Sphs Test 1

Front 1

Major systems that support speech production?

Back 1

Respiration
Phonation
Resonance
Articulation

Front 2

What is respiration?

Back 2

Power source for speech

Front 3

What is phonation?

Back 3

Sound source for speech

Front 4

What is resonance?

Back 4

Modification of speech sound

Front 5

What is articulation?

Back 5

Sound production

Front 6

Structure of respiration?

Back 6

Diaphragm
Trachea
Lungs

Front 7

What does a diaphragm do?

Back 7

contracts to expand the lungs for inhalation

Front 8

What does a trachea do?

Back 8

tube of cartilage through which air moves in and out of the lungs

Front 9

What do our lungs do?

Back 9

supplies the air needed for speech

Front 10

What is the phonatory system?

Back 10

Larynx

Front 11

How does phonation occur?

Back 11

• Vocal folds are OPEN (abducted) during quite breathing
• To produce voice, the vocal folds come together, CLOSE (adduct)
Pressure builds up below the closed vocal folds
• The build up of pressure causes vocal folds to vibrate (elasticity pulls them together)

Front 12

Major structures of the larynx?

Back 12

Cricoid
Thyroid cartilage
vocal folds
Arytenoids
glottis

Front 13

What is the thyroid cartilage?

Back 13

forms the front and sides of the larynx

Front 14

What is the cricoid cartilage?

Back 14

forms the base of the larynx

Front 15

What are the arytenoid cartilage?

Back 15

control opening and closing of the vocal folds. moves and rotates which makes the vocal folds open and close

Front 16

What is resonance?

Back 16

the Velum or soft palate-moves to control air flow through the nose (during most speech sounds, the velum raises to close off the nasal cavity) controls air flow

Front 17

what is articulation?

Back 17

As the voice (and air) moves through the throat and mouth, it is modified by movement of different structures, which results in the production of distinct sounds or phoneme

Front 18

What is the organization of nervous system to support speech production? (what we need for communication)

Back 18

Your nervous system interprets incoming sensory information and sends motor responses for speech production.

Front 19

The nervous system is broken into what two divisions?

Back 19

The central nervous system
The peripheral system

Front 20

The central nervous system does what?

Back 20

puts back out response

Directly controls human communication

Front 21

What is the Peripheral nervous system?

Back 21

Connects the central nervous system to the body’s limbs and organs
Made up of cranial and spinal nerves
Carries information from the CNS to the muscles

Front 22

What is a speech (phonological) disorder?

Back 22

Problems with sound production and use of sound patterns when compared to their peers.

Front 23

Substitutions?

Back 23

one sound for another (Ex: baf for bath, wabbit for rabbit, broder for brother, fwy for fly, bery for very)

Front 24

Omissions?

Back 24

Deleting sounds or syllables from words
(ex: bow for boat, fi for fish, nana for banana)

Front 25

Distortions?

Back 25

arget sound is produced with some change of the sound
ex: lisped s in sock)

Front 26

Additions?

Back 26

Addition of a sound to a word
Ex: galass for glass, boata for boat, culock for clock)

Front 27

Causes of a speech sound disorder?

Back 27

Sructural impairment Syndrome specific
Cleft lip or palate
Dental Abnormalities
Tongue tied
Tongue thrust
Hearing loss
Apraxia

Front 28

Cleft lip/palate impacts speech how?

Back 28

effects the movement /positioning of the tongue

Front 29

Dysarthria impacts speech how?

Back 29

paralysis, slowness (muscle weakness) muscles don’t move like they should

Front 30

Apraxia of speech impacts speech how?

Back 30

(motor planning-sequence of the movements)

Front 31

Common components of an articulation evaluation?

Back 31

Conversation sample
•Articulation test (to isolate sounds they have problems with)
•Stimulability testing (ex: therapist ask child to put tongue between teeth and blow for sound)
•Hearing Screening
•Oral mechanism evaluation (they check for movement of the tongue, facial structure, etc.)

Front 32

What is AAC and how is it used?

Back 32

Augmentative and Alternative Communication (AAC) System

Front 33

Augmentative and Alternative Communication (AAC) System?

Back 33

•If oral speech in not an attainable goal, alternate methods of communication are addressed
•Low tech-pages of picture symbols in notebook for client to point (they see if they can put things into categories)
• High tech-electronic touch screen device that displays and speaks the names of objects and common actions.

Front 34

Components of language?

Back 34

form, content, use

Front 35

what is form?

Back 35

ules of the language

Front 36

What is content?

Back 36

How we convey meaning with word

Front 37

what is use?

Back 37

different uses of language, different reasons and situations

Front 38

Components of form?

Back 38

•Phonology-sounds of speech (rules- how we put sounds together)
•Syntax-structure of sentences •Morphology-study of words and word forms

Front 39

Components of content?

Back 39

(Semantics) meaning of language conveyed through words and combinations of words
•Denotative-literal (“wear shoes that fit”)
•Connotative-Implied

Front 40

component of use?

Back 40

Progmatics-use of language (social skills)

Front 41

Behavioral Approach Theory?

Back 41

Language is learned, conditioned behavior

Front 42

Nativist approach theory?

Back 42

Children are equipped with a “Language Acquisition Device”-LAD

Front 43

Cognitive theory?

Back 43

Language development represents general cognitive development

Front 44

preverbal behaviors in language development?

Back 44

Crying (means things)
oCooing (string of sounds means something)
oEye-contact (idea of turn taking)-use of language
oAssociation of sounds with objects
Use of sound patterns (words) to represent objects/actions (around 12 months)

Front 45

First words?

