SPEECH THERAPY

BY SITI NUR QAMARIAH IBRAHIM AND MERVE PAKKAN

PHYSIOTHERAPY IN SPORTS INJURY
MR ADAM
Definition of AUDIOLOGY

Audiology branch of science dealing with

hearing; specifically : therapy of individuals having
impaired hearing.

They carry out a wide range of duties including assessment and rehabilitation of
people with hearing loss or balance disorders.

Audiology is a challenging and expanding field involving the study of hearing and
balance. As a healthcare profession, audiology also involves assessment,
management and therapeutic rehabilitation of people with hearing and balance
problems, and associated disorders. This work involves patients of all ages, from
newborn babies and children to working adults and elderly people.
Brain Basis of Language Processing

Language processing is a trait of human species. The knowledge about its

neurobiological basis has been increased considerably over the past decades.
Different brain regions in the left and right hemisphere have been identified to
support particular language functions. Networks involving the temporal cortex and
the inferior frontal cortex with a clear left lateralization were shown to support
syntactic processes, whereas less lateralized temporo-frontal networks subserve
semantic processes. These networks have been substantiated both by functional
as well as by structural connectivity data. Electrophysiological measures indicate
that within these networks syntactic processes of local structure building precede
the assignment of grammatical and semantic relations in a sentence.
Suprasegmental prosodic information overtly available in the acoustic language
input is processed predominantly in a temporo-frontal network in the right
hemisphere associated with a clear electrophysiological marker. Studies with
patients suffering from lesions in the corpus callosum reveal that the posterior
portion of this structure plays a crucial role in the interaction of syntactic and
prosodic information during language processing.
Audiology

Audiology is a branch of science that studies hearing, balance, and related

disorders.[1] Its practitioners, who treat those with hearing loss and proactively
prevent related damage, are audiologists.

Employing various testing strategies (e.g. hearing tests, otoacoustic

emission measurements, videonystagmography, and electrophysiologic
tests), audiology aims to determine whether someone can hear within the
normal range, and if not, which portions of hearing (high, middle, or
low frequencies) are affected, to what degree, and where the lesion causing
the hearing loss is found (outer ear, middle ear, inner ear, auditory
nerve and/or central nervous system). If an audiologist determines that
a hearing loss or vestibular abnormality is present he or she will provide
recommendations to a patient as to what options (e.g. hearing aid, cochlear
implants, appropriate medical referrals) may
A Phoneme is a particular set of sounds produced in a particular language
and distinguishable by native speakers of that language from other (sets of)
sounds in that language.

Phonetics, on the other hand, is simply the physiological and acoustic study of
speech sounds, covering all sounds used in all languages, and relying only on
the physical and physiological characteristics of the sounds, without regard to
their systemic patterns in various languages.
• Linguistics is the scientific study of language and its structure. The major aspects to the study
include the study of morphology, syntax, phonetics/phonology, semantics, and pragmatics.
Linguistics can be divided into sub-disciplines. The sub-discipline of linguistics that is related to
speech-language pathology is clinical linguistics, which is the use of linguistics to describe,
analyze, and treat language disabilities. It is the application of linguistic theory to the field of
speech-language pathology.

• Clinical linguists conduct research aiming to improve the assessment, treatment, and analysis
of disordered speech/language. Their research often offers insights to formal linguistic
theories, as well.
 Phonetics has been derived from the Greek word phone meaning sound/voice. It is one of
the important branches of linguistics which deals with the study of speech sounds. It covers
the domain of speech production and its transmission. It also covers the reception aspect of
speech. The sounds made by us when we talk are studied through different branches of
Phonetics like Acoustic Phonetics, Auditory Phonetics and Articulatory Phonetics.

 Phonology is another branch of linguistics which focuses on the organization of sounds by

studying speech patterns. The key words for describing Phonology are distribution and
patterning related to speech. It is aimed to determine the sound patterns of all the
languages. Phonologists may look into questions like – why there is difference in the plurals
of cat and dog; the former ends with an s sound, whereas the later ends with the z sound.
• Phonetics deals with physical description of sounds, whereas phonology is all about
description of sound interrelation and function. A simple way to understand both is to
consider Phonetics as the physics of sound and Phonology as the psychology of sound.

