Slhs 1150 1st EditionFinal Exam Study GuideCommunication Disorders Final Study GuideRed= importantGray= extra informationArticulation and Phonological DisordersSpeech soundsVowels vs. consonantsVowels ConsonantsVowels are sounds formed in the throat with the assistance of the tongue and mouthConsonants are formed by controlling the breath flow and shape of the mouth and tongueVowels can be spoken alone Consonants cannot be spoken aloneFormant- energy peaks that determine qualityof sounds--> result of resonances in vocal tract F1= LF formant is influenced by tongue body heightF2= HF formant is influenced by tongue body frontness/ backness Voiced Can be voiced or voicelessPower source of syllables Speech sound production (consonants)Place MannerVoicingK- lingua-velar, voiceless, stopD- lingua-alveolar, voiced, stopCh- palatal, voiceless, affricateZ- lingua-alveolar, voiced, fricativeH- glottal, voiceless, fricativeArticulatorsMovingLipsTongueMandible Alveolar ridge FixedHard palateVelumUpper incisorsPhonological processesPre-vocalic voicing: voiceless sound preceding a vowel is replaced by a voiced sound Car--> gasWord final devoicing: a final voiced consonant is replaced by a voiceless consonantRed--> retFinal consonant deletion: a final consonant is omitted (deleted) from wordBoat--> boVelar fronting: a back sound is replaced by a front soundCar--> tarPalatal fronting: sh is zh is replaced by s or z respectivelyShip--> sipConsonant harmony: the pronunciation of a word is influenced by one of the sounds it "should" containCup--> pupWeak syllable deletion: weak (unstressed) syllables are deleted from words of more than one syllableTelephone--> teffoneCluster reduction: a cluster element is deleted or replacedTry --> tyGliding of liquids: liquids are replaced by glidesLadder--> wadderStopping: a stop consonant replaces a fricative or affricateShip--> tipSpeech sound acquisitionBirth cry --> crying (2-3 months) --> cooing (3-6 months) --> babbling (6-9 months) --> first words (9-15 months)Articulation vs. phonological disorderPhonological disorder Articulation disorderWhen phonological processes (errors) persist beyond the age where it is considered normalSPEECH DISORDER that affects PHONETIC levelLANGUAGE DISORDER that affects PHONOLOGICAL level Difficulty with specific consonants and vowelsDifficulty organizing speech sounds Trouble making individual speech sounds"phonemic level" ="linguistic level" = cognitive level" Problems with MAKING soundPatterns of sound errors EtiologyUnknownOtitis media (fluid builds up in middle ear for sustained amount of time)Delayed onset of babblingDelayed onset of use of meaningful speechReduced intelligibilityProblems with specific classes of soundsUse of "non natural" sound changesKids under 3 yearsBacterial or viral infectionsCleft lip and palate1 in 700 births -malformationLip-Tissue makes up lip does not completely join before birth4-7 week of pregnancyOpening in upper lipPalate-6-9 week of pregnancyTissue makes up roof of mouth does not completely joinCausesGenesSmokingDiabetesCertain medicines (for epilepsy)Physical problems (e.g. illness, neurological disorders)AssessmentReferralScreeningComprehensive phonological assessmentDiagnosis TreatmentMinimal opposition contrast therapy - recognizes and produce single phoneme contrasts between wordsMultiple opposition’s therapy- builds phonemic contrasts within a phonemic collapseCycles therapy- stimulate use of phonemes or patterns by treating in cyclesPhonological awareness therapy- develop child's sensitivities to phonemic structure of languageLanguage disordersLanguage domainsFormPhonology- soundMorphology - structureSyntax- grammarContentSemantics- meaning of wordsUsePragmatics - function of words in appropriate communicationTypes of language disorders and associated deficitsSpecific language impairmentDelays the mastery of language skills in children who have NO hearing loss or other developmental delays7-8% of kids in kindergartenDifficult to characterize because of diversityAssociated withInconsistent skills across different domainsSlow vocab developmentAnomia (inability to name object or recognize written/ spoken names of objects)Trouble with grammarProblems in social skills and behaviorCauseCognitive processing deficitsBiological differencesGenetic variationsIntellectual disabilityDeficits in:Intellect:ReasoningProblem solvingPlanningAbstract thinkingJudgmentAcademic learningExperiential learningAdaptive:CommunicationSocial skillsPersonal independence at home/ community settingSchool/ work functioningAssociated withShort sentencesSmall expressive vocabularyOmission of function wordsDifficulty understanding complex commandsLanguage-based learning disabilityProblems with age-appropriate reading, spelling, and/or writingMost have average to superior intelligenceTelling timeMemorizing times tablesSpelling Perceptual disabilitiesBrain injuryMinimal brain dysfunction DyslexiaDevelopmental aphasiaDo not includeNot primary result of visual, hearing, or motor disabilitiesAutism spectrum disordersCore featuresImpairments in social communication, language, and related cognitive skills and behavioral and emotional regulationThe presence of restricted, repetitive behaviorsSensory/ feeding issuesSigns/ symptomsDifficulty orienting to people in social environmentLimited frequency of shared attentionImpaired monitoring of emotional statesLimitations with maintaining turn-taking in interactionsDeficits in social and emotional learningLanguage and related cognitive skills Vocal development deficitsSymbolic play deficitsLiteracy deficitsTreatment planSLP will help child understand talk read and writeAsk and answer questionsTake turns in conversationWrite letters, words and sentencesMay use augmentative and alternative communicationSign language, gestures, pictures, photos, objects, videos, written wordsElectronic devicesReading and literacyStages of reading developmentStage 0: Pre-readingOral language and early phonological skills developStage I: Initial readingLearning letter- sound correspondences (alphabetic stage)Stage II: confirmation and fluencyReinforcement of decoding skillsStage III: reading to learnVocab expandsBegin to develop strategic habits to help them read for understandingStage IV: multiple viewpointsAbility to analyze text criticallyStage V: Construction and reconstructionCan use multiple texts to construct meaning- analysis and synthesisPhonological awareness: "the explicit