Phonology Final

False!

not physical, or related to any known etiology

physical reason, known disabilitiy

the ability of a normal speaker/listener to hear differences and distinguish between speech sounds

age 8-9

developmental

it is not conclusive, some have problems discriminating, others do not

we should train phoneme specific discrimination and self-monitoring rather than general auditory discrimination- pick sounds, develop therapy program

in sojme cases but not all

"bad closure"

co-existing, causal

restricted frunum, very short and narrow

no

no, it will give more motility but will not help pronunciation

very small tongue

very large tongue

resonance

some do, some don't= inconclusive

by about 2.5-3 yrs

a reverse/deviant swallow- infantile. Tongue pushes on alveolar ridge or upper teeth

- bottle feeding too long
- thumb sucking
- swollen tonsils

corrects tongue thrust. SLP needs to be certified, works closely with an orthodontist

sibilants, lingua-dentals

ability to do rapid movement of articulators, improves with age

no, unless child is developmentally disabled

yes. Phonological problems=language problem.

- demonstrate a reduced knowledge of phonological rules
- use less complex utterances
- use less complete sentences
- have increased comprehension errors

language testing of comprehension and production

yes, because they are substates of language, but there is not a direct relationship

implies child will catch up

errors produced are not typical

yes, but they are not using them. Errors are not random, there are rules!

true

yes

there is a positive correlation- more errors=younger. After age 8 it is no longer a maturational issue- they will not grow out of it.

older, but there is not a big different

twinspeak. twins developing their own language.

hearing loss, structural loss, neuromotor

-ability to monitor/learn sounds
- articulation
- causes inability to discriminate

- the more you listen the easier they become to understand
- multi syllabic words easier- more change to figure out what they are saying

- devoicing voiced consonants
- substiting initial consonants
- SODAS
- nasal emissions on initial consonants
- high frequency sounds most affected- they are distorted or omitted

partial (sometimes total) fushion of the tongue to the flor of the mouth due to abnormal lingual frenulum

- tongue tip doesnt reach roof of mouth
- when tongue protruded becomes notched (clover leaf)

- feeding problems
- can be significant at birth and decrease with time/oral growth
- problems with breast feeding or moving bolus of food in mouth
- dentition
- cosmetic
- speech

yes

if ankyloglosia attachment is high can pull gum line away and cause spaces in teeth by age 8-10

- resonance problems
- sounds that need high intra-oral pressure will be effected
- air goes through the nose, not enough power- stops, fricatives, affricates

surgery

glottal stop or pharyngeal fricatives

- hypernasality
- hyponasality
- nasal emission

articulatory disorder secondary to brain damage
- affects phonation, articulation, respiration
- not a language disorder
- deterioration of muscles, nerve endings

- articulatory disorder secondary to brain damage
- inability to voluntarily program the articulators
- not from paralysis/paresis
- doesn't effect phonation, articulation, respiration but serious problems with prosody

- subtype of severe speech sound disorder in children
- abnormalities arising in linguistic or motor pressing level production

- vowel errors
- inconsistent errors during repeated production of products
- abnormal prosodic patterns

examine:
- lips
- tongue
-teeth
- midline raphe (white line)
-then make statement about structure/function of oral mechanism

a standardized test

qualitative

mild-moderate-severe

- overall intelligibility
- etiological factors
- potential impact on daily living
- family/cultural expectations of speech/language development
- chronological v developmental age

speech delay, speech disorder

- when speaking to families
- when qualifying for services

prediction of progress and recovery

- prognosis
- length of therapeutic intervention
- frequency/intensity of intervention

- phonetic inventory of vowels and consonants
- phonological processes
-suprasegmental characteristics

- delayed phonetic inventory= vowels ok
- most consonants present/produced correctly
- errors most likely to be distortions
- a few lingering processes typical of younger child
- suprasegmentals usually correct
- intelligibility close to 100% but speech draws attn to itself

- incomplete acquisition of consonants, vowels generally ok, child may not use accurately
- inconsistent accuracy- increases with complex words
- FCD, Cluster reducation
- may have a disorder along with a delay
- intelligibility reduced, may not talk as often as peers

- incomplete phonetic inventory, word shape, processes
- accuracy very low except in single word/short utterances
- gesture/eye contact may be used to supplement communication
- very low intelligibility
- may be unable to use multiword utterances
- depending on age of diagnosis prognosis may be poor

