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ISU CSD 115 - Speech Sounds, Articulation, and Phonological Disorders
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CSD 115 1st EditionLecture 9Outline of Last Lecture I. Last lecture period was a test. This lecture starts material that will be on test 2Outline of Current Lecture I. Articulation Disordersa. Substitutionsb. Omissionsc. Distortionsd. AdditionsII. Phonological DisordersIII. Phonological Processa. Syllable Shape Processb. Substitution ProcessIV. Disorders Associated with Physical or Developmental Differencesa. Cleft lip and palateb. Dysarthiac. Apraxiad. Hearing LossCurrent LectureArticulation Disorders- Disorders in which a child produces only a small number of mis-articulations- Errors are make consistently- Errors reflect inability to produce correct motor movements due to physical limitations or faulty learning- Substitutionso Most common is when a child substitutes a “th” sound for an “s” soundo Common ones include “w” for “r” as in rabbit or “y” for “l” as in lamp- Omissionso Often occur at the end of a word and occur in multiple wordso Makes speech difficult to understando Ex. A child saying “I wan o o ere” instead of saying “I want to go here”- Distortionso Child is producing a sound that does not normally occur in the English languageo Too much air when trying to produce an “s” sound for exampleo Warner Brothers cartoons have characters who often have articulation disorders, Sylvester the cat has a Distortion when he says words with “s” in themThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Additionso Least commono The child will add an additional sound to the word he or she is sayingPhonological Disorders- Child produces many speech sound errors, rendering speech difficult to understand (unintelligible) - Errors are not random, but are predictable. They reflect patterns called rules or process- Phonological Process: strategies all normally developing children use to simplify adult speech- Most processes are extinguished or suppressed by age 4; if they persist, the child is delayed and speech is impairedPhonological Process- Categorized by how they affect words- Syllable Shape Process: There are 3 process o Final Consonant Deletion: where a child omits the final consonant of a word, it makes it hard to understand what he or she is sayingo Reduplication: seen in younger children, repeating of a syllable or part of a syllable to produce the word; ex: wawa for water or dada for dado Consonant Cluster Simplification: child will simplify the production of a complex string of consonants; ex. Top for stop, nowing for snowing- Substitution Processo Stopping: the child is trying to make a fricative sound, but it comes out as a stop; bacuum or diso Fronting: sound development hasn’t fully progressed and harder for them to say words; ex. Otayo Gliding or Liquids: children will substitute for liquid sounds (r, l) when they appear before vowels; yewo for yellowDisorders Associated with Physical or Developmental Differences- Cleft Lip and Palateo Lips, hard palate, and soft palate develop during the first trimestero Grow together at the midline from the sideso Growth may stop prematurely, leaving a gap in any or all three structures on one or both sideso Repair requires surgery, often severalo Speech problems require therapyo Patients require counselingo Articulation Problems: hard for the individual to make bilabial sounds and soundsthat require air pressure are hard to make because air travels out of the noseo Resonation: a cleft in the soft palate makes it hard to produce vowels because the sounds are often produced in the nasal cavity and the soft palate is not able to make contact with the back of the throat- Dysarthiao Weakness or discoordination of speech caused by neurological problemso Often associated with Cerebral Palsyo Cerebral Palsy is damage to the developing brain affecting motor areas responsible for smooth coordinated movements; muscle weakness or paralysiso Articulation: production of consonants is often slurredo Respiration: some individuals will have weaknesses in the respiratory muscles making it hard to produce sounds or make more than a couple sounds without running out of breath- Apraxia of Speecho Speech programming problem associated with brain damage in frontal lobe (identified only in adults)o Similar speech patterns in children led to the term Developmental Apraxia of Speech (DAS) or Childhood Apraxia of Speech (CAS) No evidence of neurological damage in children, suspect there is a transmission problem in speech areao Unintelligible speech, multiple errors, often misdiagnosed as phonological delayo Errors are inconsistent and increase with length of wordo Errors persist despite treatmento Difficulty sequencing sounds and syllableso Vowel errors common- Hearing Losso Talk about next


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ISU CSD 115 - Speech Sounds, Articulation, and Phonological Disorders

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