Types of SSD
The 5 types of Speech Sound Disorders (SSD) discussed in class
What are phonological disorders, Articulation disorder, Childhood Apraxia of speech, inconsistent phonology disorder, and Dysarthria?
Farah deletes the final consonant sound in words
Final Consonant Deletion
Name at least five anatomical structures you would examine during your Oral Peripheral Exam
Lips, tongue, teeth, jaw/mandible, hard palate, soft palate
Josiah is a seven-year-old client with a frontal lisp and has difficulty producing /s/ and /z/. If I were observing your session what stimuli, material/resources, and activity might I see during the session.
Stimuli -what is being practiced or targeted during a teaching and learning moment
Resources- the pictures or objects used to elicit stimuli
Activities -the tasks conducted to motivate and engage children during intervention sessions
Articulation disorder is the most common type of SSD?
False
Tamara has difficulty learning the phonological system. She consistently has pattern-based errors in her speech. Which SSD is associated with Tamara’s speech characteristics?
Phonological disorder
Maddison replaces her liquids /l/ and /r/ for w
Gliding of liquids
You have a 6-year-old child who was referred to you for concerns of a possible speech sound disorder. Explain your evaluation process pre-assessment
Review case history information, educational and
medical reports, conduct interviews, prepare
assessment activities
Josiah is a seven-year-old client with a frontal lisp and has difficulty producing /s/ and /z/. If I were observing your session what type of auditory cues will I observe in your session?
auditory input/auditory stimulation- The clinician produces carefully selected speech for the child to listen to
Auditory detection-The clinician asks the child to indicate when he or she hears the clinician produce a target sound
Auditory discrimination-The clinician asks the child to listen to two spoken words that may or may not be the same, and determine if they sound the same or different.
Auditory Judgement -“The child is required to listen to minimally contrasting words and to judge, for example, whether the word the therapist says begins with a ‘noisy’ or a ‘quiet’ sound”
Phonological awareness-My friend ‘munching monkey’ is going to eat the pictures that start with an /m/ sound. Let’s help him find the pictures that start with an /m/ sound”
Some children’s speech will improve without intervention; however at least half will not improve.
True
Jayden is a 4-year-old diagnosed with Cerebral Palsy; he demonstrates difficulty with the motor programming and execution of speech. Which SSD is associated with Jayden’s speech?
Dysarthria
Zion deletes the weak syllable when producing multi-syllable words
Weak Syllable Deletion
You have a 6 year old child who was referred to you for concerns of a possible speech sound disorder. Explain your evaluation process during the assessment
Administer a standardized assessment with linguistic and cultural considerations
Perform informal measures
Perform a dynamic assessment
Josiah is a seven-year-old client with a frontal lisp and has difficulty producing /s/ and /z/. If I were observing your session what type of production cues will I observe in your session?
Auditory model for imitation- a model of target speech sound
Phonetic cues- information on how the speech sound is articulated
Pragmatic cues- a verbal remark to regarding error “Do you mean..”
Metaphors- assigns metaphors or “nicknames” for speech sounds
Metaphonological cues- providing metalinguistic information about a property of the phonological system "oh oh you used your voice sound /g/ can you turn voiceless sound /k/ "
Gestural cues- modeling a hand cue or body movement for the child to imitate and/or associate with a specific speech sound
List 2 risk factors associated with SSD
List 1 protective factor associated with SSD
Risk Factors
Child factors- being male, pre-natal and post-natal factors, ongoing hearing problems, oral sucking habits, reactive temperament, being an older sibling
Parent factors- family history of speech and language problems, education level of mother and/or father, Family factors socioeconomic factors
Protective Factors-
persistent and sociable temperament, being an older sibling, maternal well being, parental support for learning at home
Jean is a 9-year-old boy who demonstrates motor speech difficulty involving the physical production of a specific speech sounds. Which SSD is associated with Jean’s speech characteristics?
Articulation Disorder
Tyrel replaces fricatives sound such as /s/ for a stop (plosive) sound such as /t/
Stopping
What are some activities involved in the post-assessment phase?
Post-assessment activities involve activities such as scoring performance on tests, analyzing speech samples, and writing a report.
Name and describe 4 types of Therapy activity approaches
Drill: high dose or rate of practice with minimal play.
Drill play: relatively high dose or rate of practice during a simple game or activity directed by a clinician.
Structured Play- Play is structured because the clinician decides what the game will involve and the range of words to be practiced during the play activity.
Unstructured play: the rate of practice is determined by the child because the activity is child-directed rather than clinician-directed.
Which consonants are considered voiced consonants and which are voiceless consonants
s b t g d k v f p z
Voiceless s t k f p
Voiced z d g v b
Ava a 5-year-old girl, has difficulty planning and programming movement sequences, resulting in dysprosody in her speech production. What SSD might Ava have?
Childhood Apraxia of Speech
Keisha substitutes the affricate sounds "ch" (i.e. cheese) and "j" (jump) for fricatives sounds (i.e. cheese-sheese)
Isabella reduces words with a cluster /pliz/ to [piz]
Deaffrication and Cluster Reduction
What type of information is important to collect from the teacher? What type of information is important to collect from the caregiver/parent?
demographic information, main area of concern other areas of concern, communication history (including family history of speech, language, literacy difficulties) cultural and language history, hearing history, birth history, developmental history, health and medical history, the child and his or her activities and environment, family preferences for assessment and intervention, and parent/caregiver roles
Josiah is a seven-year-old client with a frontal lisp and has difficulty producing /s/ and /z/. Name and explain the intervention principles which I will observe being used during your session.
phonology: Principle: Phonological intervention should focus on children learning phonological systems rather than the articulation of individual phonemes
speech perception: Principle: Intervention should incorporate opportunities for listening to spoken language, intervention targeting speech perception should facilitate children’s abilities to perceive differences between phonemes in words
Motor learning refers to “a set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for motor skill”
cognition and meta-awareness abilities: Principle: During intervention, utilize children’s meta-awareness abilities (including phonetic, phonological, and pragmatic awareness, self-monitoring/evaluation, and understanding of metaphor) to facilitate learning.
behavioral learning: Principle: During intervention, antecedent stimuli (e.g., picture and verbal request) and consequences (e.g., verbal praise, correction, feedback, and tangible reward) can be used to increase, strengthen, decrease, or eliminate targeted speech behaviors
neurological experience: Principle: When helping children learn a new speech skill, regular practice can help improve that skill; without any practice, a new skill can be forgotten.
Principle: For neural plastic change to occur, intervention for children with SSD needs to involve opportunities for repetitive practice.
Name three fricative consonants____________________________
Name three stop (plosive) consonants________________________
Name two nasal consonants_________________________________
Name the two liquid consonants______________________________
Stops: p, b, t, d, k, g
Fricatives: s, z, th, f, v, sh dj, h
Liquids: l, r
Nasals: m, n, ing
Glides: j( y), w
Affricates: ch, and j (jump)