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SLP 2b > Speech > Flashcards

Speech Flashcards

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1
Q

Discuss the theories of psycholinguistics and sociolinguistics

A

Psycho- early cognitive intention is required before development of intentional communication
Socio- language is only acquired if the child has a reason to communicate

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2
Q

What are the 5 levels of communicative functioning

A

1- preintentional : reflexive
(Sucking, grasping, crying)
2- preintentional: reactive
(Reacts to stimuli, babbles, smiles, responds to tone of voice)
3- preintentional : pro active
(Reaches for distant object, babble conversations, adults shape interactions)
4- intentional: primitive
(Persistent behaviour until goal is obtained, intention to communicate inferred)
5- intentional: conventional
(Communicates through gesture, vocalisations, early words, requesting, protesting)

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3
Q

What pre verbal assessments are there

A

Early communication assessment (1988)

Affective Communication Assessment (1985)

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4
Q

What intervention can you do to develop interaction?

A

Intensive interaction

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5
Q

What intervention can you do to develop comprehension with pre verbal children

A

Visual supports- timetables etc

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6
Q

What intervention can you do to develop expression with pre verbal children

A

Like/dislike, choices, AAC

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7
Q

What are the benefits of intensive interaction

A

Teaches to tolerate proximity
adults can be fun
Turn taking
Improves social responsiveness

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8
Q

What is TAC PAC

A

Sensory communication resource

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9
Q

What are the 4 separate SSD groups according to Dodd

A

Articulation disorder
Phonological delay
Inconsistent phonological disorder
Consistent phonological disorder

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10
Q

What is an articulation disorder

A

Impaired ability to pronounce specific phonemes
Always produces same substitutions/ distortions
Can be organically caused (rare) eg Dysarthria

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11
Q

What is phonological delay

A

All phonological error patterns can occur in typical development
Typical of younger children
Caused by delayed neurological maturation or lack of support for language development

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12
Q

What is a consistent phonological disorder

A

Consistent use of non developmental error patterns
Often more than one error type
If limited syllable structure used it is an indication of a disorder

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13
Q

How would children with consistent phonological disorder preform

A 
Poor on- 
- phonological awareness 
- meta linguistic skills
- literacy tasks 
Norm on- 
- Oro motor skills
- speech planning
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14
Q

What is inconsistent phonological disorder

A

Non developmental errors
At least 40% variability in phonological system
Multiple error forms for same lexical item observed (correct/ incorrect realisation on same sound)

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15
Q

What is the prevalence of childhood apraxia of speech

A

Less than 1% of referrals

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16
Q

Name some idiosyncratic rules

A 
Favourite sound 
Initial consonant deletion 
Medial consonant deletion 
Backing 
De nasalisation 
Devoicing stops
Final vowel addition
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17
Q

What is the difference between independent analysis and relational analysis

A

Independent- view of child’s system without comparing to adult phonology
Relational- viewed in relation to idealised version of adult system eg %consonants correct

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18
Q

What are the expectations of intelligibility in children ages 1-4

A

1- 25%
2-50%
3-75%
4-100%

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19
Q

Discuss the severity scale for SSD

A 
(%consonants correct)
85> mild 
65-85 - mild moderate 
50-65 moderate severe
<50 severe SSD
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20
Q

Name an assessment for inconsistent speech

A

DEAP

40%> inconsistency score =inconsistent phonological disorder

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21
Q

Evidence for effectiveness of minimal pairs

A

Elbert (1991) - 3-5 minimal pairs was enough to show generalisation to other words containing the sound

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22
Q

How many selection criteria are there for which sounds to target

A

16

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23
Q

Describe selection criteria: developmental sequence

A

Logical assumption that earlier developing sounds easier to learn
Mirrors typical development
No evidence base

