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49 Cards in this Set
- Front
- Back
What did we focus on?
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1.) speech sound production (errors) in young typically developing children
2.) speech sound production (errors) in children with speech sound disorders |
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what did we see about the speech sound production (errors) of children with speech sound disorders?
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-errors are often the same made as that by the typically developing child except they are more frequent and persist at an older age.
-sometimes unusual examples are seen, for example initial consonant deletion |
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what does knowledge of errors help with?
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assessment and intervention
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true or false can disorder speech be found in adults?
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True.
what are some examples? >stroke (dysarthia) >brain injury |
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Speech sound errors described?
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one of two ways
-SODA -phonological processes |
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SODA
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S= substitution
O=omission D= distortion A=addition |
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example of subsitution
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e.g., [ti] for “key”
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example of omission
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e.g., [kʌ] for “cup”),
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example of distortion
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e.g., lisped s in “sun
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example of addition
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e.g., [ɛskul] for “school”)
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Phonological Processes
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-used when child makes several errors that appear to be systematic
-describes errors made example: final consonant deletion |
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Phonological Processes are
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patterns of sound errors that represent systematic simplification of adult structure
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3 kinds of processes
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1. syllable structure processes
2. substitution processes 3. assimilatory processes |
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syllable structure process
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• Simplifies syllable structures, typically into CV or CVCV sequences, e.g., /bid/ becomes [bi]
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substitution process
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• One phoneme/segment is replaced for another, e.g., /ki/ becomes [ti] (syllable structure does not change)
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Assimalatory Process
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• Surrounding phonetic context changes the phoneme, e.g., /dag/ becomes [gag]
• Recall regressive and progressive assimilation from connected speech |
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4 types of syllable structure processes
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1. weak or unstressed syllable deletion
2. final consonant deletion 3. reduplication 4. cluster reduction |
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weak or unstressed syllable deletion
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unstressed syllable omitted
e.g., [nænə] for “banana” |
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final consonant deletion
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Open syllables are produced, e.g., [pI] for “pig”
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reduplication
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Repetition of syllable typically on two-syllable (or more) words, e.g., [baba] for “bottle”
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cluster reduction
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deletion of consonant from a cluster
e.g., [paI] for “spy” |
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6 substitution processes
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1. Stopping
2. Fronting 3. Deaffrication 4. Gliding 5. Vocalization (vowelization) 6. Derhotacization |
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stopping
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Substitution of a stop for a fricative/affricate E.g., [tʌn] for “sun”,
>Place and voicing of target consonant is usually preserved. If no homorganic stop is available, stop with the closest place of articulation is substituted E.g., [tʌn] for “sun”, [tip] for “sheep”, [dip] for “jeep”, [pIg] for “fig” • Which examples are not homorganic? Tip and sheep and dip for jeep |
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homorganic
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articulated in the same place
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fronting
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Substitute velar (velar fronting) and palatal (palatal fronting) consonants typically with alveolar consonants
>Voicing and manner are typically preserved k, g, ŋ t, d, n respectively; ʃ, ʒ s, z; and ʧ, ʤ ts, dz (voiceless and voiced alveolar affricates, non-English affricates) |
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example of fronting
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Examples: [tʌp] for “cup”, [su] for “shoe”
• Note that fricatives are merely fronted, not stopped |
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Deaffrication
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>Child substitutes a fricative for an affricate
>Typically, place of articulation is preserved. ʧ, ʤ ʃ, ʒ Example: [ʃip] for “cheap” |
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Gliding
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Child substitutes glides for liquids
w, j for l, r Examples: [wɛd] for “red”, “[jæmp] for “lamp” |
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vocalization is also called?
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vowelization
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Vocalization (vowelization)
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>Vowels are substituted for schwars, postvocalic r, l, and syllabic l
>Typically, u, ɔ, o, are substituted Examples: [bʌſo] for “butter”, [mIʊk] for “milk” |
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more about vocalization
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If r-coloring is lost but no new vowel is substituted, e.g., [mʌðə] for “mother”, this is not vocalization, this is referred to as Derhotacization.
