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82 Cards in this Set
- Front
- Back
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Why would you conduct a phonological process assessment?
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To determine if the speech sound system is not within normal limits
Describe a child's sound system Plan therapy program Measure change Predict change Screen a population |
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What are some criteria for the best language sample?
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Natural setting
Spontaneous Connected speech |
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Why should you do single word testing?
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If the articulation problems are so severe that you can not understand the child.
It is hard to get representation of all sounds in all positions in 100 utterances of spontaneous speech. |
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Is it best to get a connected speech sample or do single word testing?
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Connected speech sample is best but you need both for the most comprehensive sample.
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If the child is too shy to talk, should you go directly to single word testing?
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No.
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Why is a connected/conversational sample important?
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Allows us to assess a child's overall intelligibility in his/her natural environment.
Gives us a sample from which we can assess the consistency of error (also where is it produced correctly) |
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What is the final aim of phonological therapy?
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Produce correct articulation in connected speech (in context)
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How can you obtain a connected speech sample (and which way is more preferred)?
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In order of preference:
Spontaneous conversation Picture description or reading (if age appropriate) Delayed imitation Imitation, sentence repetition |
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What does a screening do?
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Gives an estimate of accuracy in a child's speech
Splits population into 2 groups 1. passes 2. needs further assessment (not necessarily therapy) |
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What are the 2 kinds of screening?
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Formal
Informal |
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Informal screening
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Criterion referenced
Depends on age of child pre-school and early years - observe, play, ask teachers/caregivers Later elementary school - picture description/reading, delayed imitation, imitation Older child - ask about hobbies, past times, movies, vacations; read passages |
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Formal screening
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Standardized, norm-referenced
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What are some examples of formal screening tests?
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Goldman-Fristoe Test of Articulation
Photo Articulation Test |
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Photo Articulation Test
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Look at pictures with sounds in different positions (initial, medial, final)
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Goldman-Fristoe Test of Articulation
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Color coded book with pictures
Proctor asks "what is this?" and child answers |
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What are some types of assessments?
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Single Word Articulation Tests
Connected speech sample Contextual speech |
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Single Word Articulation Tests
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Picture inventories
Formal, standardized (norm-referenced) Most focus on consonants/clusters |
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Why is it important for a test to be standardized/norm-referenced?
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For data comparisons, it must be given in a standardized way.
It must be both valid and reliable |
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Is delayed imitation permitted with single word articulation tests?
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Some tests permit it as long as you specify that it was delayed imitation
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What do you have to be careful of with single word articulation tests?
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1. Don't assume production of one word will be identical to word in connected speech
2. Inaccurate to make generalizations to connected speech 3. Always compare context and single word 4. Single word articulation tests don't permit assessment of co-articulation (because co-articulation happens with connected speech) |
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Connected Speech
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Conversational/Connected
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Contextual Speech
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??
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What is the order of acquisition of consonants?
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18 mo.: p, b, h, w, m, n
24 mo.: k, g, d, t, ng 30 mo.: f, j (yu) 36 mo.: s, l, r 42 mo.: sh, ch, z 48 mo.: dj, v 54 mo.: th (thin) 60 mo.: th (this) 72 mo.: mea/s/ure |
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Why are standardized tests important?
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Data comparison
Reliability, validity Allows communication with other professionals Compares performance to age norms |
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What do you have to remember about comparing performance to age norms?
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Use norms as guidelines, NOT to make predictions
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Testing for stimulability
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Given a model, can they modify their speech behavior?
Not intended for treatment, only to gather information Will help you decide where and when to start with therapy (start with sounds that are stimulable) Helps identify the phonetic context where the correct sound is being produced |
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What are the three possible outcomes of testing for stimulability?
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Corrected production
Modification of production No modification of production |
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What kinds of models can you have when testing for stimulability?
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auditory
visual both |
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What are the levels in the heirarchy of testing for stimulability?
