Phonology Test Two (Minus Processes)

Front 1

At what age are children fully able to distinguish sounds properly (auditory descrimination)?

Back 1

age 8-9

Front 2

Do auditory discrimination problems cause phonological disorders?

Back 2

some children do seem to discriminate poorly those sounds they misarticulate but research is not conclusive

Front 3

should we train auditory discrimination in therapy? (here is r, here is w)

Back 3

trianing phoneme-specific discrimination and self-monitoring is more effective than general auditory discrimination training. We should pick specific sounds to develop therapy program.

Front 4

How do teeth impact articulation?

Back 4

can't make a blanket statement. Missing iscisors may cause problem, maloclussion may... co-existing, not causal relationship

Front 5

How does a restricted frenum (tongue tie) impact articulation?

Back 5

not related to speech, cutting gives more mobility but won't help pronunciation

Front 6

What does the size of the palate effect?

Back 6

resonance, not articulation

Front 7

when should a tongue thrust dissapear?

Back 7

by age 2.5- 3

Front 8

why might tongue thrust exist too long?

Back 8

-bottle feeding too long
-thumb sucking
-swollen tonsils

Front 9

what is tongue thrust?

Back 9

a deviant, infantile swallow. Tongue pushes on alveolar ridge/upper teeth

Front 10

how many pounds of pressure can the tongue put on teeth?

Back 10

10 lbs

Front 11

what kind of disorder is tongue thrust?

Back 11

swallowing

Front 12

what is the relationship between tongue thrust and speech? If there is a problem, what sounds?

Back 12

- not all tongue thrusters have problems
-mostly problems with sibilants and lingua-dentals

Front 13

diadochokinesis

Back 13

ability to do rapid alternating movements (pa-ta-ka). Improves with age.

Front 14

what is the relationship between IQ and articulation problems?

Back 14

no relationship in children developing normally, but in developmentally disabled there is a relationship- lower IQ, lower artic erros in general. Errors of lower developmental stage (like mistakes of 3-4 yr old at age 7)

Front 15

what is the relationship between language development and articulation problems?

Back 15

there is a relationship, children with phonological problems have a language problem. More likely a phonological problem than a motor problem

Front 16

what is the overall pattern in speech of children with phonological disorders?

Back 16

-demonstrate a reduced knowledge of phonological rules
-will use less complex utterances
-will use less complete sentences- verbs missing
-increased comprehension errors

Front 17

what is the relationship between academic performance and articulation problems?

Back 17

reading and writing are sub-structures of language, so there is a relationship but not a direct one

Front 18

are children raised in bilingual homes more prone to language disorders?

Back 18

no

Front 19

delayed

Back 19

may catch up? Case of a 7 year old making the errors of a typical five year old

Front 20

deviant

Back 20

errors produced are not typical, not following phonological rules (by age 5)

Front 21

children with phonological disorders

Back 21

- have motor skills to produce sounds, not using them
-errors are not random-there are rules!
-errors tend to be consistent in certain word positions
-correct pronunciations are always possible (can do on imitation)

Front 22

what is the relationship between age and phonological errors?

Back 22

- younger=more errors because of development
-however, after age 8 it is not a maturational issue- they will not outgrow after this time

Front 23

what are the gender differences with regard to frequency of phonological disorders?

Back 23

no difference, although parents may interpret girls errors as cute and are more likely to send boys to therapy

Front 24

do older or younger sibblings, in general, have better articulation?

Back 24

older sibblings

Front 25

impact of hearing loss on speech

Back 25

- distortion of sounds
- inability to monitor and learn sounds

Front 26

in what contexts is it easier to understand the speech of those with hearing loss?

Back 26

- the more you listen to them, the easier they are to understand
-multi-syllabic are easier to understand than one syllable

Front 27

What are common errors in the hearing impaired population?

Back 27

- devoicing voiced consonants
- substitution for initial consonants
- nasal emission on initial consonants
-SODAs
- high frequency sounds disorted most- fricatives and affricates

Front 28

ankyloglossia

Back 28

partial (sometimes total) fusion of the tongue to the floor of the mouth due to abnormal lingual frenulum. Tongue tip doesn't reach roof of mouth, when tip protruded becomes notched

Front 29

what are the complications of ankyloglossia?

Back 29

- can be significant at birth- functional effects decrease with time/oral growth
- feeding problems- breast feeding and moving bolus of food
-dentition- cause space in teeth
- cosmetic
-speech

Front 30

cleft palate

Back 30

- may need prosthesis/surgical grafting
- resonance problems
- sounds that need high intra-oral pressure affected
- air will go through nose, not enough power

Front 31

velum difficulties

Back 31

-too short=no closure at pharyngeal wall
- articulation problems
-not enough air pressure in oral cavity (stops, fricatives, affricates)
- sub glottal stop or pharyngeal fricatives
- resonance problems- hyper/hyponasality, nasal emission

Front 32

dysarthria

Back 32

- articulatory disorder, secondary to brain damage- NOT a language disorder
- phonation, articulation, respiration
-deterioration of muscles

Front 33

apraxia

Back 33

-articulatory disorder secondary to brain damage
-inability to voluntarily program the articulators
-in therapy we never give a direct command
- NOT from paralysis or paresis
- doesnt effect phonation, articulation, respiration, BUT problems with prosody

Front 34

CAS

Back 34

-childhood apraxia of speech
- subtype of severe speech sound system disorder in children with abnormalities arising at the linguistic or motor process level production

Front 35

what errors frequently characterize CAS?

Back 35

- vowel errors
-prosodic disturbances/inconsistencies
- increase risk for persisting problem in language/literacy

Front 36

What can we look for as diagnostic markers for CAS?

Back 36

- vowel errors- monophthongs and diphthongs
- inconsistent errors during repeated production of words
-abnormal prosodic patterns= excessive equal or misplaced stress, efforful productions

Front 37

oral peripheral exam

Back 37

- lips- can they be put together to make sound?
- tongue- can they move up and down?
- teeth- bite ok? color of gums?
- midline raphe- look for white line
-after evaluation you will make a statement about structure/function of oral mechanism

Front 38

how do we make a judgement of severity?

Back 38

- standardized tests give quantitative information to judge severity
-clinicians make qualitative judgement
- classify as mild-moderate-severe

Front 39

what should we consider in making a judgement of severity?

Back 39

- overall intelligibility
-etiological factors
- potential impact on clients activities of daily living
- family/cultural expectations of speech/language dev.
- chronological vs developmental age- if mismatch=speech delay, if pattern of errors not seen in normal development=speech disorder

Front 40

prognosis

Back 40

prediction of progress and recovery.length and frequency of intervention.

Front 41

level of severity- mild

Back 41

- phonetic inventory delayed but vowels ok
- most consonants present/produced correctly
- errors most likely distortions
- processes- a few that are typical of younger child
-suprasegmentals usually correct
-intelligibility is close to 100% but speech attracts attn to itself

Front 42

level of severity- moderate

Back 42

- incomplete acquisition of consonants- vowels generally ok
- even when consonants/vowels acquired may not use accurately
- processes= increases with complex words, words accuracy inconsistent
- if atypical pattern may have disorder along with delay
- intelligibility reduced- may talk less than peers

Front 43

level of severity-severe

Back 43

- incomplete phonetic inventory
- processes- accuracy very low except in single word/short utterances
- gestures/eye contact may be used to supplement
- intelligibility very low
-may be unable to generate multiword utterances
-may use avoidance strategies
-depending on etiology and early ID prognosis may be poor