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A reads text to speech;
62 Cards in this Set
- Front
- Back
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Overlaid function |
Speech uses the same functions that allow us to eat, breath, drink, etc. |
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Respiratory system |
Diaphragm Intercostal muscles- helps regulate airflow Trachea - air goes through trachea and larynx Glottis - space between vocal chords |
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Breathing at rest/ during speech |
At rest inspiration and expiration are equal cycles When talking - long expiration short inspiration |
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Structure of the larynx (4 cartilages, 2 muscles, 1 nerve) |
Cartilages - thyroid - cricoid - arytenoids - epiglottis Muscles - intrinsic (adductors and abductors) - extrinsic (strap muscles - hold larynx in position) Vagus nerve (10th) |
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Function of the larynx |
Protection of the airway |
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Bernoulli effect |
Air moving at high speeds reduces pressure pulling the vocal chords together |
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Pitch |
Determined by mass, tension, and elasticity of vocal chords |
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Volume |
Determined by subglottal air pressure |
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Voice quality |
Determined by resonance of the vocal tract and vocal fold characteristics |
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Muscles of the tongue |
Intrinsic - effects shape of tongue Extrinsic - moves the tongue around in space |
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Outer ear |
Pinna Auditory canal Tympanic membrane |
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Middle ear |
Tympanic membrane The eustachian tube Ossicular chain - malleus (hammer) - incus (anvil) - stapes (stirrup) |
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Inner ear |
Cochlea - filled with fluid, helps with balance Basilar membrane - hair cells, connects to the auditory nerve (8th cranial nerve Semicircular canals - functions like a gyroscope & helps balance |
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Energy transformation through the auditory pathway |
Acoustic energy -> tympanic membrane -> mechanical energy (movement of ossicles and fluid in cochlear) -> Electrical energy (hair cells to the 8th cranial nerve) |
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Central nervous system |
Cerebrum Cerebellum Brain stem Spinal cord |
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Peripheral nervous system |
Cranial nerves (12) Spinal nerves |
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Outer meninges |
Pia Arachnoid Dura mater |
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The cortex has numerous |
Fissures (rolandic, sylvian) Ridges (gyri) and valleys (sulci) |
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CEREBRAL STRUCTURES |
Broca's area - speech and expressive language Wernicke's area - hearing and auditory processing Parietal lobe - reading, writing, word retrieval, general integration Occipital lobe - vision/reading |
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Subcortical white matter |
Association fibres - connect within each hemisphere Commissural fibres - connect between the 2 hemispheres Projection fibres - connect brain stem and spinal cord to the cerebrum |
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Subcortical structures |
Basal ganglia - connected to cerebellum and areas associated with movement (implicated in movement disorders) Thalamus - received and transmits information from all areas of brain |
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CRANIAL NERVES 6 MAIN ONES |
Facial nerve 7th - movement of facial muscles Trigeminal nerve 5th - movement of jaw Hypoglossal nerve 12th - movement of tongue Glossopharyngeal nerve 9th - movement of pharynx Auditory nerve 8th - hearing and balance Vagus nerve 10th - movement of larynx, pharynx, velum, diaphragm, heart, and abdominal viscera |
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Basic requirements for speech development |
Structural and functional integrity Capacity to establish and learn rules regarding distinctive features or phonological rules Time for maturation and learning An interactive environment and model to imitate |
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Phonemes |
Mental representations of speech sounds /p/,/h/, etc. |
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Phones |
Actual production of speech sounds |
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Allophones |
Sounds perceived by the speaker of a given language to represent the same phoneme |
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Phonology |
System and rules by which the speech sounds are organized in any given language |
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Symptoms of phonological challenges |
Difficulty developing expressive phonology Difficulty developing phonological/ phonemic awareness skills Difficulty in phonological processing Difficulty in word learning and word retrieval |
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Awareness skills |
Reading |
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Dysnomia |
Difficulty naming things |
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Phonological processes |
Substitution - stopping/fronting Syllable simplification - final consonant deletion, unstressed syllable deletion, cluster reduction |
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Developmental dysarthria |
Disturbance in neuromuscular control of speech production present from birth e.g. cleft palate |
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Acquired dysarthria |
Disturbance in neuromuscular control of speech production acquired in some form of neurological trauma |
