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Test Bank for Articulation and Phonology in Speech Sound Disorders: A Clinical Focus, 6th Edition

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    Test Bank For Articulation and Phonology in Speech Sound Disorders: A Clinical Focus Sixth Edition Jacqueline Bauman - Waengler , Speech/Language Specialist

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    ii Table of Contents Chapter 1 Clinical Framework: Basic Terms and Concepts 1 Learning Objectives 1 Chapter Overview 1 Presentation Outlines 2 Key word Definitions 2 Learning Materials Answers to Questions from Textbook 4 Additional Learning Materials 6 Multiple Choice Questions 7 True/False Questions 8 Short Answer Questions 9 Essay Questions 9 References 10 Chapter 2 Articulatory Phonetics: Speech Sound Form 11 Learning Objectives 11 Chapter Overview 11 Presentation Outlines 1 2 Key word Definitions 12 Learning Materials Answers to Questions from Textbook 18 Additional Learning Materials 23 Multiple Choice Questions 2 6 True/False Questions 2 8 Short Answer Questions 29 Essay Questions 29 References 30 Chapter 3 Phonetic Transcription and Diacritics 31 Learning Objectives 31 Chapter Overview 31 Presentation Outlines 32 Key word Definitions 3 2 Learning Materials Answers to Questions from Textbook 36 Additional Learning Materials 39 Multiple Choice Questions 41 True/False Questions 4 3 Short Answer Questions 4 3

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    iii Essay Questions 4 4 References 4 4 Chapter 4 Theoretical Considerations and Practical Applications 4 5 Learning Objectives 4 5 Chapter Overview 4 5 Presentation Outlines 4 6 Key word Definitions 4 6 Learning Materials Answers to Questions from Textbook 49 Additional Learning Materials 5 1 Multiple Choice Questions 5 2 True/False Questions 5 5 Short Answer Questions 5 5 Essay Questions 5 6 References 5 6 Chapter 5 Normal Phonological Development 5 7 Learning Objectives 5 7 Chapter Overview 5 7 Presentation Outlines 58 Key word Definitions 58 Learning Materials Answers to Questions from Textbook 6 3 Additional Learning Materials 6 3 Multiple Choice Questions 6 4 True/False Questions 6 6 Short Answer Questions 67 Essay Questions 68 References 68 Chapter 6 Appraisal: Collection of Data 69 Learning Objectives 69 Chapter Overview 69 Presentation Outlines 7 0 Key word Definitions 7 0 Learning Materials Answers to Questions from Textbook 7 3 Additional Learning Materials 7 3 Multiple Choice Questions 7 5 True/False Questions 77 Short Answer Questions 78

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    iv Essay Questions 78 References 79 Chapter 7 Diagnosis: Summarizing Data and Classifying Speech S ound Disorders 8 0 Learning Objectives 8 0 Chapter Overview 8 0 Presentation Outlines 8 1 Key word Definitions 8 1 Learning Materials Answers to Questions from Textbook 8 3 Additional Learning Materials 8 4 Multiple Choice Questions 8 4 True/False Questions 87 Short Answer Questions 87 Essay Questions 88 References 88 Chapter 8 Dialects and English as a Second Language 9 0 Learning Objectives 9 0 Chapter Overview 9 0 Presentation Outlines 9 0 Key word Definitions 9 1 Learning Materials Answers to Questions from Textbook 9 3 Additional Learning Materials 9 5 Multiple Choice Questions 96 True/False Questions 98 Short Answer Questions 98 Essay Questions 99 References 99 Chapter 9 Therapy for Articulation Errors: Obtaining an Accurate Production of a Speech Sound 10 0 Learning Objectives 10 0 Chapter Overview 10 0 Presentation Outlines 10 1 Key word Definitions 10 1 Learning Materials Answers to Questions from Textbook 1 06 Additional Learning Materials 1 08 Multiple Choice Questions 1 09 True/False Questions 11 1

