SSD Chapter 1-3 PDF

**[Chapter 1 -- Introduction to Speeh Sound Disorders]** **[HISTORY OF SPEECH SOUND DISORDERS]** - 1882-Early descriptions of 'Speech Defects' - Early 1900's Speech Correctionist was the title - 1910-Organized effort to help kids in school with speech - 1936-the Journal of Speech Disord...

**[Chapter 1 -- Introduction to Speeh Sound Disorders]** **[HISTORY OF SPEECH SOUND DISORDERS]** - 1882-Early descriptions of 'Speech Defects' - Early 1900's Speech Correctionist was the title - 1910-Organized effort to help kids in school with speech - 1936-the Journal of Speech Disorders was established - 1939-the first edition of Van Riper's text Speech\ Correction: Principles and Methods was published - 1960's-debate began as to whether language belonged in the SLP's scope of practice - 1970's and 80's-laws were passed that mandated services to 0-5 aged children, increasing the need for SLPs as well as the research to support treatment - 1960's-paper describing "normal" speech, started to describe disorder vs. difference **[THE CHANGING OF TERMS]** - **Articulation disorders** was used prior to 1970s, before the onset of generative linguistics - **Phonological disorders**-mid to late 1970s; following the onset of phonological theories - Until around 2005, both the terms were used somewhat interchangeably with some\ distinctions between them - We now use **Speech Sound Disorders** as an umbrella term - Articulation Disorder-SSDs involving a difficulty in "motoric" or phonetic production of only a few speech sounds - **Phonological Disorder**-speech sound errors that are rule based (linguistically based) **[ARTICULATION DISORDERS]** - Clinicians tend to take a more practical view and diagnose an articulation disorder when a child's speech sound errors are: - Not typical of the speech of his or her peers - Limited to a few speech sounds - Without identifiable patterns - Not compromising intelligibility - Usually without any organic or neurologic conditions (cleft palate being an acception) - Associated with organic conditions (e.g., cleft palate) - When neurological conditions are associated, the diagnosis may be childhood\ apraxia of speech (CAS) or developmental dysarthria (DD) **[PHONOLOGICAL DISORDERS]** - Phonological disorders are multiple speech sound error patterns or adult-\ child production mismatches that persist beyond certain age levels, often\ losing phonemic contrasts, significantly impairing speech intelligibility, and\ presumably due to an underlying problem in phonological representation or\ knowledge. - Phonological disorders are not due to a pure production problem (not\ phonetic). - Deficient phonological representation or knowledge is the main underlying\ problem. - In 45% to 66% of children, phonological disorders may be associated with\ language disorders (LDs). **[IMPORTANCE OF SPEECH SOUND DISORDERS (SSDS)]** - SSDs are a common disorder of childhood communication problems - 90% of SLPs in the school setting work with children who have SSDs - 56% of a school-based SLP's case load may involve SSDs - SSDs pose risks for later literacy skills-reading AND writing **[PREVALENCE OF SSDS]** - An estimated 75% of children who have a communication disorder have an SSD - 15% of 3-year-olds may have SSDs - 11% of 4-year-olds may have SSDs - Some 75% of them may achieve normal speech production by age 6, **with or without treatment** - Therefore, the prevalence of SSDs drops to 3.8% by age 6 **[EVIDENCE BASED PRACTICE]**\ EBP requires the conscientious, explicit, and judicious integration of:\ 1. Best available external evidence from systematic research (scientific studies)\ 2. Best available evidence internal to clinical practice (clinical judgement)\ 3. Best available evidence concerning the preferences of a fully informed patient (the client or parents of client need to be part of the decision-making team) Questions that are tested: - What are the current terms we use? - What is the difference between articulation and phonology? - What is evidence-based practice? **[Chapter 2 -- Normal Aspects of Articulation]** **Communication** - sending or receiving of information **Speech** - organized system of sounds that are used to convey meaning **[Phonetics]** - **Phonetics** is concerned with the physical characteristics of speech sounds as produced by a speaker to transmit meaning - **Articulatory Phonetics** is concerned with the way that speech sounds are produced with the articulators - **Acoustic Phonetics** is the study of speech sounds as transmitted through the air in the form of sound waves Two perspectives of Speech Sounds:\ 1. Motor production\ 2. units that facilitate the