Praxis Articulatory-Phonological Development And Speech Sound Disorders

Front 1

______ is the actual motor production of oral language

Back 1

Speech

Front 2

_______ can be viewed as the surface representation, or what we produce. _______ is the underlying representation of what we produce.

Back 2

Articulation, Phonology

Front 3

______ sounds are ones that appear to be natural; they tend to be easier to acquire, and thus are acquired earlier than _______ sounds.

Back 3

Unmarked, Marked

Front 4

How many speech sounds does the English language have?

Back 4

46

Front 5

When two vowels are combined, they form ________

Back 5

Diphthongs

Front 6

These speech sounds are produced by completely haulting the airflow. The air pressure is built up in the oral cavity and then released in a manner resembling a small explosion.

Back 6

Stops

/p/, /b/, /t/, /d/, /k/, /g/

Front 7

These speech sounds are produced by severely constricting the oral cavity then forcing the air through it, creating a hissing or friction type of noise.

Back 7

Fricatives

/f/, /v/, /s/, /z/, /h/, (and more)

Front 8

These speech sounds are a combination of stops and fricatives

Back 8

Affricates

CH & JA

Front 9

These speech sounds are produced by gradually changing the shape of the articulators.

Back 9

Glides

/w/, /j/

Front 10

These speech sounds are produced with the least restriction of the oral cavity. They are sometimes referred to as semi-vowels

Back 10

Liquids

/r/, /l/

Front 11

These speech sounds are produced while keeping the velopharyngeal port open so the sound produced by the larynx passes through the nose

Back 11

Nasals

/m/, /n/, /ing/

Front 12

These sounds are produced primarily by the two lips

Back 12

Bilabials

/p/, /b/, /m/, /w/

Front 13

These sounds are produced by the contact of the lips and teeth

Back 13

Labiodentals

/f/, /v/

Front 14

These sounds are produced by the tongue making contact with the upper teeth

Back 14

Linguadentals

Voiced and voiceless TH

Front 15

These sounds are produced by raising the tip of tongue to make contact with the alveolar ridge

Back 15

Lingua-alveolars

/t/, /d/, /s/, /z/, /n/, /l/

Front 16

These sounds are produced by the tongue coming in contact with the hard palate

Back 16

Linguapalatals

/r/, /j/, SH, CH, JA,

Front 17

These sounds are produced by the back of the tongue raising to contact the velum

Back 17

Linguavelars

/k/, /g/, ING

Front 18

These sounds are produced by keeping the vocal folds open and letting air pass through them

Back 18

Glottal

/h/

Front 19

What does infant development of prelinguistic, nonv-reflexive vocalizations look like?

Back 19

1) Phonation Stage: birth-1 month: most vocalizations are reflexive.

2) Cooing/Gooing Stage: 2-4 month: most vocalizations are similar to /u/. Some velar consonantlike sounds may occur.

3) Expansion Stage: 4-6 months: 'Playing'--growls, squeals, yells, and raspberries. Some CV-like combination and vowel like sounds may be produced.

4) Canonical/ Reduplicated Babbling: 6-8 months: Strings of CV syllables

5) Variegated/Nonreduplicated Babbling: 8 mos-1 year: Variety of consonants and vowels in a single vocalization.

Front 20

During the first ____ years of life, a vocal tract anatomy and function change.

Back 20

3 years

Front 21

Which are acquired first: vowels or consonants?

Back 21

Vowels

Front 22

What are the earliest consonants to be acquired and when are they typically acquired?

Back 22

Nasal consonants and are typically mastered between 3 - 4 years

Front 23

Give the list in chronological order from earliest acquired to latest acquired of the consonant development:

Back 23

3-4 years: NASALS
3-4.5 years: STOPS
2-4 years: /w/ and /j/ GLIDES
3-7 years: /r/ and /l/ LIQUIDS

*Fricatives and affricates are mastered later than stops and nasals.
**Consonant clusters are acquired later than most other sounds

Front 24

What are the three phonological processes divisions?

Back 24

1) Substitution
2) Assimilation
3) Syllable structure

Front 25

In _______, a vowel (usually /o/ or /u/) is substituted for a syllabic consonant (usually a liquid). For example, a child might say "bado" instead of "bottle"

Back 25

Vocalization

Front 26

In ________, a liquid consonant is produced as a glide. This can also occur in consonant clusters. "wamp" instead of "lamp"

Back 26

Gliding

Front 27

In _______ ______, an alveolar or a dental replaces a vela and it usually occurs in a word-initial position (ti/ki)

Back 27

Velar Fronting

Front 28

In _______, a fricative or affricate is replaced by a stop. "To/Shoo"

Back 28

Stopping

Front 29

In ________, a child substitutes an alveolar affricate for a palatal affricate "wats/watch"

Back 29

Depalatization

Front 30

In ________, an affricate is produced in place of a fricative or a stop

Back 30

Affrication

Front 31

In _____, a fricative replaces an affricate "pays/page"

Back 31

Deaffrication

Front 32

In ______, a posteriorly placed consonant is produced instead of an anteriorly placed consonant "book/boot"

Back 32

Backing

Front 33

In _____, a glottal stop is produced in place of other consonants

Back 33

Glottal replacement

Front 34

In this process, sounds are changed by the influence of neighboring sounds.

