight front teeth are used for production of a few
A
consonants
12
Q
missing these teeth or having an anterior open bite can cause sound
A
substitutions or distortions
13
Q
congenital disorder that causes and opening in the lip, palate, or both
A
cleft lip or palate
14
Q
unprepared clefts can impair the articulation of many phonemes rendering speech largely
A
unintelligible
15
Q
cleft lip or palate can also cause
A
hyper nasality
16
Q
neurological-based weakness of muscles associated with speech
A
dysarthria
17
Q
prevents structures from moving properly to produce phonemes
A
dysarthria
18
Q
this is often caused by stroke, tbi, cerebral palsy, als
A
dysarthria
19
Q
what are the two types of apraxia of speech
A
acquired apraxia of speech, childhood apraxia of speech
20
Q
characterized by difficulty with motor planning for speech in the absence of neuromuscular deficits
A
childhood apraxia of speech
21
Q
due to differences in motor pathways in the brain
A
childhood apraxia of speech
22
Q
t/f childhood apraxia of speech is an issue with muscle weakness
A
false, its a motor planning issue
23
Q
t/f the errors associated with CAS tend to be inconsistent
A
true
24
Q
abnormal movement patterns of the face and mouth
A
orofacial myofunctional disorders
25
what is the most common orofacial myofunctional disorder
tongue thrust
26
tongue has a forward posture at rest, during speaking, and during swallowing
tongue thrust
27
the sensory difference that most commonly affects production of speech sounds
hearing loss
28
which stage typically starts around 1 year of age
first 50 words stage
29
when does the prelinguistic stage start
birth
30
when does the preschool stage end
end of 5 years old
31
what is a harder syllable structure to produce
ccvc
32
a child has a hard time understanding the meaning of many words, Which part of language is impaired
semantics
33
mammamamam is an example of
reduplicated babbling
34
t/f infants arytenoid cartilages are smaller than adults proportionally
false
35
t/f screening can establish a diagnosis
false- it can establish if further evaluation is needed
36
which type of disorder is due to difficulty with motor production
articulation disorder
37
replacing /k/ with /t/ is an example of
fronting
38
t/f we can communicate without spoken words
true
39
what is the power for speech production
respiratory system
40
saying /sited/ for /excited/ is an example of
weak syllable deletion
41
what classes of sounds is typically still developing in school-age kids
fricatives, affricates, liquids
42
what is the most desirable method of scoring on a standardized test
phonetic transcription- writes down the pronunciation of each word
43
the final step before ending an evaluation is
stimulability: seeing if we can get the patient to make the sound using models and cues
44
name the two primary ways to confirm diagnosis
checking patterns from data collection and testing phonemic contrasts
45
the clinical evaluation of a clients disorder
assessment
46
what are the two main parts of assessment
appraisal and diagnosis
47
how do we collect data
screens and comprehensive evaluations
48
a test or activity that identifies whether or not someone requires further evaluation
screening
49
use standardized screening instruments
formal screening
50
devised by the examiner; tailored for a client
informal screening
51
what are the three goals of the comprehensive eval
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
list the steps of a comprehensive evaluation
case history, administer articulation test, gather spontaneous speech sample, do an oral mech exam, do a hearing screening, and test stimulability
53
helps to gather back ground on our client
case history
54
articulation and phonology tests generally elicit word production through
picture naming
55
tests sample consonants in different _ and _
contexts, positions
56
list the three consonant positions in vowel context
prevocalic, intervocalic, postvocalic
57
what are the advantages of articulation tests
easy to administer, relatively quick, helps to identify what sounds are in error in what position, can provide standardized scores
58
disadvantages of articulation tests
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
list the three ways to transcribe articulation tests
two-way scoring, five-way scoring, phonetic transcription
60
binary, marking productions right and wrong
two-way scoring
61
in five-way scoring all of the speech sounds are categorized as:
correct, omission, substitution, distortion, addition
62
what transcription of tests is most desirable
phonetic transcription
63
important for assessing overall intelligibility and assessing speech sounds in a more natural context
spontaneous speech sample
64
why do we conduct an oral mech exam
to see if there are structural differences causing complications
65
what four things should we note on an oral mech exam
symmetry, range of motion, strength, and coordination
66
what do we evaluate on the face
symmetry, shape and size, and other abnormalities
67
what do we evaluation for the lips
resting posture, evidence of cleft, normality of size, retraction, protrusion, labial seal
68
what do we evaluation for the law
opening, closing, lateral motion
69
what do we examine for the mouth
teeth present or missing and occlusion type (over, under, anterior open bite, cross bite)
70
What do we examine for the tongue
color, appearance at rest, size, movement at rest, protrusion, retraction, elevation, lateralization
71
what do we examine on the hard palate
color, size or shape of arch, evidence of cleft
72
what do we evaluate on the velum and oropharynx
symmetry,uvula size and shape, tonsil size, abnormalities, velopharyngeal closure
73
what do we examine for laryngeal function
vocal fold closure, perceptual quality of voice
74
functionally assess movement of the speech mechanism
diadochokinetic rates
75
why is it important to test for hearing loss
if there shearing loss there is a decreased amount of receptive language and could be delayed language growth
76
seeing if/how we can help our client to produce a misarticulated sound
stimulability
77
t/f if we notice other areas of weakness we test it
true
78
what do we do it they're asked to eval a young child with emerging phonology or language skills
ask for a recorded sample from home, have parents log a list of words, observe and gather sample from caregivers and client
79
if a child is so unintelligibile that you can't understand what they're saying what do you do
can discuss routines, use scripted words, or gloss the utterances
80
after we collect data what do we have to do
score assessments, identify errors and patterns, determine severity and diagnosis, and select treatment targets
81
the end result of studying and interpreting the data
diagnosis
82
a list of all of the speech sounds that a client produced
phonetic inventory
83
now that we know what sounds are being produced and we can see if there are patterns through
place-manner voicing analysis and phonological process analysis
84
place-manner- voicing analysis is used when
speech sound substitutions are present
85
identifying the number or errors that fit a given phonological process
phonological process analysis
86
what could be an issue with phonological process analysis
there may be a high frequency shown on the table we create but could be a disproportionate number of sounds
87
measure of how understood a client is
intelligibility
88
how intelligible should a child be at 2 years old
50%
89
meant to assess the degree of involvement of a disorder
severity
90
if you are 65-85% correct with your consonants you fall under
mild-moderate
91
if you have less than 50% correct consonants you fall under
severe
92
to generate an appropriate diagnosis what must we understand
types of disorders and their differences
93
motor based issues where phonemic contrasts are still preserved
articulation disorders
94
difficulty with phonemic contrasts and limited use of syllable structures
phonological disorders
95
how can we test is phonemic contrasts are in tact
minimal pairs
96
t/f we treat phonological awareness
true
97
t/f there is not a strong correlation between learning to speak and learning to read
false
98
more specific branch of phonological awareness specifically concerned with the phoneme level
phonemic awareness
99
at what age does phonemic awareness begin to develop
school-age
100
when is a child a candidate for therapy
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
what phonological disorders are earlier suppressed
reduplication, final consonant deletion, some stopping
102
speech sounds that were mastered are temporarily produced incorrectly as other sounds are acquired
phonological regression
103
at what stage does language rapidly develop syntactically and semantically
preschool
104
period of largest phonological growth
preschool development (2-5)
105
what are the common features of the first 50 word stage
phonemic variability, limited syllable structure, limited consonant inventory, use of pitch to indicate meaning, use of phonological processes
106
marks the transition from the prelinguistic stages to the linguistic stages
first 50 words stage
107
t/f pre linguist stages of development can be predictive of future language growth
true
108
when does stage one happen
0-2 months reflexive crying and vegetative sounds
109
when does stage 2 happen
2-4 months cooing and laughter
110
when does stage 3 happen
4-6 months vocal play
111
when does stage 4 happen
6+ months babbling
112
when does stage 5 happen
10+ months Jargon
113
what structures are anatomically large in babies that make speaking difficult
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
size of the lungs are similar to adults by
7 years old
115
