• INTRODUCTION:

• PERSPECTIVES IN SPEECH SOUND DISORDERS

• (chapter 3)

Welcome to SPHP 126! We’re going to have a great semester.

In this class…• I will be building bridges

between SPHP 112 (Language Science), SPHP 126 (Speech Sound Development and Disorders), Phonetics/Speech Science (SPHP 110), and SPHP 125 (Child Language Disorders)

We will take all those floating puzzle pieces of knowledge

• And begin to fit them together!

We’ll do a fair amount of phonetic transcription in class…• But it will not be graded

My new favorite website for phonetic symbols:

• The Sounds of English and the International Phonetic Alphabet

• http://www.antimoon.com/how/pronunc-soundsipa.htm

Remember that attendance and notetaking are very important

I. WHAT IS A SPEECH SOUND DISODER? (from ch. 1 — not required reading)

Speech sound disorder

Phonological disorder

Articulation disorder

Back in the old days….

• Our field used the terms phonological disorder and articulation disorder

Articulation Disorder

Phonological Disorder

A youtube example of a speech sound disorder

• “Articulation disorder connected speech sample”

• Even though she is only 3, she should be more intelligible than this

II. IMPORTANCE OF INTELLIGIBILITY

Even a mild disorder can have an impact….

Often…

New research article October 2014:**

• Macrae, T., & Tyler, A.A. (2014). Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment. Language, Speech, and Hearing Services in Schools, 45, 302-313.

Macrae & Tyler 2014:**

• Compared preschool children with co-occurring SSD and language impairment (LI) to children with SSD only

• Looked at numbers and types of errors in both groups

Macrae and Tyler 2014 found:

III. BRIEF REVIEW OF ANATOMY

• This is from my visible body app on my iPad

• Just listen and let the information wash over you—this is a review from the fall—I won’t test you on it

IV. PHONETICS: BASIC DEFINITIONS**

• A. Definition of Phonetics

Study of physical, physiological, and acoustic variables associated with speech sound production

• B. Clinical/Applied phonetics (other types of phonetics on p. 80 are not on test 1)

• Branch dedicated to practical application of knowledge

• C. Phoneme**

• Family of sounds that the listener perceives

as belonging to the same category-- /t/

• D. Allophone

• Not a distinct phoneme; allophone is a member of a particular phoneme family

• tea butter let character

• E. Morphemes

Please underline the free morpheme and circle/highlight the bound morphemes:

• Magically

• Estimated

• Uncool

• Supercalifragilisticexpialidocious

• Dreaming

• Unconventionally

• Predisposition

F. Minimal pairs

G. Morphophonemics**

• Morphophonemic rules specify how sounds are combined to form morphemes

• Morphophonemics: sound alterations that result from the modification of free morphemes

Examples of morphophonemic rules:**

• If a noun ends in a voiced sound, use plural allomorph /z/ (tails, bags, pins)

• If a noun ends in a voiceless sound, use plural allomorph /s/ (tarts, cops, lakes)

• If a word ends in a voiceless sound, the past tense is pronounced /t/; if a word ends in a voiced sound, the past tense is pronounced /d/

• cooked buzzed

V. Suprasegmental Aspects of Speech

• A. Juncture

• B. Rate of Speech

We often tell adult accent clients to MOOSE:

• C. Intonation

VI. PHONEME CLASSIFICATION• A. Consonants

B. Vowels**• Produced with an open vocal tract

• 1. Pure vowels (e.g., /a/, /i/, /ɪ/)

• 2. Diphthongs (e.g., /oʊ/, /aɪ/, /aʊ/)

Phonemic diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)Pipe Pop Boil Bowl

Nonphonemic diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )

VII. CONSONANT** PRODUCTION

•A. Distinctive Features•Is a feature absent or present?

