Those that are indicative of a speech sound disorder.

(1) Bilingual (spanish/english)

(2) African American English (AAE) aka African American Vernacular English (AAVE)

1 Going to have an influence on their English

2 May have chldren who are spanish speakers who are exposed to AAE and influenced by both

3 Must take into account the influence that AAE and spanish might have on the child's phonological patterns.

African American English

African American Vernacular English

What things do we need to be sensitive to when planning intervention with someone with a dialect?

1. No treatment to change dialect.  Treat disorders not differences.
2. Okay to provide services if it's the client's choice.  Don't tell people to change their dialect.
3. Children can only elect dialect therapy if parent decides.

True or False

Speakers of a particular dialect do not always use all the features present in their dialects.

the participants, setting, and topic

Ex: One would typically use on register when talking to friends about an enjoyable weekend and use another variety when speaking to a police officer about a speeding violation.

1. African American English
2. Eastern American English
3. Southern American English
4. Appalachian English
5. Ozark English

1. Gullah
2. Hawaiian Creole
3. Louisiana French
4. Haitian Creole
5. Jamican Creole

Almost 6 million speakers. 

3 dialects which include Northern, Central (Port-au-Prince) and Southern

Spokent by many but not all African Americans.  Is is systematic complete with rule-governed phonological, semantic, syntatic, and pragmatic systems.

Not really closely realated to geographical region

Stigmatized dialect

• Wolfram believes that it evolved from plantation creole and suffered a process of decreolization pg 335 8.2 Table
• Features are optional and not used by all speakers

lower to higher class groups.  f/th is highly stratified but deletion of r is less so

Influenced by socioeconomic status

NOT a DISORDER

• Seymour & Seymour performance of 4-5 yrs on standard artic tests (f/th in M/I; d/th in M/I, b/v in M/I) occur more frequently in kids.  Not a lot of difference btw SAE and AAVE

AA Children 3;6 - 5'5 years with speech delay showed more stop errors (particularly velars), fricative and affricate errors in all positions.

Studies have not been replicated much

1. A combination of characteristics, rather than a single indicatior is the best index of speech delay

2. In terms of diagnosing, you should try to eliminate those sounds wehn you are testing someone that speaks AAVE

Population of all minorities are increasing significantly.  Whenever there's contact between 2 languages, ther is a tendency for each to influence the other.

Influence may be due to absence of phonemes or allophones in a language (aspirated, p,t,k,sh,v,z,and dz don't occur in Spanish.  Also the final Consonants in Spanish are /s,n,r,l,d/ and there are differences in place of articulation (Spanish and English d)

Many English sounds are not available in Spanish or exactly the same if available.  You go to the sound that is closest (ts) (dz) and (s) (z)

27 million speakers in US (10.5% 2nd common language)

1. Mexican and Southern US
2. Central American
3. Caribbean
4. Highlandian
5. Chilean
6. Southern Paraguayan, Uruguayn and Argentinean

Spanish Phonology

For more complete analysis see Goldstein, 1995

Five primary vowels: 2 frontal /e,i/ and 3 back /u,o,a/

• 18 phonemes in standard spanish
• voiceless unaspirated stops /p,t,k/ and voiced stops /b,d,g/
• voiceless fricatives /f, x(velar fricative) jawla (classroom), s/
• Affricate /ch/
• glides /j,w/
• lateral /l/, tap D and trill /r/ and single /r/fro the flap and double r for the trill
• Nasals/m,n,n ya?/

Consonants not vowels

fricatives and liquids

evaluations

By hearing vowels

Hypercorrection, over applying a rule.  People are always trying to apply the sound of English and our brain is always trying to come up with rules.  Learn to say ch and over apply it.  share instead of chair.

- Tend to produce CV syllables with oral and nasal stops with front vowels, by age 3 will be using dialectal variety of community.

- At the end of preschool show some difficulty with clusters and some phones (voiced th,X,s, n-ya, ch, r, rr, and l.)

