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86 Cards in this Set
- Front
- Back
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When does speech perception begin? |
Before birth; well developed by 25 weeks gestation. |
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Which comes first, perception or production? |
Perception precedes production. |
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4 stages of infant speech development |
1. Phonation 2. Primitive articulation 3. Expansion 4. Canonical babbling |
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What occurs during the phonation stage of infant speech development? |
Lasts from birth to about 2 months, reflexive sounds, crying, sneezing, quasivowels. |
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What occurs during the primitive articulation stage of infant speech development? |
Changes sounds; longer, shorter, louder, softer. Cooing and gooing. |
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What happens during the expansion stage of infant speech development? |
Raspberries, vocal play. |
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What happens during the canonical babbling stage of infant speech development? |
Last stage; CV syllables with no meaning. Will move from something like 'bababababa' to 'bamabamapa' (variegated babbling). |
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Jargon is made up of what two things? |
Canonical babbling and words. |
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Jargon marks a move to __________ communication. Why? |
Intentional. The child will gradually move from mostly babbling to mostly using words during jargon. |
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The point at which a child has 50 words is roughly the time at which what will also appear? |
2 word combinations. |
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TYPICALLY, sounds at the ________ of the mouth will be produced first. |
Front. |
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What sounds will show up in a child's first words? |
Sounds that are frequently babbled. |
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Early words often end in consonants/vowels. |
Vowels. |
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What is a red flag for SLI at 24 months? |
Not having 50 words and 2 word combinations. |
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What % intelligibility should a child have at age 3? |
75% intelligibility at age 3. |
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Cross-sectional studies
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Every participant is tested and analyzed. |
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Longitudinal studies |
One participant is followed for a long period of time, often for years. |
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Order of acquisition memory tool |
'Snuggle before fall' Stops, nasals, glides ///////// liquid, fricatives, affricates |
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All sounds should be mastered by what age? |
8 years. |
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At what age should vowels be mastered? |
3 years. |
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What is intelligibility? |
Howwell a child is understood most of the time despite the possible presence of somedevelopmentally appropriate misarticulations.
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2 big factors for intelligiblity |
Familiarity and context. |
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What % intelligibility should an 8-year-old have? |
90-100%. |
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Some examples of SSDs with structural causes |
Malocclusion (teeth), cleft palate, cleft lip, VPI (velopharyngeal problem). |
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Some examples of SSDs with neurological causes |
Dysarthria (muscle weakness), childhood apraxia of speech (CAS; poor motor planning). |
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3 strongly correlated variables for SSD |
Reading, language, and speech sound disorders. |
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What is the term that describes when someone is 'tongue-tied'? |
Ankyloglossia. |
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Tongue thrust is an example of what kind of disorder? |
Functional, or organic if caused by enlarged tonsils. |
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Assessment |
The process of determining if a disorder is present or not. Results in a diagnosis. |
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During assessment, a child's speech is compared to... |
Normal speech within the child's community. |
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3 questions that describe the purpose of assessment |
1. Is there a disorder/delay/difference? 2. Does the child need intervention? 3. What treatment goals will be addressed? |
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Speech/language delay |
A term usually applied to toddlers that describes development that is behind expected milestones, but often with a normal pattern of development. Implies that the child may 'catch up.' |
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Speech/language disorder |
A term usually applied to preschoolers and young school-age children describing a disruption in the ability to learn and generalize phonological/language skills. Implies that it is a problem that will continue throughout the child's development. |
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True or false: Some, but not all, of children diagnosed with a S/L delay will eventually be diagnosed with a S/L disorder. |
True. |
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How do SLPs know when a child has a delay or disorder? |
They don't right after assessment. Response to intervention must be taken into consideration. |
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Purpose of screening |
Is more testing needed? |
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Why do we use screening and not just assess all clients? |
It is faster and gives us a pass/fail score for each child. |
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Purposes of comprehensive assessment (4) |
1. Diagnosis 2. Determine need for intervention 3. Direction of treatment 4. Prognosis |
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What things do we test during assessment (7)? |
1. Oral mech function and structure 2. Hearing 3. Phonology (sounds themselves as well as phonological awareness) 4. Language 5. Voice, resonance 6. Fluency 7. Test behaviors (speed of testing, signs of frustration, etc.) |
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Diagnostic reports include (3 things)... |
1. Diagnosis
2. Recommendations 3. Prognostic statement |
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At what age do we usually start testing phonological development? |
Not until age 18-24 months with 50 words. |
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Assessment of younger children involves... |
Play-based assessment. |
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Dysarthria versus apraxia |
