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54 Cards in this Set
- Front
- Back
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Phonology
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study of sound systems
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Articulation Disorders
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Errors, Functional/Organic * If you're talking sounds, you're talking articulation.Sounds can be substituted, left off, added changed
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Phonological Process Disorder
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Difficulty organizing speech sounds into a system. * If you're talking processes, you're talking Phonology
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Omissions -
Distortion - |
does not say a particular sound in a
word says the sounds incorrectly |
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Substitution -
Addition - |
substitute one sound for another
adds an additional sound into a word |
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Phonology
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study of sound systems
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Articulation Disorders
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Errors, Functional/Organic * If you're talking sounds, you're talking articulation.Sounds can be substituted, left off, added changed
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Phonological Process Disorder
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Difficulty organizing speech sounds into a system. * If you're talking processes, you're talking Phonology
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Omissions -
Distortion - |
does not say a particular sound in a
word says the sounds incorrectly |
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Substitution -
Addition - |
substitute one sound for another
adds an additional sound into a word |
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Functional Disorders -
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exist in the absence of
any apparent cause - Lateral/Interdentally Lisp -Distortions of sounds |
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Organic Disorders –
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result from
condition/syndrome -TBI -Cerebral Palsy -Cleft Palate |
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A Phonological Process Disorder
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patterns of sound errors. substituting all sounds made in the back of mouth like "k" and "g" for those in front of mouth like "t" and "d" (saying"tup" for "cup" )
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Phonological Disorders
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-Reduced phonemic inventory
-phonological development Impairments result when processes continue past age when most children stop exhibiting them. |
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Phonological Development
-definition -Three aspects |
Gradual process of acquiring adult speech patterns.Way sounds are stored,Way sounds are said, Rules or processes that map the two above
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-Phonological Developments are predictable _______
-Usually eliminated by _____ |
-Predictable pronunciation errors are
phonological processes -Usually eliminated by 5 years |
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Phonological Processes
Context sensitive voicing |
A voiceless sound is
replaced by a voiced sound. Eliminated by age 3.0 |
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Phonological Processes
Word-final devoicing |
A final voiced consonant in
a word is replaced by a voiceless consonant Eliminated by age 3.0 |
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Phonological Processes
Final consonant deletion |
The final consonant in
the word is omitted Eliminated by age 3.3 |
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Phonological Processes
Velar fronting |
A velar consonant (g, k, ng)is
replaced with consonant produced at the front of the mouth. Eliminated by age 3.6 |
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Phonological Processes
Palatal fronting |
The fricative consonants 'sh' and
'zh' are replaced by fricatives that are made further forward on the palate, towards the front teeth.Eliminated by age 3.6 |
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Phonological Processes
Consonant harmony |
The pronunciation of the
whole word is influenced by the presence of a particular sound in the word Eliminated by 3. |
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Phonological Processes
Weak syllable deletion |
weak syllables are omitted when the
child says the word Eliminated by age 4.0 |
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Phonological Processes
Cluster reduction |
part of the cluster is omitted in a word
Eliminated by age 4.0 |
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Phonological Processes
Gliding of liquids |
The liquid consonants /l/ and /r/ are replaced by /w/ or 'y
Eliminated by age 5.0 |
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Phonological Processes
Stopping |
A fricative (/f/ /v/ /s/ /z/, 'sh', 'zh', 'th' or /h/), or affricate ('ch' or /j/) replaced by a stop (/p/ /b/ /t/ /d/ /k/ or /g/).
Eliminated by age 3.0 – 5.0 |
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Articulation/Phonology Assessment
Expected Outcomes |
underlying structural/functional strengths and deficits,effects of articulation and phonology,impairments on the individual's activities and participation; contextual factors as barriers or facilitators of successful communication and participation
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Articulation/Phonology Assessment
Setting |
Clinical/educational setting
-Equipment Specifications (i.e. recording devices) -Safety and Health (i.e. use latex free gloves during OM exam) |
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Articulation/Phonology
Documentation |
Background information, results, interpretation, prognosis, recommendations
Type/severity Previous services Privacy and security must be maintained (HIPPA, FERPA) |
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Articulation/Phonology
Assessment Process |
Sensitive to cultural/linguistic diversity,May be static or dynamic
Includes: case history, review of auditory status, standard/nonstandard assessments Curriculum based assessments (i.e.literacy activities or academic achievement) Follow up services to monitor status |
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Traditional Assessment Procedures
-Phoneme Inventory -Response to Stimulation |
-list of all phonemes produced in the sample
-impact that verbal, visual, tactile modeling has on the production of the target sound |
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Traditional Assessment Procedures
-Formal Tests |
-Inventory of substitutions, omissions, distortions,
additions *Photo Articulation Test, Goldman-Fristoe |
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Traditional Assessment Procedures
-Phonetic complexity |
Khan-Lewis Phonological Analysis
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Screening Procedures
Preschool/Elementary |
Interview: Parent+Child, % intelligibility,Free Play: observe/record,Conversational Speech,Rote counting, colors, picture naming,Repetition/Imitation: increases % accuracy
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Screening Procedures
School aged children |
Reading Passage
Formal Articulation or Phonology test |
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Phonological Analysis
Two levels of analysis |
Is the child is acquiring language at the typical rate? Phonological system characterized as set of errors. 2 levels of analysis: Word level, Spontaneous Speech level
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In assessments, always note....