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24
Q

Describe selection criteria: socially important

A

Personal significance- eg sound in name

Avoids embarrassment

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25
Describe selection criteria: stimulable phonemes
Developmental readiness Ease of learning Ease of teaching Early success (motivating)
26
Describe selection criteria: minimal meaningful feature contrasts
``` Minimal pairs Maximally opposed (P,M,V) Minimally opposed (only one feature) ```
27
Describe selection criteria: unfamiliar words
Premise that error patterns won’t be habituated
28
Describe selection criteria: inconsistently errored sounds
Targets that children say correctly some of the time | Some knowledge of target= easier to teach
29
Describe selection criteria: most deviant from typical development
Sound ‘odd’ even to untrained ear | Eg initial consonant deletion, backing
30
Describe selection criteria: later developing sound first
Training them will result in greater system wide change
31
Describe selection criteria: marked consonants first
Target one sound to get another | Eg target fricatives and get both fricatives and stops
32
Describe selection criteria: non stimulable sounds first
Aim to make the sounds stimulable
33
Describe selection criteria: maximal meaningful feature contrasts
Eg Bun-Sun (PMV) Fat- gnat (PMV and major class) Major class = obstruent vs Sonorant or consonant vs vowel etc
34
Describe selection criteria: systemic function of phonemes
Phonological reconstruction of the sound system | Targets- non stimulable, later developing, complex sound s
35
Describe selection criteria: sonority sequencing principle
Vowel =0... | Up to Voiceless stop =7
36
Describe selection criteria: least phonological knowledge
Suggestion that lesser known sounds are easier to learn Supported by Gierut (2001) Mixed views
37
Describe selection criteria: lexical properties
Important in selecting treatment words High frequency Low neighbourhood density (1 sound substitution)
38
What is the aim of phonological contrast intervention and who is it suitable for
Decrease phonological processes and phoneme collapse Increase phonological contrasts and child’s own awareness of speech Suitable for phonological delay and consistent phonological disorder
39
What is auditory input therapy
Involve parents/ carers Listening to sound targets Child not required to say anything
40
What intervention is appropriate for inconsistent speech disorder
Core vocab drilling | 50 words targeted
41
What is articulation therapy
Imitation Shaping Phonetic placement
42
What skills are involved in phonological awareness
``` Rhyme Segmentation Blending Manipulation Understanding sound structure of words Develops into understanding relationship between oral and written language ```
43
How does phonological awareness naturally develop
Larger units (syllables, rhyme) develop first. Smaller units (phonemes) develop later
44
According to Hesketh (2015) at what ages do children achieve syllable awareness and rhyme
Syllable awareness- 4 | Rhyme developed- 5
45
At what age do children show awareness of single consonants
5 years Can identify sun starts with /s/ Some success with i spy
46
when does phoneme segmentation occur
Rees (2001) suggest children must be introduced to the written word first to realise the sounds can be represented by letters
47
Name some assessments for phonological awareness
Phonological abilities test (PAT) 1997 PIPA (2000) Subsection of CELF
48
Why does working on phonological awareness help children
Believed that it will change speech and benefit literacy | Gillon (2000) suggests positive evidence that PA programme increases phoneme awareness and speech production.
49
What is a good indicator of reading success, and what is not an indicator
Good indicator- being able to segment orally | Not an indicator- being good at rhyme
50
What is a psycholinguistic model?
An approach which considers speech difficulties as being a breakdown in input, stored linguistic knowledge or output level
51
Name the input stages of stack house and wells and describe them
-Peripheral auditory processing (Auditory ability- not speech related) -speech/ non speech discrimination (Recognising speech as different from background noise) - phonological recognition ( recognising speech belongs to native language) - phonetic discrimination (Recognition of exotic sounds and phonetic distinctions in unfamiliar languages)
52
Name the lexical representation stages of stackhouse and wells and describe them
``` -Phonological representation (Recognition of sequence of sounds that form a familiar word) - Semantic representation (Access to meaning of that sequence) - motor programme (The blueprint to produce the word) ```
53
What are the output stages of the stackhouse and wells model and describe them
-Motor programming (Ability to create unfamiliar motor programmes) - motor planning (Phonemes arranged into correct sequence) - motor execution (Production In vocal tract)
54
Name some features of DVD
