Introduction to Speech Sound Disorders

313 Pages·2018·8.501 MB·English

by  Brosseau-Lapr

Introduction to
Speech Sound Disorders

Introduction to
Speech Sound Disorders
Françoise Brosseau-Lapré, PhD, CCC-SLP, S-LP(C)
Susan Rvachew, PhD, S-LP(C)
5521 Ruffin Road
San Diego, CA 92123
e-mail: [email protected]
Website: http://www.pluralpublishing.com
Copyright © 2020 by Plural Publishing, Inc.
Typeset in 10.5/13 Palatino by Flanagan’s Publishing Services, Inc.
Printed in the United States of America by McNaughton & Gunn, Inc.
All rights, including that of translation, reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, recording, or otherwise, including photocopying, recording,
taping, Web distribution, or information storage and retrieval systems without the
prior written consent of the publisher.
For permission to use material from this text, contact us by
Telephone: [phone]
Fax: [phone]
e-mail: [email protected]
Every attempt has been made to contact the copyright holders for material originally printed
in another source. If any have been inadvertently overlooked, the publishers will gladly make
the necessary arrangements at the first opportunity.
Disclaimer: Please note that ancillary content (such as documents, audio, and video,
etc.) may not be included as published in the original print version of this book.
Library of Congress Cataloging-in-Publication Data
Names: Brosseau-Laprâe, Franðcoise, author. | Rvachew, Susan, author.
Title: Introduction to speech sound disorders / Francoise Brosseau-Lapre,
Susan Rvachew.
Description: San Diego, CA : Plural Publishing, [2020] | Includes
bibliographical references and index.
Identifiers: LCCN 2018028734| ISBN 9781597568036 (alk. paper) | ISBN
1597568031 (alk. paper)
Subjects: | MESH: Speech Sound Disorder | Speech Perception | Phonetics
Classification: LCC RC424.7 | NLM WL 340.2 | DDC 616.85/5--dc23
LC record available at https://lccn.loc.gov/2018028734
Contents
Preface ix
Reviewers xi
1
Concepts in Phonetics and Phonology 1
1.1 Phonetic Concepts 2
1.1.1 Articulatory Phonetics 3
1.2 Describing Articulatory Knowledge 11
1.2.1 International Phonetic Alphabet 11
1.2.2 Broad and Narrow Transcription of Speech 15
1.2.3 Visual Analysis of Articulation 18
1.3 Describing Perceptual Knowledge 20
1.3.1 Continuous versus Discrete Nature of Speech Information 20
1.3.2 Categorical Perception 22
1.4 Phonological Concepts 26
1.4.1 Phones, Phonemes, and Allophones 26
1.4.2 Phonotactic Rules 27
1.4.3 Nonlinear Phonology 28
1.4.4 Prosody 29
1.4.5 Syllabifying Words 30
1.4.6 Consonant Features in Nonlinear Phonology 32
1.4.7 Phonological Processes 36
2
Phonological Development 41
2.1 Speech Perception Development 42
2.1.1 Infants 42
2.1.2 Toddlers 45
2.1.3 Preschoolers 46
2.1.4 School-Age Children 49
2.2 Early Speech Production Development 50
2.2.1 Prelinguistic Vocal Development 50
2.2.2 First Words 53
v
vi Introduction to Speech Sound Disorders
2.3 Phonological Development 57
2.3.1 Phoneme Acquisition Norms 58
2.3.2 Phonological Process Norms 63
2.3.3 Acquisition of Prosodic Units 67
3
Assessment 79
3.1 Purposes of Evaluation 80
3.1.1 Screening Assessment 80
3.1.2 Diagnostic Assessments 81
3.2 Types of Measurement Tools 82
3.2.1 Standardized versus Informal Measurement Tools 82
3.2.2 Norm-Referenced versus Criterion-Referenced Measurement Tools 83
3.2.3 Static versus Dynamic Measurement Tools 85
3.3 Planning the Assessment 86
3.3.1 Referral 86
3.3.2 Case History 87
3.4 Components of the Speech Assessment 90
3.4.1 Norm-Referenced Single-Word Articulation/Phonology Test 91
3.4.2 Stimulability Testing 96
3.4.3 Oral Mechanism Examination 96
3.4.4 Continuous Speech Sample 102
3.4.5 Hearing Screening 105
3.4.6 Inconsistency and Variability Assessment 105
3.4.7 Intelligibility 106
3.4.8 Participation 109
3.4.9 Language Screen or Test 110
3.4.10 Phonological Processing 111
3.5 Considerations for Dialect Speakers, Children Speaking English 117
as a Second Language, and Multilingual Children
4
Diagnosis 121
4.1 Classification of Speech Sound Disorders 122
4.2 Linguistic Classification of Speech Sound Disorders 125
4.2.1 Phonetic versus Phonemic Disorder 125
4.2.2 Model for Differential Diagnosis 126
4.3 Speech Disorders Classification System 131
4.3.1 Speech Delay 132
4.3.2 Speech Errors 134
4.3.3 Motor Speech Disorders 134
4.4 Psycholinguistic Approach 136
4.4.1 Speech Perception 137
4.4.2 Phonological Awareness 138
4.4.3 Nonword Repetition 138
Contents vii
4.4.4 Multisyllable Repetition 139
4.4.5 Undifferentiated Lingual Gestures 139