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Isolation
Syllable Word Phrase Move up this heirarchy and give the level in the report |
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What are the implications (2 types of predictions) of stimulability?
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Child will respond faster to treatment so you should correct it sooner (start treatment)
OR The sound is emerging. The child is on the verge of producing it correctly (leave him/her be) |
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What is the consensus among clinicians on the implications of stimulability?
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Recommend treatment because it could or could not get better with maturation and growth
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What can the clinician be confident will happen if a decision is made to intervene with stimulable sounds?
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Stimulable sounds will improve faster
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What is an example of testing for stimulability?
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"Can you say saw"
"thaw" Can you say sss like a snake" while moving hand like a snake (auditory and visual cue) "sss" Fade auditory prompt |
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Contextual testing
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Phonetic environment is controlled by the clinician
Helps find where the error is being produced consistently Permits us to find context where the sound is produced correctly. |
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What is phonetic context?
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Sounds that precede/follow sounds you are targeting
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What is facilitative context?
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A phonetic context that is easier to produce
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What is deep testing?
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Test a sound in all different contexts
Can be across words as in the example "redcar" |
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What does contextual testing allow us to know (that is important to direct therapy)?
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Where is the sound *always* an error?
Where is the one context it is correct? |
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What is a type of deep test that Dr. Z mentioned in class?
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McDonald Deep Test of Articulation
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Phonological Process Analysis
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A method for describing immature patterns in the speech of normal children
"process" implies simplification |
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What is the difference between "process" and "rule"?
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Rule is the term used for the algebraic equations
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What are the steps involved in phonological process analysis?
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Obtain a sample
Record the sample Choose an analysis procedure Analyze the sample |
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What should a good sample for phonological process analysis include?
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It must reflect production in actual situations
It will reveal consistent patterns and inconsistent patterns (tells us what is correct/incorrect) It will contain the full set of English phonemes |
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What are the 5 criteria for analyzing a speech sample?
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1. Does it describe the pattern used by the speaker?
2. Identify how these patterns are different from normal 3. Determine implications of these patterns regarding how it will affect communication 4. Provide a basis to assess change during treatment 5. If no change, maybe need a new treatment approach or do another analysis) |
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What are the different approaches for analyzing a sample that were discussed in class?
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Ingram Approach
Phonological Analysis Procedure - Creaghead |
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Is Ingram's approach to analyzing a speech sample informal or formal?
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Informal
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What is Ingram's approach to analyzing a speech sample?
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Phonetic Analysis: # of sounds child uses in each position
Homonym Analysis: Forms of sounds that look alike and have different meanings, determines the degree of intelligibility of the child Substitution Analysis: Identify frequency of substitutions |
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What are the goals of Ingram's approach to analyzing a speech sample?
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a. get a complete analysis
b. be flexible on the type and size of the sample c. adaptable for different children d. analysis provides new information at each step; not redundant e. good enough to compare to normative data |
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What is Creaghead's phonological analysis procedure?
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Transcribe the entire sample phonetically as a list of words
-Identify each word separately -Transcribe by groups of consonants (initial, medial, final) Analyze syllable structure -List different word structures being used -Vowels, CV, CVCV, etc. Analyze substitutions, omissions, distortions -Summary of where they are occurring, which phonemes are correct, which are sometimes correct (where?), which are never correct (substitutions), which don't appear in the sample Examine the substitutions/omissions for phonological processes Analyze their phoneme preferences (correctly produced, frequently occurring patterns) |
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CAAP
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Clinical Assessment of Articulation and Phonology
Testing time: 15-20 min. Ages: 2-6 - 8-11 Tests both articulation and phonology |
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GFTA-2
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Goldman-Fristoe Test of Articulation 2
Co-normed with KLPA-2 Testing time: 5-10 min. Ages: 2-0 to 21-11 Assesses articulation in spontaneous speech and imitation |
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KLPA-2
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Khan-Lewis Phonological Analysis, Second Edition
Co-normed with GFTA-2 Testing time: 10-30 min. Ages: 2 - 21 Use to determine which phonological processes are being used after administering the GFTA-2 |
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PAT
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Photo Articulation Test - Third Edition
Testing time: 20 min. Ages: 3-0 - 8-11 Helps identify articulation errors in picture identification tasks - 72 color photographs |
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HAPP-3
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Hodson Assessment of Phonological Patterns, Third Edition
Testing time: 2-5 min. (screening), 15-20 min. (comprehensive) Ages: 2 - any age; normative data provided for children aged 3 - 8 Designed to assess phonological patterns of children with highly unintelligible speech through object and picture identification Norm-referenced AND criterion-referenced |
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If the child is not making progress, what could be the reasons?