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    v Short Answer Questions 11 2 Essay Questions 11 2 Chapter 10 Treatment of Phonological Disorders 11 3 Learning Objectives 11 3 Chapter Overview 1 13 Presentation Outlines 11 4 Key word Definitions 11 4 Learning Materials Answers to Questions from Textbook 1 17 Additional Learning Materials 1 18 Multiple Choice Questions 1 19 True/False Questions 12 2 Short Answer Questions 12 2 Essay Questions 12 3 References 12 3 Chapter 11 Speech Sound Disorders in Selected Populations 1 24 Learning Objectives 1 24 Chapter Overview 1 24 Presentation Outlines 1 25 Key word Definitions 1 25 Learning Materials Answers to Questions from Textbook 13 1 Additional Learning Materials 13 2 Multiple Choice Questions 13 3 True/False Questions 1 35 Short Answer Questions 1 36 Essay Questions 1 37 References 1 37 Test Bank Answers to Questions in Instructo r’ s Resource Manual 1 38 Chapter 1 1 39 Chapter 2 14 2 Chapter 3 1 46 Chapter 4 158 Chapter 5 16 3 Chapter 6 16 5 Chapter 7 1 68

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    vi Chapter 8 17 1 Chapter 9 17 6 Chapter 10 1 79 Chapter 11 18 2

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    1 Chapter 1 Clinical Framework : Basic Terms and Concepts LEARNING OBJECTIVES When you have finished this chapter, you should be able to:  Define communication, speech, and language.  Define disorders of communication, speech, and language.  Distinguish between articulation and speech sounds (phones), phonology, and phonemes.  Define speech sound disorder and understand its relationship to articulation and phonological disorders.  Classify speech sound disorders according to specific parameters. CHAPTER OVERVIEW This chapter introduced the reader to several fundamental terms that are important when assessing and treating speech sound disorders. Introductory terms such as communication, speech, and language were defined based on their normal processes and what a disorder of each would entail. Language divisions of phonology, morphology, syntax, semantics, and pragmatics provided a further delineation which could aid the reader in understanding these basic concepts. Speech sound form versus linguistic function were used to distinguish between the speech sound and the phoneme. Also new to this chapter is the definition of Speech Sound Disorde rs (ASHA practice portal, n.d. American Speech - Language - Hearing Association). Based on this definition , a differentiation between speech sound, articulation, and phonological disorders were presented as well as nomenclature that is widely used in clinic and research relative to these terms . New to this chapter are two ways that speech sound disorders can be classified. The first is based on subtypes and etiological factors (Shriberg et al., 2010) and the second is a differential diagnosis system which was proposed by Dodd (1995, 2005). Both of these systems were examined, their clinical applicability discu ssed.

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    2 PRESENTATION OUTLINES 1. Review basic terms and concepts, such as communication, language, and speech. These terms were defined according to their professional usage, for example, as referenced by the American Speech - Language - Hearing Association (n.d.) , and their practical application. 2. Examine the subdivisions of language: phonology, morphology, syntax, semantics, and pragmatics. Definitions were given as well as the application of these terms to the specific areas of language. 3. Define the broader term communication disorder as well as speech sound and language disorder. These divisions will be relevant within our clinical practice. 4. Introduce the concepts of articulation and speech sounds versus phonology and phonemes. This is a delineation which will be important in the discussion of speech sound disorders as well as phonological disorders. 5. Define and delineate the phoneme, allophone, phonotactics and minimal pairs as they apply to phonology . 6. Classify speech sound disorders according to subtypes and etiological factors (Shriberg et al., 2010) and a differential diagnosis system (Dodd, 1995, 2005). 7. Define several terms that are used in clinical and research settings to discuss speech sounds and speech sound disorders. KEY WORD DEFINITIONS Communication is any act in which information is given to or received from another person concerning facts, thoughts, ideas, and feelings (p. 1). Communication refers to any way that we convey information from one person to another . Speech is the communication or expression of thoughts in spoken language (p. 1 ). It is oral, verbal communication. Speech can be further divided into ar ticulation, fluency, and voice. Language can be defined as a complex and dynamic system of conventional symbols that is used in various modes for thought and communication (p. 3 ). It is rule governed, includes variability and change, and can be used to communicate in many different ways. Language is described by at least five linguistic parameters: phonology, morphology, syntax, semantics, and pragmatics. Phonology is the study of the sound system of language, and includes the rules that govern its spoken form (p. 2 ). Phonology a) analyzes which sound units are within a language, b) examines how these sounds are arranged, their systematic organization and rule system. Morphology studies the structure of words; it analyzes how words are built out of morphemes, the basic unit of morphology (p. 2). Morpheme is the smallest meaningful unit of a language (p. 2). Syntax consists of organizational rules denoting word, phrase, and clause order. It also examines the organization and relationship between words, word classes, and other sentence elements (p. 2 ).

