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20 Cards in this Set
- Front
- Back
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Difference between articulation and phonology
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Phonology - tells us what sounds can go together; where sounds can go in a word. (Never dg and p together)
Articulation - pronouncing words |
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Phonological Processes
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Normal Patterns that will change as the child matures
Simplifications - baba for bottle, wawa for water |
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Phonological Disorders
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Difficulty w/ producing sounds in language
Problem producing OR knowing rules |
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Common Phonological Disorders
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Final Consonant Deletion ("du" for "duck")
Initial Consonant Deletion ("ki" for "kip") Unstressed Syllable Deletion (not stressing "telephone" right) Cluster Reduction ("tuck" for "truck") |
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Substitution Processes
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Gliding of liquids ("wabbit" for "rabbit")
Stopping of Fricatives ("pan" for "fan") Fronting of Velars ("tup" for "kup") |
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Assimilation Processes
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Change one sound to make it more like another
Reduplication - one whole syllable to another "wawa" |
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Etiology of Speech Problems
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Otis Media w/ Effusion - Ear infections = speech delay
Account for up to 30% of speech sound disorders Broca's = 5% of disorders |
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Describing Errors
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We HAVE to describe the kids' faults
4 ways of describing Description of individual errors Phonological Patters/Processes |
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Description of Individual Errors
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Ommisions - ("ku" for "kup")
Substitutions - ("tup" for "kup") Distortion - impersice productions that do not match normal production ("dup" for "kup") Additions - adding a sound that doesn't belong ("bulack" for "black") |
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Cooing
Babbling Jargoning Expansion |
2 to 4 months
saying dada hand movements vocal play, not very good consonants, shrieks, vowels good, playing w/ system |
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Mastery of Speech Sounds
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Once we've learned to jargon, we must learn to use them correctly
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General Development of Sounds
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Vowels are acquired earliest
Nasals are first consonants learned Stops and glides before fricatives and affricates Liquids mastered late Consonant clusters last |
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Etiology Related Characteristics
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Children with family members who have a disorder
Intelligence SES Birth order Motor skills Auditory Discrimination (not hearing words) |
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___ to ___ % of children with speech-sound disorders will have ____.
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Language disorders, reading difficulties
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Assessment Types
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Case History
Orofacial Examniation Hearing Screening Language Screening/Assessment Assessment of sound production |
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Assessment of Sound Production
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Main part of assessment
Stand Testing - finding sounds in error, finding phonological processes used, compare number of errors or processes to same aged peers |
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Intelligibility
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assessment or estimation of how well a sound can be produced.
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Stimulability
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extent to which a child can produce error sounds/patterns when given some sort of assistance
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Treatments - Articulations
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More traditional approach
Used to treat individual sounds A sound is selected and a child is taught how to produce it |
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Treatments - Phonological
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Focus is changing the child's underlying phonological knowledge -their rule system
Treats rule rather than individual sounds |