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Intervention is not working
Therapist is not effective Child is not coming to therapy |
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What is the purpose of screening a population?
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To find out which children need further evaluation
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What questions must articulation and phonological assessments answer?
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What sounds does the child produce? Are they correct or not?
What is the syllable shape that the child is producing? Focusing on consonant/vowel contrasts What are phonological contrasts present in spontaneous speech? Emphasis on contrast, not correctness. |
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What is the number one reason for articulation and phonological assessment?
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To determine if the speech sound system is within normal limits or not.
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Do most children do better in connected speech or on single word testing?
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Single word testing
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What is the heirarchy of severity with regards to intelligibility?
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Most severe to less severe:
Omissions Substitutions Distortions |
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T/F Children with omissions will have a harder time in therapy.
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False. Some may but some may not.
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T/F A child very rarely only has an articulation problem.
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True. Most likely it is articulation and phonology.
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How can we judge severity (2 ways)?
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Standardized tests will give us quantitative information to judge severity
Clinicians make qualitative judgments of severity |
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What are the factors to be considered when judging severity?
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overall intelligibility
etiological factors potential impact on client's activities of daily living family and cultural expectations of speech and language development chronological vs. developmental age |
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Speech Delay
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If there is a mismatch between chronological & developmental ages
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Speech Disorder
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When there are patterns of errors not seen in normal development
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Why is it important to make judgments of severity?
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When speaking to families
When qualifying clients for services |
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What are the factors that are dependent on judgments of severity?
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Prognosis
Length of therapeutic intervention Frequency and intensity of intervention |
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What needs to be considered at each level of severity?
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Phonetic inventories
Phonological processes Suprasegmentals characteristics Intelligibility |
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Mild: Phonetic inventory
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Delayed but vowels are okay
most consonants present and often produced correctly Errors are distortions |
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Mild: Phonological processes
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A few delayed errors
Patterns typical of younger children Suprasegmentals usually correct |
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Mild: Intelligibility
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Close to 100% but speech attracts attention to itself
impact is minimal |
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Moderate: Phonetic inventory
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Vowels okay
Incomplete acquisition of consonants and even after con. and vow. are acquired, child may not use them accurately |
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Moderate: Phonological processes
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Inconsistent accuracy - increases with complex words
Child shows a larger delay relative to typically developing peers |
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Moderate: Intelligibility
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Reduced intelligibility because of the inconsistent errors
Child may not talk as much as peers |
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Severe: Phonological inventory
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Incomplete
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Severe: Phonological processes
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Incomplete
Accuracy very low except in single words and short utterances Gestures, eye contact may be used to supplement comm. |
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Severe: Intelligibility
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Very low
Supplemental communication/contextual support often needed for comm. Younger clients may not use vocalizations Older clients may have developed avoidance strategies Prognosis for oral comm. may be poor |
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Four factors to consider when determining need for intervention
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Intelligibility
Severity Stimulability Error Pattern Analysis |
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What variables could influence intelligibility?
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Familiarity with child
Frequency of sound occurrence Number of phonemes in error Types of error (SODA) |
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What has a direct relationship with estimate of unintelligibility?
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Omissions
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What is PCC?
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Percent of Consonants Correct
(# correct / total #) x 100 |