- Velar and palatal fronting, pre-vocalic singleton omission, stopping and assimilation should have disappeared.

- phonetic mastery wil continue into early elementary yrs

- Some vowel errors have been reported in chidren with phonological disorders, especially /o/.

- spirotinzation - dedo (finger), when a stop is in btw to vowels it becomes a fricative. g turns into a velar voiced fricative.

- SLP should understand: tone, syllable structure, and stress; dialect differences, and phonological development.

- Tone: used to differntiate phonemes

- register tone (2 or 3, level tones: high, mid, low tones) and contour tone (combination of register tones over a syllable).

- Ex: MA

Only sylable final consonant is /n/, no labiodental, interdental, or palatal fricatives in korean, Hawaiian only had 5 vowels and 8 consonants.  However, Hmong (Indonisia) has 53 inital consonants, 14 vowels, and 7 tones.

- Some have small or large phonetic inventory

- Given the differences compared to English, we should expect significant interference

1983 position paper provides guidelines; provide services for disorder but not differences (unless elective service: prepare the desired compentency in AE without jeopardizing the integrity of the indiv.'s first dialect.  (Positive attitude towards dialect; teach how to contrast features of both dialects; practice new dialect in controlled, structured and eventually spontaneous situations.

Adding not replacing

Type I: atypical regardeless of dialect (ex: ICD)

Type II: cross-dialectal differences (ex: /bezin/ for bathing)

Type III: features are shared across dialects but applied with different frequencies (ex: syllable final cluster reduction, more frequent in AAVE.)

Type 2 & 3 require knowledge of quantitative and qualitative differences btw. dialects.

- take the client's cultural values and learning styles into account

- Ask for help from colleagues, parents, teachers, or other agencies

- Poses knowledge of dialectal features

- Complete phonological analyses in both L1 and L2 if possible

- Compare client's performance against reliable references collected from both normally developing and phonologically disordered non-english spakeing children

- should internvene typically on the language spoken at home

Alternatives include:

- Hiring a bilingual consultant/diagnostician

- Training bilingual aides

- Using interpreters/translatior who

1. must be trained, have good communication skills, understand responsibilities, act professionally, relate to members of cultural group

2. Avoid using family members

- Describe phonoogical status - need for intervention

- Determine treatment direction

- Make predictive and prognostic statments

- Monitor change in phonological performance; constantly reassess during treatment

- Identify factors that may be related to presence or maintenance of disability; weaker version of what's causing it (often don't know but we can identify what may be causing in) ; ex: genetic disorder or history of otitis media

Screening eval - quick way to tell if there is a problem; pass or referral(fail)

Full Evaluation

Usually done at pre-k or k, then agian in grade 3

- may also want to screen clients referred for eval

- Usually takes 5 min or less

Informal screening measures:  State name and address, count to ten, name days of the week, Tell about a television show

- For adults may select sentences with frequently misarticulated sounds: "I saw Sally at her seaside house" "Rob ran around the car."

- Read a passage with a representative sample of english speechs sounds like the rainbow or grandfather passage.

- Criterion for referral determined by examiner, usualy refer when in doubt

Formal Screening Measures designed solely for screening phonology

Denver Articulation Screening Exam (DASE)

has 22 pictures produced after model

show picture child repeats them

Diagnostic Screen of the diagnostic evaluation of articulation and phonology (DEAP)

22 pictures produced after model

Fluharty Preschool Speech and language screening; 15 pictures to elicit 30 target sounds; standardized test gives you standard score so easier to compare to other children.

Speach-Ease Screening Inventory (k-1)

Preschool Language Scale; no pictures to go with words; not widely used

Collection of samples of varying lengths and contexts

- No procedure provides all information

- Criteria for selection should include indiv. needs, but usually selected by ease of administration and scoring

- sample obtained (specific sounds and units as well as mode); will you be able to sample specific sounds; single word, sentences, spontaneous speech is considered.

