cmd 160: exam 2 (not mine)

speech development

the progressive evolving and shaping of individual sounds and syllables that are used as arbitrary symbols and applied in rule-governed combinations to produce words to communicate a person's wants, needs, thoughts, knowledge, and feelings

language development

the progressive growth of a receptive and expressive communication system for representing concepts using arbitrary symbols (sounds and words) and rule-governed combinations of those symbols (grammar).

theories of speech and language

- behavioral - nativist - semantic-cognitive - social-pragmatic

development behavioral theory

- bf skinner - says language is a set of verbal behaviors learned through operant conditioning

operant learning

learning model for changing behavior (rewards and punishments/spontaneous occurrence)

shaping (successive approximations)

reinforcement of each response that more closely resembles the target response until target response is aquired

behavioral theory clinical application

stimulus response (S-R) program

development nativist theory

- a perspective of language development that emphasize the acquisition of language as an INNATE, physiologically determined, and genetically transmitted phenomenon - "prewired" for language acquisition

nativist theory clinical application

- what a child has not learned naturally should be taught - ie: therapy

semantic-cognitive theory clinical application

- complexity: how complex the sentence is - amount: amount of information you are trying to convey in a sentence - rate: how quickly you say the sentence - duration: how long a child needs to think about what you are saying

development semantic-cognitive theory

- a perspective of language development that emphasizes the interrelationship between language learning and cognition - that is, meanings conveyed by a child's productions

early, mid, late speech developing sounds

sounds that favor ease of articulation are typically acquired FIRST, and more complex sounds are acquired LATER

browns morphemes

- present progressive (ing) - prepositions (in & on) - plural (-s) - irregular past (ran, wrote, swung) - possessive (-s, the girl's car) - uncontractable copula (it is -> not it is) - articles (the, an, a) - regular past tense (walked, faced, jumped) - third person present tense regular (-s, walks, drives, looks) - third person present tense irregular (is, does, goes, has) - uncontractable auxiliary "be" (he is running late) - contractible copula (he's running late) - contractible auxiliary (he's running late)

development social-pragmatic theory

- a perspective of language development that considers communication as the basic function of language - turn-taking (develop an attachment to caregiver and use joint attention in order to engage with verbal and nonverbal turn-taking)

efferent neurons

- brain to everywhere else (motor neurons) - convey impulse from top to bottom

social- pragmatic theory clinical application

- caregivers facilitate language development - SLPs assess and treat language impairments from social-communicative and contextual perspective

afferent neurons

- anywhere in the brain (sensory neurons) - convey impulse bottom to top

glial cells

- speed transmission up through neuron - cover parts of a neuron to make info be processed faster - remove dead cells from nervous system - located in the myelin sheath

occiptal lobe

vision

temporal lobe

language, hearing, memory

parietal lobe

receives sensory input for touch and body position

frontal lobe

executive function

on diagram area 42 is

wernicke's area (processing)

on diagram area 44 is

broca's area (production)

left hemisphere specialization

- speech and language - sequential processing

right hemisphere specialization

- expressing emotion, face recognition - holistic processing

cranial nerves

- part of the peripheral nervous system - 12 pairs of cranial nerves - 31 pairs of spinal nerves

5 cranial nerves need to know

- 5: trigeminal nerve (helps chewing) - 7: facial (motor neurons to facial muscles) - 8: auditory (vestibulocochlea/balance) - 10: vagus (throat movement) ** - 12: hypoglossal (tongue movement)

vocal folds

thin membrane

adduction

coming together (closer)

abduction

separating (apart)

fundamental frequency

the lowest harmonic frequency, rate of how quickly your vocal cords vibrate

quiet breathing

automatic, passive, inhale and exhale equal time

speech breathing

exhale longer than inhale, to maintain pressure in order to speak

main parts of vocal tract

oral cavity, nasal cavity, velopharynx (where nasal and oral cavity meet), pharynx (back of throat to vocal chords)

structures of vocal tract

lips, teeth, alveolar ridge (hard palate), velum, tongue, mandible (jaw), tongue, pharyngeal wall

