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Children who have not yet mastered the rules used to manage the sounds are described as having a

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phonological disorder

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When children having trouble producing sounds

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articulation problems

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substitutions, distortions, and omissions

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speech sound disorders can be classified as three types:

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when one word is substituted for another. ex: "tan" for "can"

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substitutions

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when a child tries to produce the appropriate phoneme but fails to do so accurately

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distortions

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when a phoneme is deleted but nothing is produced in its place

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omissions

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the most common example of errors that affect specific sounds or classes of sounds

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lisp

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occurs when the speaker pronounces the sibilant sound with the tongue between the teeth, resulting in the "th" sound

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central lisp

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occurs when air is directed around the side of the tongue rather than down the middle, results in air leakage between tongue and molars, sound produced: "slushy" s or sh sound

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lateral lisp

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initial is first, final is last, medial is anything between

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three positions within a word: initial position, final position, medial position

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sounds at the beginning of a syllable preceding a vowel. ex: the h in hat

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prevocalic

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sounds at the end of a syllable following a vowel. ex: the t in hat

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postvocalic

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when a sound falls between to vowels. ex: v in shovel

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intervocalic

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speech sound disorders resulting from structural, physiological, sensory, or neurologic deficits

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organic disorders

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refers to the misalignment of the teeth or an improper relationship between the upper and lower teeth

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malocclusion

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occurs when the tongue is too large

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macroglossia

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occurs when tongue is too small

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microglossia

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"tongue-tie"; condition in which the flap of tissue that holds the tongue to the floor of the mouth (the lingual frenulum) is too short or attached too far forward

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ankyloglossia

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swallowing pattern in which the tongue comes forward, pressing against the teeth and sometimes protruding between the teeth

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tongue thrust

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Damage to the central or peripheral nervous system can result in weakening, paralysis, or loss of control over the speech mechanism can cause this disorder. It is categorized by slow, effortful speech and imprecise production of speech sounds.

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dysarthria

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A condition in which the ability to program and sequence the motor movements required for the production of speech sounds is impaired as a result of brain damage. Generally the result of disease or injury.

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apraxia of speech

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This disorder effects a child's ability to develop their speech sound system. It is a controversial disorder.

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developmental apraxia of speech (DAS) p.88

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disorders where there is no clear-cut causation; any disorder which is not considered organic

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functional speech sound disorders

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test of each phoneme in the context of a word; easiest to administer. each consonant is tested in each position of a word

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speech sound inventories

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speech sound production tests in which a target sound is assessed in several different phonetic environments

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contextual tests

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speech sound analysis technique which identifies patterns such as phonological processes which underlie sound errors

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pattern analysis

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the ability to produce a certain sounds can be affected by the surrounding sounds

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phonetic environment/phonetic context

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establishment, generalization, and maintenance

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most motor based treatments can be divided into three stages:

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the child is taught to correctly produce the target sound or sounds in at least one context and to stabilize the correct production

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establishment

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the child is taught to use the behavior learned in the establishment phase is all other contexts

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generalization

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the goal is for the child to use their newly acquired speech pattern in everyday life; the child reduces their time with the SLP

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maintenance

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the student is taught to identify sounds and to discriminate the correct production of the target sound from an incorrect production

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ear training

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a technique used in treating speech sound disorders in which the clinician provides a spoken model of the target sound

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auditory stimulation

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involves instructing the child where to place the articulators to produce the target sound correctly

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phonetic placement

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the child moves in small steps from a sound that he can produce correctly to the target sound

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successive approximation

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the student must generalize the correct production of the target sound from the position it was established (initial, medial, final) to other positions in words

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position generalization

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clinicians are concerned with extending the correct production of a sound to all phonetic environments

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context generalization

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involves maintenance of the correct production of a sound or sound pattern in increasingly more complex utterances

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linguistic unit generalization

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concerned with applying the skills learned with one sound to the correct production of similar sounds

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sound and feature generalization

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the child learns that "good speech" is not just expected in therapy, but all situations they encounter (ex home, school). this is where parents and teachers are particularly helpful

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situation generalization

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the child is asked to produce the incorrect sound or speech pattern intentionally to contrast it with the correct version; occurs during maintenance

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negative practice

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the student becomes aware of which pattern must be corrected

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conceptualization

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two words differing by a single sound or feature ex: "cat" and "bat"

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minimal pairs

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A SLP can place speech goals, activities, exercises, progress charts, instructions, and comments to communicate with parents and teachers

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speech notebook

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The SLP designs procedures that enrich language for the whole class but still allow for targeting specific language skills for students with phonological disorders

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whole-class language experience

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A procedure where some, if not all, of the tongue is removed

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glossectomy

Chapter 4- Speech Sound Disorders – Flashcards

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