Back 34

Assimilation

Front 35

In ______, a child repeats a pattern "wawa/water"

Back 35

Reduplication

Front 36

______, occurs due to the influence of a later occurring sound on an earlier sound. "guck/duck"

Back 36

Regressive Assimilation

Front 37

_____ , occurs when a earlier occurring sound influences a later occurring sound "Kik/Kiss"

Back 37

Progressive Assimilation

Front 38

______ can either be devoicing " pik/pig" or voicing "bad/pad"

Back 38

Voicing Assimilation

Front 39

This involves omission of an unstressed syllable "Efant/elefant"

Back 39

Unstressed- or Weak-Syllable deletion

Front 40

This is when the final consonant is omitted "be-/bed"

Back 40

Final Consonant Deletion

Front 41

This occurs when a schwa vowel is inserted between the consonants in an initial cluster "Bahlack/Black" or after a final voiced stop "stopa/stop"

Back 41

Epenthesis

Front 42

This occurs when a consonant or consonants in a cluster are deleted

Back 42

Consonant-cluster Simplification/Reduction

Front 43

This occurs when there is the addition of /i/ to the target form "doggie/dog"

Back 43

Diminutization

Front 44

This occurs with production of sounds in a word in reversed order; also known as spoonerism "pik/kip" "likstip/lipstick"

Back 44

Metathesis

Front 45

There is some evidence that _____ children generally have slightly superior articulatory skills to those of _____ children.

Back 45

Female, Male

--More boys than girls tend to have speech sound disorders

Front 46

Are children with severe SSDs more likely to demonstrate language problems than children with mild-moderate SSDs. Do they run the risk for problems with reading and spelling?

Back 46

All is true

Front 47

This is an organic cause for SSDs and occurs when the frenum is attached too close to the tip of the tongue

Back 47

Ankloglossia (Tongue-tied)

Front 48

Usually a child with this exhibits deviant swallows. In this deviant swallow, the tongue tip pushes against the front teeth. During speech production the tongue also may exert some force against the front teeth, and even at rest, the tongue may be carried more forward in the oral cavity.

This can contribute to an anterior open bite

Back 48

Orofacial Myofunctional Disorders (Tongue Thrust)

Front 49

Explain Van Riper's traditional motor approach

Back 49

Focuses on auditory discrimination/perceptual training, phonetic placement, and drill-like repetition and practice at increasingly complex motor levels until target phonemes were automatized.

isolation --> syllables --> words --> phrases --> sentences --> reading --> conversation

Front 50

Explain the McDonald's Sensory-Motor Approach

Back 50

Based off the assumption that the syllable, not the isolated phoneme, is the basic unit of speech production.

Disagreed with assumption that (a) perceptual training should precede training and (b) treatment should begin with sounds in isolation.

Front 51

These kind of approaches assume that the child has a rule-governed system with specific patterns, but this system differs from that of the adult system in the child's community. Primary goal is to establish phonological rules in a client's repertoire.

Back 51

Linguistic Approaches

Front 52

This approach assumes that teaching a feature in the context of a few sounds will result in generalized production of other sounds with the same feature or features.

Frequent use of minimal pairs

Back 52

Distinctive Features Approach

Front 53

This kind of approach uses sound contrasts (minimal pairs).

Learns semantic as well as motoric differences

Back 53

The Contrast Approaches

Front 54

This approach is based on metalinguistic awareness. Focuses on feature differences between sounds to help children develop an awareness that sounds can be classified by characteristics such as place, duration, and others.

Clinicians operate from the premise that the best way to help children improve their rule systems is to give them information that will encourage them to make their own changes and thus sound more intelligible.

Back 54

Metaphon Therapy

Front 55

This kind of approach is based on the assumption that a child's multiple errors reflect the operation of certain phonological rules and that the problem is essentially phonemic, not phonetic

Back 55

Phonological Process Approach

Front 56

In this phonological patterned approach and targets remediation based on stimulability, intelligibility, and percentage of occurrence.

Back 56

Hodson and Paden's Cycle Approach

A cycle runs 5-16 weeks and each child usually requires three to six cycles. Each sound in an error pattern receives 1 hour of treatment per cycle before the clinician proceeds to the next sound in the error pattern. Only one error pattern is treated in each therapy session, but all error patterns are treated in each cycle.

Front 57

What does each treatment session of the Cycles approach consist of?

Back 57

1) Review o the previous session's target words
2) Auditory bombardment
3) Activities involving new target word
4) Play break
5) More activities involving new target word
6) Repeating auditory bombardment and dismissal