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    3 Semantics is the study of linguistic meaning and includes the meaning of words, phrases, and sentences (p. 2 ). Pragmatics is the study of language used to communicate within various situational contexts (p. 2 ). Pragmatics examines language use in context. Communication disorder is the impairment in the ability to receive, send, process, and comprehend concepts including verbal, nonverbal, and graphic symbol systems (p. 3 ). Speech disorder indicates oral, verbal communication that is so deviant from the norm that it is noticeable or interferes with communication (p. 3 ). According to the American Speech - Language - Hearing Association (1993) , speech disorders are divided into articulation, fluency, and voice disorders. Language disorder refers to impaired comprehension and/or use of spoken, written, and/or other symbol systems (p. 3 ). A language disorder may involve one or more of the following areas: phonology, morphology, syntax, semantics, and pragmatics. Hearing impairment results from impaired auditory sensitivity (p. 3). Individuals with hearing impairments are typically classified as either hard of hearing or deaf. Central auditory processing disorder result in difficulties with information processing of auditory signals that are not related to impaired sensitivity of the auditory system. Articulation refers to the totality of motor processes that result in speech (p. 4 ). It represents a highly complex activity in which - respiratory, phonatory, resonatory, and articulatory mechanisms included - as many as 100 muscles may be involved. In the articulatory mechanism alone up to 22 muscles may alter their degree of tension many times during the utterance of a simple sentence (Hanson, 1983). The sequencing and timing of speech muscle activity is an integral portion of articulation. Speech sounds represent physical sound realities; they are end products of articulatory motor processes (p. 5 ). Phones are another name for speech sounds (p. 5). They also represent physical sound realities Phoneme is the smallest linguistic unit that is able, when combined with other such units, to establish word meanings and distinguish between them (p. 5 ). For example, in General American English /p/ and /s/ are phonemes because they function to distinguish between words such as "pat" and "sat". On the other hand, in General American English the aspiration of stop/plosives does not have phonemic relevance. The two words [p h it] and [pit], in spite of their differences in production, do not result in two words with different meanings. However, aspiration versus nonaspiration of stop/plosives is phonemically relevant in many languages. For example, in Swahili [ p ɑ ] is the word for "climb" , however, with an aspirated [p h ɑ ], signifies the name for a specific type of antelope. As linguistic units, phonemes characterize how speech sounds function within a language to differentiate word meaning. In everyday usage, professionals often do not distinguish between the terms speech sound and phoneme. One could hear someone say that they transcribed a particular phoneme, for example. However, theoretical and definitional differences do exist; these terms represent two distinct concepts. While the technical term speech sound stands for the physical reality of sound form, the term phoneme refers exclusively to how these forms function within a given language as linguistic units to differentiate between word meanings. Allophones are variations in phoneme realizations that do not change the meaning

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    4 of a word when they are produced in differing contexts (p. 5 ). Phonotactics refers to the description of the allowed combinations of phonemes and in a particular language (p. 6 ). Both the inventory of phonemes and their possible combinations are unique and vary according to the particular language. Phonetic variation is another label for speech sound (p. 7 ). Minimal pairs are two words that differ in only one phoneme value (p. 7). The words “cat” and “hat” are minimal pairs. Speech d isorder exists when difficulties making certain speech sounds continues past an age - appropriate time frame (p p . 7 - 8 ) Articulation disorder as a subcategory of a speech disorder, is atypical production of speech sounds characterized by substitutions, omissi ons, additions, or distortions. It designates difficulties with the motor production aspects of speech, or an inability to produce certain speech sounds (p p . 8 - 9 ). Phonetic inventory is a list of all phones within a child’s inventory (p. 9). It includes the sounds and their variations, thus, typically the phonetic marker and any diacritics noted. Phonological disorder refers to impaired comprehension of the sound system of a language and the rules that govern the sound combinations (p. 9 ). Several reports (for example Fey, 1992; Pollack and Rees, 1972) have documented that children with phonological disorders can say the particular sound (thus, they do not have difficulties with the actual speech sound production) but, for some reason, do not understand the pattern of phoneme usage within the language s y s t e m . Phonemic inventory is the inventory of all phonemes within a child’s system (p. 9). These are phonemes which are used to contrast and differentiate meaning for the child. Phonotactic constraints refers to a l imited use of phonemes and the phonemes/phones that ar e possible in word positions (p. 9). Constraints are any patterns noted that seem to limit or restrict the productional possibilities of our clients (p. 9). For example, if a child uses a correct [s] at the beginning of a word but deletes [s] at the end of a syllable or wo rd, this would be considered a constraint. LEARNING MATERIALS: ANSWERS TO QUESTIONS FROM TEXTBOOK THINK CRITICALLY (PAGE 16) The following small speech sample is from Tara, age 4;3. rabbit [w ӕ b ə t] ready [w ɛ di ] feather [f ɛ d ɚ ] arrow [ ɛ wo ʊ ] green [ ɡ win toothbrush [tutbw əʃ ]

