INTRODUCTION: PERSPECTIVES IN SPEECH SOUND DISORDERS

1. INTRODUCTION: • PERSPECTIVES IN SPEECH SOUND DISORDERS

2. Welcome to CSAD 126! We’re going to have a great semester. 

3. In this class…** • I will be building bridges between CSAD 112 (Language Science), CSAD 126 (Speech Sound Development and Disorders), Phonetics/Speech Science (CSAD 110), and CSAD 125 (Child Language Disorders)

4. We will take all those floating puzzle pieces of knowledge** • And begin to fit them together!

5. We’ll do a fair amount of phonetic transcription in class…** • But it will not be graded

6. My new favorite website for phonetic symbols:** • The Sounds of English and the International Phonetic Alphabet • http://www.antimoon.com/how/pronunc-soundsipa.htm

7. At ASHA, I got a new book: • Fogle, P. (2019). Essentials of communication sciences and disorders (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

8. Some info also taken from: • Roseberry-McKibbin, C., Hegde, M.N., & Tellis, G. (2019). An advanced review of speech-language pathology: Preparation for the Praxis and comprehensive examination (5th ed.). Austin, TX: Pro-Ed.

9. A fantastic seminar at ASHA Orlando 11/19 • Ann Kummer from Cincinnati Children’s Hospital • Sound Judgment: Specific Therapy Techniques and Motor Learning Principles for Speech Sound Disorders

10. Remember that attendance and notetaking are very important**

11. Your textbook cites a LOT of research studies** • This is great for evidence-based practice!  • But I will not ask you any of those unless I specifically point them out • BUT….studies on the PPt slides are fair game and practically guaranteed to show up on the exams

12. In my part-time job in the schools, almost all the kids on our caseload have SSD**

13. I. WHAT IS A SPEECH SOUND DISODER? (from ch. 1 — not required reading) Speech sound disorder Phonological disorder Articulation disorder

14. National Institute of Health 2020:

15. Back in the old days….** • Our field used the terms phonological disorder and articulation disorder

16. Articulation Disorder

17. Phonological Disorder

18. A youtube example of a speech sound disorder** • “Articulation disorder connected speech sample” • Even though she is only 3, she should be more intelligible than this

19. II. IMPORTANCE OF INTELLIGIBILITY

20. Even a mild disorder can have an impact….

21. Youtube • The Big Bang Theory S05E14 - Kripke's Voice Recognition.avi

22. Often…

23. ** • Macrae, T., & Tyler, A.A.. Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment. Language, Speech, and Hearing Services in Schools, 45, 302-313.

24. Macrae & Tyler:** • Compared preschool children with co-occurring SSD and language impairment (LI) to children with SSD only • Looked at numbers and types of errors in both groups

25. Macrae and Tyler found:

26. III. BRIEF REVIEW OF ANATOMY** Just listen and let the information wash over you—this is a review from the fall—I won’t test you on it  See colorful handout

27. IV. PHONETICS: BASIC DEFINITIONS** • A. Definition of Phonetics Study of physical, physiological, and acoustic variables associated with speech sound production • B. Clinical/Applied phonetics • Branch dedicated to practical application of knowledge

28. C. Phoneme** • Family of sounds that the listener perceives as belonging to the same category-- /t/ • D. Allophone • Not a distinct phoneme; allophone is a member of a particular phoneme family • tea butter let character

29. E. Morphemes

30. Please underline the free morpheme and circle/highlight the bound morphemes:** • Magically • Estimated • Uncool • Supercalifragilisticexpialidocious • Dreaming • Unconventionally • Predisposition

31. F. Minimal pairs

32. V. Suprasegmental Aspects of Speech ** • A. Juncture • Combination of intonation, pausing, and other suprasegmentals to mark special distinctions in speech or express certain grammatical divisions • “Get the money bag!” vs.“Get the money, bag.” • “Let’s eat Grandma!” “Let’s eat, Grandma.”

33. B. Rate of Speech

34. Clear Speech (as opposed to conversational speech)

35. I use clear speech…

36. We often tell adult accent clients to MOOSE:

37. Shilo has cochlear implants—MOOSE makes a big difference!!

38. C. Intonation

39. D. Stress

40. VI. PHONEME CLASSIFICATION** • A. Consonants • Produced by some narrowing or closing of the vocal tract—complete or partial closure ( ʃ vs. p) • Prevocalic Intervocalic Postvocalic • banana banana bananas • Initial-medial-final (reindeer) • Clusters • Syllabics—form the nucleus of a syllable • /r, l, m, n/ (e.g., butter, bottle); special diacritic

41. B. Vowels** • Produced with an open vocal tract • 1. Pure vowels (e.g., /a/, /i/, /ɪ/) • 2. Diphthongs (e.g., /oʊ/, /aɪ/, /aʊ/) Phonemic diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/) Pipe Pop Boil  Bowl Nonphonemic diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )

42. VII. CONSONANT** PRODUCTION • A. Distinctive Features • Is a feature absent or present? • /b/ = -vocalic, +anterior, -nasal, -strident, +voice • B. Place-Voice-Manner (review from 110) • Voicing—voiced or voiceless • Manner—how sound is produced • Place—where sound is produced

43. 1. Place

44. Place (continued)

45. 2. Manner (how)

46. Manner (continued)

47. VIII. VOWEL PRODUCTION** • A. Tongue Position • 1. Tongue height • 2. Tongue advancement • B. Lip Rounding • 1. Rounded • 2. Unrounded

48. IX. PHONETIC TRANSCRIPTION** • A. Introduction • IPA helps with allographs (E.g. /f/ allographs in tough, physical, taffy) • B. Broad Transcription • Virgules—slashes /b/ /n/ /t/ for phonemic transcription (abstract) • Brackets for phonetic transcription [m] (actual production of the sound by the speaker)

49. C. Narrow Transcription** • This uses diacritic markers • Gives us more detail • Especially helpful for accent clients, clients with hearing loss, cleft palate

50. Add glottal stop