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Verbal dyspraxia |
- Child can produce normal, voluntary movements of articulators during non-speech tasks - may not have oral dyspraxia - less severe condition |
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Oral dyspraxia |
- Child cannot produce voluntary movements of the articulators, although they may occur reflexively or when not focusing on producing that motor response - verbal dyspraxia will be present - more severe |
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Components of assessment |
Case history Informal observation Oral-motor examination (includes DDK) Formal, structured testing Analysis of data Stimulability Hearing test |
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Treatment approaches |
Traditional remediation - one sound at a time - train different positions within words - train from isolation, NSS, words, sentences, conversation Phonological approaches - phonological rules treated rather than individual phonemes - contrasts between phonemes emphasize - enhance language and communication simultaneously |
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Principles of intervention |
Target sounds which - affect intelligibility - are stimuable - are developmentally appropriate - are more complex - impact system-wide change |
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Cleft palate |
Problem in embryological development of face and mouth (5-12 weeks) More common in Hispanic and Asian More on left side than right (2:1) |
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Cleft palate surgeries |
- Earlier = better - lip repair - once infant regains birth weight - ongoing re-evaluation as child grows (more tissue for repair) |
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Articulation patterns in cleft palate |
- High pressure consonants (plosives, fricatives, affricates) - errors of omission or distortion are most common - substitution of atypical sounds e.g. glottal stops, nasal snorts - some tendency to avoid using front of mouth |
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Syntax |
grammatical rules which govern how words are combined in any given language |
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Morpheme |
The smallest unit of meaning in a language |
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Bound morpheme |
A morpheme that must be combined with another root word |
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Morphology |
The study of the rules which govern how morpheme are combined |
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Semantics |
The meaning base of the language |
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Pragmatics |
How language is used socially to communicate with others |
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Specific language impairment |
Typical in every way except for language processing skills |
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Developmental disabilities |
Congenital/present at birth |
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Acquired disabilities |
Some kind of insult or injury that leads to a disability |
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Secondary conditions associated with language impairment |
Hearing loss Intellectual disabilities Autism spectrum disorder |
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Specific language impairment |
- Language delays with no obvious underlying cause - very diverse symptomology - usually diagnosed after 3 years |
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Approaches to study of language development |
Behaviourist approach Nativist approach Cognitive approach - dependent on exposure/experience - focus on information processing Social approach - language development mediated by social experience Biological approach - localization of functions e.g. Broca's area - neuroimaging studies |
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Evaluation of morpho-syntax |
Comprehension look for understanding of: tense inflections, increasing length of sentences, changes in word order, inferring meaning Expression Look for production of: mean length of utterance, word order, grammatical inflections, word retrieval, general verbal formulation mean length of utterance, word order, grammatical inflections, word retrieval, general verbal formulation |
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Type/token ratios |
Have to do with vocabulary of semantics |
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Pragmatic skills |
- Turn taking - initiating conversations - maintaining conversations - concluding conversations - interrupting appropriately - non-verbal skills |
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Auditory processing disabilities |
Primary subtypes - auditory decoding deficits - prosodic deficits - integration deficits Secondary subtypes - associative deficits - output-organization deficits Other - auditory neuropathy |
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Specific treatment approaches for auditory processing disabilities |
Environmental control - evaluate the listening environment, pre-teaching, chunking, repitition Direct therapy approaches - traditional e.g. phonological awareness training, auditory closure activities, selective attention and localization - computer based Compensatory strategies - taperecorders, visual supports, computer technology |
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Index |
Can represent an entity on perceiving some part of it |
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Iconic |
Can represent entity on perceiving a symbol which in some way looks like it |
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True sign |
Can represent entity on perceiving a sign which has arbitrarily been assigned to it |
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Assessment of syntax and morphology |
Freefield methods - informal observation - language sampling - MLU - LARSP Standardized testing |
