Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
|
A significant impairment in the production of speech sounds relative to the individual’s age and culture
|
Speech Sound Disorder
|
|
|
____________________________ are among the most prevalent communication prob. In preschool and school aged kids (approximately ___%)
|
Speech Sound Disorders; 10
|
|
|
T or F The majority of Speech Sound Disorders have no known cause
|
true
|
|
|
Children with SSD are at risk for future ______________ and _____________ issues
|
reading and writing
|
|
|
What percentage of 6 year olds have speech problems?
|
3.8%
|
|
|
____% of speech problems are resolved by 6 years of age (with or without treatment)
|
75
|
|
|
___% of SLPs in schools worked with children with SSD (ASHA, 2012)
|
93
|
|
|
What is the criteria for identifying a speech sound disorder?
|
1. Does a “significant” disorder (or impairment) exist?
2. How do you classify the disorder in terms of etiology and/or nature of errors? 3. Is it a delay or deviance (disorder)? |
|
|
What are some ways that we determine whether or not a significant disorder exists?
|
• Standardized criteria or test performance (age)
• Environmental performance, e.g., teacher, parent report (functional impact) |
|
|
What are some factors that can affect intelligibility?
|
number of errors, consistency of errors
|
|
|
What are the two ways that disorders are classified?
|
Etiology (organic vs. functional)
Type of Errors [ex: Phonetic (articulation) vs Phonemic (Phonological) ] |
|
|
Most functional SSD also appear to have a __________________ or ________________ basis
|
genetic and/or neurological
|
|
|
Are most speech disorders phonemic or phonetic?
|
Often, the child has a combination of articulation and phonological errors
|
|
|
Why is a distinction between articulation and phonology needed?
|
Organization not working properly, but motor function works fine
Children can have errors because of higher function difficulty |
|
|
What are the implications of the distinction between phonological vs. articulation disorders for Ax?
|
Specific sound, so child needs to get precise sound, working on just articulation and sound production
|
|
|
What are the implications for Ix?
|
Just get near the sound for rewarding, work on meaning and effectiveness, work on rules and needing to change
|
|
|
Why do we prefer the term speech sound disorder?
|
Because children have a combination of both articulation and phonological disorders
|
|
|
*****review chart with phonological vs articulation disorders*****
|
*****review chart with phonological vs articulation disorders*****
|
|
|
What are some signs of a SSD?
|
A. Persistent use of typical processes, ex. final consonant deletion and velar fronting persist beyond age 3, but also in unexpected contexts, (If it’s happening longer, there is a delay)
B. Frequent use of unusual or rare processes, ex. glottal replacement, initial consonant deletion |