- younger clients may not be using vocalizations consistently to communicate
- older clients may have developed avoidance strategies for oral communication

1. intelligibility
2. severity
3. stimulability
4. error pattern analysis

Percent consonants correct. Number of consonants correct/number of total consonants times 100

if you give the test over and over or if two different people administer the test to the same person you should get close to the same score

test actually measures what it proports to measure

- determine if speech system not within normal limits
- describe childs sound system
- plan therapy program
- measure change
-predict change
- screen a population

spontaneous, natural (engage in parallel play)

- some children have severe artic. problems and we dont know what they are trying to say
- we may need to do single word testing
- too shy
- hard to represent all sounds

connected speech and single words

- shows how they sound day to day
- allows us to get idea and assess overall intelligibility
- we can see when errors are produced consistently

to produce correct articulation in speech in context (connected speech)

1. spontaneous, conversation
2. picture description or reading
3. delayed imitation
4. imitation, sentence repetition

splits population into two groups: pass or need further assessment

pre school and early years: observe, play, ask teachers/caregivers
later elementary: talk about hobbies, have read passage

standardized screening test- single word testing- show pictures that contain all sounds in all positions

Photo Articulation Test

- formal, standardized
- scoring and admin with specific instructions
- most focus on consonants/clusters

dont assume they will be the same- may pronounce differently in context

no,children usually do better with single word

- data comparison
- reliability, validity
- we can compare performance to age norms

NO, we should only use them for guidelines

- is the child stimulable or not?
- stimulable= can modify speech behavior with a model, not the same as imitation

1. for sounds that are stimulable child will respond faster to treatment./correct sooner
2. could mean sound is emerging/on the verge of producing it correctly

T

no

you control the phonetic environment- sounds preceding and following target sound. Helps us find where error is produced consistently

McDonald Deep test of Articulation

sound is tested many times

a method for describing immature patterns in the speech of normal children
- process= simplification

False, do not confuse the two

1. does it describe pattern used by speaker?
2. ID how patterns are different from normal
3. Determine how these patterns affect communication?
4. analysis must prodvide info to develop goals/guidelines for therapy
5. Analysis must provide a basis to assess change during treatment

criterion referenced. Way of analyzing phonological processes. 1. Phonetic analysis 2. homonym analysis
3. Substitute Analysis- ID subs and Proceses 4. transcribe language sample phonetically 5. analyze syllable structure

count number of sound child uses in each position and frequency of use in each position

Forms of sounds that look alike and have different meanings- determines degree of intelligibility of child

list different word structures being used, vowels, CV, CVC, etc.

- make a summary of SODAs: where occuring
- write phonemes that are correct
- ID phonemes used correctly sometimes, never, and that do not appear
- examine for phonological processes

articulation

phonological

age 2;6- 8;11

Clinical Assessment of Articulation and Phonology

Articulation and Phonology

word scores, sentence scores, new phonology scores

Hodson Assessment of Phonological Patterns- third edition

3-8, grades preK-3rd

- criterion and norm referenced
- designed for children with highly unintelligible speech
- gives severity intervals along a continuum

Khan- Lewis Phonological Analysis, second edition

the Kahn- Lewis 2 and the Goldman- Fristoe 2

2 through 21

phonology

photo articulation test- third edition

3-8 gardes PreK-3rd

articulation test. vowels, consonants and dipthongs differentiated into initial, medial and final positions

point to the picture and ask the child "what is this?"

age 2-0 through 21-11

articulation. Samples both spontaneous speech and imitative sound. Has a stimulability section.

1. it is a complete analysis
2. flexible in terms of size/type of sample you can use
3. adaptive for different children- can do just certain parts for certain kids
4. provides info at each step- phonetic and phonological process analysis
5. good enough to compare with normative data

1. language analysis
2. phonetic inventory
3. phonological process analysis

1. must reflect childs productions in actual communication situation
2. should reveal inconsistent and consistent patterns'
3. want a sample that will contain the full set of English phonemes

1. too short
2. paralyzed
3. cleft

1. functional: feeding
2. dentition
3. Cosmetic

compensatory

diadochokinesis

1. reading/writing
2. socioeconomic (stimulation)

1. hearing loss
2. neuromotor

functional

Transcribe entire sample phonetically as a list of words, ID each word separately and then transcribe words by groups of consonants (initial,medial, final). Then so syllable structure analysis and phonological analysis (sodas)