•/b/ = -vocalic, +anterior, -nasal, -strident, +voice

•B. Place-Voice-Manner (review from 110)

•Voicing—voiced or voiceless•Manner—how sound is produced•Place—where sound is produced

1. Place

Place (continued)

2. Manner (how)

Manner (continued)

VIII. VOWEL PRODUCTION**

• A. Tongue Position

– 1. Tongue height– 2. Tongue advancement

• B. Lip Rounding

– 1. Rounded– 2. Unrounded

IX. PHONETIC TRANSCRIPTION**• A. Introduction

– IPA helps with allographs (E.g. /f/ allographs in tough, physical, taffy)

• B. Broad Transcription

• Virgules—slashes /b/ /n/ /t/ for phonemic transcription (abstract)

• Brackets for phonetic transcription [m] (actual production of the sound by the speaker)

C. Narrow Transcription**

• This uses diacritic markers

• Gives us more detail

• Especially helpful for accent clients, clients with hearing loss, cleft palate

X. SYLLABLES**

• Open syllable word ends in a vowel (free, my, hello)

• Closed syllable word ends in a consonant or consonant cluster (box, zipper, bed)

XI. PHONOLOGICAL PROCESSES/PATTERNS**

• A. Definition and Background• Stampe first described phonological

processes, or simplifications of adult sound productions that affect entire classes of sounds

• When my niece Jennifer was 2: “Aunt Nes” for “Aunt Celeste.” She was using weak syllable deletion, final consonant deletion, and an n/l substitution.

Today: (p. 90)**• The term phonological pattern is

preferred

• Stampe’s phonol. processes are normal in typically-developing children, but are a disorder when they persist beyond a certain age level

• After a normal age of disappearance, we use the term phonological pattern

For example:

Many people today….**

• Use the terms phonological process and phonological pattern interchangeably

B. Substitution Patterns

• .

•

Substitution patterns (continued)

Substitution patterns (continued)

Substitution patterns (continued)

C. Assimilation Patterns**• Definition: One sound changes to resemble another sound,

particularly a neighboring sound

• On the exam, I have not emphasized assimilation—too easily confused with other patterns. But I’ve seen it on the Praxis, so let’s do it.

• Regressive assimilation: Sound that changes precedes the sound that caused the change

• E.g., instead of saying “lack,” child would say /kæk/; instead of saying “yum!” the child would say /mʌm/

•

Progressive assimilation:**

• The sound that changes follows the sound that influences the change

• E.g., instead of saying “might,” the child says /maɪm/; instead of saying “ghost,” the child says /goʊg/

Kinds of Assimilation**• 1. Alveolar tom tot lɪp ɪd

• 2. Nasal noʊz noʊn map mam

• 3. Velar kʌp kʌk dag gog

• 4. Labial boʊt boʊp maʊθ maʊm

• 5. Prevocalic voicing taɪt daɪt

• 6. Postvocalic devoicing fliz flis

D. Syllable Structure Patterns (modify the syllabic structure of words)**

• 1. Weak/unstressed syllable deletion

– Celeste Lest tomato meɪdo

• 2. Epenthesis —insertion of schwa between 2 consonants (Mark: Stepuhney/Stepney)

• 3. Reduplication (partial or complete)• Repetition of a syllable•

• Complete = baba/bottle****

Syllable structure patterns continued

Syllable structure patterns continued:**• 7. Cluster reduction: deletion or substitution of

some or all members of a cluster

• Cluster deletion: deletion of one or all members of a cluster.

• Total cluster reduction: all members of the cluster deleted (-æp/flæp)

• Partial cluster reduction: some members of a cluster are deleted (fæp/flæp)

Usually…**• The marked (more difficult) sound is deleted

• Underline the marked sound

• Spoon Post just• Squirrel black bowl• Pretty glad trip

Again, marked is harder; unmarked is easier;transcribe Dr. R’s production phonetically:**

Squirrel

Truck

Spit

Stone

Brain

Pray

Syllable structure patterns continued:**• Cluster substitution: another sound

replaces one or all members of the cluster

• Examples: twi/tri, pwiz/pliz, bun/spun

Pwiz take me to the twi!

Remember that our goal: