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91 Cards in this Set
- Front
- Back
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What are the steps in the diagnostic process?
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1. assessment (appraisal)
2. analysis 3. interpretation 4. dissemination |
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What are the purposes of a communication evaluation? (5)
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-determine need for remediation
-determine direction of treatment -determine prognosis for change -monitor progress -identify factors causing or maintaining the disorder |
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What are the components of a communication evaluation? (5)
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-case history
-relevant medical information (medication, hearing eval., etc.) -observational data -informal assessment measures -formal assessment measures |
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What are the components of a communication evaluation applicable to?
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Issues involving:
-speech sounds -language -voice -fluency -mode of communication |
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What is mode of communication?
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how the message is being delivered or received
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If needed, who should be referred to after a pure tone test?
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audiologist
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If needed, who should be referred to after an impedance test?
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physician, ENT
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What is the assessment of structure and function of oral motor mechanisms AND what is the process?
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-informal oral peripheral examination
-keep client's head upright -start observation at front of mouth and move to the posterior region |
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What materials are needed for the assessment of structure and function of oral motor mechanisms?
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-antibacterial hand sanitizer
-gloves -tongue blades -glycerin swabs -flashlight |
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What informal assessment is used to assess speech production?
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connected speech sample
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What is connected speech sample also referred to as? (3)
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conversational, continuous, or spontaneous speech sample
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What is an adequate connected speech sample size? preferred size?
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-adequate- 100 words
-preferred- 200-250 words |
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What are two ways to assess speech production?
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-informal assessments
-formal assessments |
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True or false: When planning a connected speech sample, a variety of communication temptations should be used.
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True: variety of partners, play, materials, stimuli
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What is symbolic play?
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pretend play, pretend toys are real (fisher price farm, dolls, etc.)
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What is constructive play?
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2-4 items combined to construct something (blocks, legos, play doh) --(try not to use coloring)
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What are different types of stimuli used in connected speech sampling?
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-narratives
-problem-solving situations |
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What is OWL?
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Observe - Wait - Listen
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What are the advantages to using a connected speech sample? (7)
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-sound productions in context
-compare to single word productions -consistency of errors -effects of coarticulation -information about other speech and language domains -interaction skills -diversity in the sample |
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What are the disadvantages to using a connected speech sample? (5)
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-may have challenges with elicitation
-unintelligibility may be an issue -time consuming analysis -transcription may be difficult -much more subjective; more room for error; more bias -BUT...it really should be part of the diagnositc process! |
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What are 2 types of formal assessments of speech production?
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-phonetic
-phonological |
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What is phonetic assessment used to evaluate?
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articulation types of errors
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True or false: For the purpose of a phonetic assessment, a child may be able to maintain contrastiveness (can contrast between correct and error words).
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True
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For the purpose of a phonetic assessment, is a child able to produce error phonemes?
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may not be able to
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What type of transcription is used during a phonetic assessment?
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broad transcription
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What is a phonological assessment used to evaluate?
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phonemic types of errors
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For the purpose of a phonological assessment, is the child likely to maintain contrastiveness (can contrast between correct and error words)?
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may not be able to
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True or false: For the purpose of a phonological assessment, a child may not be able to produce error phonemes.
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False; they just don't use them in the right place.
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What type of transcription is used for phonological assessment?
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narrow transcription
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What are some examples of phonetic assessments?
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-Arizona
-Goldman- Fristoe |
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What are some examples of phonological assessments?
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-BB Top
-Con Louis |
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What are advantages of standardized appraisals (formal assessments)? (9)
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-structured stimuli at word level
-assess most consonants -assess all positions and clusters -provide quantitative measure of severity -normative data can be used for verification -reliable and valid (hopefully) -time-efficient -convenient -unintelligibility is not an issue |
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What are the disadvantages of standardized appraisals (formal assessments)? (8)
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-lack of speech in context
-may not assess all segments -minimal variability in production -no coarticulation -excessive demands on speaker -unable to observe other language domains -bias may occur -expensive |
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What are the categories of analysis?
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-relational
-independent -phonological/phonemic awareness |
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What are measures used for relational analyses?
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-percentage of consonants correct (PCC)
-intelligibility measures -place-manner-voice analysis -phonological process analysis |
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What % of intelligibility does a child need to be less than to qualify for services?
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75%
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What type of errors are we looking for in relational analyses?
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-additions
-deletions -distortions -substitutions |
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What is Percentage of Consonants Correct a measure of?
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-measure of severity
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What is the PCC based on? (what type of assessment)
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connected speech sample
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True or false: The PCC is compared to the correct form of English, not the adult form.
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False, compared to adult form
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Are intelligibility measures subjective or objective?
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-subjective- based on listener perceptions of connected speech sample
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How do we compute intelligibility?
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compute % of words or utterances understood
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What factors influence intelligibility?
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-number, type, consistency of errors
-speaking rate and volume -context -extraneous factors (eg. environmental noise) |
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Describe place-manner-voice analysis.
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-analyzes substitution errors only
-defines patterns of errors according to place, manner, or voicing features |
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Describe phonological process analysis.
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-identifies process use
-looking at segments (vowels and consonants) and classes of sounds (velars, etc.) and syllable structure (look at developmental and nondevelopmental processes) |
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For phonological processes, at what % of production should we become concerned?
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40%
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What are the different forms of independent analysis? (8)
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-phonetic inventory (PI)
-distribution of speech sounds -syllable shape analysis -canonical form -stimulability -productive phonological knowledge (PPK) -increasing word length -multisyllabic words across trials |
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What is phonetic inventory (PI) analysis?
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-inventory consonants and vowels in the child's repertoire
-can reflect place, manner, voicing abilities |
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Where do we get the data from for phonetic inventory (PI)?
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from standardized test and/or connected speech sample
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What is the distribution of speech sounds analysis?
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-analyze where correct and misarticulated sounds occurred in a word
-do not use articulation test initial, medial, final descriptors |
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For distribution of speech sounds analysis, what 3 categories do we divide consonants into?
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-prevocalic (intial)
-postvocalic (final) -intervocalic (medial) |
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What is syllable shape analysis?
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-arrangement of consonants and vowels
-look at child's strategies to simplify adult form -good for use with CSS -better than canonical form |
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What are the different arrangements of consonants and vowels?
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-simple (one-syllable without clusters)
-complex (one-syllable with clusters) -polysyllables (more than one syllable, with or without clusters) |
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Describe canonical form analysis.
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-look at sequences of syllables in words
-determine if syllables are being repeated to simplify words -good for use with CSS |
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Describe stimulability analysis.
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-ability to produce sounds with model/prompt
-can be used to direct tx -prognostic value of stimulability is questionable |
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True or false: The productive phonological knowledge (PPK) analysis is standardized.
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false, not standardized
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Describe the productive phonological knowledge (PPK) analysis.
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-imitated, monosyllabic words in child's lexicon
-multiple opportunities for analysis of all consonants -look for consistency of errors -use with children that have multiple errors |
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True or false: the increasing word length analysis is not standardized.
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True
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What type of analysis is good for use with apraxic patients?
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increasing word length analysis
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Describe the increasing word length analysis.
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-words increase in length and complexity
-look at ability to maintain competence when base word gets more complex |
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Describe the multisyllabic words across trials analysis.
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-repeated trials for same word
-look at consistency/variability of production |
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What is phonogical/phonemic awareness?
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knowledge about the sound system of language
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True or false: Phonological/phonemic awareness is the same as phonological production.
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False, not the same
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True or false: Children with phonological production challenges probably have poor phonemic awareness as well.
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True
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What is phonemic awareness (PA) the best predictor of?
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future reading
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What is phonological awareness?
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knowledge of sentences, words, syllables (larger segments)
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What is phonemic awareness?
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-knowledge of individual phonemes
-being able to manipulate phonemes to change words |
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What are the 7 phonological awareness tasks?
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-rhyme selection (pick out rhyming pairs)
-rhyme production (produce a word that rhymes with others) -sentence length awareness (do they know that sentences are composed of words?) -word length awareness (which word is longer?) -syllable segmentation (have them tell what words were in the production - eg. foot/print, cow/boy) -syllable deletion (tell them to delete a syllable of a word) -word oddity (which word does not begin like the others?) |
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What are the 5 phonemic awareness tasks?
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-phoneme matching (which word begins with a certain sound?)
-phoneme isolation (what sound do you hear at the beginning or end of a certain word?) -phoneme segmentation (spread out all of the sounds in a word) -phoneme blending (put sounds together to make a word) -phoneme deletion (say bear, now say it without /b/) |
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What are different ways we can interpret data?
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-compare to norms
-age of process suppression -rule 51 intelligibility continuum -rule 51 determination of adverse effect -additional comparisons/interpretations -profile of phonologically disordered speech -Iowa-Nebraska Articulation Norms |
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What is the typical standard mean score for formal assessments? AND standard deviation?
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-100 standard score
-15 SD |
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What is the mean for percentile rankings? AND standard deviation?
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-50%
-10 SD |
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True or false: The raw score is not the same as the standard score.
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True
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True or false: Age equivalency's on formal assessments are very accurate.
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False
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By ages 3-0 to 3-3, what proceses should be suppressed?
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-final consonant deletion
-velar fronting -prevocalic voicing -reduplication -syllable deletion -consonant assimilation |
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By ages 3-6 to 4-0, what processes should be suppressed?
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-stopping
-cluster reduction -epenthesis -depalatalization |
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By age 5, what processes should be suppressed?
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-liquid simplification
-interdentalization |
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Go thru Rule 51's Intelligibility Continuum.
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-acceptable for age
-at least 75% intelligible, although speech is noticeably in error -unknown contexts may be adversely affected -known and unknown contexts are generally severely affected |
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What do we do for the Determination of Adverse Effect: Rule 51?
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-document the effect that the articulation deficit has on developmental and educational performance
-determine need for service in: communication, social-emotional development, AND/OR academic/educational performance |
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Be able to give examples of the effects of SSD on communication.
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-difficulty on phone
-difficulty with classroom discussions/groups/presentations ETC.... |
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Be able to give examples of the effects of SSD on social-emotional development.
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-reluctance to speak to peers and adults
-difficulty making needs and wants known ETC.... |
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Be able to give examples of the effects of SSD on academic performance.
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-difficulty making oral presentation
-errors limit potential career paths ETC.... |
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What are some additional comparisons/interpretation methods?
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-word level vs. connected speech
-severity ratings for different measures -PCC severity ratings |
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What are the PCC severity ratings?
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90 to 100% mild
65 to 89% mild-moderate 50 to 64% moderate-severe 49% and below severe |
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True or false: The Iowa-Nebraska Articulation Norms does not look at intervocalic positions.
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True; just pre- and post-vocalic positions
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By what age should children have developed all of their vowels?
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3 years
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True or false: Lateralized productions are considered to be a developmental process.
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False; non-developmental, should not occur
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What 2 ways can we disseminate the diagnostic information?
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written and oral
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What forms of written dissemination are there?
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-summary sheet
-narrative report |
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What forms of oral dissemination are there?
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-staffings
-parent conference -MDT meetings |
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Look at Profile of Phonologically-Disordered Speech slide on last page of notes.
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lots of information on that slide!
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