SPEECH BABBLE MODULE Hannah Eskridge, MSP, CCC-SLP, LSLS Cert. AVT Lillian Henderson, MSP, CCC-SLP, LSLS Cert. AVT Normal Babble Development 0-2 Months: Phonation includes fussing, crying, burping 2-3 Months: Cooing Back vowels and nasals appear together with velar consonants /gu/, /ku/ 4-6 Months: Vocal Play Syllable like production w/ long vowels Normal Babble Development 7-10 Months: Canonical Babbling Stage Predictive for linguistic development (Oller, 1999) Reduplicated babbling /mama/ Variegated babbling /ga im ada/ 12-13 Months: Jargon/ intonated babble Long strings of syllables having varied intonation patterns Which Babbling Stage? http://www.youtube.com/watch?v=7rqutjafy4 8 http://www.youtube.com/watch?v=pi42lsbwc8e http://www.youtube.com/watch?v=g13txqafxei http://www.youtube.com/watch?v=dzfgkg_g6r M&feature=related http://www.youtube.com/watch?v=mwxftniquk 0&feature=related Baby Babble Normal hearing infants babble Repetitive sound-making Coordination of articulation, phonation and respiration Delay in having access to speech sounds affects the ability to develop auditory self-monitoring of speech Infant with hearing loss babble similar to hearing infant until the age of 3-4 months Why Speech Babble with HI Kids? Automaticity Normal hearing speakers can produce sixteen phonemes per second Auditory Feedback/ Feed forward Auditory Memory Speech Development Promote Phonological & Phonemic Awareness 1
Auditory Memory What is it? Recall the information Store the information Auditory Memory Take in information presented orally Process the information Auditory Memory & School Success Students with auditory memory deficiencies will often experience difficulty developing a good understanding of words, remembering terms and information that has been presented orally these students will also experience difficulty processing and recalling information that they have read to themselves If we do not listen to our silent input of words, we cannot process the information or recall what we have read. Taken from: Learning Disabilities: There is a Cure by Addie Cusimano Taken from: Learning Disabilities: There is a Cure by Addie Cusimano What it takes for the professional Knowledge of normal development Knowledge of the benefits of speech babble practice Speech Acoustics What is Speech Acoustics Scientific field that investigates the properties of speech Sounds measured objectively by instruments (i.e. spectrograph) Sounds judged subjectively - DIP Speech Acoustics Who needs working knowledge of speech acoustics? All hearing-related professionals Audiologists Speech Language Pathologists Teachers of the Deaf Speech Acoustics Important Features Suprasegmentals Prosody, tune, and rhythm of an utterance Segmentals Properties of vowels & consonants 2
Speech Acoustics Why do we need to know this? Helps us understand how sounds are made and why particular speech patterns are produced when child mispronounces the sound how sounds are affected by distance, background noise and reverberation Speech Acoustics Why do we need to know this? which sounds children with different types and degrees of hearing loss can be expected to detect, discriminate, and identify through amplified hearing Helps with planning diagnostic therapy and adapting therapy to make target harder or easier based on acoustic properties of speech Audiograms Most audiograms cover the frequency range from 125 Hz-8000 Hz. All speech sounds have components within this range The Speech Banana Represents where the acoustic energy for speech is concentrated Frequencies at 500, 1000, and 2000 Hz are called the speech frequencies Suprasegmentals (DIP) Acoustic Building Blocks Duration (time) Length of sound and how it starts, changes, and finishes Vowels are typically longer than consonants Suprasegmentals (DIP) Acoustic Building Blocks Let s talk about sounds Intensity (volume) force or power of the sound Units are expressed in decibels Stress patterns Pitch (frequency) Measured in Hz Number of waves created by the vibration from a sound which reach the ear each second In English - 5 vowels 21 consonants 4 diphthongs In English How many vowel sounds? How many consonant sounds? 3
