Speech Sound Disorders

Question 1

allophone

Answer 1

a nondistinctive phonetic variant for a phoneme (ex/ the /k/ is produced differently in ski, key, and caw, but is still /k/)

Question 2

coarticulation

Answer 2

the influence of phonetic context on speech production

Question 3

cognate

Answer 3

one of a pair of sounds that are different by just one phonetic feature (voicing in english) - ex/ s & z

Question 4

flap

Answer 4

a modified stop, in which a rapid flapping motion of the tongue tip contacts the alveolar ridge (used for the /t/ and /d/ in words like city and ladder)

Question 5

homorganic

Answer 5

sounds that have the same place of articulation (m and b)

Question 6

eggressive sounds

Answer 6

formed from outflow airstream

Question 7

ingressive sounds

Answer 7

formed from inflow airstream

Question 8

obstruent

Answer 8

stops, fricative, and affricates b/c they have a complete, or narrow, constriction of the vocal tract

Question 9

rhotacization

Answer 9

a sound that has /r/ coloring

Question 10

sibilant

Answer 10

speech sound w/ intense, high-pitched noise (ex/ s and sh)

Question 11

strident

Answer 11

a speech sound w/ intense frication noise like sibilants but also /f/ and /v/

Question 12

Model - Behavioral Theory

Answer 12

the consequences of the infants’ vocalizations (i.e., reinforcement) is what’s necessary for them to learn language

Question 13

criticism of behavioral theory

Answer 13

lack of data to support role of caretakers’ use of selective reinforcement of speech sounds for development

Question 14

Model - Distinctive Features Theory

Answer 14

phonological development is realized as the development of feature contrasts, beginning w/ maximal contrasts (e.g., consonants vs. vowels, nasal consonants vs. oral consonants) and working up a hierarchy
- babbling not related to meaningful speech

Question 15

Model - Generative Phonology

Answer 15

proposes 2 levels of language - surface level (what is spoken) and deep level (abstract representation of language) - underlying representations is used to talk about what children know about language and what they don’t know on a scale of 1-6, and how that affects their productions

• complex marking system
• clinically: describe errors in terms of phon rules often

Question 16

Model - Natural Phonology

Answer 16

children are born with a set of “natural phonological processes” that reflect their developing speech motor systems - processes simplify production of speech sounds

• 3 broad categories of processes: syllable structure processes, substitution processes, assimilatory processes
• processes are reduced as kids develop

Question 17

Model - Prosodic Theory

Answer 17

emphasizes the perception of whole words - early word productions are highly variable across children d/t differences of input
- development occurs as perception increases

Question 18

Model - Interactionist-Discovery (Cognitive) Theory

Answer 18

• children create and apply their own strategies in an attempt to discover the rules and patterns of language - rules aren’t innate
• individual learning strategies account for differences

Question 19

Model - Examples of Nonlinear Theories

Answer 19

• metrical phonology
• feature geometry
• optimality theory
• gestural phonology
• **p. 147

Question 20

list the 5 stages of babbling w/ ages

Answer 20

1. Phonation stage (birth-1 month) - vegetative sounds like coughing, burping, grunting
2. coo and goo stage (2-3 mo) - vowel-like, similar to back consonants & vowels
3. exploration/expansion (4-6 mo)-vocal play, vowels, pitch/loudness variety, CV and VC sequences
4. canonical babbling (7-9 mo) - reduplicated strings of CV, nonreduplicated CV, stops/nasals/glides/vowels
5. jargon (10+) - variegated babbling, adult like intonations

Question 21

most frequently occurring sound classess in first words

Answer 21

stops, nasals, glides

Question 22

first vowels typically

Answer 22

/a/, /i/, /u/

Question 23

early, mid, and late 8

Answer 23

early: m, b, j, n, w, d, p, h
mid: t, ng, k, g, f, v, ch, dj
late: sh, zsh, th-, th+, s, z, l, r

Question 24

phonological patterns expected to be suppressed by age 3

Answer 24

1. FCD
2. (velar) fronting
3. reduplication
4. weak syllable deletion
5. doubling
6. diminuization
7. consonant assimilation
8. prevocalic voicing

Question 25

phonological error patterns occurring after age 3

Answer 25

1. cluster reduction 2. gliding 3. stopping 4. depalatalization 5. epenthesis 6. vocalization 7. final devoicing

