1
Q
Speech:
A
the actual sounds of spoken language that are generated by rapid, precise and coordinated sequences of movements
2
Q
Speech includes:
A
- articulation
- voice
- fluency
3
Q
Articulation:
A
how we make speech sounds using the mouth, lips, tongue
4
Q
Voice:
A
how we use our vocal folds and breath to make sounds (can be loud or soft, or high or low pitched)
5
Q
Fluency:
A
the rhythm of our speech
6
Q
Language:
A
- socially shared code
- uses a rule-governed system of arbitrary symbols/signs/gestures to represent ideas/thoughts/views
7
Q
What does it mean when language is socially shared?
A
if what you are saying has no meaning, it is not language
8
Q
Language includes:
A
- what words mean
- how to make new words
- how to put words together
- what we should say at different times
9
Q
Communication:
A
the process of exchanging information, ideas, and feelings between people
10
Q
Communication includes:
A
- speech
- language
- gestures, facial expressions, body language
- intonation, rate, pauses, loudness (to convey attitude/emotion)
11
Q
Without a listener, it is not ______.
A
communication
12
Q
Do you need language for communication?
A
no
13
Q
Do you need speech for communication?
A
no
14
Q
Frontal lobe is responsible for _____ production (_____ area).
A
- speech
- Broca’s
15
Q
Frontal lobe responsibilities:
A
- planning
- organizing
- problem-solving
- decision-making
- reasoning (executive functions)
16
Q
Parietal lobe responsibilities:
A
integrates sensory information (taste, smell, touch, vision, hearing, temperature, pain, and memory)
17
Q
Occipital lobe responsibilities:
A
vision
18
Q
Temporal lobe responsibilities:
A
- understanding language (Wernicke’s area)
- memory and learning
- hearing
19
Q
3 types of speech and language disorders:
A
- receptive language disorder
- expressive language disorder
- speech disorder
20
Q
_____, _____ and _____ are not the same thing, but are highly interconnected in _____.
A
- speech
- language
- communication
- development
21
Q
Speech-language pathologist (SLP) specialize in…
A
disorders of communication and swallowing
22
Q
SLPs require…
A
- a master’s degree
- training in neuroanatomy, genetics, human and language development, linguistics, psychology, acoustics etc.
23
Q
What do SLPs do?
A
- screen, assess, identify and treat disorders of communication and swallowing
- work with individuals of all ages (babies to elderly)
24
Q
Disorders of communication and swallowing:
A
- speech sound production
- voice and resonance
- language comprehension and expression
- pre-literacy and literacy skills
- cognitive communication
25
Where do SLPs work?
- hospitals
- clinics
- schools
- rehabilitation centres
- nursing homes
- early intervention programs
- universities
- colleges
- research centres
- private practices
26
Speech development is the coordination of movement across ___ muscle groups in ___ systems.
- 100
| - 4
27
Respiratory is ____ source.
power
28
Laryngeal is _____ source.
sound
29
Velo-pharyngeal & articulatoy is for _____.
shaping
30
Easiest sounds:
- vowels and consonants
| - happen at the front of the mouth
31
Hardest sounds:
- sounds at the back of the mouth (k, g)
- long sounds (s, z)
- harder to coordinate
- take longer to develop
32
DIVA model stands for:
Directions Into Velocities of Articulations
33
DIVA model:
computational neural network model of speech motor skill acquisition and speech production
34
DIVA model is based on...
neuroimaging studies of speech production
35
DIVA model can account for....
a number of long-studied speech phenomena
36
In computer simulations, the DIVA model....
learns to control the movements of a computer-simulated vocal tract in order to produce speech sounds
37
Look at DIVA model chart.....
.
38
By age 3, consistent production of what sounds?
early 8 sounds: m, n, p, b, d, w, y, h
39
By age 5.5, consistent production of what sounds?
mid 8 sounds: ng, t, k, g, f, v, ch, j
40
By age 7.5, consistent production of what sounds?
late 8 sounds: th, TH, s, z, sh, zh, l, r
41
Receptive language disorder:
trouble understanding
42
Expressive language disorder:
- difficulty using language
| - hard to put sentences together, in right order
43
Speech disorder:
- difficulty with voice, moving mouth
- difficulty with fluency
- stuttering
44
Intelligibility refers to...
how well you are able to be understood
45
Intelligibility for 1.5 years:
- familiar listeners: up to 25%
| - unfamiliar listeners: up to 25%
46
Intelligibility for 2 years:
- familiar listeners: 50-75%
| - unfamiliar listeners: up to 50%
47
Intelligibility for 3 years:
- familiar listeners: 75-100%
| - unfamiliar listeners: up to 75%
48
Intelligibility for 4 years:
unfamiliar listeners: 100%
49
Articulation disorder:
not being able to say a sound
50
Phonological disorder:
not knowing how sounds go together
51
**** look at charts for disorders.
.
52
Nature:
- innate
| - emphasize biology, but believe some aspect is experiential
53
Nurture:
- experiential
| - emphasize experience, but believe some aspect is built in
54
In general, there is a ______ sequence of language acquisition, but the single most characteristic quality of this period of development is ______.