meaning of language **Phone**\ Speech sound produced by a talker. Independent of language. Defined by articulatory characteristic. **Phoneme**\ family of allophones-minimal set of sound classes needed to specify the meaningful units of the\ anguage **Allophones**\ Variations of a phoneme that do not signal a difference in meaning **Morphemes**\ may be sounds or words, making a difference in meaning **[Phonetic Transcription]** - International Phonetic Alphabet (IPA) better represents phonemes than the traditional alphabets - SLPs master the IPA symbols to transcribe the speech samples of children with SSD - Abstract phonemes are enclosed in virgules (e.g.,/t/) and the actual productions (allophones), in brackets (e.g., \[t\]) - Categorical IPA symbols may not capture all the varieties of speech sound errors children produce **[Speech Sound Inventory]**\ Phonemic contrasts make a difference in meaning (as in minimal pairs)\ Each language has an inventory of sounds\ It is estimated that some 100 phonemes are used in the languages of the world\ American English has **24 consonants, 14 vowels, and 6 diphthongs**\ Allophonic variations create different dialects of a language **[Anatomy of the Speech Mechanism]**\ To understand the complexities of speech production, we need\...\ Respiration\ Phonation\ Resonation\ Articulation\ Hearing-for feedback\ Neural mechanism-to innervate the whole process\ What do we know about each of these mechanisms, and how do they impact speech? **[Phoneme Classification]**\ Consonants and vowels are the two main categories\ Clusters are consonants produced in side-by-side combination; may be **prevocalic** or **postvocalic**\ Vowels are produced with an open vocal tract\ **Monophthongs** are single vowels but **diphthongs** are two vowels produced with quick gliding movement **(onglide and offglide)** **[Vowels and Diphthongs]**\ Sounds made from the vibrating vocal folds that escapes through a relatively open vocal tract. The 14 vowels in American English:\ i ɪ e ɛ æ\ ɚ ɝ ə ʌ ɑ\ u ʊ o ɔ The 6 diphthongs in American English:\ eɪ oʊ aɪ\ aʊ ɔɪ ju **[Vowel Production]**\ Vowel articulation is described according to:\ **(1) the position of the tongue**\ (1) High/low\ (2) Front/back **(2) the shape of the lips**\ (1) Rounded\ (2) Unrounded **(3) the muscular tension**\ (1) Tense (long)\ (2) Lax (short) Most vowels are VOICED. **[Vowels- Traditional Phonetic Descriptions]** **[Dipthongs]** **[Vowels- Distinctive Features (Chomsky & Halle)]** **[Consonants]**-described by the degree or type of closure and by the location of that closure These are the **24 consonant sounds** in American English\ t d n m ŋ p b s z k\ g f v θ ð ʃ ʒ l ɹ h\ j w tʃ dʒ These are **allophones** of consonants in English\ ɾ ʔ **Manner of articulation**: Refers to how the airstream that passes through the vocal\ tract is modified to produce the consonant sounds\ The manner-based classification of consonants yields stops, fricatives, affricates, nasals, glides, and liquids\ Such a knowledge is essential to teaching speech sounds to children with SSD **Place of articulation:** Refers to the location in the vocal tract where the articulators contact and constrict in that place to produce consonants - Place of articulation yields bilabial, labiodental, linguadental (interdental), lingua-alveolar (alveolar), linguapalatal (palatal), linguavelar (velar), and glottal sounds. - The classification is based on the primary articulators that make a contact (e.g., lips,\ teeth, tongue, and the palates) **Consonants: Voicing**\ Voiced sounds are produced with vocal fold vibrations; unvoiced sounds are produced\ without such vibrations **[Consonants, Vowels, Syllables]**\ Consonants may be **prevocalic (initial)**, **intervocalic (medial)**, and **postvocalic (final)**\ Vowels are the carriers of syllables\ Consonants attach to vowels to form\ arious syllable shapes\ Syllables may be open or closed;\ consonants release or arrest syllables\ a syllable also has an onset and coda.