Speech Acoustics Vowels and diphthongs Formants - broad peaks of resonance that occur as the breath stream moves through the vocal tract First two formants F 1 & F 2 are the most important Detection (F 1 ) & Identification (F 2 ) Formants give vowels the acoustic characteristics that permit us to identify them as separate and distinct sounds Fundamental Frequency Rate at which the vocal folds vibrate The rate varies depending on whether the speaker is a Man 125 Hz Woman 250 Hz Child 325 Hz Why is this important information? Speech Acoustics Vowels and diphthongs Vowels serve important functions: Differentiate words that would otherwise sound alike Help carry the prosody of a sentence and stress on a word Speech Acoustics Vowels and diphthongs Vowels Duration- tense vowels have a longer duration than lax vowels (/i/ vs. /I/) Intensity- back vowels have more intensity than front vowels Frequency- determined by tongue height and place Speech Acoustics What is a front, mid, back vowel? Referent vowels Tongue high in the back and lips rounded: /u/ F1 F2 Tongue low in the middle and lips neutral: /a/ F1 F2 Tongue high in the front and the lips spread: /i/ F1 F2 All other vowels produced by adjusting tongue form these three referent vowels Vowels Produced by changing the resonance of airflow through the oral cavity by altering the position of tongue and lips Tense/lax Tongue Height Tongue Place Lip Rounding 4
Speech Acoustics Vowels and diphthongs Vowel Sentence: Speech Acoustics Vowels and diphthongs Vowel Formants Who Would Know Ought (Of) Art Must Again Learn And Then Take His Ease hu wʊd no t (of) art mλst əgєn lɝn ænd ðєn teіk hiz iz /u/ F 1 = 300 Hz F 2 = 800 Hz /a/ F 1 = 700 Hz F 2 = 1,250 Hz /i/ F 1 = 300 Hz F 2 = 2,400 Hz Based on Dan Ling s production p. 33 of Foundations of Spoken Language Release, stop, or interrupt vowels in running speech Classified by their manner, place, and voicing Manner how sounds are produced Plosives or stops Nasals Fricatives Liquids/laterals Semi-vowels Affricates Place where a sound is produced Bilabials Labio-dental Lingua-dental Alveolar Lingua-palatal Velar Glottal 5
Voicing Voiced sounds Voiceless sounds What about formants for consonants???? Vowels influence the production of adjacent consonants Co-articulation affects the frequency of consonants Therefore. It is impossible to chart the exact location of a consonant on a graph like an audiogram. Each consonant would occupy a range rather than a location However.. We feel it is important to know the possible ranges and We are providing you with a handout that shows ranges of consonant formants. /s/ example 1 2 3 4 /r/ 600-800 1000-1500 1800-2400 46 /l/ 250-400 2000-3000 45 / / 1500-2000 4500-5500 41 /ŋ/ 250-400 1000-1500 2000-3000 41 /t / 1500-2000 4000-5000 38 /n/ 250-350 1000-1500 2000-3000 37 /j/ 200-300 2000-3000 36 /m/ 250-350 1000-1500 2500-3500 35 /th*/ /ð/ 250-350 4500-6000 34 /t/ 2500-3500 34 /k/ 2000-2500 34 /f/ 4000-5000 34 /g/ 200-300 1500-2500 33 /h/ 1500-2000 32 /s/ 5000-6000 32 /z/ 200-300 4000-5000 31 /v/ 300-400 3500-4500 31 /p/ 1500-2000 30 /d/ 300-400 2500-3000 29 /b/ 300-400 2000-2500 29 /th/ / / 6000 28 INTERPRETATION OF ACOUSTICS OF SPEECH -PURE TONE AUDIOGRAM- (If you have aided hearing in speech banana) -10 0 10 Levels of Speech 20 Faint Speech- Quiet Speech- 30 40 Normal Speech- 50 Loud Speech- 60 70 Shouted Speech- 80 90 100 110 120 Frequency in Hertz 125 250 500 1000 2000 4000 8000 O X X O O X O X O X C. Edwards -10 0 10 20 30 40 50 60 70 80 90 100 110 120 September 1984 Hearing Level in Decibels re:ansi 1969 6
Speech Acoustics Questions????? YEAR ONE: Step 1 Imitate physical actions Nursery rhymes and finger plays At what age can children with normal hearing do this? Application Worksheet Step 2 Use hand cue to encourage imitation on demand Use phonemes in child s speech repertoire Use parent as model Use a toy to keep interest Step 3 Imitate varying suprasegmental qualities Step 4 Imitate vowel and diphthong variety Isolation Which vowels should be developed first? 1) Central Vowels (first to develop and louder) 2) Back Vowels (abundant low frequency) 3) Front Vowels (more precise tongue placement) 4)Diphthongs (continuous movement between two vowels) Vowel Development Back vowels appear sooner than front vowels. Referent vowels appear before other vowels. Children who have perceived voice pitch changes can do better with formant frequencies of vowels Informal strategies best for vowel development More children are encouraged to vocalize and attempt communication, greater range of emerging vowels. (Ling) 7