Back 45

Around 12 months of age
•Highly meaningful words (bye-bye, mama, bottle, daddy, go) etc.
•Highly imbedded in context (used in specific situations)
•Over generalized-one word can have several meanings

Front 46

18 Months? can say how many words?

Back 46

about 50 words

Front 47

18 months? How many words?

Back 47

children will begin to combine 2 words

Front 48

18 months? Can say?

Back 48

word combination have several meanings. ex: Daddy bye-bye” could mean: (Daddy is gone, I want to go with Daddy, Daddy is ready to go, Is Daddy going to go?)

Front 49

2 years? How many words?

Back 49

200-300 words

Front 50

2 years?

Back 50

uses short complete sentences.

Front 51

2 years? Begin to..?

Back 51

•Child begins to master morphemes
words have meaning
ex: • Present progressive (ing)
19-28 months
•Prepositions (in, on) 27-30 mth
•Regular plural (s) 24-33 m

Front 52

3 years use how many words in a sentence?

Back 52

uses 3-4 word sentences

Front 53

3 years use how many words?

Back 53

900-1000 expressive words

Front 54

3 years?

Back 54

•Children use complete sentences, but make sound and grammatical errors.
Example: “last night I growed big

Front 55

3 years?

Back 55

Children use language for a variety of purposes, including pretend play and humor

Front 56

3 years?

Back 56

Children talk about the present

Front 57

4 years use how many words in a sentence?

Back 57

Uses 4-5 word sentences

Front 58

4 years? How many words in vocabulary?

Back 58

1500 word expressive vocabulary

Front 59

4 years?

Back 59

Children use language easily to convey experiences and narrate thought. Grammatical errors are less common. A lot of starting and stopping when talking.

Front 60

4 years?

Back 60

show interest in reading/writing

Front 61

5 years? Use how many words?

Back 61

2000-2100 words

Front 62

5 yrs?

Back 62

90$ grammer aquisition

Front 63

5 years? still have problems with?

Back 63

Irregulars
Complex sentence structures/rules

Front 64

Early Literacy Development? Show what signs?

Back 64

Children who are read to frequently develop routines for books (how to hold a book, how to turn the pages, etc.)
Recognition that print=words
Awareness of print in the environment
Sound-symbol correspondence-associate sounds with letters

Front 65

Two most important skills for reading?

Back 65

phonological decoding and
language comprehension

Front 66

some ways to encourage literacy development?

Back 66

Writing may begin with scribbles for words then transition to letter formation
Copying name
Phonetic spelling
K-3 Learning to Read and Write

Front 67

4th grade and up?

Back 67

Excellent sound rule knowledge, including irregulars, to allow reading decoding/spelling

Front 68

4th grade and up?

Back 68

High reliance on site words and “whole-word” spelling

Front 69

4th grade and up?

Back 69

Use of print (receptive-expressive) is fluent and fast

Reading to learn”, “writing to tell”.

Front 70

What is a language difference?

Back 70

a variation in language learning due to influence of culture, social groups, or language learning experiences

Front 71

What is a language disorder?

Back 71

inability to acquire language skills at a normal rate

Front 72

Risk factors for language disorder?
Infants?

Back 72

Children born with illness, disabilities, and genetic conditions

Front 73

Risk factors for language disorder?Infants?

Back 73

low birth weight, premature, Environmental

Front 74

Risk factors for late talkers?

Back 74

Children fall between 16-30 months whose language development falls below 90% of peers
No obvious cause for delay
Outcome is uncertain

Front 75

What is a developmental language disorder?

Back 75

Unknown etiology
Tends to cluster in families (genetic)
Varies in severity and characteristics
Researchers suggest differences in biological brain development
May occur with or without other developmental delays

Front 76

What is a Specific Language Impairment (SLI)?

Back 76

Language deficit occurs without other developmental problems
Children with SLI often have trouble with academic success
“Growing into the deficit” – pattern shifts over time, and child falls further behind peers
May eventually diagnosed as a learning disability

Front 77

Other Disorders that can impact language development?

Back 77

ADHD, autism, mental retardation, childhood apraxia, traumatic brain injury, seizure disorders

Front 78

Autism?

Back 78

language use is severely affected (especially social interaction

Front 79

Mental retardation?

Back 79

Language development depends on IQ

Front 80

childhood apraxia?

Back 80

Loss of language due to brain damage in language centers (Broca area affected)

Front 81

traumatic brain injury?

Back 81

Cognitive and behavioral deficits generally occur with language deficits

Front 82

Evaluation of Language Disorders?

Back 82

case history
observation
formal, standardized tests
informal measures
hearing screening

Front 83

what is an informal measures in evaluation?

Back 83

language sample, analysis

Front 84

what is Response to Intervention (RTI)?

Back 84

ways to advocate children through intervention

Front 85

Response to Intervention (RTI)?

Back 85

3 tierd system.
•Developed to better identify children whose poor learning is due to a disability versus inadequate classroom instruction.

Front 86

General treatment approaches for language disorders?

Back 86

Stimulation-providing an adea language learning environment (young kids, may work at their home, their own environment to stimulate language in a familiar place)

Front 87

General treatment approaches for language disorders?

Back 87

Remediation-correcting deficits (something wrong with language, leaving off endings, middle, etc.)

Front 88

General treatment approaches for language disorders?

Back 88

compensation-learning strategies to manage the effects of the disorder (ex; older kids, teaching them how to live with their disorder, how they can compensate and be successful

Front 89

Biological Approach theory?

Back 89

Specific centers of the brain are responsible for language development.