\ **Nucleus and coda are collectively known as rhyme** A consonant or a cluster initiates the syllable (onset); the rhyme is what follows\ the onset; the final consonant is the coda\ Example: In the word break, the cluster break is the onset, the diphthong ea is the\ nucleus, and the final k is the coda; the diphthong ea and the final k make up the\ rhyme\ English words don't always follow this pattern (words may begin and end with a\ vowel (e.g., eat, act, you, bee)  **[Suprasegmentals or Prosodic Features]**\ **Stress**- the degree of effort or importance given to a particular part of an utterance (or word)\ Syllabic Consonants /l/, /n/, /m/\ **Intonation**- the melody of speech-the vocal pitch changes throughout speech\ **Loudness**- sound intensity or amount of vocal effort\ **Pitch level**- the average pitch of a speaker's voice, or habitual pitch\ (typical)\ **Juncture**- vocal punctuations i.e "Let's eat Grandma"\ **Speaking Rate**- words per second-as this increases, intelligibility can decrease **Coarticulation-**the articulation of any one sound can be influenced by the preceding or following sound\ e.g. Look at Table 2.5 for examples\ **Anticipatory**-the sound is changed based on the anticipation of the next sound coming\ e.g. Keen vs Cone\ **Retentive**-the sound is changed because of the sound preceding it\ e.g. No vs Toe\ **Consonant Clusters**-the two or three sounds have overlapping articulations\ **Facilitative Contexts**-this is important when we come up with target words for therapy **Egressive**-English speech sounds are produced with the air flowing out of the lungs **[Acoustics]**\ **Frequency-**rate of vibration of the vocal folds\ **Amplitude**-magnitude of vibration of a sound\ **Duration**-length of time the sound is produced **[Sensory]**\ **Tactile**-touch and pressure\ **Proprioceptive**-feelings of position of articulators\ **Kinesthetic**-feelings of the movement\ **Auditory**-hearing what we produced **[Chapter 3 -- Speech Sound Acquisition]** **[Part 1]** Why do we care about typical sound acquisition? - Referral- decision-making - Assessment -- using appropriate assessment tools - Analysis- is the child age appropriate? - Diagnosis -- delay/disorder/difference **[Therapy]** - **Traditional development approach** -- targets focusing on **earlier-**developing sounds - Complexity approach targets focusing on **later**-developing sounds. - **Intervention** -- adapting teaching and feedback - **Dismissal/discharge** - knowing when a child's speech is **within a normal limit** How is speech acquired? - Not sure but there are THEORIES\... - Can be dense - No model is right or wrong - They each contribute unique info to form our understanding of speech sound acquisition. **[Theories]** **Behaviorist (B.F. Skinner)** - Stimulus- response (operant conditioning) can be used to help elicit and shape a correct speech sound production. - Positive or negative consequences - Positive or negative reinforcement or punishment - Takes forever to teach the child to learn to speak **Linguistic/psycholinguistic models** - Generative phonology (Noam Chomsky) - Phonological rules map underlying representations onto surface pronunciations (phonology) - Phonological descriptions depend on info from other linguistic levels (semantic and syntactic) - This theory has **no broad application (does not lead changes to speech therapy)** to the SLP field, but the thought has laid the groundwork for phonological based clinical analysis. - Natural phonology (referred as phonological processes or patterns) - Framework for analyzing the child's speech errors.  - Final consonant deletion e.g. ca/cat - Velar fronting e.g. dirl/girl - Stopping e.g. tan/fan - Palatal fronting e.g. seep/sheep - Cluster reduction e.g tain/rain - Liquid simplification e.g wadder or yadder/ ladder - Assimilation e.g Hambag/Handbag - Unstressed syllable deletion e.g Nana/Banana - Nonlinear phonology (hierarchical model of speech acquisition) - analyzing how children acquire speech sounds and patterns, and understanding the nature of their speech errors - More for speech therapy planning 2 main tiers: - Prosodic tier -- word, foot, syllable, onset-rime, skeletal segmental tiers - Segmental tier -- speech sounds and their features - Intervention focuses on speech production beyond the consonant and into syllable shapes and stress patterns. - Optimality theory (relies on the idea of constraints universal to all languages) - Not direct treatment - Markedness constraints -- limitations on what sounds and features can be produced (sounds that are difficult are marked) - Faithfulness constraints -- sounds and features that must be preserved e.g. Ma -\> mama -\> mother - Sonority hypothesis (quality of relative loudness within a speech sound) -\> Sonority Sequencing Principle- Gierut **More** sonorous sounds - More open vocal tract (vowels & glides) - Voicing **Less** sonorous sounds - More constriction of vocal tract (stops & fricatives) - Voiceless - Based on this hypothesis, researchers found children who reduced word initial consonant clusters **left the most sonorous consonant** and **deleted the least sonorous**. Implications for target selection and phonological awareness.  **[Psycholinguistic]** - Focus on minimal pairs e.g. Can -\> Tan - If the child says the word (output) incorrectly or does not match what the child hears (input), speech therapy is required. **[Data collection]** 1. Diary studies - 1^st^ major source of speech & language development - Parents (researchers) took detailed notes over time - Replied on online transcription (unreliable) - **Advantage**- gives in-depth information on a child's development - **Disadvantage** -- limited ability to generalize 2. Cross-sectional studies (large) - Most common form of speech acquisition data collection - Provide most common used normative data (determine what sounds the child can produce according to their ages) - **Advantage**- allow for examination of large numbers of children via standardized measures. - **Disadvantage** -- only examine the abilities of each child at one point in time, usually only one region, single word speech samples, imitated responses 3. Longitudinal studies - Follow a select group of children over time to speech development - Allows researchers to capture individual variations in approaches to learning - Implication: increases the likelihood of creating successful individualized teaching and learning experiences for SLP clients - Allow for the reporting of developmental trends - Frequently use small number of children - Intervals of weeks or months between visits - Researchers often prepare stimulus materials for elicitation - Scientists began combing the strengths of each study methodology for a better picture of overall speech sound acquisition - Combination of cross-sectional and longitudinal methodologies - Taking a cross-sectional study and assessing children more than once for multiple data points 1. **Laying the foundations (birth -- 1 year)** Babies cry, coo, babble and produce first words. 2. **Transition from words to speech (1 -- 2 years)** Small vocab with simplified words 3. **Growth of Inventory (2-5 years)** Children learn to produce most speech sounds, syllable structures, grammatical and syntactical structures. 4. **Mastery of Speech & literacy (5+ years)** Sophistication of timing, prosody and accurate production of polysyllabic words 7 consonant clusters. Sounds convey through writing (reading and spelling) and are no longer only spoken **[Phase 1: Foundations & Anatomical Structures and Functions]**\ Babies are learning to speak while their body systems grow rapidly\ oromotor, neurological, respiratory, laryngeal Includes\ length of the vocal tract,\ placement of the larynx,\ development of the respiratory system,\ development of the neurological system, and\ precision and coordination of the tongue, lips, and jaw **[Phase 1: Foundations & Speech Perception]**\ Human fetus can detect sound at as early as 19 weeks gestation\ By third trimester, sensitive to mother's **vocal inflection (inside mother's womb which babies detect sounds internally rather than externally)**\ After birth, babies recognized new sounds\ \ Infants prefer parentese (motherese or child-directed speech) to adult-directed speech\ Perception develops rapidly in the first year\ At birth, infants can discriminate acoustic distinctions that are language specific\ By one year, they can only categorize native sounds **[Phase 1: Foundations & Visual Perception]**\ Visual speech perception plays a critical role in infants' language learning\ Infants prefer looking at faces compared with objects\ Can discriminate & imitate facial expressions\ Can distinguish between familiar and unfamiliar languages using only visual cues\ Infants 4 & 6 months old were able to distinguish between English (familiar) & French (unfamiliar) using a video (without auditory input) of an adult\ Lost this ability by 8 months of age **[Phase 1: Foundations & Vocal Development]**\ **[Infant Production]**\ **Stark: Reflexive (0-2 months)**\ reflexive (fussing, crying), some quasivowels (vowel-like sounds) **Oller's Typology:** **Non- speechlike vocalizations**\ Vegetative sounds\ Fixed vocal signal **Oller's Typology: Speechlike vocalizations (protophones)**\ Quasi-vowels (0-2 months) Vowel-like productions - **Stark's: Control of Phonation (1-4 months)** - Closant/vocant combinations - **Stark's: Expansion (3-8 months)** - Vowels, vowel glides, ingressive sounds - **[Oller's typology: Primitive articulation stage (2-3 months)]** - Vowel like productions produced by shaping the articulators - **Oller's typology: Expansion stage (3-6 months)** - Marginal babbling with closant and vocant - **Stark: Basic canonical syllables (5-10 months)** - CV combos - **Stark: Advanced forms (9-18 months)** - Complex syllables-VC, CCV, CCVC - **Oller's typology: Canonical Babbling (6+ months)** - Well formed syllables  There's a well-established connection between the sounds and patterns in babbling and the sounds and patterns in early speech production Typically developing babies babble earlier, more frequently, and with more complexity compared to babies who are not typically developing (e.g., babies with hearing loss or those who become late talkers).