Artic Disorders Exam 1 Part Ii

Front 1

Speech sound disorders are more common in ______

Back 1

boys

Front 2

SSD affect approx ____% of children below 8 years old

Back 2

10% below 8

5% of children above 8 years old

by 17 it reduces to .5%

Front 3

3 Factors

Back 3

Mechanism
Cognitive/linguistic
Psycho-social

Front 4

Mechanism Factors
1.
2.
3.

Back 4

Anatomic
Neurologic
Sensory

Front 5

Ankyloglossia

Back 5

tongue-tie

Front 6

Minor Structural variations

Back 6

Lips
Teeth
Tongue Size
Hard Palate

Front 7

Major Structural variations

Back 7

Tongue- Macroglossia, glossectomy
Cleft Palate (hard and soft)
Nasopharynx-enlarged adenoids

Front 8

Neuromotor disorders

Back 8

Weakness or paralysis-dysarthria
Incoordination-dyspraxia
Congenital or acquired:
Cerebral palsy
TBI
Myofunctional disorders

Front 9

Tongue thrust

Back 9

Tongue contacts lower lip during swallow
May be misidentified as macroglossia
Resting position against or between front teech, puts pressure on them

Front 10

Hearing Loss

Back 10

Not all children with SSD have HL and not all children with HL have SSD

Vowel subs and distortions
Consonant errors (V/VL, nasal-oral, fricative-stop confusions)
ICD, FCD

Suprasegmental errors: slower rate, pitch, nasality, harsh or breathy, cul du sac resonance (mod-severe HL)

otitis media

Front 11

Oral sensory function
3 types of feedback

Back 11

tactile-touch
kinesthetic-motion
proprioceptive-position in space

not sure if oral sensory ability is related to sph sound skill

Front 12

IQ

Back 12

weak relationship

most with SSD have normal IQs

Front 13

Psycho-social factors

Back 13

Gender (females better until age 12)
3:1 boys:girls

Front 14

Socio-economic status

Back 14

Measured by mother's edu and fam income

Front 15

Correlate

Back 15

Coexist with a SSI, but not known for certain to be causal
(ex: lang disorder, family history)

Front 16

Contributing Factor

Back 16

Precipitate, accompany, maintain the disorder, related to impairments, interference with function of mechanism
Ex: HL, CL/P, motor impairment

Front 17

Co-Morbidity

Back 17

More than one problem at the same time

Theoretical and practical problems:
Problems with morphology may look like SSD and vice versa.
Treat both at same time, or one 1st

Front 18

Top-down vs Bottom-up

Back 18

Top-down: syntactic structure dominates phonological structure
Language disorders are likely to reflect in articulation and phonological disorders

Bottom-up: phonological structure has an effect on syntactic structure
Phonological disorders contribute to lang disorders

Front 19

Treatment

Back 19

Treating other aspects of language prob won't affect speech
Treating speech might affect aspects of lang
Probably best to treat both

Front 20

Speech Sounds: Morphology

Back 20

Try to target words that allow you to target both areas:
toe-toes FCD, plurals
boat-boats Cluster reduction, plurals

Front 21

Sph Sounds: Semantics

Back 21

Select New words
improves understanding of word
broadens their vocab

Front 22

SSD and Auditory discrimination

Back 22

Discrimination training affects production
Production training affects discrimination
Neither training affects the other

Recommendation: train production and probe discrimination

Front 23

SSD + academic performance

Back 23

children with SSD have increased reading and writing probs

Front 24

SSD + Psychiatric problems

Back 24

more behavior problems
Higher ADD and emotional problems

Front 25

Shriberg created SDCD

Back 25

Speech Disorder Classification System- chart

Front 26

Reading 2 Parts

Back 26

Word Recognition
Listening Comprehension

Front 27

How to measure:
Word ID
Listening comp

Back 27

Word ID: real word reading, non word reading
-Woodcock reading mastery tests

Listening Comp: narrative comp, receptive lang skills

Front 28

What is needed for word recognition

Back 28

PA
Concept of alphabetic principle
Orthographic (letter) knowledge
Practice, practice, practice

Front 29

PA involves 2 broad skills

Back 29

1) Learning that words can be broken down into units smaller than syllables

2) Learning about indiv phonemes

Front 30

PA Skills

Back 30

Rhyming
syllable segmentation
phoneme segmentation
blending
letter name knowledge
letter-sound correspondence
alliteration

Front 31

Heirarchy
Activities

Back 31

words-syllable-phoneme

books, songs, pig latin, talk like robots, alphabet game

Front 32

3 different written form in language

Back 32

Logographic- each symbol=one word

Syllabary - each symbol=one syllable

Alphabetic- each symbol=one phoneme

Front 33

English

Back 33

26 symbols-- 44 phonemes

Front 34

PA and reading

Back 34

Before: rhyming, syllable segmentation

During: phoneme segmentation, blending, letter names, letter-sound correspondence

After- alliteration

Front 35

Listening comp questions

Back 35

literal info

inferences

sequential

Front 36

Listening comp
you need

Back 36

vocab

background knowledge

'running' inferences are made

Front 37

Reading 2nd grade

Back 37

WORD RECOGNITION

Front 38

Reading 8th grade

Back 38

LISTENING COMP

Front 39

Poor Reader Subgroups

Back 39

The Box
Word Recog
Listening comp P G
G dyslexia non specified
P mixed RD Specific Comp Deficit (hyperlexia)

Front 40

Dyslexia

Back 40

not a visual problem!

Impairment in phonological processing (not necessarily production)

Front 41

Reading role of an SLP according to ASHA

Back 41

Preventing written lang probs by fostering lang acq and emergent literacy

ID and assessing children at risk for reading and writing probs

providing intervention and documenting outcomes for R&W

Advocating for effective literacy practice

Providing assistance to general edu teachers

Front 42

In Sum

Back 42

Prevention- parent education

ID- Observe children in PA activities
Screening

Assessment- formal testing

Intervention- curriculum relevant and collaborative interventions