• Phonetics looks into the speech sounds of a language in a generalized and idealized
manner. On the other hand, Phonology looks into the functional aspect of speech
sounds in that language. Phonetics and Phonology are closely related to each other, and
therefore it is often recommended not to divide them on the basis of strict rules or
points.
COMPARISON BETWEEN PHONETICS AND PHONOLOGY
PHONETICS
DEFINITION Phonetics can be considered as
a branch of linguistics as it
deals with the study of the
sounds of human speech. It also
considers the function
production and auditory
qualities of human speeches.
DESCRIBED AS Physics of sound
FOCUS Theories of speech production
and perception
Phonology is another branch of
linguistics which focuses on the
organization of sounds by
studying speech patterns. The
key words for describing
Phonology are distribution and
patterning related to speech.
Psychology of sound
Rules or constraints to find out
about the combinations of
sounds of a language.
 PHONETICS PHONOLOGY
BRANCHES •Acoustic phonetics – related to the •Segmental Phonology – based on the
study of physical attributes of sound segmentation of language into individual
produced by the vocal tract speech sounds derived from phonetics.

•Auditory phonetics deals with •Suprasegmental Phonology – deals with

understanding that how hum ear attribute (like rhythm, stress, etc.)s of
perceives sound and how the brain pronunciation which cannot be
recognizes different speech units. segmented

•Articulatory phonetics deals with

studying the making of single sounds
by the vocal tract
SPEECH THERAPY INTERVENTION IN LANGUAGE
DEVELOPMENT DISORDERS
 The goal of language intervention is to stimulate overall language
development and to teach language skills in an integrated fashion and in
context, so as to enhance everyday communication and ensure access to
academic content. Goals are frequently selected with consideration for
developmental appropriateness and the potential for improving the
effectiveness of communication and academic and social success.
Roth and Worthington (2015) summarize steps in the selection and programming of treatment
targets and provide sample case profiles for early intervention through adolescence. They also
identify a number of basic principles of effective intervention regardless of client age or
disorder. These include:

 to the extent possible, teach strategies for facilitating communication rather than teaching
isolated behaviors
 provide intervention that is dynamic in nature and includes ongoing assessment of the child's
progress in relation to his or her goals, modifying them as necessary
 provide intervention that is individualized, based on the nature of a child's deficits and
individual learning style
 tailor treatment goals to promote a child's knowledge, one step beyond the current level
INTERVENTION FOR PRE SCHOOLERS (AGE 3-5)
 In typically developing preschool children, language is developing at a rapid pace; their vocabularies are growing,
and they are beginning to master basic sentence structures. For children with language difficulties, this process may
be delayed. For children in this population, areas targeted for intervention typically include:
 phonology
• improving significantly impaired intelligibility—particularly if it results in frustration in communicating and/or masks
problems in semantics and syntax—including
• increasing consonant repertoire,
• improving accuracy of sound production,
• decreasing use of phonological processes;
 enhancing phonological awareness skills, such as
• rhyming;
• blending and segmenting spoken words at the following levels
 syllable (2 syllables in pancake: pan and cake),
 onset and rime (2 onsets: p and c; 2 rimes: an and ake),
 phoneme (6 phonemes: p+a+n+c+a+ke)
 deletion of whole words, syllables, and phonemes in spoken words, phrases, and/or sentences
 semantics
• increasing size of vocabulary, including
 verbs, pronouns, conjunctions;
 basic concept vocabulary;
• increasing understanding and use of a wider range of semantic relationships (e.g., agent-
action, agent-object, possessor-possession, attribute-entity, recurrence).

