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99 Cards in this Set
- Front
- Back
Phonological processes
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Any systematic sound changes that affect a class of sounds or a sound sequence.
Regularly occurring deviations from standard speech sounds. Very systematic, normal deviations Must be abandoned |
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Phonological processes can occur across:
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Classes of sounds
Syllable sequence Syllable shape |
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Natural processes
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Normal, natural, universal
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Unusual processes
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Unusual but not abnormal
Could be idiosyncratic |
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How many different processes have been identified?
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40
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What are the categories of processes that occur frequently and across languages?
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1. Syllable Structure
2. Substitution Processes 3. Assimilatory Processes |
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Syllable Structure Processes
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Deletion of final consonant
Cluster Reduction Weak/Unstressed Syllable Deletion Reduplication |
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Deletion of Final Consonant
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aka post vocalic singleton
DFC, FCD Drop the final consonant or entire consonant cluster Words end up with a vowel ending |
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What is the age that FCD usually occurs?
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1-6 to 3
Rarely occurs beyond age 3 |
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Cluster Reduction
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CR
Can be: (examples for "play") Total - All members of the cluster ("ey") Partial - Reduction to 1 member, the unmarked one ("pey") Substitution - For one member ("pwey") |
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Time span for CR
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Should no longer be doing it by age 4
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Weak/Unstressed Syllable Deletion
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WSD
Delete 1+ syllable from multi-syllabic word (the weak syllable) "table" becomes "tay" |
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Time span for WSD
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Seldom occurs at age 4
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Reduplication
aka _________ |
aka doubling
ReD Repeating syllable, makes that word multisyllabic Can be: Total - "pillpill" for "pillow" Partial - "pipi" for "pillow" |
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Time span for ReD
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Common from age 1-6 to 2-4 years (1st 50 words)
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Which causes more problems with intelligibility, omission or substitution?
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Omission
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Substitution Processes
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Stopping
Stridency Deletion Deaffrication Affrication Fronting Palatization Gliding Vowelization |
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Stopping
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St
Primarily replacement of fricatives and affricates by a stop "dis" for "this" |
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What is the time span for St?
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Usually with an MLU between 1 and 5
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Stridency Deletion
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StD
Variation of stopping, very common Strident is deleted or released with a non-strident "ump" for "jump" |
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Strident
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Fricatives, affricates, (th)is and my(th)
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Deaffrication
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DeA
Substitution of a fricative or a stop for an affricate "dump" for "jump" or "wash" for "watch" |
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Time span for DeA
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Should disappear by age 4
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Affrication
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Aff
Non affricate becomes an affricate "dju" for "shu" |
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Fronting
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Can be:
Velar - Replaced by an anterior consonant ("tid" for 'kid") Palatal - aka depalatalization - replaced with more anterior ("simp" for "chimp") |
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Gliding
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Gl
Replacing liquids by glides (w for r) Common for children who have phonological impairment |
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Time span for Gl
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Should be abandoned by 3 or 4
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Vowelization
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aka vocalization
Vo Syllabic liquids, nasals, stops REPLACED by a vowel "buee" for "bus" Not "bu" for "bus" because that is FCD |
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Assimilatory Processes
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Contiguous and Non-contiguous
Velar Assimilation Labial Assimilation Nasal Assimilation Prevocalic Voicing Final Consonant Devoicing Backing |
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Velar Assimilation
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aka back assimilation
VeA Alveolar sound becomes more like a velar consonant. Most is non-contiguous and regressive ("cake" for "take") |
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Labial Assimilation
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Lba
Non-labial consonant becomes labial consonant in the presence of one Non-contiguous Default to the most unmarked sound "mife" for "knife" "mammy" for "sammy" |
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Labialization
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Lb
Alveolar or interdental is replaced by a labial "teef" for "teeth" |
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Nasal Assimilation
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NsA
Non-nasal becomes a nasal "nun" for "gun" Don't confuse with nasalization |
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Prevocalic Voicing
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(PrV)
Voiceless obstruent is changed to a voiced obstruent when preceding a vowel in the same syllable "gat" for "cat" |
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Obstruent
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Fricative, Affricate, Stop
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Final Consonant Devoicing
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DeV
Voiced obstruent becomes devoiced Occurs at the end of the syllable Follows a vowel "dock" for "dog" |
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What is the age range with the greatest rate of abandoning processes?
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2-6 to 4
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What is the time span for DeV?