\ **\*Late onset of canonical babbling may be a predictor of later speech sound disorders.\*** **[Phase 1: Babbling and Speech]** - Babbling and early words share consonants (such as /m, n, p, b, t, d/)\ and vowels. Differences found in TD babblers and children with hearing loss. - babies with hearing loss babbled later & less frequently - used fewer syllables, - were more likely to use single syllables than repeated syllable combinations, and - used a disproportionate number of glides and glottal sequences Differences in late-talking toddlers - could be predicted by a lower- than-expected average babbling level - Less canonical babbling **[Phase 2: First 50 words]** **First (\~50) words consist of:**\ Simple syllable shapes (CV, VC, CVCV)\ Few front consonants (/m, n, p, b, t, d/)\ Few vowels\ favor low, unrounded vowels in first year Final consonant deletion, reduplication, cluster reduction are common\ Sounds produced -- directly related to the vocabulary they use\ **Homonyms** are common (producing one word for many words)\ E.g., no for no, snow, nose **2 learning styles:**\ Systematic & Stable\ Word-oriented and highly intelligible\ Segmental emphasis\ Consistent pronunciation **Exploratory & variable**\ Intonation-oriented with low intelligibility\ A suprasegmental emphasis\ Variable pronunciation cross word tokens **[Phase 2: First Words: Consonant Inventories]**\ Early consonant inventories:\ nasal, plosive, fricative, approximant, labial, & lingual By age 1:\ /m, d, b, n/ In children aged 0;8-2;1\ most frequent manner of articulation = stops\ most frequent places of articulation = labials & alveolars (toward the front)\ **\*Notice how more consonants are produced in syllable-initial vs syllable-final position** **[Phase 2: First Words -Phonology & Vocabulary Relationship]** Children's phonological knowledge is closely related to their acquisition of vocabulary.\ Phonological knowledge is defined with 3 phonotactic constraints:\ 1) **Inventory constraints:**\ Inventory of sounds that are produced by the child\ Sounds babbled most frequently are produced more accurately in 2 y/o English speakers and appear more often in languages of the world than other sounds 2\) **Positional constraints:**\ Sounds that are produced in different syllable positions 3)**Sequence constraints:**\ Restrictions on the co-occurrence of sounds **[Phase 3: Growth of Inventory]**\ Based on normative data (Smit, et al., 1990, Grunwell, 1981)\ Comprehensive measures of English Speech Acquisition:\ 1. Intelligibility 2\. Comparing child's speech to adult forms\ a) Acquired sounds -- Cs, CC(C)s, Vs\ b) PPC -- percent phonemes correct\ a) PCC and PVC\ c) Common Mismatches -- Cs, CC(C)s, Vs\ d) Phonological Patterns/Processes 3\. Abilities of individual child\ a) Phonetic inventory\ b) Syllable structures 4\. Prosody 5\. Metalinguistic/phonological awareness skills Relative to communication partner (parents vs strangers)\ Affected by articulation, phonology, suprasegmentals, and other linguistic features (e.g., a young child who uses complex sentences) By 3 years -- a child's speech is 75% intelligible to strangers\ \*clients 3 yrs+ with unintelligible speech = candidates for ST\*\ 4-5 years -- speech is usually/always intelligible **[Phase 3: Growth of Inventory - Age of Acquisition]**\ Age at which a percentage of children have acquired a speech sound **Constraints to interpretation:**\ Data taken at word level\ Often 1 sound : 1 position elicited\ Varied criterion for acquisition\ Initial-Medial-Final position? Initial-Final only?\ 50% correct? 75%? 90%? 100%?\ Graphic displays of **age ranges** used to mitigate this **Stages: (Shriberg, 1993)**\ Early 8: \[m, b, j, n, w, d, p, h\]\ Middle 8: \[t, ŋ, k, g, f, v, tʃ, dʒ\]\ Late 8: \[ʃ, θ, s, z, ð, l, r, ʒ\]\ NEW(er) Interpretation (Crowe & McLeod, 2020)\ Early 13 (2;0-3;11): /b, n, m, p, h, w, d, g, k, f, t, ŋ, j/\ All plosives, nasals, glides\ Middle 7 (4;0-4;11): /v, dʒ, s, tʃ, l, ʃ, z/\ Late 4 (5;0 to 6;11): /r, ð, ʒ, θ/ **[Consonant Clusters]**\ 2 yr olds can produce some consonant clusters correctly\ Complete mastery may take until 9 yrs of age\ 2-element clusters (e.g. /sk/) before 3-element clusters (/skr/)\ Clusters with fricatives (e.g., /fl/) harder than clusters with stops (e.g., /kl/)\ Morphophonemic clusters (e.g., plural markings) may be acquired later d/t complexity 19 **[Phase 3: Growth