What Was Wilbre's Articulation?

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

The opportunity to observe the work overview of a Speech Pathologist, has tremendously solidified my interest in this field. At the Diana Rogovin Speech Center at Brooklyn College, I observed clients of various ages with different speech language disorders including articulation, language, voice, fluency and accent modification. Observing clinicians at the speech center gave me the opportunity to learn how important client-clinician interaction is for the session and how essential it is to build a good relationship with the client. Although I learned the

Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Theories of language learning can further be broken into theories for speech-sound errors and treatment for these disorders. One of these theories is sensory-perceptual theory with sound production training. This relates to errors due caused by a breakdown in sensory and motor systems of individual sound units (Peña-Brooks & Hedge, 2015). In contrast, the phonological theory suggests errors unrelated to motor skill but, instead, to misrepresentations of phonological rules (MacReynolds, 1987). While neither approach has proven to be most effective in the generalization of correct productions of speech sounds, this paper will be using the sensory-perceptual theory of language acquisition.

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

On the articulation subtest of the DEAP X produced errors /ϴ/→ /f/, /ð/ → /d/ in all positions, as well as /k/→ /t/ and /g/→ /d/ in initial position. She also produced /ts/ → /tʃ/ in the final position of a word. X produced lateralizations of /ʃ/ and /s/ in all positions. The phonology subtest assess phonological processes in both single words and connected speech. On the phonology subtest she demonstrated fronting of /k/→ /t/ in initial position and blends. The single word-connected speech subtest indicated inconsistent errors when fronting /t/→ /k/. The scores based on the three subtests indicate the client produces distortions of /s/ and /sh/, as well as typical simplifications for /k/, /g/, /ϴ/, and /ð/

Children with APD have trouble processing the sounds heard into letters and words. Many children may hear fewer words which were really spoken, giving them the impression that the sounds heard are foreign and unfamiliar. On the other hand, some children with APD may actually hear the words being said however they can’t connect the words to their meaning. Children with APD develop a second nature to lip read and follow facial cues to compensate for their lack of understanding spoken language. Yet when speaking on the telephone these factors are not present, creating a difficult task for children with this disability.

To assess Jeffrey’s speech sound production, a conversational speech sample was recorded. Jeffrey’s speech sound production was assessed in both known and unknown conversational contexts.

There are many different language delays and disorders found in the pediatric population. Childhood apraxia of speech (CAS) is one of the most common of these disorders. Dr. Libby Kumin defines CAS as “a motor speech disorder where children have difficulty planning, coordinating, producing and sequencing speech sounds” (Kumin, n.d.). Apraxia does not occur because of weakness or paralysis of facial and oral muscles. It occurs when a child’s brain cannot properly plan the movement of body parts necessary for normal speech production (“Childhood Apraxia,” 2011). Though CAS is the most common name for this specific disorder, it is also referred to as a variety of other names. Some of these names include: dyspraxia, developmental

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

With the already high-impact pressures that are put on students in education these days, difficulties in speech and language only escalate their stress. Due to the progress made in technology though, several of these children can adapt to their educational environments smoothly and without concern.

Also, it can be described as the phonetic and phonemic systems of language. Phonology is one of several aspects of language and it is related to other aspects such as phonetics, syntax, pragmatics, and morphology. When we talk about phonology we have to mention phonemes which is any minimal units of speech sound in the language that can serve to distinguish one word from another, and we call the varieties of phonemes allophones. Allophone can be defined as a predictable phonetic variant of phoneme. The difference between them is that phoneme as mentioned above, is the smallest units of sound that contrast meaningfully with each other. For example, /n/ and /m/ are phonemes because they can distinguish between the words "night" and the word "might" and phonemes often surrounded by // in transcription. In the case of allophones they are described as the different pronunciation a phoneme can have. For example, the phoneme /t/ can be pronounced either /t/ or /d/ without changing the meaning like in the word "writer" sometimes it can be pronounced "wrider" and still give the same meaning when you hear it. One of the main components of phonology is the study and discovery of phonological rules. It is a way that able the phonologists to predict how speech sound will change depending on its position in various

In addition, there is the barrier of cost. Since, the intervention equipment itself is not easily obtained by speech pathologists, a strong evidence base with more large scale randomized studies is necessary to justify the cost of this intervention method. Currently, many of the studies examining this method of intervention are comprised of a small case series or a single case study due to the wide variation in articulatory errors assessed by this method of therapy. It is generally accepted that it is difficult to stereotype the articulatory patterns of deaf and hard of hearing individuals, due to the wide range of variability in segmental production between and within speakers of normal hearing (Vuckovich, M. 2006). For this reason, this intervention method has largely been evaluated via case series. However, adjusting targets to examine a more comprehensive battery of sounds would allow for a larger sample size and randomized design.

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”