coarticulation

overlapping of adjacent articulations OR moving at the same time for different phonemes (ie: keep = k and e are coarticulated bc the shape of your mouth is already ready for the next sound)

what is phonology

knowledge of the language conventions or rules for combining sounds to produce sounds and sequences (language is rule based)

what is articulation

motor skills involved in producing sounds in sequence (motor movement)

what is a speech delay

a pattern that is typical for children that are younger, continues after sound should be learned (rabbit = wabbit)

what is a speech disorder

different/abnormal speech pattern unlike children at any age (ie: rabbit = abbit)

phonological processes

- cluster reduction (try = tie -"drop r") - weak syllable deletion (banana = nana) - final consonant deletion (dog = dah) - initial consonant deletion (disorder, dog = og)

severity

related to: - # of sounds produced correctly (entire inventory) - accuracy of production (each sound correctly) - ability to produce sounds in diff. word positions - ability to produce sound sequences - ability to produce various types of words closely linked to intelligibility of speech - understand what they say (intelligible) - age 4 should be intelligible to familiar &unfamiliar listener

mild severity

- produce a few sounds in error - usually involves a few of the 'late 8' sounds (sh, th, s, z, l, r, dz) - generally intelligible to most speakers

moderate severity

- difficulty producing all the sounds within a single class (velars, final consonant deletion, incorrect use of sounds in certain word position, cluster reduction) - intelligible to friends and family members, but not to unfamiliar listeners - good prognosis but longer treatment

severe severity

- unintelligible to most listeners - more than six sounds in error in all positions of words - do not sequence sounds consistently - may rely heavily on gestures to communicate

speech disorder

different/abnormal speech pattern, unlike children at any age (should never happen)

etiology of funtional

- the cause cannot be determined - see it behaviorally

etiology of perceptual

- the way you hear something - cause: type of hearing loss - might have speech disorder

etiology of structural

problem with articulator (leads to a structural speech disorder)

etiology of motor

unable to move articulators the way they are supposed to be used

speech assessment

- goal: determine nature and severity of disorder/delay - describe production and compare speech patterns to others the same age (speech samples, articulation tests, note behaviors) - assess contributing factors (hearing screening, oral-mech examination)

speech intervention

treatment (articulation-based approaches, phonological approaches)

articulation-based approach

- teaching the motor movements necessary for speech - repetitive motor practice with feedback, done at various levels (phoneme, syllables, words, phrases, sentences)

phonological approach

- contrast therapy: show pictures representing word pairs that differ on one dimension (ie: Ring v Wing, Toe v Know) - final consonant deletion (ie: See v Seat)

types of cleft palate/lip

- unilateral cleft lip - bilateral cleft lip - unilateral cleft lip and palate - bilateral cleft lip and palate - cleft palate

unilateral cleft lip

a

bilateral cleft lip

b, c

unilateral cleft lip and palate

e

bilateral cleft lip and palate

f

velopharyngeal closure

- constriction formed by the velum and the rear wall of the pharynx, resulting in a diversion of the airstream into the oral cavity

cleft palate

d

problems with the velopharyngeal closure

- hypernasal vowels (vowel air should come out of mouth, but instead it goes out nose) - nasal emission on consonants

nasality

the quality of sound produced through nasal passages

compensatory articulations

occlude the airway behind the velopharyngeal port for all stops (ie: glottal stops, pharyngeal stops, pharyngeal fricatives)

speech assessment for cleft lip and palate children

- articulation testing - examination of the speech production mechanism (aerodynamic studies, nasopharyngoscopy) - nasality (nasometer) - observation and judgement (nasality, speech production)

intervention for cleft lip and palate children

- articulation therapy - eliminate compensatory strategies already in place

childhood language disorders

- significant difficulties with the cognitive or linguistic abilities that support language learning - limitation in language form, content, or use that interfere with participation in social or academic activities

causes of language disorders

impairment of language form - infants/toddlers

- 0-2 - low frequency of vocalizations - lack of syllable productions in babbling