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Usually abandoned by age 2
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Backing
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Bk
Alveolar becomes velar when near or adjacent to a back vowel Back vowel pulls alveolar back CAN use "velar assimilation" to describe backing but DO NOT use "backing" to describe velar assimilation. |
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What are the most commonly occurring processes?
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Final Consonant Deletion
Cluster Reduction Fronting Stopping Liquid Gliding |
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Non-Assimilatory Processes
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Related to syllabic structure
Unmarked Not dependent on sound influence Apocope Syncope Metathesis Prosthesis and Epenthesis |
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Apocope
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Loss of segment at the end of a word
Can be a vowel or a consonant FCD is always apocope but apocope is not always FCD "apuh" for "apple" |
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Syncope
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Loss of segment anywhere BUT at the end of a word
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Metathesis
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Reversing the order of segments
Often results in ? "nets" for "nest" |
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Prosthesis and Epenthesis
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Adding segments, often a schwa
Prosthesis - adding at the beginning (xspaghetti) Epenthesis - adding elsewhere in the word (bxlue) |
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Difference between speech samples and language samples
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They are the same samples but you examine them differently.
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How many times would a process need to occur in a language sample to call it a phonological process?
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Not cut and dry - Need to find "regularly occurring patterns"
One author says: 20% of the time in at least 4 opportunities Others say at least 2 occurrences |
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How can you create opportunities for connected speech samples?
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Plastic fruit, animals, etc.
Seasonal picture cards Put them out in front of the child and ask "what's going on?" |
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Rhotacism
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/w/ for /r/ substitution
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Functional
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Not physical or related to any known etiology
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Organic
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Physical reason; known disability
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Auditory Discrimination
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Ability of normal speakers/listeners to hear differences and distinguish between speech sounds
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Our ability to discriminate sounds is ___________.
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Developmental:
Ears have to fully develop Sounds can be discriminated properly by about age 8-9 |
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Auditory Discrimination (correlation or causal)?
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There is a correlation but we don't know if it is causal.
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Which is more effective:
-Phoneme specific discrimination therapy? -General auditory discrimination? |
Phoneme specific discrimination therapy
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Correlation or causation of minor structural variations
-Lip strength -Teeth (missing incisors) -Teeth (occlusion of dental arches) -Tongue (tongue-tie) -Tongue (size) -Palate |
Lips (strength) - does not affect misarticulation
Teeth (missing incisors) - can't make a blanket statement - some will, some won't Teeth (occlusion of dental arches) - malocclusion does not imply an articulation problem (not causal) Tongue (tongue-tie) - not related to speech, cutting gives more mobility; won't help articulation Tongue (size) - not causal relationship Palate - size only affects resonance, not articulation |
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Correlation or causation of oral sensory factors
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Tests with little acrylic shapes
inconclusive - no causal relationship found |
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Correlation or causation of myofunctional factors (tongue thrust)
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Tongue thrust does not necessarily have a causal relationship with articulation disorders
It can affect sibilants and linguadentals BUT no causal relationship with articulation disorders |
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What is tongue thrust?
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Tongue pushes on the alveolar ridge
It is a swallowing disorder "Reverse swallow" in babies. Perfectly normal at a certain age |
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What causes later aged tongue thrust?
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At an older age it can be caused by large tonsils, thumb sucking, bottle feeding too long, etc.
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How do you treat tongue thrust?
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Myofunctional therapy
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At what age should tongue thrust be abandoned?
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3 years old
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Correlation or causation between general motor skills and articulation disorders
-Eye-Hand Coordination -Diadochokinesis |
Eye-Hand Coordination - maybe, maybe not (coexists but not causal)
Diadochokinesis - Rapid alternating movements If out of order - may indicate an articulation error but may not |
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Correlation or causation between cognitive-linguistic factors and articulation disorders
-IQ -Language Development -Academic Performance -Linguistic Variations/Cultural Differences |
For children developing normally, IQ has no affect on articulation
For children with disabilities, IQ has a direct affect on articulation Language Development - There is a relationship - A child with a phonological problem will have a language problem Academic Performance - There is a relationship but not a direct one Linguistic Variations/Cultural Differences - Children raised in bilingual homes are not more prone to language disorders |
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What will happen with articulation problems?
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Child will:
Demonstrate a reduced knowledge of phonological rules Use less complex utterances Have increased comprehension errors |
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Correlation or causation between psychosocial factors and phonological disorders
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Age is related - younger children have more phonological errors because of developmental factors
Gender, personality, socioeconomic/environmental factors, family background are not related |
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Why are more boys brought in to SLPs than girls?
