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INTRODUCTION: PERSPECTIVES IN SPEECH SOUND DISORDERS

Welcome to CSAD 126! Join us in integrating language science, speech sound development, phonetics, and child language disorders. Explore phonetic transcription and practical application. Discover the essentials in communication sciences and disorders for evidence-based practice. Dive into the anatomy, phonetics, phonemes, and suprasegmental aspects of speech. Understand the classification of consonants and vowels. Uncover the importance of intelligibility and speech sound disorders in preschool children. Enhance your understanding of therapy techniques and motor learning principles for speech sound disorders. Attend our engaging seminars and embrace the valuable knowledge shared in this course.

richardcrawford
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INTRODUCTION: PERSPECTIVES IN SPEECH SOUND DISORDERS

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  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

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