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92 Cards in this Set
- Front
- Back
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Major systems that support speech production?
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Respiration
Phonation Resonance Articulation |
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What is respiration?
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Power source for speech
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What is phonation?
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Sound source for speech
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What is resonance?
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Modification of speech sound
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What is articulation?
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Sound production
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Structure of respiration?
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Diaphragm
Trachea Lungs |
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What does a diaphragm do?
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contracts to expand the lungs for inhalation
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What does a trachea do?
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tube of cartilage through which air moves in and out of the lungs
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What do our lungs do?
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supplies the air needed for speech
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What is the phonatory system?
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Larynx
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How does phonation occur?
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• Vocal folds are OPEN (abducted) during quite breathing
• To produce voice, the vocal folds come together, CLOSE (adduct) Pressure builds up below the closed vocal folds • The build up of pressure causes vocal folds to vibrate (elasticity pulls them together) |
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Major structures of the larynx?
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Cricoid
Thyroid cartilage vocal folds Arytenoids glottis |
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What is the thyroid cartilage?
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forms the front and sides of the larynx
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What is the cricoid cartilage?
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forms the base of the larynx
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What are the arytenoid cartilage?
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control opening and closing of the vocal folds. moves and rotates which makes the vocal folds open and close
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What is resonance?
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the Velum or soft palate-moves to control air flow through the nose (during most speech sounds, the velum raises to close off the nasal cavity) controls air flow
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what is articulation?
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As the voice (and air) moves through the throat and mouth, it is modified by movement of different structures, which results in the production of distinct sounds or phoneme
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What is the organization of nervous system to support speech production?
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Your nervous system interprets incoming sensory information and sends motor responses for speech production.
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The nervous system is broken into what two divisions?
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The central nervous system
The peripheral system |
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The central nervous system does what?
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puts back out response
Directly controls human communication |
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What is the Peripheral nervous system?
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• Connects the central nervous system to the body’s limbs and organs
Made up of cranial and spinal nerves Carries information from the CNS to the muscles |
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What is a speech (phonological) disorder?
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Problems with sound production and use of sound patterns when compared to their peers.
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Substitutions?
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one sound for another (Ex: baf for bath, wabbit for rabbit, broder for brother, fwy for fly, bery for very)
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Omissions?
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Deleting sounds or syllables from words
(ex: bow for boat, fi for fish, nana for banana) |
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Distortions?
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Target sound is produced with some change of the sound
ex: lisped s in sock) |
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Additions?
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Addition of a sound to a word
Ex: galass for glass, boata for boat, culock for clock) |
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Causes of a speech sound disorder?
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• Structural impairment
• Syndrome specific • Cleft lip or palate • Dental Abnormalities • Tongue tied • Tongue thrust • Hearing loss • Apraxia |
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Cleft lip/palate impacts speech how?
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effects the movement /positioning of the tongue
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Dysarthria impacts speech how?
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paralysis, slowness (muscle weakness) muscles don’t move like they should
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Apraxia of speech impacts speech how?
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(motor planning-sequence of the movements)
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Common components of an articulation evaluation?
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•Conversation sample
•Articulation test (to isolate sounds they have problems with) •Stimulability testing (ex: therapist ask child to put tongue between teeth and blow for sound) •Hearing Screening •Oral mechanism evaluation (they check for movement of the tongue, facial structure, etc.) |
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What is AAC and how is it used?
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Augmentative and Alternative Communication (AAC) System
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Augmentative and Alternative Communication (AAC) System?
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•If oral speech in not an attainable goal, alternate methods of communication are addressed
•Low tech-pages of picture symbols in notebook for client to point (they see if they can put things into categories) • High tech-electronic touch screen device that displays and speaks the names of objects and common actions. |
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. Components of language?
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form, content, use
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what is form?
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rules of the language
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What is content?
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How we convey meaning with words
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what is use?
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different uses of language, different reasons and situations
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Components of form?
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•Phonology-sounds of speech (rules- how we put sounds together)
•Syntax-structure of sentences •Morphology-study of words and word forms |
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Components of content?
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-(Semantics) meaning of language conveyed through words and combinations of words
•Denotative-literal (“wear shoes that fit”) •Connotative-Implied |
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component of use?
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Progmatics-use of language (social skills)
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Behavioral Approach Theory?
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Language is learned, conditioned behavior
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Nativist approach theory?
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Children are equipped with a “Language Acquisition Device”-LAD
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Cognitive theory?
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•Language development represents general cognitive development
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Biological theory?
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•specific centers of the brain are responsible for language development.
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characteristics of Preverbal behaviors (birth)
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oCrying (means things)
oCooing (string of sounds means something) oEye-contact (idea of turn taking)-use of language oAssociation of sounds with objects Use of sound patterns (words) to represent objects/actions (around 12 months) |
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First words?
