SPA 4250 Introduction to Speech Disorders PDF

SPA 4250 Introduction to Speech Disorders Instructor: Supraja Anand PhD © Supraja Anand  Developments 1) Structural 2) Perceptual 3) Phonological Structural & Physiological The shape, size, and function of the structures and physiological systems ne...

SPA 4250 Introduction to Speech Disorders Instructor: Supraja Anand PhD © Supraja Anand  Developments 1) Structural 2) Perceptual 3) Phonological Structural & Physiological The shape, size, and function of the structures and physiological systems needed for speech production change significantly from infancy to adulthood. © Supraja Anand Perceptual Categorical Perception (observed between 1-3 months) ↳ perceiving the difference between two similar speech sounds Nonnative Discrimination (up to 6-8 months) ↳ the ability to discriminate among sounds in other languages Perceptual Consistency (between 5-10 months) ↳ identifying the same sound across speakers Phonemic Contrast (10-22 months) Minimal Pairs ↳ differentiating syllables that differ by a single sound © Supraja Anand Phonological Prelinguisti Linguistic c Developmen Developmen t t Vocalizations before first words Characterized by stages Explained by developmental theories: Discontinuity Theory Continuity Theory © Supraja Anand  Prelinguistic Development Reflexive sounds, cooing & laughter, play, babbling, and jargon Vowel or vowel-like sounds Some consonant-like sounds 95% of utterances during babbling frequently include: /h, d, b, m, t, g, w/ and sometimes /n, k, j, p, s/ Syllable shapes tend to be V, CV, VCV, CVCV Prosody is observed and appears to be an important precursor © Supraja Anand Typical Developmental Vowels Order Nasals Plosive Glides Fricatives Affricates © Supraja Anand Linguistic Development First words most often emerge around 12 months To be a first word, it must: have stable phonetic form be used consistently be similar to the adult form Phonetically Consistent Forms © Supraja Anand  Four Stages of Phonological Development Phase 1: Foundations for speech (0-1.5 years) Phonetic period Pre-linguistic Refers to the production of a sound—the sensorimotor aspects of sound production. Phase 2: Transitions from sounds to words (~1-2 years) Phonemic period Child begins to use sounds to make a difference in word meanings. Phase 3: Growth in the inventory (2-5 years) Children learn to produce all phonemes, begin putting words together in small sentences with beginnings of grammar and syntax Phase 4: Mastery of speech and literacy (5+ years) Suprasegmentals, polysyllabic words, and literacy © Supraja Anand  Phase 1: Perception Perception begins with the fetus Fetuses respond best to lower frequencies which may prepare them for speech perception By third trimester, fetuses are familiar with their mother’s voice Infants prefer voices to other sounds and can discriminate speech sounds By the first year, they have become more attuned to their native language © Supraja Anand  Phase 1: Production Reflexive – seemingly automatic responses indicating pleasure or discomfort Non-reflexive – volitional Vegetative Sounds (grunts and Vocal Play (variations of sighs, clicks and other noises) intonation patterns) More likely to be voiceless Squealing Produced on inhalation—with Yelling, not associated intermittent closure of the vocal tract with distress Precursors of stops, fricatives, Cooing & affricates Babbling Crying and Sounds of Discomfort Tend to be voiced Predominantly vowel-like Produced on exhalation© Supraja Anand  Stages of Production in the Pre- Linguistic Period Stage 1: Reflexive crying and vegetative sounds (birth to 2 months) https://youtu.be/qS7nqwGt4-I Stage 2: Cooing (2 - 4 months) https://www.youtube.com/watch?v=0yCSrb26MLc Stage 3: Vocal play and Exploratory phonetic behavior (4 - 6 months) http://www.youtube.com/watch?v=Luyw5mWV5is&feature=related Stage 4: Canonical Babbling Stage (6 – 11 months) http://www.youtube.com/watch?v=bPGekZreJLc Stage 5: Jargon stage https://www.youtube.com/watch?v=rvLF28jGNjU © Supraja Anand Phase 2: Transition from Babbling to Speech Occurs over a period of 9-18 months Constrained physically, by the environment and by child-specific factors Characteristics of the first word: Communicative intent Articulatory control Memory for adult forms Must be spontaneously produced and occur consistently © Supraja Anand Phase 2: Transition from Babbling to Speech Typically, monosyllabic (for English) and contain the following patterns: CV, VC, CVCV Predominantly front consonants /b, p, m, t, d/ Prefer low, non-rounded vowels Height differences develop before front-back differences © Supraja Anand  Phase 3: Growth of the Inventory The child passes from the prelinguistic to linguistic stage of acquisition when he/she uses phonetic productions in meaningful words. Classic studies of speech sound acquisition have similar findings Order of acquisition Age of complete mastery—at 7-8 years © Supraja Anand  Phase 4: Mastery of Speech and Literacy Phonological Awareness Understand and manipulate an utterance past its meaning Playing with sounds Rhyme knowledge Understanding parts of a syllable Rhyme judgment, rhyme detection, rhyme production Blending and Segmentation F-i-sh = fish Cat = c-ae-t Manipulation Say clap, now say it without the l, now put a t in place of the c © Supraja Anand  Preschool Years First 50 words From about 18 to 24 months: there is significant vocabulary growth Usually lasts from first word up to a transition from 1 to 2-word two-word combinations Phonetic variability utterances Speech and language Limitation of sound segments Limitation of syllable perception precedes production structures (CV, VC, CVC) Limited inventory of Voiced bilabial & alveolar consonant sounds stops & nasals predominate - Limited phonotactic b, d, m, n Alveolars (t, d), palatals/velars possibilities (syllable shapes) Vowels are usually acquired by (sh, k, g) All manners of production are the age of 3 years Largest growth in phonological present except for affricates system during preschool years – almost complete by the age of 5 © Supraja Anand  Preschool Years Preschool Years Small sample studies with Typical Development at 36 3-year-olds: Substitutions for the Months Inventory of sounds and voice and unvoiced th Substitutions for /ɹ/ and word shapes expand Includes palatals, voice /l/ Children were largely fricatives, and liquids Phonetic inventory of intelligible (73%) by final sounds expands unfamiliar raters Increase in cluster use Children who use more complex sentences were more difficult to understand © Supraja Anand The School-Aged Child By age 5, most can converse freely with everyone and make themselves understood. Pronunciation still may be different than adult form Certain phonological features are not mastered. Later developing sounds are still frequently misarticulated. Aspects of prosodic development are being incorporated. Phonological system is nearly complete but may need to be adapted. © Supraja Anand