Speech Sound Flashcards by Sylvia Bettencourt

ankyloglossia

Tongue tie

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combination of suprasegmentals intonation and pausing, which mark special distinctions or grammatical divisions

juncture

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Diphthong

two vowels combined e.g /aI/ in “high”

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How are vowels classified?

tongue position

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How are consonants produced?

constricting oral cavitiy.

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What describes degree or type of constriction of the vocal tract?

manner

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Stops

produced by stopping the airflow

/p, b, t, d, k, g/

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Fricatives

produced by constricting the oral cavity and then forcing air through it creating friction
/f, v, th, th, s, z, sh, zh, h/

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Affricates

combo of stops and fricatives

/ch, dj/

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Glides

produced by changing the shape of the articulators

/w, j/

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Liquids

produced with least restriction of the oral cavity, aka semi vowels
/l, r/

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What classifies sounds by location?

place

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list Lingua-alveolars

/t, d, s, z, n, l/

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list Linguapalatal

/sh, zh, ch, jd, r, j/

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List Linguavelars

/k, g, ng/

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List glottals

/h/

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Theories of Development

Behavioral
Structural
Natural Phonology Theory
Generative Phonology Theory
Linear
Nonlinear

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Theories of Development:

explanation of speech sound acquisition is based on conditioning and learning. emphasizes that the child develops adult-like speech of his or her communicate through interactions.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

a. Behavioral

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Theories of Development:

natural phonological processes are innate processes that simplify the adult target word

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

c. Natural Phonology Theory

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Theories of Development:

phonological descriptions are dependent on info from other linguistic levels and phonological rules map underlying representations onto surface pronunciations.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

d. Generative Phonology Theory-

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Theories of Development

phonological development follows an innate, universal and hierarchical order of acquisition of distinctive features.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

b. Structural

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Theories of Development:

alternative to linear to account for the influence of stress and tone features in levels of representation independent of segmental or linear representation.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

f. nonlinear

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Theories of Development:

characterized by rules that operate in a domain of linear strings of segments

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

e. Linear

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Stages of Speech Production

Phonation (birth-1 month)
Cooing or gooing (2-4 months)
Expansion (4-6 months)
Canonical or reduplicated babbling (6-8 months)
Variegated or non reduplicated babbling (8 months-1 year)

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Stages of Production -playing with speech mechanism, CV combos and vowel sounds occur a. Phonation b. Cooing or gooing c. Expansion d. Canonical or reduplicated babbling e. Variegated or non reduplicated babbling

c. Expansion

Stages of Production most vocalizations are reflexive. Some non reflexive vowels or syllabic consonants may occur. a. Phonation b. Cooing or gooing c. Expansion d. Canonical or reduplicated babbling e. Variegated or non reduplicated babbling

a. Phonation

Stages of Production most productions are acoustically similar to /u/. Some velars may occur a. Phonation b. Cooing or gooing c. Expansion d. Canonical or reduplicated babbling e. Variegated or non reduplicated babbling

b. Cooing or gooing

Stages of Production CV sequences with variety of consonants and vowels a. Phonation b. Cooing or gooing c. Expansion d. Canonical or reduplicated babbling e. Variegated or non reduplicated babbling

e. Variegated or non reduplicated babbling

Stages of Production strings of CV. a. Phonation b. Cooing or gooing c. Expansion d. Canonical or reduplicated babbling e. Variegated or non reduplicated babbling

d. Canonical or reduplicated babbling

Intelligibility 2 years old-____-____% 3 years ____-____% 4 years ____-____%

2 years old-60-70% 3 years 75-80% 4 years 90-100%

Typical Phonological Development in Children: Phonological Proccesses

Substitution Assimilation Syllable structure processes

Typical Phonological Development in Children: When one class is substituted for another

substitution

Typical Phonological Development in Children: When sounds are changed by influence of neighboring sounds

assimilation

Typical Phonological Development in Children: Types of assimilation

Reduplication Regressive assimilation Progressive assimilation Voicing

Typical Phonological Development in Children: When structure of entire syllables are affected