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    5 this [ ð ɪ s ] thinking [ θ ɪ ŋk ɪ ŋ ] that [ ð ӕ t ] round [wa ʊ nd] rope [wo ʊ p] bridge [bw ɪ d ʤ ] rooster [wust ɚ ] street [stwit ] bathing [be ɪ d ɪ ŋ ] thin [ θ ɪ n ] nothing [n ʌ t ɪ ŋ ] them [ ð ɛ m ] bath [b ӕ t] breathe [bwid] Which speech sound errors are noted in this sample? Answer : Sounds in error are [ ɹ ], [ θ ], and [ ð ] . The [ ɹ ] is in error at the beginning of a word and in consonant clusters with [ ɹ ]. However, the vocalic [ ɚ ] is produced correctly. The [ θ] and [ð ] errors occur within a word or at the end of a word. Both [ θ] and [ð ] are produced correctly at the beginning of a word. Which sounds are substituted for the sounds in error? Answer : Substituted sounds are [w] for [ ɹ ], [d] for [ ð ] , and [t] for [ θ ] . Can any phonotactic restraints be noted in the correct productions of “th” and “r‟? Answer : The [ θ] and [ð ] are produced correctly at the beginning of a word , however, [d] and [t] are used as substitutions when the sound is in the middle of a word or at the end of the word. The [w] is used as a substitution for [ ɹ ] in itiating a syllable and in consonant clusters. It should be noted that the central vowel with r - coloring [ ɚ ] is produced correctly. Based on this limited information, do you think the child has an articulation or a phonological disorder? Why? Answer: An articulation disorder . The [ ɹ ] is a later developing sound and could be an articulation error. The fact that the child can produce the central vowel with r - coloring w ould support the fact that this sound is gradually appearing in Tara ’ s speech. Although phonotactic constraints can be noted on [ θ] and [ð] productions, these errors could also be articulation - based. It is an easier task in the speech sound development of children to produce the sound correctly at the beginning, as opposed to the middle or end of words.

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    6 ADDITIONAL LEARNING MATERIALS DISCUSSION TOPICS AND CLINICAL APPLICATIONS 1. Discuss why the child ’ s production of minimal pairs could be used in determining a phonological disorder ? 2. What information could be a portion of the phonemic inventory? Discuss how you would gather information about the inventory of phonemes and phonotactic constraints. 3. What type of material could you use to examine the phonotactics of a child ’ s inventory if the child has difficulties with the production of “s” in consonant clusters? Which words would test the possible phonotactics of s - clusters in American English occurring at the beginning and end of syllables? 4. Based on the results of a standardized speech assessment and/or a spontaneous speech sample have the students determine the phonetic inventory, the phonemic inventory, and the phonotactics of a child with an articulatory or phonological impairment. Note any patterns or constraints which are demonstrated. 5. Give one example of what could be assessed within each of the five areas of language (phonology, morphology, syntax, semantics, and pragmatics). 6. The following is a portion of a language sample from Jeannette, age 4;6. I want some jelly beans and some chocolate. [ a ɪ w ʌ n s ʌ m ʒɛ li bins ӕ n s ʌ m s ɑ kl ə t] I don ‟ t know. [a ɪ do ʊ n no ʊ ] I don ‟ t know who that is. [a ɪ do ʊ n no ʊ hu d ӕ t ɪ s] Ninja turtles fight the evil N injas. [n ɪ n ʒə t ʊ t ə ls fa ɪ t d ə iv ə l n ɪ n ʒə s ] Then Shredder just comes. [d ɛ n ʃɹ ɛ d ə ʒʌ st k ʌ ms] And all of these other things. [ ӕ n ɑ l ə f dis ʌ v ə t ɪ ŋ s]