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Developmental stage,Error types
Form of errors (distinctive features, phonological processes),Prosody Intelligibility |
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Weiss's Intelligibility guidelines
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26-50% intelligible by 2;0
51-70% intelligible by 2;6 71-80% intelligible by 3;0 |
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Intelligibility to parents
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By 18 months 25% intelligible
By 24 months 50-75% intelligible By 36 months75-100% intelligible |
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Intelligibility to strangers
AGE IN YEARS / 4 x 100 = % UNDERSTOOD BY STRANGERS |
Child aged 1;0 = 1/4 or 25% intelligible to strangers
Child aged 2;0 = 2/4 or 50% intelligible to strangers |
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Intelligibility rating scale
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1: completely intelligible in convo
2: mostly intelligible in convo 3: somewhat intelligible in convo 4: mostly unintelligible in convo 5: completely unintelligible in convo |
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Children above the age of _____ with speech intelligibility of ___% should be considered for __________
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4
66% Speech/Language intervention |
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Severity and Intelligibility Rating
Description on Articulation |
No Apparent Problem - No sound errors present
Mild - Sound errors are intelligible but noticeable. Moderate - More numerous articulation errors,Intelligibility is difficult for an unfamiliar listener. Excessive use (40% or more) of processes which are inappropriate for age. Severe - Many articulation errors, Speech is frequently unintelligible to most listeners. Excessive use (40% or more) of processes which are inappropriate for age. |
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Severity and Intelligibility Rating
Mild |
No more than 2 speech sound errors outside developmental guidelines. May be stimulated for error sounds. 7-15th percentile on a standardized measure.* 1 to1.5 SD below the mean
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Severity and Intelligibility Rating
Moderate |
Substitutions and distortions and some omissions may be present.
Limited stimulability for the error phonemes. 2nd-6th percentile on a standardized measure.* 1.5 to 2 SD below the mean* |
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Severity and Intelligibility Ratings
Severe |
Deviations may range from extensive substitutions and many omissions to extensive omissions.
Limited number of phoneme classes are evidenced Consonant sequencing is generally lacking.*<2 percentile on a standardized measure.*2 or more standard deviations |
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Severity and Intelligibility ratings
Informal Assessments |
No Apparent Problem
Mild – Intelligible over 80% of the time in connected speech. Moderate – Intelligible 50-80% of the time in connected speech. Severe -Intelligible <50% of the time in connected speech. |
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Severity and Intelligibility Rating
Effect on Communication |
Mild –some difficulty with expression and/or comprehension.
Others understand the student’s spoken message. Moderate –some difficulty with expression and/or comprehension. Message is understood most of the time.* Severe -The student has limited functional expression and/or comprehension. *Often others do not understand the student’s spoken message. *Frequently accompanied by a phonological problem. |
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Severity and Intelligibility Rating
Effects on Education |
Mild –Acquisition of basic academic, social,
and/or vocational skills may be affected. Moderate – Acquisition of basic academic, social, and/or vocational skills is usually affected Severe -Acquisition of basic academic, social, and/or vocational skills is impaired. |
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High risk factors for language/phonological problems
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history of language impairments as preschooler
50% at risk for academic + language problems |
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High risk factors for language/phonological problems
Students at risk academically |
C grades or lower
50% at risk for linguistic problems currently not receiving tx “low-achievers” borderline -1 and -2 S.D.s |
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-Functional Disorders
-Organic Disorders |
-no known pathology is causing the errors
-result from a known physical cause |
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Oral mechanism exam should accomplish two things....
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Structure - Determine if a physical difference exists – the “structure”
Function - How the physical structures act or behave during phonation or sound production (the "function"). |
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A good oral peripheral examination assesses all...
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structures and functions involved in both speech and
non-speech movements |