Syllable structure processes

Typical Phonological Development in Children: Types of syllable structure proccesses

``` Unstressed or weak-syllable deletion Final consonant deletions Epenthesis Consonant Dimmunization Metathesis ```

Typical Phonological Development in Children: define epenthesis

inserting a schwa vowel between consonants

Typical Phonological Development in Children: define dimmunization

adding “ie” to words

Typical Phonological Development in Children: define meathesis

production of sounds in reversed order aka spoonerism

Articulatory errors: fricatives such as /h/ are produced in the pharyngeal area

Pharyngeal fricative

Articulatory errors: sibilant consonants produced with tongue tip placed toof ar forward

Frontal lisp

Articulatory errors: sibilant sounds produced with air flowing inappropriately over sides of the tongue

Lateral lisp

maxilla

upper jaw

mandible

lower jaw

Class I malocclusion

-arches aligned properly but some individual teeth are misaligned

Class II malocclusion

upper jaw or maxilla is protruded over lower jaw or mandible Overbite

Class III malocclusion-

-maxilla is receded and the mandible is protruded. Underbite

Orofacial Myofunctional Disorders also known as....

tongue thrust

Orofacial Myofunctional Disorder definition

Any anatomical or physiological characteristic of the orofacial structures that interferes with normal speech or physical , dentofacial or psychosocial development.

Orofacial Myofunctional Disorder usually exhibits deviant _________.

swallows

Orofacial Myofunctional Disorder the _________ exerts force against ____________.

tongue | teeth

Orofacial Myofunctional Disorder errors.....

/s, z, sh, zh, ch, and j/ and some tip dental sounds

Articulatory erros for orfacial myofunctional disorder are due to ___________

weak tongue tip musculature.

Dysarthria and articulation errors......

Voicing errors | Bilabials, velars, stops, glides, and nasals are easiest

Name the two basic types of speech sound disorder treatment.

linguistic and motoric

Which approach is best for children with several sound errors?

Motoric

Which approach is best for highly unintelligible children?

Linguistic

What do most clinicians use?

multi-modal (both)

What is Communicative potency?

how functional the words are

Name 2 general approaches for target selection.

developmental | complexity

Name the Motor Based Approaches.

Van Riper’s Traditional Approach | McDonald’s Sensorimotor Approach

Describe Van Riper’s Traditional Approach

- -auditory discrimination/perceptual training, phonetic placement and drill like repetition and practice at increasingly complex motor levels until target phonemes were automatized.. - -For children who have only a few errors - -Utilizes bottom up approach-simple to difficult - -motor approach

Describe McDonald’s Sensorimotor Approach

- -based on the assumption that the syllable not the phoneme is the basic unit of speech production. - -motor approach - -RESEARCH DOES NOT SUPPORT I

Name the Linguistic Approaches

- -Distinctive Features Approach- - -Contrast Approaches - ---------Minimal pair contrasts - ---------Maximal pair contrasts - -Phonological Processes Approach - -Hodsons and Padens Cycles Approach

Describe the distinctive features approach

--establish missing distinctive features by teaching relevant sounds for better generalization to other sounds.

Describe the minimal pair contrast approach

Minimal pair contrasts use words that differ only by one feature i.e. if child substitutes /s/ for /t/ clinician might use “sea” and “tea”

Describe the maximal pair contrast approach

Maximal pair contrasts-aka maximal opposition, words contain maximum number of contrasts. I.e. mack vs shack.

Describe the Phonological Processes Approach

-based on assumption that child’s multiple error reflect the operation of certain phonological rules that that the problem is phonemic not phonetic.

Describe Hodsons and Padens Cycles Approach

- -designed to treat multiple misarticulations and highly unintelligible speech, error patterns are targeted for remediation based on stimulability, intelligibility and percentage of occurence (40% or greater). - -Only one error is treated per session but all errors are targeted in a cycle.

What is the Core Vocabulary Consistency Approach?

- -For children who have functional speech sound disorders with inconsistent errors on the same words in the absence of CAS. - -Core vocabulary words are selected - -Overall goal is increased intelligibility and consistency in production of at least 70 words that are key in the child’s environment. - -not linguistic or motoric

What is the Phonological Awareness Treatment?

- -Awareness of sound structure of a language or attention to internal structure. - -Indicate later problems with reading and spelling.

Order of Phoneme Acquisition: First

m, n, o, h, w

Order of Phoneme Acquisition: Second

b, k, g, j, ng

Order of Phoneme Acquisition: Third

t, d, f, l, v

Order of Phoneme Acquisition: Fourth

sh, zh, th, th, r

Order of Phoneme Acquisition: Fifth

s, z, ch, jd

How many utternaces is ideal for a speech sample?

50-100

Types of evoked speech samples

Imitation Naming Sentence completion

Independent analysis

speech patterns are described without reference to the adult model of the language in the child’s community i.e.stating what sounds a child produces without mentioning whether or not they approximate adult production

Relational analysis

speech is compared to adult production

PCC

total number of correct consonants produced x 100 -------------------------------------------------------------------- Total number of consonants produced

PCC score mild=more than ___% Mild to moderate ___-___% Moderate to severe= ___-___% severe=less than ___%

moe than 85% 65-85% 50-65% less than 50%

Phonological Proccesses persistant after age 3.

1. Final-consonant devoicing 2. Consonant-cluster reduction 3. Stopping 4. Epenthesis 5. Gliding 6. Depalatalization 7. Vocalization