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Around 12 months of age
•Highly meaningful words (bye-bye, mama, bottle, daddy, go) etc. •Highly imbedded in context (used in specific situations) •Over generalized-one word can have several meanings |
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18 Months? How many words?
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about 50 words
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18 months?
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children will begin to combine 2 words
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18 months?
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word combination have several meanings. ex: Daddy bye-bye” could mean: (Daddy is gone, I want to go with Daddy, Daddy is ready to go, Is Daddy going to go?)
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2 years? How many words?
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200-300 words
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2 years?
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uses short complete sentences.
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2 years?
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•Child begins to master morphemes
words have meaning ex: • Present progressive (ing) 19-28 months •Prepositions (in, on) 27-30 mth •Regular plural (s) 24-33 months |
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3 years?
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uses 3-4 word sentences
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3 years?
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900-1000 expressive words
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3 years?
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•Children use complete sentences, but make sound and grammatical errors.
o Example: “last night I growed big” |
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3 years?
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Children use language for a variety of purposes, including pretend play and humor
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3 years?
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•Children talk about the present
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4 years?
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•Uses 4-5 word sentences
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4 years?
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•1500 word expressive vocabulary
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4 years?
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•Grammatical errors are less common
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4 years?
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•Children use language easily to convey experiences and narrate thoughts
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4 years?
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show interest in reading/writing
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4 years?
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alot of start/stop sentences
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5 years?
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2000-2100 words
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5 years?
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90% grammer acquisition
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5 years? still have problems with?
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•Irregulars
•Complex sentence structures/rules |
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Early Literacy Development?
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•Children who are read to frequently develop routines for books (how to hold a book, how to turn the pages, etc.)
•Recognition that print=words •Awareness of print in the environment •Sound-symbol correspondence-associate sounds with letters |
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Two most important skills for reading?
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phonological decoding and
language comprehension |
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some ways to encourage literacy development?
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•Writing may begin with scribbles for words then transition to letter formation
•Copying name •Phonetic spelling •K-3 Learning to Read and Write |
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4th grade and up?
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•Excellent sound rule knowledge, including irregulars, to allow reading decoding/spelling
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4th grade and up?
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•High reliance on site words and “whole-word” spelling
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4th grade and up?
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•Use of print (receptive-expressive) is fluent and fast
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4th grade and up?
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•“Reading to learn”, “writing to tell”.
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What is a language difference?
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a variation in language learning due to influence of culture, social groups, or language learning experiences
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What is a language disorder?
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inability to acquire language skills at a normal rate
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Risk factors for language disorder?
Infants? |
Children born with illness, disabilities, and genetic conditions
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Risk factors for language disorder?Infants?
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Low birth weight, premature, Environmental
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Risk factors for late talkers?
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• Children fall between 16-30 months whose language development falls below 90% of peers
•No obvious cause for delay Outcome is uncertain |
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What is a developmental language disorder?
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•Unknown etiology
•Tends to cluster in families (genetic) •Varies in severity and characteristics Researchers suggest differences in biological brain development •May occur with or without other developmental delays |
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What is a Specific Language Impairment (SLI)?
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•Language deficit occurs without other developmental problems
Children with SLI often have trouble with academic success “Growing into the deficit” – pattern shifts over time, and child falls further behind peers •May eventually diagnosed as a learning disability |
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Other Disorders that can impact language development?
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ADHD, autism, mental retardation, childhood apraxia, traumatic brain injury, seizure disorders
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Autism?
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Language use is severely affected (especially social interaction
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Mental retardation?
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Language development depends on IQ
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childhood apraxia?
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Loss of language due to brain damage in language centers (Broca area affected)
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traumatic brain injury?
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Cognitive and behavioral deficits generally occur with language deficits
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Evaluation of Language Disorders?
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case history
observation formal, standardized tests informal measures hearing screening |
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informal measures?
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language sample, analysis
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what is Response to Intervention (RTI)?
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ways to advocate children through intervention
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Response to Intervention (RTI)?
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3 tierd system.
•Developed to better identify children whose poor learning is due to a disability versus inadequate classroom instruction. |
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. General treatment approaches for language disorders?
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•Stimulation-providing an adea language learning environment (young kids, may work at their home, their own environment to stimulate language in a familiar place)
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. General treatment approaches for language disorders?
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•Remediation-correcting deficits (something wrong with language, leaving off endings, middle, etc.)
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. General treatment approaches for language disorders?
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•Compensation-learning strategies to manage the effects of the disorder (ex; older kids, teaching them how to live with their disorder, how they can compensate and be successful
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