of Inventory Age of Acquisition - Vowels]**\ ** Paradigmatic Acquisition**\ Learning vowels in isolation or simple monosyllabic words\ TD children attempt these vowels very young\ In 1st year, low, nonrounded vowels preferred\ Height differences (low/high) appear before advancement (front/back)\ Mastered by 3: "stabilized vowel system" ** Syntagmatic Acquisition**\ Ability to produce sequences of vowels in syllables in words + other phonological variables (e.g., stress)\ 3-5 y/o acquire at least some\ Mastered at 4-5 years old **[Percentage of Sounds in Error]**\ **Percent Consonants Correct (PCC)**\ \# correct consonants / total consonants **Percent Vowels Correct (PVC)**\ \# correct vowels / total vowels **Percent Phonemes Correct (PPC)**\ \# correct phonemes / total phonemes **[Percentage of Sounds in Error]** Phonological Patterns/Processes\ Simplification of a sound class in which target sounds are systematically deleted and/or substituted\ **[Phonological]**\ **[Processes]**\ Most prevalent in young\ children (18-29 months):\ cluster reduction, liquid\ deviation Marked decline in\ phonological processes from\ 2;6 -- 4;0 years Most prevalent from these\ years:\ Final consonant\ deletion\ Cluster reduction\ Fronting\ Stopping\ Liquid gliding **[Common Mismatches]** - Children aged 2;0 and 2;6 more likely to produce word- initial /s/ as \[t\] or \[d\] - Children 3;0 to 9;0 years: most common error in the word-final context was dentalization. - Lateralized \[ɬ\] productions were rare, **\*which suggests that SLPs should consider that lateral production of /s/ warrants intervention regardless of the child's age. \*** - Most common error production for word-initial /r/ was \[w\]. **[Perception]**\ Link between production and perception grows as child's speech develops 3 developmental stages of "adult-like acoustic, phonological and articulatory\ representations" 1.Child is unaware of the phonological contrast and can produce realizations that\ are acoustically and perceptually similar. 2.The child is aware of the phonological contrast and may produce acoustically\ different realizations that are not perceptible to adult listeners. 3.The child is aware of the phonological contrast and can produce different\ realizations that are acoustically and perceptually accurate. **[Development of Prosody]**\ ** Intonation develops before stress**\ 6 months -- children use intonation, rhythm, & pausing in speech\ 1-2 years -- children use intonation and stress to reduce homonyms and to differentiate between commands, requests, and calling\ stress errors are present on polysyllabic words in early development. **[Phase 4: Mastery of Speech & Literac]**y\ **Phonological Awareness** = the ability to manipulate sounds within the language\ Essential for reading development\ Strong predictor of later literacy success\ Children with speech production and perception deficits typically struggle with phonological awareness Components:\ Phonemic awareness\ Onset-rime awareness\ Syllable awareness\ Assessed by\ Detection\ Deletion\ Segmenting (pulling apart) and Blending (putting back together) of phonemes, syllables, & consonant clusters **[Phase 4: Mastery of Speech & Literacy]**\ **Phonological Awareness Acquisition: 3 Stages** (Goswami & Bryant, 1990)\ 1. Awareness of syllables & words\ 2. Awareness of onsets and rimes\ 3. Awareness of phonemes **Revised Stages** (Carroll et al., 2003)\ 1. Early implicit large-segment sensitivity\ (Associated with vocab knowledge)\ 2. Sound similarity\ 3. Explicit awareness of phonemes **[Factors Influencing Typical Acquisition of Speech]**\ **Gender** -- girls acquire speech earlier than boys (& more boys are identified with SSDs)\ **SES** -- depending on how it's measured, children from high SES tend to acquire speech and phonological awareness skills earlier than children from low SES\ **Language Development** -- strong relationship between speech & vocabulary development in early years\ **Individual variability** - accounts for the many and limitless differences that children will\ experience in their development **[Conclusion -- Main Points]** - A variety of behavioral, linguistic, and psycholinguistic theories help us frame our\ thinking about speech acquisition and have contributed to our field and practice. - Speech acquisition can be measured in a variety of ways and the data can be used as a reference tool to assess a child's speech development. - Speech develops rapidly and continues through childhood - Early speech and vocabulary development, and later speech and phonological\ awareness skills are strongly linked - **Infants learn better with human interaction than with screens.**