Question 26

expected % intelligibility for following age ranges - 19-24 mo - 2-3 yrs - 4-5 yrs - 5 yrs

Answer 26

- 25-50 - 50-75 - 75-90 - 90-100

Question 27

study phonological processes and syllable shape development handout in manilla folder

Answer 27

STUDY this - gives specific info on when processes should be suppressed and when syllable shapes develop

Question 28

Name and explain the stages of Van Riper's Traditional Artic Approach

Answer 28

1. Sensory Perceptual Training: client is trained to distinguish the target phoneme from other sounds (from error) 2. Elicit and Establish sound in isolation or syllable level using a variety of sound establishment techniques: verbal models, visual cues, artic placement instruction, shaping new sound from sound child can produce, phonetic context 3. Sound Stabilization: isolation, nonsense syllables, initial/medial/final position, phrases, sentences, convo 4. Transfer & Carryover: emphasis on correct sound production outside clinical setting w/ variety of partners 5. Maintenance: follow-up sessions/interviews to assess maintenance

Question 29

Sensory-Motor approach

Answer 29

artic approach - begin tx w/ production of phoneme w/in a phonetic context in which target is produced correctly (facilitative phonetic context) - gradual expansion of phonetic contexts in which client can produce sound correctly

Question 30

Multiple Phoneme approach

Answer 30

artic approach - targeting multiple error phonemes at once w/ different stages 1) extablishment phase: isolation, max to min cueing 2) transfer phase: syllables, words, phrases/sentences, reading, convo 3) maintenance phase: 90% in convo in different contexts

Question 31

Paired-Stimuli approach

Answer 31

artic approach - proceeds from single words, to sentences, to convo - begin w/ target in four "key words" - 2 initial position, 2 final - then 10 training words, alternate key word w/ training words that are initial position - same w/ final position - key word and training words in sentences - correct productions in all words in convo

Question 32

Integral Stimulation

Answer 32

artic approach - emphasizes multiple input modes - auditory and verbal - cues faded

Question 33

Enhancing Stimulability

Answer 33

artic approach - designed to increase stimulability of unstimulable words - associate verbal production w/ movement or gesture and character - games played that involve characters, etc.

Question 34

Cycles Approach

Answer 34

phono approach - one phoneme is targeted per session, aimed at reducing a certain process (3-5 words, elicit in natural, play-based, emphasis on RULES) - Stages in a session: auditory bombardment, feature awareness, production practice activities, auditory bombardment, probe for targets in next pattern

Question 35

Distinctive Feature Approach

Answer 35

phono approach - distinctive features are taught, rather than individual phonemes - client produces 2 sounds - 1 w/ feature being taguth, and 1 w/o it (e.g., s and t) - isolation, nonsense syllables, words, sentences, convo speech * ***Can only use for subs, not omissions and distortions

Question 36

Minimal Contrast Method

Answer 36

phono approach - prevent pairs of words that client typically produces as homonymns, emphasize need to say them differently - generalization expected

Question 37

Maximal Oppositions

Answer 37

phono approach - word pairs in which target is contrasted w/ another sound that is MAXIMALLY distinct (differs across a variety of features) (e.g., contrasting KEY with ME) - generalization expected

Question 38

Multiple Oppositions

Answer 38

phono approach - attempts to reduce client's tendency to use one phoneme to represent a variety of other sounds - ex/ present with two/sue, two/coo, two/shoe, two/chew - p. 163

Question 39

Whole Language Approach

Answer 39

phono approach - SLP helps client verbally contribute to convo w/o correcting & evaluating performance - play-based, daily activities - changes in higher-level language processes (e.g., narration) are associated w/ changes in lower-level processes (e.g., phoneme production)

Question 40

Morphosyntax Approach

Answer 40

phono approach - emphasis on finite grammatical markers that mark tense and number - for kids w/ SSDs and morphosyntax errors

Question 41

Metaphon Approach

Answer 41

phono approach - intervention really focuses on deviant RULE system and realizing need to change - Phase 1: developing phonological awareness - receptive, making sure understand difference between long and short sounds, use pics, activities - Phase 2: production - phonological and communicative awareness

Question 42

Core Vocab Intervention

Answer 42

phono approach - targets whole words that are functional and important - ultimate goal = 70 words consistently