Vowel Sentence Low Frequency Back Vowels Who Would Know Ought Mid-Frequency Central Vowels (of) Art Must Learn High-Frequency Front Vowels And Then Take His Ease Diphthongs /ou/ (ow), /ai/ (eye), /oi/ (boy) Step 4 Vowel variety Vowel of the Week: After bombarding child with a vowel, within two weeks child should produce the vowel. Pair vowel with early developing consonants /b, m/ (i.e. ba, baba, bababa, babababa) These consonants are made without tongue involvement Step 5 Phoneme Level Alternated Vowels & Diphthongs As you are gaining vowels pair them for speech babble /babu/, /babi/, bibu/ Continue to add more vowels into your speech babble activity as the child learns them. Easier Fewer Syllables Ta do Different Vowels Ta do Sequential Syllables Ta ta do do Harder More Syllables Ta ta dodo Same Vowel Ta da Alternated Syllables Ta do ta do Step 6 Imitate consonants varying in manner Plosives /b, p, t, d, k, g/ Fricatives /f, v, th (thin), th (that) s, z, sh, zh/ Affricates /ch, dz (jump) Nasals /m, n, ng/ Liquids /l, r/ Glides /y, w/ As the child learns new consonants add these into the speech babble. Do Not use consonants that are not in the child s repertoire! Continue Step 6 - Manner Bami (2 Syllables different vowel) Babami (3 syllables) Babamimi (4 syllables) Bamibami ( 4 alternated syllables) Bama (2 Syllables same vowel) Babama (3 syllables) Babamama(4 syllables) Bamabama (4 alternated syllables) 8
YEAR 2: Step 7 Imitate consonants varying in voicing Vibrotactile information from voice on/off Cognate pairs /b, p/, /k, g/, /t, d/, /s, z/, /sh, zh/, /f, v/, /ch, j/ Only use cognate pairs that are in the child s repertoire. Continue to add new consonants pairs as the child develops them. Continue Step 7 - Voicing Bapi (2 syllables different vowels) Babapi (3 syllables) Babapipi (4 syllables) Bapa (2 syllables same vowels) Babapa (3 syllables) Babapapa (4 syllables) Bapabapa (4 syllables alternated) Step 8 Imitate consonants varying in manner or voicing Have syllable pairs that are either manner or syllable pairs that are voicing differences Ba ba pi or Ba ba mi (3 syllables) Ba ba pi pi or Ba ba mi mi (4 syllables) YEAR 3:Step 9 Imitate consonants varying in place cues Front, mid, back OR Bilabial /m, b, w, p/ Labial dental /f, v/ Dental /voiced/voiceless th/ Alveolar /t, d, n, l, s, z/ Palatal /sh, zh, r, y/ Velar /k, g, ing/ Glottal /h/ Step 9 Place Cue Bodi ( 2 syllables different vowels)_ Bobodi (3 syllables) Bobodidi (4 syllables) Bodo (2 syllables same vowels) Bobodo (3 syllables) Bobododo ( 4 syllables) Bodobodo (4 syllables alternated) Step 10 Imitate varying consonants with the same vowel Magic/ Silly words Work up to five syllables Don t forget to put in final position /piniwish/ Add clusters into the stimulus as well /stimifict, postamaft/ Helps prepare the child for grasping pronunciation of new words heard in the classroom or when reading 9
Step 10 Magic Words If child needs continued work on automaticity and auditory memory; use multisyllabic words from the dictionary (endoplasmic reticulum) or phrases Let go my Eggo ) Strategies Move closer Highlight missed sound Lowlight Change vowel Reduce syllable level Back down step (or step within a step) Strategies Let s list some more Processing Strategies Auditory Strategies Acoustic highlighting of missed parts Say it faster (normal rate) Use chunking Humpty Dumpty strategy (this time he s lucky) Strategies for Developing Auditory Memory WAIT Time Shhhhh don t interrupt Pete and Repeat strategy Resources Ling, D. (1989). Foundations of Spoken Language for Hearing-Impaired Children. AG Bell Association for the Deaf, Inc. Washington, DC. Ling, D. (2002) Speech and the Hearing Impaired Child: Theory and Practice 2 nd ed. AG Bell Association for the Deaf, Inc., Washington, DC. Walker, B., (1995). Auditory Learning Guide 10
Activities Crafts Games with pieces Split into short one or two items during different times during the day i.e. putting on shoes, before getting snack Older children can typically do with no activity Group Activity Groups of 3: therapist, teacher and child Plan an activity Write out targets for goal and 3 auditory strategies for each target What might be common mistakes the child would make How will you explain speech babble to the parent 11