Asha (2007) inconsistent errors Lengthened transitions Inappropriate prosody Bowen (2014) articulating stuggles (groping) Transpositional substitutions (pots for spots)
55
DVD characteristics from case history
``` Little vocal play Delayed language Family history of DVD Gross/fine motor incoordination Little imitation ```
56
DVD characteristics gathered from Ax
``` Vowel errors Inconsistency Voicing errors Omissions Difficulty sequencing High number of errors Difficulty with complex articulations ```
57
What should further assessment of DVD investigate
``` Word finding difficulties Slow DDK rates Receptive- expressive gap Difficulties with long instructions Prolongation Poor self monitoring ```
58
What 3 things could cause DVD
The phonological plan Assembly of Phonetic programme Implementation of motor speech programme
59
Describe the phonological plan in DVD
``` Phonemes are selected and sequenced Plan can be under specified or incorrect = - inconsistent production - phonotactic errors - phoneme sequence errors ```
60
What is the assembly of phonetic programme in DVD
Plan translated into motor programme If difficulty accessing stored programme - groping behaviour - difference in voluntary and involuntary tasks - difficulty assembling new phonetic programme
61
What is implementation of motor speech programme in DVD
Affected by poor oro motor abilities | =Voicing errors, phonetic variability
62
What is oral dyspraxia
Difficulty coordinating articulators in non speech activities eg sticking tongue out
63
Ax for DVD
``` Nuffield Dyspraxia (3-7 yrs) - assesses words of increasing phonotactic complexity -vowels sampled systematically - evaluation of oro motor skills, DDK ``` Motor speech examination worksheet
64
Intervention for DVD
Work on sound combinations eg CVC, VC Repetitive production Reduced rate and self monitoring Sign to facilitate
65
What are the aims of Nuffield programme
- build motor programmes for speech - oro motor work to facilitate speech - establish and reinforce phonological contrasts - extend skills to sentence level and connected speech
66
What is ReST
Rapid Syllable Transition Treatment Evidence based Aims to improve accuracy of speech Repetitive drilling
67
What is VPI
Velopharyngeal incompetence | Inadequate structure and function of the velopharyngeal sphincter
68
What causes VPI
Structural inadequacy or reduced mobility of soft palate causing incomplete closure
69
Reasons behind VPI
``` Cleft palates Fistulae Short palate Deep nasopharynx Enlarged tonsils ```
70
How is VPI diagnosed
Nasoendoscopy | Videofluoroscopy
71
What are the two forms of disorders of resonance and name their subsections
1. Disturbance of tone (Hypernasality, hyponasality, mixed nasality) 2. Disturbance of airflow (Nasal emission, nasal turbulence, nasal facial grimace)
72
Describe the features of hypernasality
Primary feature associated with VPI Increased nasal resonance Fistulae/ residual cleft palate common cause Loss of oral pressure
73
Describe the features of hyponasality
Insufficient nasal resonance Partial or complete obstruction of nasal airway Perceived mostly on /m/ /n/ /ng/ Results in oral breathing Cause- can be enlarged adenoids Can mask VPI- one fixed would become hypernasal
74
Describe the features of mixed nasality
Hyper and hypo co occurring | Caused by VPI and increased nasal resistance
75
Describe the features of nasal emission/ escape
Nasal airflow with/ instead of oral airflow When airflow is nasal but should be oral =nasal emission Mostly heard on voiceless consonants
76
Describe the features of nasal turbulence
``` Severe form of audible nasal emission Produces a nasal noise Due to restriction of nasopharynx Associated to small velopharyngeal opening Noticed on /b/ /d/ /g/ ```
77
Describe the features of nasal facial grimace
May be an attempt to inhibit nasality Restriction of facial muscles Could be indicator of VPI
78
Name some speech features of children with cleft speech
Lack of plosives Dominance of glottal and pharyngeal articulations Inadequate intraoral mechanism
79
Name some placement errors in cleft speech
Imprecise tongue tip movements Double articulations (two consonants made and released eg tk) Backing (alveolar to velar or uvular, behind cleft) Compensatory articulations (non English realisation eg glottalic fricatives) Lateralisation/palatalisation
80
Name some manner errors in cleft speech
Weak articulation (Reduced intraoral pressure) Nasalisation of consonants Nasal emission and turbulence
81
Describe active vs passive processes in cleft speech
Active- child actively attempts to produce phonological contrast resulting in non English sounds Passive- result of the production of a nasal sound in same place as an oral one eg /b/ =/m/
82
How to identify if clients speech is passive or active
If holding nose: Facilitates production of consonant= passive Inhibits consonant production =active
83
Ax for Cleft speech
Great Ormond Street Speech Ax
84
What therapy is provided for cleft speech
Eliciting consonants Drills (Nuffield can be used) Phonological therapy

SLP 2b (2 decks)

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