impairment of language form - preschoolers

- 2-5 - immature or disordered phonology - grammatical morphology errors

impairment of language form - school age

- 5-18 - difficulties with complex sentences - poor narrative and expository skills

impairment of language content - infants/toddlers

- 0-2 - understand few words in context - less than 50 words by age 2

impairment of language content - preschoolers

- 2-5 - restricted vocabulary size - reduced comprehension of basic concepts

impairment of language use - infants/toddlers

- 0-2 - lack of intentionality - restricted range of communicative functions

impairment of language content - school age

- 5-18 - incoherent stories - difficulties with figurative language

impairment of language use - preschoolers

- 2-5 - limited assertiveness and/or responsiveness - difficulty initiating and maintaining topics

indicators of language disorders

- test scores - language sample measures - negative social, psychological, educational, and vocational consequences

learning disability

- difficulty acquiring and using listening, speaking, reading, writing, reasoning or mathematical ability - no known etiology

impairment of language use - school age

- 5-18 - inappropriate references (no filter) - poor topic maintenance

developmental language disorder/specific language impairment

- significant developmental delays despite: normal cognitive functioning, normal childhood experiences, normal hearing and vision, no signs of neurological impairment - affects 5-7% of school age population

intellectual disability

- significantly below average general intellectual functioning (IQ) - significant limitations in adaptive functioning (self-care, home living, social/interpersonal skills)

autism spectrum disorder

- pervasive impairments like reciprocal social interaction skills, communication skills, stereotypical/repetitive behaviors, interests and activities - 0.5% of population

assessment of language

- team approach - standardized tests - language samples - non-biased assessment (dynamic assessment and multicultural considerations)

language stimulation expansion

add words to what the child says (ie: child: "blue", you: "blue car")

language stimulation extension

take what the child says and expand the thought (ie: child: "blue car", you: "blue car, oh there's a red car")

language stimulation recast

child says something incorrectly and you model it back correctly (ie: child: "two car", you: "yes I see two cars)

literacy-based intervention

- pre-reading discussions, multiple readings of the books, reinforcing concepts - mini lessons focusing on semantics, syntax, morphology, narration, and phonological awareness

language stimulation buildup & breakdown

- expanding and extending - breakdown what a child says

service delievery

- ages 0-3: gov. required to help families address children's special needs, infant parent programs - IDEA ages 3-21: free appropriate public education, least restrictive environment

fluency

easy, smooth, flowing, and effortless speech

disfluency

marked by word or phrase repetitions, interjections, pauses, and revisions

stuttering

- unusual, tense disfluencies that interfere with communication - unusually high durations of repetitions, prolongations, and/or blocks (know what they want to say but cannot produce it)

cluttering

rapid bursts of dysrhythmic, unintelligible speech (do not know what they are trying to say)

repetitions (stuttering)

- repeated syllables in a word trying to be said (ie: b-b-b-b-baseball, I-I-I-I-I like baseball)

audible sound prolongations (stuttering)

- sound trying to be said continues (ie: mmmmmmmotorcycle)

inaudible sound prolongations (stuttering)

- blockage of the sound that is trying to be said (ie: b-------baseball)

primary stuttering behaviors

- sound syllable repetitions - audible sound prolongations - inaudible sound prolongations (blocks)

secondary stuttering behaviors

- counterproductive behaviors as people try to avoid primary stuttering behaviors - become more automatic

myths about stuttering

- stuttering is a nervous reaction - overly sensitive parents - are more introverted - have less self-confidence - have lower intelligence

etiology of stuttering

- inherited traits - external conditions

development of stuttering

- usually gradual - genetic predisposition - balance between demands and capacities

assessment of stuttering

- interviews & case history - speech samples - lang development - consistency - adaptation - feeling & attitudes - trial therapy

measures of stuttering

- non-stuttering disfluencies v stuttering-like disfluencies - frequency of stuttering - percentage of each disfluency type

stuttering modification

a therapy approach in which the clinician teaches the client to alter the way he or she stutters

fluency shaping

change the way people talk: aim for stutter-free speech