- Material presentation

- age appropriateness of phonological productions

- phonetic/phonemic repertoire

- Sound productions in variety of contexts ; Goldman-fristoe only tests one sound at a time

- place manner and voicing analysis, phonological process analysis, and age-appropriateness of phonoligical productions; only worry about this when working with older kids or adults

1. Least sophisticated 0 or 1; not very informative

2. identify error production as substitiutions, distortions, or omissions

- in theory, when scoring the GF you don't necessarily have to write what the child said. You get a numerical score. You can mark that it was a substitution; you can score just the sounds that are in error.  It is better to use full transcription because there may be other sounds in error in that word.

- usually broad transcription, but man need diacritics for distortions.

- Perceptual judgements must be reliable (important to transcribe accurately), when in doubt use interjudge reliablity (usually not ver high.  Intrajudge (over time) reliability is also helpful

-Ultimate goal is correct production in spontaneous conversation (important for judging intelligibility).

-Most valid or representative sample of phonological performance, but difficult with highly unitntelligible subjects who may also be reluctant to speak (even in elicited single words), and sample may not be representative of all speech sounds (children do selective avoidance of some sounds)

- Not all speech samples are spontaneous

- Alot of times kids do a lot better in single word production,but when you listen to them talking you do not understand what they say.

-I,F,M positions (location in words)

- Also pre,post, & intervocalic, releasor or arrestor (location in syllables)

- No chance to evaluate co-articulatory effects, especially singltons vs clusters

- Usually elicited by naming single pictures, most in I and F, some also M.

- A few tests sample vowels (Fisher-Logemann Test of articulation competence, Templin-Darley tests of articulation, and photo articulation test).  To compensate for lack of vowels, just transcibe whole words.  Apraxia of speech children have the most trouble producing vowels

- Most used test: Goldman-Fristoe Test of Articulation

Sampling the clients ability to repeat the correct form of error sounds when provided with "stimulation"

- imitation in isolation, syllables, single words, or connected speech

- Start by using the sound in isolation

-Look at me, hear what I say, and repeat what I say

- Used to determine whether a sound is likely to be acquired without intervention

- Level of phonetic production at which instruction might begin (where you should start intervention)

1.No formal directions as to articulators placement, just look at mouth (or mirror) and listen

2. Targets for intervention. Alot of people start intervention for which the child is stimulabe because it guarantees success which is important at the beginning of therapy

-Sounds are often easier to produce in some contexts

- Assessing contextual influences is based

Deep test (McDonald 1964)

testing a sound in a variety of contexts (influence of adjacent sounds, mechanical restraints; may be more an effect of perception than production; The Deep test assesses individual sounds in approximately 50 phonetic contexts (2 words said together as a single bisyllable word.)

- Clinical Probes of Articualtion Consistency (C-PAC) which includes 100 responses fore each sound (pre and post vocalic, clusters, sentences, and story telling)

- Facilitiating contexts can often be identified in spontaneous speech sample

- May also try morphophonemic alterations: final /g/, then check 'doggie' or final /z/ in rose, check roses

- Most current and not as lengthy is CTA (Contextual Test Of Articulation)

- Scoring is different from that in citation testing (naming pictures).

- Procedure based on assumption that kid's speech errors are not random, but reporesent systeatic variations from the adult standard.

- 1 phonological pattern describes several speech sound errors: entire sound classes, particualar sound sequeneces, or syllable structure

-

1. Hodson Assessment of Phonological Patterns (HAPP-3)

2. Bernthal and Bankson

3. CAPES

- prevously named Assessment of phonological processes (APP-R)

- Uses objects instead of pictures

- Used on children with highly unintelligible speech

- gives an in depth analysis of the phonological processes and leads to specific phonological program

-very important test

-looks at consonant sequence

is to identify possible etiological factors; family's or client's perception of the problem; enviornment; medical, developmental, and social information about client.

-Possible questions: babble?first word? words together? describe probelm, intelligible speech to family, strangers, etc, and what sounds are produced.