If [l] is lost in syllabic [l], e.g., [kʌſə] for “cuddle”, this is called Final Consonant Deletion. |
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Assimalatory is also called?
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Harmony
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Assimalatory Process
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1. Direction
2. Place Assimilation 3. Voicing Assimilation |
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Direction
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Progressive and Regressive assimilation
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Place Assimilation
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a. Labial Assimilation
b. Alveolar Assimilation c. Velar Assimilation |
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Voicing Assimilation
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(Most people classify these as substitution processes)
a. Prevocalic Voicing b. Postvocalic Devoicing |
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Regressive Assimilation
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>Change propagates backward
>Sound 1 is different because of sound 2, e.g., “quick” (labial /k/), “dog” - /gɔg/ >We start doing something early >More common than progressive assimilation |
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Progressive Assimilation
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>Change propagates forward
>Sound 2 is different because of Sound 1, e.g., “missed” /mIst/ vs “loved” /lʌvd/ (past tense, plurals, etc. - morphophonemics) >We continue doing something >Occurs less frequently than regressive assimilation |
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Labial Assimilation
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Non-labial consonant changes to labial because of another labial consonant in the word, e.g., [bʊp] for “book” (progressive labial assimilation)
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Alveolar Assimilation
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Non-alveolar consonant changes to alveolar because of another alveolar consonant in the word, e.g., [sʌt] for “shut” (regressive alveolar assimilation)
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Velar Assimilation
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Non-velar consonant changes to velar because of another velar consonant in the word, e.g., [gɔg] for “dog” (regressive velar assimilation)
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which of these place assimilations is most common??
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Velar Assimilation
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Prevocalic Voicing
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Prevocalic Voicing (For stops, recall it is not prevocalic voicing, instead it is lack of aspiration!)
• Initial voiceless consonant becomes voiced due to following vowel, e.g., [bIg] for “pig”, [zu] for “Sue” (better example) |
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Postvocalic Voicing
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(For stops, child is not using preceding vowel length appropriately)
• Final voiced consonant becomes voiceless due to following silence, e.g., [pIk] for “pig”, [kloʊs] for “close” (better example) Is this progressive or regressive assimilation? |
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Assimilation vs. Substitution
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Assimilation may be confused with substitution
E.g., [bʊp] for “book” • Is this assimilation or fronting? Look to see if another consonant in the word influenced its production. If it is obviously due to another consonant, then it is more likely assimilation rather than substitution Look at child’s production of the consonant in words that have a different phonetic environment (if available). If the same error is produced in a different environment, then it is more likely substitution rather than assimilation, e.g., ______________________ |
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so how should you look in a client to see if it is assimilation or substitution??
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>look at other samples from the child. if the same error produced in a different phonemic enviroment then it is probably substitution
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Interaction of processes
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More than one process can occur on the same word in young children’s speech and in the speech of children with speech sound disorders.
Example: “bi” for “pig” demonstrates both final consonant deletion and prevocalic voicing. How about [wIſo] for “little”? vowelization and gliding |
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Disordered (or Idiosyncratic) Phonological Processes
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Typically developing children also show these processes but not as frequently
1. Glottal Replacement • A glottal stop is substituted for another consonant, e.g., [æʔə] for “apple” 2. Backing • Velar consonants are substituted for anterior consonants, e.g., [ki] for “ti” 3. Initial Consonant Deletion, e.g., [i] for “bee” 4. Stops replacing a glide, e.g., [dɛs] for “yes” 5. Fricatives replacing a stop, e.g., [su] for “two” |
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look at last part of notes look up IPA symbols
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look page
dentalization pg. 240 lateralization pg.252 nasalization pg. 244 voicing and devoicing pg.245- deaspiration pg. 243 |