Speech disorders Final exam Flashcards
Speech
Acoustic representation of language
Speech Features
Articulation:
Fluency;
Voice:
Articulation
How speech sounds are formed
Fluency
Smooth, forward flow of communicationInfluenced by rhythm and rate (prosody/suprasegmentals)
Voice
Components are
Pitch, Loudness, Quality
Components of voice:
Pitch is
Listener’s perception of how high or low a sound is
Components of voice:
Habitual Pitch is
Pitch a speaker uses most of the time
Components of voice:
Intonation
Pitch movement within an utterance
Components of voice:
Loudness
The volume at which a persons voice resonates
Components of voice:
Quality
Hoarseness/roughness
Breathiness, vocal tremor
strain and struggle
Speech Sound Disorders:
Cul-de-sac resonance
Sound resonates in one of the cavities of the vocal tract (e.g., nasal, oral, or pharyngeal cavity) but is blocked at the cavity exit due to an obstruction.
Speech Sound Disorders:
Articulation
focus on errors (e.g., distortions and substitutions) in production of individual speech sounds.
Speech Sound Disorders:
Apraxia of speech
Childhood apraxia of speech (CAS) is a neurological childhood (pediatric) speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g. abnormal reflexes, abnormal tone). CAS may occur as a result of known neurological impairment, in association with complex neurobehavioral disorders of known and unknown origin, or as an idiopathic neurogenic speech sound disorder.
Speech Sound Disorders:
Dysarthria
Dysarthria happens when you have weak muscles due to brain damage. It is a motor speech disorder and can be mild or severe.
Phonological disorders focus on
predictable, rule-based errors (e.g., fronting, stopping, and final consonant deletion) that affect more than one sound.
If you have dysarthria you ma
Have “slurred” or “mumbled” speech that can be hard to understand.
Speak slowly.
Talk too fast.
Speak softly.
Not be able to move your tongue, lips, and jaw very well.
Sound robotic or choppy.
Have changes in your voice. You may sound hoarse or breathy. Or, you may sound like you have a stuffy nose or are talking out of your nose.
If you have dysarthria you may:
Have “slurred” or “mumbled” speech that can be hard to understand.
Speak slowly.
Talk too fast.
Speak softly.
Not be able to move your tongue, lips, and jaw very well.
Sound robotic or choppy.
Have changes in your voice. You may sound hoarse or breathy. Or, you may sound like you have a stuffy nose or are talking out of your nose.
Fluency: Stuttering
tuttering typically has its origins in childhood. Most children who stutter, begin to do so around 2 ½ years of age ess typical, stuttering-like disfluencies (Yairi, 2007) include part-word or sound/syllable repetitions (e.g., “Look at the b-b-baby”), prolongations (e.g., “Ssssssssometimes we stay home”), and blocks (i.e., inaudible or silent fixations or inability to initiate sounds). In addition, compared with typical disfluencies, stuttering-like disfluencies are usually accompanied by greater than average duration, effort, tension, or struggle
Fluency: Stuttering
tuttering typically has its origins in childhood. Most children who stutter, begin to do so around 2 ½ years of age ess typical, stuttering-like disfluencies (Yairi, 2007) include part-word or sound/syllable repetitions (e.g., “Look at the b-b-baby”), prolongations (e.g., “Ssssssssometimes we stay home”), and blocks (i.e., inaudible or silent fixations or inability to initiate sounds). In addition, compared with typical disfluencies, stuttering-like disfluencies are usually accompanied by greater than average duration, effort, tension, or struggle
Fluency: Cluttering
In cluttering, the breakdowns in clarity that accompany a perceived rapid and/or irregular speech rate are often characterized by deletion and/or collapsing of syllables (e.g., “I wanwatevision”) and/or omission of word endings (e.g., “Turn the televisoff”)
Components of s treatment Plan
Frequency of therapy Therapy targets (goals) Individual/group therapy Style of therapy Referrals
Intervention Planning
Target Selection Client needsHow the target will generalizeEase of masteryAge appropriatenessOBTAIN BASELINE DATA
Articulation
Emphasizes the perspective that speech-sound problems resulted from a motor problem affecting the positioning of the articulators
Phonology
Speech sound issues resulted from a disorder within the child’s linguistic system
Otitis Media
infection of the middle-ear cavity is caused by bacteria, a virus, or allergens. These microorganisms reach the middle-ear space through the Eustachian tube.
Voice
The complex, dynamic product of vocal fold vibration that allows us to vocalize and verbalize.
Adduction
The state in which the vocal folds are closed (active
Abduction
The state in which the vocal folds are open (at rest
Individuals whose pitch, loudness, or phonatory quality differs significantly from that of persons of a similar age, gender, cultural background, and racial or ethnic group
Voice disorder
Fluent speech
Speech that moves along at an appropriate rate with an easy rhythm, it is smooth effortless and automatic
Disfluency
The speech behavior that disrupts the fluent forward flow of speech such as pauses interjections and revisions.
Developmental stuttering
Most common form of stuttering
Begins in preschool years
Onset gradual, increasing in severity
Usually occurs on content words, initial syllables
Neurogenic stuttering
StutteringTypically associated with neurological disease or trauma Usually occurs on function words, widely dispersed through utteranceNo secondary characteristicsNo improvement with repeated readings or singing
Disfluency Diagnosis
Ten or more total disfluencies in 100 wordsThree or more stuttering like disfluencies in 100 wordsPhysical escape behaviors Verbal avoidance behaviors
After the clinician administers a comprehensive fluency assessment, a diagnosis is made, based on all of the accumulated evidence. As a general rule, a fluency disorder is more likely to be diagnosed when the following are observed during assessment
Acquired Apraxia of speech
Apraxia of speech (AOS) is a “neurologic speech disorder that reflects an impaired capacity to plan or program sensorimotor commands necessary for directing movements that result in phonetically and prosodically normal speech” (Duffy, 2013, p. 4). AOS has also been referred to in the clinical literature as verbal apraxia or dyspraxia.
Apraxia of speech
An impairment of motor programming and planning that involves and inability to transform a linguistic representation into the appropriate coordinated movements
Unrelated to weakness slowness paralysis or language disturbance.
Acquired Apraxia of speech
-Result of neurological damage
Developmental Apraxia of speech
May be accompanied by limb or oral Apraxia
Dysarthria has speech sound distortions whereas Apraxia has speech sound ___________
Apraxia has speech sound substitutions
Dysarthria has substitution errors related to target phoneme whereas Apraxia has substitution errors often not ______ _ ______ ______
Apraxia has substitution errors often not related to target phoneme.