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Possibly because when girls make errors it is thought of as "cute"
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Organic Factors that are related to articulation disorders
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Hearing Loss
Structural Loss Neuromotor |
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How does hearing loss affect speech?
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Distortion of sounds
Inability to monitor and learn sounds Influences on articulation |
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How does hearing loss affect articulation?
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Hearing acuity - signal is not as loud
Inability to discriminate - affects understanding Configuration of the loss itself - where on the audiogram, what shape (sloping, rising, flat, etc.) |
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How is hearing acuity tested?
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Pure tone audiometry
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How does the onset of hearing loss affect articulation?
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Severe/Present at Birth - all aspects are affected (articulation, phonology, syntax, etc.)
Older child/adult - gradual deterioration with age because self-monitoring is lost |
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What are some considerations for intelligibility of people with hearing loss?
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Familiarity - The more you listen to them, the more you understand
Materials used - one syllable vs. multisyllabic, contextual information |
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What are some common errors for people with hearing loss?
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Devoicing Voiced Consonants
Substituting Initial Consonants Nasal Emission on Initial Consonants (including hypernasality) SODA High frequency (low intensity) sounds are most affected (sh, ch, voiceless th) - distorted or omitted |
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Ankyloglossia
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Abnormal lingual frenulum
Can be significant at birth Functional effects (feeding problems, breast feeding, moving food around in oral cavity) can decrease over time and with oral growth |
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Effects of ankyloglossia
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If high attachment, can pull gum line away and cause spaces between teeth
Cosmetic - looks abnormal (forked tongue) Speech |
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gingivia
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gum line
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A half paralyzed tongue can __________
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Compensate
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If the right half of the tongue is paralyzed which direction will the tongue tend to move?
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To the right
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paresis
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weakness
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Hard Palate
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Very important in most languages
Used for constricted sounds |
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Cleft Palate
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May need an obturator or surgical grafting
Sometimes they will close right away, sometimes they wait to close |
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Obturator
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Prosthetic palate
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What are some organic soft palate problems?
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Velum too short
Neurological Disorders: Paralysis/Paresis Cleft |
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Soft palate abnormalities cause problems in __________.
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Resonance - especially for sounds that need high intra-oral pressure (air goes through the nose resulting on inadequate power in oral cavity)
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What kinds of difficulties are caused by an abnormal velum?
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Articulation Problems - not enough air pressure to produce stops, fricatives and affricates
-Will substitute glottal stop or pharyngeal fricatives Resonance Problems - Hypernasality Hyponasality Nasal Emission |
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Neuromotor Disorders
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Brain Damage
Dysarthria Apraxia |
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Dysarthria
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Articulatory disorder secondary to brain damage
Affects phonation, articulation and respiration "Dysarthric speech" Deterioration of muscles |
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Is dysarthria a language disorder?
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No
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Apraxia
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Articulatory disorder
No paralysis/paresis Inability to voluntarily program the articulators Never ask for a direct command Does not affect phonation or respiration, BUT: serious problem with prosody |
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Childhood Apraxia of Speech
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A subtype of severe speech sound system disorder in children
Functional, not organic |
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What causes childhood apraxia of speech?
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Unidentified neurological differences with possible genetic bases
Abnormalities arising at the linguistic or motor processing level production |
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What errors are expected in childhood apraxia of speech?
What other areas may also be affected? |
vowel errors, prosodic disturbances and/or inconsistencies
Increased risk for persisting problems in language and literacy |
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What characteristics show the greatest promise as diagnostic markers?
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Vowel errors - limited vowel repertoire, frequent errors in monophthongs and diphthongs
Inconsistent errors during repeated productions of words (different sounds in in error and types of errors across repeated productions of the same word) Abnormal prosodic patterns - excessive equal or misplaced stress, effortful productions |
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Oral-Peripheral Exam
Lips Tongue Teeth Color of Gums Midline Raphe |
OPE
Lips - Can they put them together to make sounds? Teeth - Is their bite okay, what color gums? Tongue - Can they move it up and down? Midline Raphe - White line After OPE, make a statement about structure/function of oral mechanism |
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If problems moving tongue around during OPE, then it could be _________.
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Oral apraxia
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WNL
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Within Normal Limits
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Diagnosis
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Statement defining the problem
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Prognosis
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Expected outcome under specific circumstances
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