88825 charlie
slkdgha
F19speechsounddisorders.pptxSpeech Sound Disorders
SLHS 1150
Speech Sound Disorder
Articulation Disorder (phonetic)
Phonological disorder (phonemic)
Motor Speech Disorder (dysarthria/apraxia)
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Phonology
Rules for combining and using sounds in order for the sounds to convey meaning.
Do sounds make sense on their own?
Distribution & sequencing of sounds
Some sounds only occur at the ends/beginnings of syllables/words
e.g., “ng,” “str”
Sounds change according to context
Accents, dialects
**some sounds may not go together
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Phonological Development
Children have to…
Acquire all phoneme representations
Distinguish phonemes
Phonological Awareness
Phonological Disorder: Inability to correctly produce sounds of words-- changes a words meaning
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Phonological competence; look back at the stages of development
What Is A Speech Disorder?
Articulation: movement of the tongue, lips, jaw and other speech organs in order to produce speech sounds
Speech disorder: inability to produce sounds correctly/fluently or a voice problem
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Articulation/Phonological Disorder?
Articulation/phonological disorders are both speech sound disorders but…
AD: physical etiology, sounds are consistently absent or distorted (at site of speech output)
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Articulation/Phonological Disorder?
PD: impairment of phonological system with patterns of sound errors
1) resulting in significant problem producing speech sounds
2) differing from age- & culturally-based expectations
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Phonological Disorder
Problem with perceptual representation
Child does not know that s/he needs to make a sound or group of sounds
Child does not realize that leaving out the group of sounds can change the meaning of a word
A phonological disorder can be distinguished from other motor speech disorders- apraxia /dysarthria
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Articulation disorder
Child does not have the ability to make the sound. It is consistently absent in all places word-wise.
Does not change meaning differences
Articulation disorders
Child substitutes labial stops for velar stops all of the time
No correct production of /g/ and /k/
bag --> bab
tack --> tap
girl --> birl
cup --> bup
Child does not have the sound in her inventory
https://www.youtube.com/watch?v=6Pw6_tHmztk
Phonological Processes
Fronting
“tar” for car
Final consonant deletion
“ca” for cat
Weak syllable deletion
“jamas” for pajamas
Reduplication
“wa-wa” for water
Diminutizations
“blankie” for blanket
Cluster reduction
“tick” for stick
Gliding
“wabbit” for rabbit
Phonological disorders
Child substitutes /p/ and /b/ for /g/ and /k/, but only in word-final position
“velar fronting”
bag --> bab
tack --> tap
girl --> girl
cup --> cup
Child has the sound in her inventory, but has different phonological rules for when to produce it
Phonological disorders
Child substitutes stops for fricatives, but only at the beginning of words
“stopping”
sun --> ton
fish --> pish
bus --> bus
leaf --> leaf
Child has the sound in her inventory, but has different phonological rules for when to produce it
Phonological Disorder
https://www.youtube.com/watch?v=rW1HCT7yH8g
“Key Concepts”
Phonemes:
40 in Standard American English
Allophones: Variations in phonemes that do not change meaning (/p/ in pat vs spin)
Coarticulation: ways sounds overlap during articulation; characteristics vary /t/ tea vs. too
Assimilation: features of sounds take on features of neighboring sounds
Ice vs nice: the [i] becomes nasalized in nice
Pronunciation
Place: where
(bilabial, alveolar, velar etc)
Manner: how
(stops, fricatives, nasals)
Voicing
Voiced vs unvoiced
Cognates : same place and manner, different voicing (ie /b/ and /p/)
Pull up picture of IPA
Vowels
Defined by:
Height of tongue
Advancement o tongue
Roundness of lips
Tension of articulators /I/ vs /i/
Where do SSDs come from?
Etiology and Subtypes of Speech Sound Disorders
Unknown origin
Otitis media with effusion (OME)
Hearing loss
Structural/organic abnormalities
Miscellaneous disorders
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Unknown Origin
CHARACTERISTICS:
Small phonemic inventory
Phoneme collapse
“I tawt I taw a puddy tat.”
Persistent error patterns
Unintelligibility
Intelligibility: degree to which speech is understand by unfamiliar listener
Tweetie v. Elmer Fudd
By what age should children have all sounds?
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Otitis Media with Effusion (OME)
Same characteristics as unknown subtype
Auditory deprivation: Lack of auditory input
Fluid in ear muffles input
Distorted input poor output
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Structural/Organic Abnormalities
Structural Defects
Teeth: poor positioning, missing
Tongue: too small/big, cancer patients
Lips & Palate: clefts
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Structural/Organic Abnormalities
Cleft palate
Problems w/ valving & pressure
Consonant distortion
Small inventory
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Assessment
Determine:
Presence of disorder
Etiology
Affected sounds
Treatment
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Assessment
Oral mechanism screening
Structures, movement
Spontaneous speech sample
Why do this?
Formal test of articulation
Evaluate all sounds in native language(s)
Informal test: stimulability
Extent child can produce new sound with help
Can target be produced with use of cues?
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The Goldman Fristoe
Easel-style book with 43 picture plates
53 target words
61 consonant sounds in the initial, medial, and/or final positions
16 consonant clusters in initial position
Prompting and re-cueing
Easy to score
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Tube of You Video
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Why we like the Goldman Fristoe
Easy to administer
Covers most phonemes
Easy to score
Provides a thorough description of articulatory performance
Can be used to plan therapy
Limitations of the Goldman Fristoe
Hard to score in real time
Does not rule out a phonological disorder
Some pictures can be hard to name
Treating Articulation Disorders
Drilling
Oral Motor Exercises
“Traditional method”
Identify the typical sound
Discriminate it from the error
Vary and correct the atypical production until the sound is produced correctly
Strengthen and stabilize that sound in all different contexts
Beginning, middle, end
Surrounding different vowels and consonants
Drills
A highly structured activity in which the professional guides the client in the behavior that is expected.
Drilling is great
Because it’s essentially the fastest route to behavior modification
Drilling is terrible
Because it’s not interesting for client or student
GAMES, PLAY, COMPETITIVE ACTIVITIES
There are tons of ways to do this…
sh
sea
CV
sigh
CV
sigh
sew
CV
saw
CV
Oral Motor Exercises
Techniques that aren’t producing speech sounds, but have a goal of improving speaking abilities
Popular method, 85% of clinicians used OME in 2008
THERE IS LITTLE EVIDENCE TO SUPPORT THIS METHOD AS A WHOLE
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Treatment of Phonological Disorders
Minimal Pairs: use of a pair of words that differ by only one phoneme
*Minimal Contrast Approach
*Maximal Opposition Approach
Metaphon Therapy (phonological awareness approach): Phase one focuses on metalinguistic awareness & phase two applies knowledge to more realistic communication
Cycles training: for highly unintelligible children; phonemes/processes targeted for a set amount of time before addressing a different one
Minimal vs maximal: difference is choice of words and differences in distinctive features
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Minimal pairs
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Metaphon therapy—teaching metalinguistic knowledge
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