 morphology and syntax

• facilitating acquisition and use of age-appropriate morphemes—in particular, auxiliary verbs,
articles, pronouns;
• increasing sentence length and complexity;
• increasing use of varied sentence types.
 pragmatics
• increasing flexibility of language for various contexts;
• using imaginative play activities to practice newly acquired language skills;
• improving conversational skills, including
• initiating and maintaining communication;
• turn taking, topic maintenance, and topic shifts;
• requesting and making conversational repairs;
• developing narrative skills.

 literacy
• building emergent literacy skills, including
• print awareness,
• book awareness,
• understanding simple story structure,
• letter knowledge,
• matching speech to print.
ELEMENTARY SCHOOL CHILDREN (AGES 5 -10)

 phonology
• enhancing phonological awareness skills,
• eliminating any residual phonological processes.

 semantics
• improving knowledge of vocabulary, including knowledge of curriculum-related vocabulary,
• improving depth of vocabulary understanding and use, including
• subtle differences in meaning,
• changes in meaning with context,
• abstract vocabulary,
• figures of speech;
• understanding figurative language and recognizing ambiguities in language (e.g., words with multiple
meanings and ambiguous sentence structures);
• monitoring comprehension, requesting clarification;
• paraphrasing information.
 morphology and syntax

• increasing the use of more advanced morphology (e.g., monster/monstrous,

medicine/medical, school/scholastic);
• increasing the ability to analyze morphologically complex words (e.g.,
prefixes, suffixes);
• improving morphosyntactic skills (e.g., use of morphemes in simple and
complex clauses, declarative versus questions, tag questions and relative
clauses);
• improving the ability to understand and formulate more complex sentence
structures (e.g., compound sentences; complex sentences containing
dependent clauses);
• judging the correctness of grammar and morphological word forms and being
able to correct errors.
 pragmatics
• using language in various contexts to convey politeness, persuasiveness,
clarification;
• increasing discourse-level knowledge and skills, including
• academic discourse,
• social interaction discourse,
• narrative discourse,
• expository discourse,
• use of cohesive devices in discourse;
• improving the ability to make relevant contributions to classroom discussions;
• improving the ability to repair conversational breakdowns;
• learning what to say and what not to say;
• learning when to talk and when not to talk.
ADOLESCENT STAGES (AGES 11 THROUGH HIGH SCHOOL)

 Instructional strategies approaches that focus on teaching rules, techniques, and principles
to facilitate acquisition and use of information across a broad range of situations and
settings are often used with older students. Enhancing metalinguistic and metacognitive
skills is fundamental to learning new strategies. The emphasis is on how to learn, rather
than what to learn. Classroom assignments are often used to teach strategies for learning
academic content. Some instructional strategies are discipline-specific, and others are
generalizable across disciplines (Faggella-Luby & Deshler, 2008). Examples include
strategies for using context to deduce meaning and infer and identify main ideas;
 deciphering of morphologically complex words associated with different academic course
work (e.g., history, literature, chemistry, algebra);
 checklists and graphic organizers to plan assignments (e.g., book reports, presentations,
research papers);
 spell check and grammar check to edit written work composed in an electronic format;
 digital technologies (e.g., Internet, collaboration sites) to access and evaluate
information, share and collaborate with classmates, produce shared products, etc.
INTERVENTION ON BASIC LANGUAGE, PSYCHO DEVELOPMENT
TECHNOLOGY APPLIED TO SPEECH PROCESSING

 Speech processing is the study of speech signals and the processing methods
of these signals. The signals are usually processed in a digital representation,
so speech processing can be regarded as a special case of digital signal
processing, applied to speech signal. Aspects of speech processing includes
the acquisition, manipulation, storage, transfer and output of speech signals.
The input is called speech recognition and the output is called speech
synthesis.
References

 http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935327&section=Tr
eatment
 https://www.ncbi.nlm.nih.gov/books/NBK356271/
 https://en.wikipedia.org/wiki/Speech-language_pathology
 https://en.wikipedia.org/wiki/Clinical_linguistics
 https://en.wikipedia.org/wiki/Linguistics