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Speech Sound Disorders > QUIZ 1 > Flashcards

QUIZ 1 Flashcards

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1
Q

communication

A

process of two or more people sharing info, including facts, thoughts, ideas and feelings (verbal and or nonverbal means)

convey info from one person to another

encoding, transmitting, decoding

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2
Q

speech

A

most widely used means of communication

expression of thoughts in spoken words (I.e. ORAL AND VERBAL COMMUNICATION/USE OF LANGUAGE)

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3
Q

speech components

A

articulation (motor production of speech sounds)

fluency (the flow of speech, rate and rhythm) ex) stuttering

voice (vocal quality, pitch, loudness, and resonance)

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4
Q

language

A

complex and dynamic system of conventional symbols that is used in various modes (ASL, speech, etc) for thought and communication

RULE GOVERNED
adds meaning to speech

5 components of lang: Form (phonology, morphology, syntax), Content (semantics), Use (pragmatics)

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5
Q

communication disorder

A

impairment in the ability to receive, (w sensory input/hearing issue) send and process and comprehend concepts(receptive issue) including verbal, nonverbal and graphic symbols systems

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6
Q

communication disorder components

A

speech
language
hearing
central auditory processing

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7
Q

speech disorder

A

used to indicate oral, verbal communication that is so deviant from the norm that it’s noticeable or interferes with communication (artic., fluency, voice)

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8
Q

language disorder

A

impaired comprehension and or use of spoken, written, and or other symbol systems

can include one or more issues of : phonology, morphology, syntax, semantics and pragmatics

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9
Q

hearing disorder

A

impaired auditory sensitivity leads to a hearing impairment (hard of hearing; deaf)

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10
Q

central auditory processing disorders

A

difficulties with information processing of auditory signals that are not the result of hearing impairment

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11
Q

articulation

A

motor production of speech
subcategory of speech

phones- the actual production (no meaning)

articulatory motor processes

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12
Q

phones

A

actual production
no meaning attached
need to combine together to combine meaning

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13
Q

phonology

A
  • study of speech sounds and how they convey meaning within a language
  • study of how phonemes are organized and function in a language

subcategory of language

phonemes- when combined with other units, distinguish meaning between words (change meaning of words –> pig vs. big)

understanding of sound systems within a language

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14
Q

phonemes

A

when combined with other units, distinguish meaning between words (change meaning of words –> pig vs. big)

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15
Q

phonotactics

A

allowed combinations of phonemes in a particular language

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16
Q

speech sound disorders

A

refers to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments including phonotactic rules

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17
Q

articulation disorder

A

atypical articulation- substitutions, omissions, additions and distortions that may interfere with intelligibility

can cause frustration

errors- may be typical (age appropriate) or atypical (non age appropriate) depending on the age

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18
Q

phonological disorder

A

impaired understanding of the phonological system of a particular language

if a child says swing, sing, ring and wing as WING- child cannot phonemic contrast to indicate differences between these words

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19
Q

are articulation and phonology mutually exclusive?

A

NO - can be intertwined and or separate issues

many children with SSD demonstrate both types of difficulties

a child may demonstrate problems with physically producing phones AND using phonemes contrastively to differentiate words

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20
Q

assessment: articulation/phonological disorder

A
  1. phonetic inventory - list of all phones produced (sounds actually produced, not the target production)
  2. phonemic inventory- list of phonemes the child used to differentiate meaning (substitutions ex) r–>w)
  3. phonotactic constraints- can they use target phonemes in all possible positions of the word
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21
Q

what characteristic of respiratory, phonatory, resonatory, and articulatory mechanisms MUST CHANGE CONSIDERABLY before regular articulatory activities begin

A

structure and function

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22
Q

newborn oral and pharyngeal cavity

A

used primarily for sucking and swallowing actions

the tongue fills the oral cavity completely leaving no space practically for the buccal area

the production of sounds under these conditions is severely restricted

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23
Q

newborn larynx

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A

larynx is close to the angle between neck and chin
- restricted position of the larynx does not allow the vocal tract to effectively elongate