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    7 a. W rite down the phonemic inventory of Jeanette using both the vowels and consonants that are presented in this small sample. b. Note which vowels and consonants that are normally a portion of the American English inventory are not demonstrated in Jeanette ’ s speech sample. c. Make a list of the words that Jeanette pronounces differently than would be expected when compared to the adult model of pronunciation. d. Note any consistent patterns of substitution of one sound for another.

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    10 REFERENCES A merican Speech - Language - Hearing Association. (n.d. ). Speech sound disorders: Articulation and phonology (Practice Portal). Retrieved from http://www.asha.org/Practice - Portal/Clinical - Topics/ Articulation - and - Phonology A merican Speech - Language - Hearing Association. (1993). Definitions of communication disorders and variations [ Relevant Paper]. Retrieved from http://www.asha.org/policy Dodd , B. (1995). Differential diagnosis and treatment of children with speech disorder. London, UK: Whurr. Dodd, B. (2005). Differential diagnosis and treatment of children with speech disorder (2nd ed.). London, UK: Whurr. Fey, M. (1992). Clinical forum: Phonological assessment and treatment.Articulation and P honology: Inextricable constructs in speech pathology. Language, Speech, and Hearing Services in Schools, 23 , 225 - 232. Hanson, M. L. (1983). Articulation . Philadelphia: W. B. Saunders. Pollack, E., & Rees, N. (1972). Disorders of articulation: Some clinical applications of distinctive feature theory. Journal of Speech and Hearing Disorders, 37, 451 - 461. Shriberg, L. D., Fourakis, M., Hall,S. D., Karlsson, H. B., Lohmeier, H. I.,McSweeny, J. L., . . . Wilson, D. (2010). Extensions to the speech disorders classification system (SDCS). Clinical Linguistics and Phonetics , 24 , 795 – 824.

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    11 Chapter 2 Articulat ory Phonetics : Speech Sound Form LEARNING OBJECTIVES When you have finished this chapter, you should be able to:  Define and classify phonetics and the branches of phonetics.  Briefly review the anatomical - physiological foundations of speech production.  List the differences in production and function of vowels versus consonants.  Identify the descriptive parameters used for vowels of General American English and categorize the vowels accordingly.  Identify the descriptive parameters used for the consonants of General American English and classify the consonants accordingly.  Define coarticulation and assimilation, and list the different types of assimilatory processes.  Identify the various types of syllable structures, including phonotactic restraints that might be noted in children. CHAPTER OVERVIEW This chapter first presented a definition of phonetics and the three subdivisions of phonetics : articulatory, acoustic, and auditory phonetics. Second, this chapter reviewed the anatomical and physiological prerequisites for speech production. The structures involved in producin g speech are cumulatively labeled the speech mechanism . The speech mechanism is further divided into the respiratory, phonatory, resonatory, and articulatory systems. These systems were briefly discussed. Next w ithin articulatory phonetics an overview of vowels and consonants was given and the form and function of vowels and consonants of General American English were discussed. Both vowels and consonants were classified according to their articulatory production features and their linguistic functions. Phonetic descriptors were given to provide the clinician with a detailed account of articulatory action during norm production of vowels and consonants. These features can later be contrasted to those noted in the impaired sound realizations of children and adults with articulatory - phonological impairments. In the last portion of this chapter, coarticulation, assimilation processes, and syllable structure were defined and examined. Coarticulation and resulting assimilatory processes were described as possible normal articulatory consequences that regularly occur in the speech of individuals. Assimilatory processes were defined according to the type and degree of sound modification. Examples were given of assimilatory processes in children as well as of the possible impact these processes could have on standardized speech assessment results. The section on syllable structure defined the parts of the syllable. It was suggested that an analysis of syllable structures could provide the clinician with additional knowledge when evaluating individuals with speech sound disorders.

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