4.4.6 Tongue Strength 140
4.5 Epidemiology of SSD 141
4.5.1 Prevalence of SSD 142
4.5.2 Comorbidity 144
4.5.3 Short- and Long-Term Outcomes 145
5
Treatment Planning 151
5.1 Deciding Whether to Provide an Intervention 152
5.1.1 Norm-Referenced Approach 152
5.1.2 Medical Approach 155
5.1.3 International Classification of Functioning, Disability, and 156
Health Framework
5.1.4 Recommended Protocol for Deciding When to Treat 157
5.2 Service Delivery Options 160
5.2.1 Intensity of Intervention 161
5.2.2 Intervention Agents 164
5.3 Intervention Goals 165
5.3.1 Types of Goals 166
5.3.2 Goal Attack Strategies 169
5.3.3 Selecting Goals 169
5.4 Monitoring Treatment Progress 175
5.4.1 Instructional Objectives 175
5.4.2 Generalization 178
5.4.3 Evidence-Based Practice 180
6
Input-Oriented Approaches 183
6.1 Rationale for the Input-Oriented Approach 184
6.2 Focused Stimulation 184
6.3 Ear Training 189
6.4 Dialogic Reading 194
7
Output-Oriented Approaches 199
7.1 Rationale for the Output-Oriented Approach 200
7.2 Vocal Play 200
7.3 Fundamentals of the Sensorimotor Approach 203
7.3.1 Nonsense Syllable Drills 204
7.3.2 Sensorimotor Therapy Procedures 207
7.4 Traditional Articulation Therapy 216
7.4.1 Ear Training 216
7.4.2 Establishment 217
viii Introduction to Speech Sound Disorders
7.4.3 Stabilization of New Phonemes 221
7.4.4 Transfer and Maintenance 226
8
Phonological Approaches 233
8.1 Rationale for a Phonological Approach 234
8.2 Word-Based Phonology: Core Vocabulary Approach 236
8.3 Phonological Patterns: Cycles Remediation Approach 244
8.4 Meaningful Minimal Pairs Procedure 248
8.5 Metaphonological Knowledge 252
8.5.1 S peech Therapy Procedures That Promote Phonological 254
Awareness
8.5.2 S tructured Emergent Literacy Interventions 257
8.5.3 R eading and Spelling Interventions 259
8.6 Conclusion 261
References 265
Index 285
PrefaCe
The motivation and inspiration for Intro- new and experienced instructors as they
duction to Speech Sound Disorders comes from strive to facilitate novice-level clinical
our work as pediatric speech-language competencies in their speech-language
pathologists, as instructors and mentors pathology students. The book is
of students in communication sciences organized in a coherent manner to
and disorders, and as researchers in the ensure that all new terms are defined.
assessment and treatment of speech sound Furthermore, important concepts are
disorders. This comprehensive textbook reintroduced repeatedly in new contexts
was written for undergraduate students to enrich learning. Practice activities are
in speech, language, and hearing sciences provided in each chapter to encourage
as well as their instructors. Children with interactive learning. The flow of the
speech sound disorders form the larg- chapters was carefully devel-oped to
est part of the speech-language patholo- ensure that students can build on
gist caseload in child-focused settings. previous knowledge and proceed from
A course on speech sound disorders is introduction to practice.
often among the first courses with a clinic One challenge for instructors of
focus offered in the curriculum of pro- courses on speech sound disorders is the
grams in our discipline. However, this varied range of knowledge that students
does not mean that speech sound disor- bring to this course — some will remember
ders is an easy subject, or that treating all concepts covered in their prerequisite
children with speech sound disorders is phonetics course and speech and hearing
easy to do — in fact, phonological develop- science course, and some students will
ment is a complex process, speech sound have forgotten most of the information
disorders are varied and challenging, and they learned one or two years earlier. For
competent treatment of children requires this reason, Chapter 1 defines the major
a broad range of domain-specific and concepts and constructs in phonetics and
domain-general skills. phonology currently framing the study of
With this book, we aimed to intro- speech sound disorders in children that
duce undergraduate students to founda- we wish every undergraduate student
tional concepts and procedures that will remembered. This chapter can be covered
prepare students for graduate level in the course or not — it could be assigned
study of speech sound disorders and as independent work for students who
early supervised clinical practice with need to review this material, and the
children. The text is intended to support instructor could begin the course with
ix