24
Q

anatomical changes around child’s 1st birthday

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A

expansions of the laryngeal and pharyngeal cavity

changes in the form and mobility of the arytenoid cartilages (controls vocal folds), soft palate, and tongue

fine tuning and coordination of the lips, mandible, tongue and velar movements

25
early perception
auditory experiences begin before birth (3rd trimester) human fetuses have a clear sensitivity to melody contours in language and music newborns prefer their mother's voice over other voices newborns' cry melodies appear to be shaped by their native language
26
categorical perception
tendency of listeners to perceive differences in speech sounds according to the classifications of their native language sucking rate studies - 1 month old demonstrated categorical perception between /b/ and /p/
27
perceptual constancy
ability to identify the same sounds across different speakers, pitches, and other changing environmental conditions
28
phonemic contrasts
differentiating between phonemes (change meaning) that signal differences in word meanings
29
prelinguistic stages
1. reflexive crying and vegetative sounds- birth to 2 months 2. cooing/gooing and laughter or controlled phonation 1-4 months 3. vocal play or expansion 3-8 months 4. basic (canonical) babbling- 5-10 months 5. advanced forms 9-18 months; overlaps with 1st meaningful words
30
canonical babbling includes what two forms of babbling?
reduplicated babbling and non-reduplicated babbling
31
reduplicated babbling
similar strings of CV productions (open syllable) slight variations in vowels consonants remain the same from syllable to syllable ex)gaga
32
non-reduplicated babbling
aka variegated babbling variation of both consonants and vowels from syllable to syllable ex) batuh (schwa)
33
stage 5- advanced forms (9-18 months)
jargon, echolalia, diphthongs jargon-strings of babbled utterances that modulated mainly by intonation, rhythm, and pausing sounds like a child is attempting sentences but without actual words more complex syllables are produced parents think children try to imitate what they hear
34
vocoids
nonphonemic vowel like productions attempt to produce vowels
35
contoids
nonphonemic consonant-like productions attempt to produce consonants
36
later babbling period
open syllables -most frequent (fewer closed syllables) V, CV, VCV, CVCV
37
syllables by 24 months
toddlers expand their syllable structures considerably CVC, CVCVC, CCVC,CCCVCC
38
greater language growth is associated with-
1. greater babble complexity 2. increased diversity of contoid productions
39
prosodic features
considers the stress and intonation of a language infants go through canonical babbling phase are beginning to learn prosodic features
40
first 50 words
12-24 months beginning of linguistic phase
41
the first 50 word stage
refers to the time children begin using first words up to 18-24 months an entity of relatively stable phonetic form that is produced consistently by a child in a particular context and is recognizably related to the adult-like word form of a particular language
42
vocables
like real words but do not carry meaning
43
protowords
phonetically consistent forms function as real words but not based on adult model. these are considered the link between babbling and adult-like speech
44
late talkers
1. at 24 months, child has less than 50 word vocab AND OR 2. phonetic inventory with only 4-5 consonants and limited variety of vowels
45
development of vowels
18 months- acquisition of /a/ /u (in push)/ i, low cap I, and wedge (correct production 23-71%) 24 months- the only vowels that did not meet 70% accuracy were schwar and right hook epsilon 3 years- all vowels
46
phonological processes- syllable structure processes
address the general tendency of young children to reduce words to basic CV structures
47
phonological processes- substitution processes
when one speech sound is substituted for another
48
phonological processes- assimilation processes
when one speech sound influences another regressive assimilation
49
assimilation
changing a phoneme so it takes on a characteristic of another sound in the word cat to tat
50
final consonant deletion
omitting a singleton consonant at the end of a word cat to ca
51
fronting of initial velar sounds
substituting a front sound for a back sound can to tan
52
cluster reduction without /s/
omitting one or more consonants in a sequence of consonants grape to gape (omitting gr cluster)
53
depalatalization of final singles
substituting a nonpalatal for a palatal sound at the end of a word dish to dit
54
cluster reduction with /s/
omitting /s/ in the initial position of a cluster step to tep
55
gliding of initial liquids
substituting a /w/ or /j/ for another consonant run to wun
56
epenthesis
adding a sound, typically wedge, between two consonants black to balack

Speech Sound Disorders (2 decks)

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