-administered to describe the structure and function of the oral mechanism for speech purposes

Dentition- bite and missing teeth

Hard/Soft Palate for clefts, submucous clefts, fistulas, and fissures

Size, Symmetry, movement of the lips

Size and movement of the tounge

Symmetry, movement, functional length of the soft palate

-started because clinicians thought production problems were a result of perception problems

- Now only done if there's a suspicion of a perceptual problem.  Most test only general ability. Some test whether correct adult production can be discriminated

- Test all the sounds not just the sounds they are having problems with

-Grunwell (1982) child with disordered phonology may lack perception of phonological contrasts, may be due to small phonetic repertoire

- Usually done informally by clinicians

- just ask child to select pictures when provided with minimal pairs (eg sea-tea; she-tea; some-thumb)

1. Is there a phonological problem

2. the nature of the problem

3. is treatment necessary

4. if treatment, then plan of action

1. open-set word identification. Have someone read a list a word and have someone unfamiliar with those words and ask them to identify the words they understood

2. closed-set word identification. The person writing down the words know the set of words already, but not the order in which they are said

3. rating scales (number a long a continuum of 5-9 points). The poorer the rating more likely a problem.

2 yrs - 50% of time by strangers

3 yrs - 70%

4 yrs - 93%

-so a 3-year old who is difficult to understand is a probable candidate for intervention.

-usually necessary as a criterion for admission

-Developed the percent of consonant correct (PCC) method

-Classifies severity as

mild-moderate (65-85%)

moderate-severe (50-65%)

severe (<50%)

-Caculated by dividing how many consonants are attempted with how many are porduced correct and multiplying by 100

1. No definitive prognostic statement can be made, should be used as a general guide only

2. If there are lots of sounds in error and they are stimulable, some errors may need intervention

1. distinctive feature analysis

2. phonological process analysis

3. Sound preferences

- description vs explanation: some thing they explain phonological errors as evidence of a cognitive-linguistic deficit

- We have no way of knowing what's happening in the child's mind, so phonological processes only describe (not explain) the patterns

- normative data from tests

- used to determine a need for intervention

Unstressed syllable deletion

Final consonant deletion

Consonant assimilation

Reduplication

Velar Fronting

Prevocalic Voicing

Cluster reduction

epenthesis

gliding

vocalization

stopping (stopping of interdentals)

depalatalization

final devoicing

1. Stimulability

2. Frequency of occurance

3. Developmental appropriateness

4. Contextual Analysis

5. Phonological Process Analysis

stimulable sounds more easily corrected in intervention, achieve sucess early.

-Intervention initiated at the most complex linguistic level the client can imitate

The greater the frequency of a sound the greater its effect on intelligibility, so treatment will have the greatest effect (table 5.5 p 239)

- More frequent a sound is in a language the more it will interfere with intelligibility.  These sounds are high priority

May identify facilitating contexts.  Generalization may be difficult, but it's always worth a try

How does Phonological Process Analysis effect Target Behavior Selection

Processes usually not present in normaly developing children should be targeted for intervention.

- There is no development order for disappearance of processes. Hodson suggests focusing on teaching appropriate phonological patterns (not eliminating inappropriate ones)

- Priority should be given to early developing patterns, posterior-anterior contrasts and s-clusters

- Not natural processes, do not occur in normally developing children

Starting with the hardest or least knowledge first.

We tend to work with what children require first.  Assume it's the easiest to teach.  Instead of working what is easire they start with very complex sound.  Dr. Geirut researchers are saying start with more difficult.  If you can teach sk, they will have also learned s and k individually.

-Talks about phonological levels

1. that are stimulable

2. produced corectly in particualar contextual enviornments

3. have a high frequency of occurence in language

4. sounds that are likley to diminish phonological error patterns

5. sounds in patterns that are inappropriate or unusual

6. sounds selected on the basis of a productive phonological knowledge continuum

Dialectal differences, social-vocational expectations (public speaking)

- if a person feels handicapped in any way, then it warrents treatment

- Don't work on sounds that may be in error because of dialect (unless asked by client)

- work on what is most important to the client.