- predictable
| - variability
55
Birth to 1 year receptive:
- recognizes words for common items like "cup"
| - begins to respond to requests (eg. come here)
56
Birth to 1 year expressive:
- tries to talk by cooing or babbling
- uses gestures to communicate (waving)
- has one or two words (hi, mama) around first birthday
57
3 types of babbling:
- pre-babbling
- reduplicated babbling
- variegated babbling
58
Pre-babbling:
- CV/VC
| - eg. pa, da, or mi
59
Reduplicated babbling:
- duplicated CV's
| - eg. pa pa pa
60
Variegated babbling:
- mixed combinations of C's and V's
| - eg. pa da mi do
61
1-2 years receptive:
- follows simple commands
| - understands simple questions
62
1-2 years expressive:
- says more words every month
- uses some 1 or 2 word questions (what's that)
- puts 2 words together (more cookie)
63
2-3 years receptive:
- understands opposites (go-stop) and some concepts (in, on, under)
- responds to such commands as "show me your toes"
64
2-3 years expressive:
- uses 2-3 words to talk about and ask for things
| - answers simple questions
65
3-4 years receptive:
- follows 2+ step directions
| - answers simple who what where and why questions
66
3-4 years expressive:
- uses sentences with 4 or more words often
| - asks many questions
67
4-5 years receptive:
follows 3 step directions
68
4-5 years expressive:
- uses sentences that give details
| - uses the same grammar as the rest of the family
69
Simple:
learning speech and language
70
Complex:
speech and language for learning
71
Treatment:
- zone of proximal development
- practice language in context
- principles of motor learning still apply
72
Common mistakes in children:
- logical missteps (plurals and irregular verbs)
- mispronouncing words
- using incorrect letter sounds
- having difficulty saying certain letter sounds
73
Red flags:
- little or no eye contact
- no babbling at 12 months
- no gesturing by 12 months
- no single words by 2 years and less than 50 words at age 2
- not combining words at age 2
- not combining 3-4 words at age 3
- unintelligible speech at 3 years
- simplified grammar at 3.5 years
- difficulty formulating ideas and using vocabulary at 4 years
- language not used communicatively
- any loss of any language or social skills at any age
74
Children develop at their ____ _____. It is _____ but highly _____.
- own rate
- predictable
- variable
75
2 contextual factors:
- environmental factors
| - personal factors
76
Why engineer the environment for success?
- poor comprehension (receptive language) interferes with appropriate behaviour
- children often don't ask for clarification (especially if language is delayed)
- limited expressive language abilities lead to frustration and acting out
77
General tips for environmental facilitators:
- wait for attention before talking
- minimize distractions
- explain expectations clearly
- simple, clear directions
- slow down, and emphasize
- minimize number of requests
78
Environmental facilitators: explain expectations clearly:
- use catchy sayings
| - some kids may require teaching of what listening looks like
79
Environmental facilitators: be consistent:
- within and between sessions: across environments
- across adults
- across children
80
Environmental facilitators: check for understanding:
- don't say did you understand
| - ask the child to restate request or expectation
81
Environmental facilitators: visual supports:
- pictures, signs, gestures, charts
- enhance comprehension
- pair verbal with visual to make more concrete
82
Why use visual timers for environmental facilitation?
- time is a challenging concept for young children
| - help make concrete how much time is left
83
Environmental facilitators: model:
- adult and peer models
| - strategically select which child goes first
84
Environmental barriers:
- confusion/unclear expectations
- yes/no questions
- no vs yes + when/where
85
Ask a yes/no question = what kind of answer?
yes/no
86
Why should you use yes + when/where instead of no?
- often kids can't hear anything beyond "no" wen they make a request
- they get stuck in frustration/disappointment
87
Learning 2 languages ....
does not put you at risk for developing a language disorder
88
Children with language disorders and bilingualism:
still encouraged to continue learning both languages
89
Bilingualism: parents should not...
be discouraged from speaking their native language to their children
90
If a child is having a hard time understanding you, consider...
they might not be able to hear you
91
EDHI:
- Early Hearing and Detection Intervention
| - universal hearing screenings for all newborns
KIN 207
flashcards
Decks in class (27)
# Cards
-
Chapter 180
-
CP 160
-
Lecture 139
-
Lecture 241
-
Lecture 317
-
Lecture 441
-
Lecture 581
-
Lecture 663
-
WHO Child Growth25
-
Chapter 264
-
Chapter 364
-
Chapter 4152
-
Chapter 5205
-
Chapter 691
-
Chapter 7159
-
Chapter 854
-
Chapter 9 Book110
-
Speech and Language Development91
-
Chapter 15: Lecture38
-
Chapter 10: Book127
-
Exercise for Idiopathic Scoliosis83
-
Chapter 9 Lecture52
-
Chapter 10 Lecture112
-
Chapter 11 Lecture54
-
Chapter 16 Lecture67
-
Youth Resistance Training49
-
Chapter 18 Lecture28
