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Ages, stages (1) (General trends in SS dev. (Shriberg (1993) (Based on…
Ages, stages (1)
General trends in SS dev.
Most children have acquired an adult phonological system by 5;0-6;0 bcos entering formal education so can take advantage of social, educational outcomes
Stops, nasals, glides (Shinee Girls)
Fricatives (found)
Affricates (a)
Liquids (lamp)
Latest dev: ʒ,θ,ð
Extension of /s/ acq late bcos of children w lisps
Polysyllabic words more difficult bcos of stress pattern
Consonant clusters very common difficulty in SSD chn, 1/3 of monosyllabic words in Eng start w consonant cluster, even higher proportion end w consonant cluster.
WF clusters appear earlier cf. WI clusters bcos they know that morphemes=meaning different
Steps: tree --> tee (delete)--> twee (substitute) --> tree (correct)
Shriberg (1993)
Based on average # consonants correct during convo by 3;0-6;0
Early 3;0-3;5
(ave over 75% correct) : m, b, j, n, w, d, p, h
Middle 3;5-4;5
(ave over 25-75% correct): t, ŋ, k, g, f, v, tʃ,dʒ
Late 4;6-5;0
(ave <25% correct): ʃ,θ,ð,s,z,l,r,ɹ,ʒ
What to rmb from cross-ling studies?
Be conscious of cross ling diff
Chn quite stable w vowels cf. consonants
Which process is eliminated first
Purpose of speech Ax
Respond to parent's concerns
Determine whether or not child's system is atypical, need to compare norms
Determine Tx direction
Make prognosis relative to phon change w or w/o Tx: family, child motivation
Monitor change over time (pre, post test)
Identify aetiological factors related to presence/maintenance of PD: do oromotor Ax
Support funding decisions: NDIS needs complete Ax
Why disparities in data?
Methodological diff in study eg. study population, size of sample
Criterion of mastery diff (eg. whether sound use needed to be 75% or 90% of time)
Sound positions measured eg. initial, medial
Word choice eg. /t/ in button. Is it glottal stop or normal stop?
Countries have diff educational structure
Criterion of mastery 5;0-6;0 vs. 9;0
Diagnosis of articulation vs. phon disorder
Articulation disorder
Wrong sounds in correct places
X be used anywhere but you know child is trying that target sound
Eg. Liquid /r/ becomes bilabial /r/, lisp (lateral, interdental)
Aiming for that phoneme but produced inaccurately -->
Attempt is a variation of the target sound
.
Inability to produce perceptually accurate version
of particular phones in isolation/phonetic context
Child may, may not be aware of difficulty
Problems related to motor fn, actual articulation of sounds
May affect one sound only BUT likely to be present on similar sounds (eg. both voiced, voiceless targets)
Perceptually accurate sound NOT STIMULABLE
Phonological disorder
Correct sounds in wrong places
eg. /ti/ for /ki/
Sound that is
perceptually accurate
but used when not required in place of another sound
Usually but not always stimulable (child can produce sound in isolation but not in speech). With modelling might be able to do it in isolation.
Rmb that if you see child struggle to produce sound in isolation, ONLY AN OBSERVATION
Chn may produce perceptually unacceptable versions of sounds as they search for solutions to production difficulties
Chn may, may not be aware of difficulties w sound system
Difficulty making meaningful contrast. Contrast b/w /pɪn/, /bɪn/ lost (one form represents everything)= pronounced as /bin/ (homonymy)
Rule-governed, very predictable ling behaviour
Affects whole classes of sounds usually in very young chn
Features that differ in Tx
Teaching sound in AD, rule in PD
Notes
Which one to target first depends on: how much it is impacting intelligibility, Freq of word, How it is affecting him? Is it in his name?
Rule taught in context of contrast
Whether judgment made regarding accuracy of produced sounds
Emphasis on motor planning, placement of sounds
Use of modelling, imitation in AD
One rule at a time
No emphasis on auditory discriminatory training
Analysis of chn speech
Relational perspective: what they X do, how does it compare w native adult lang users eg. process analysis, % consonants correct
Independent perspective: what they can do, focuses on child's inventories, irrespective of adult productions
Studies
James et al (2001)
Australian data on vowel dev. polysyllabic, monosyllabic words not much diff in %. Polysyllabic words worst at 3;0 but gets better.
Children are good at vowels.
Combination
Accuracy of PPC: more children have
problems w percent consonants correct
cf. percent vowels correct
Types of speech Ax
Static
Measures child's speech abilities w no cueing/prompting. Artic survey, DEAP
Child X receive any feedback about success of their production, how to improve it
Usually measured in single word context
Ax major progress only, not small steps towards progress
Dynamic
See what they can do w a bit of help. Let them make mistake--> model--> what can they imitate? eg. Scaffolding scale of stimulability
concept of performance vs. capacity
Measures potential of child to make progress
Determines whether child ready to learn new sounds