Dysarthria is caused by muscle weakness or paralysis and will have consistent errors. Apraxia (poor motor planning) is caused by a neurological insult and will have inconsistent errors. |
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Most common motor-based disorders |
Apraxia (poor motor planning) and dysarthria (muscle weakness). |
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What disorder presents with a groping for sounds? |
Apraxia. |
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What are the two components of hearing screening for SLPs? |
Pure-tone testing and impedence testing (measures movement of TM). |
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What are some advantages and disadvantages of using norm-referenced assessments? |
They are quick, assess all sounds, and you know the expected response. But they also only measure single words (not connected speech), only give single contexts for sounds in words, sound error may be word-specific, and it doesn't assess vowels. |
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What are some advantages and disadvantages of using conversational samples? |
They represent real-life speech, there are multiple productions of the same sound, can determine overall intelligibility. But they also take a lot of time and the child may be shy. |
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What does stimulability tell us? |
It tells us what amount of support is needed for the child to produce a sound correctly. Must be in the child's ZPD (zone of proximal development); if they aren't developmentally ready to produce a sound, they can't learn it yet. If /z/ is in a child's ZPD, they're ready to learn it. |
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What is the most common criterion-referenced screening tool? |
Behavioral developmental norms. |
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CLD is what? |
Cultural-linguistic diversity. |
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Probes |
Used as a pre- and post-intervention measure. Involves giving a client a list of words that contain the sounds to be learned, then testing them on the list later (after intervention). These words will specifically not be taught during intervention so that they can serve as a test of generalization (see how effective treatment is). |
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PLOP |
Present Level of Performance. Lets us know if the sound is emerging, what level errors are occurring (word-level, sentence-level, etc.). Is therapy needed? If so, this gives us therapy targets. |
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Contextual testing |
Looks at errors and influence of context/surrounding sounds on sound productions. Ex: /ar/ may be much easier than '-or.' |
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Speech sound discrimination testing |
Historically used a lot, not used as much now. Involves asking client to discriminate sounds. Ex: 'Is 'shoe' the same as 'too?'' |
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For assessment of SSD, ALL areas MUST be assessed, including... |
Voice, fluency, language...ALL AREAS, even if they aren't of concern. |
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Assessment outcomes (4) |
1. Does the child have a delay/disorder/difference? 2. Do they need intervention? 3. Treatment goals 4. Prognosis |
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IDEA |
Individuals with Disabilities Education Act. States that children with a disability and an educational need are eligible for services. |
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All treatment programs involve (3 things)... |
1. Teaching motor aspect of sound production 2. Modeling and imitation 3. Reinforcement and feedback |
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What is the goal of all treatment programs? |
Child will ideally have 95% intelligibility in a natural environment across a variety of settings for normal and effective communication. |
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EBP is... |
Evidence-based practice. It involves the clinician reviewing data and considering the values and priorities of the client's family. |
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4 factors for determining intervention targets |
1. Developmental appropriateness (teach later sounds, the others will generalize) 2. More readily taught (stimulable sounds) 3. Generalization 4. Intelligibility (frequency of sounds, or maybe important sounds for the particular client, like names) |
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At what % of accuracy do we want for the sounds we work on in therapy? |
20-40% accuracy is ideal for working on in therapy. |
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If there are only a few errors, what is recommended that the SLP do? |
Target all simultaneously or target the most frequent sounds first. |
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If there are multiple errors, what is recommended that the SLP do? |
Select the phonological pattern, then select specific sounds. |
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What do we use to determine the amount of scaffolding needed? |
Dynamic assessment. |
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Baselines can give clinicians the... |
Treatment targets. |
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3 treatment continuum phases |
1. Establishment 2. Generalization 3. Maintenance |
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Establishment phase of the treatment continuum |
Teaching sound production through things like phoneticplacement (where to put articulation), successive approximations ('lazy /t/'; shaping), modeling, cues and prompts, paired stimuli(using one correct word to teach a word that has the same sound, but done incorrectly), and positive reinforcement. |
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3 options for the structure of treatment |
1. Clinician-directed (elicits many responses, drill, most common for SSD) 2. Child-centered (play, tempts responses, fewer responses than clinician-directed) 3. Hybrid (structured play) |
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Generalization phase of the treatment continuum |
Many different words and word positions, different settings, across sound classes. |
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Maintenance phase of the treatment continuum |
Clinician does not meet with the client as frequently if at all, client speaks in natural environments, caregivers and teachers take on role of monitoring errors, eventually the child becomes his or her own monitor. |
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Behavioral objectives are made up of... |
'Do' statement, condition, criterion |
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What area is assessed through nonsense words? |
Phonology. |
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Children with apraxia will struggle with what test? |
Diadokokinetic rates, especially with varied sounds like /ptkptkptkptk/. |
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Cleft palate causes... |
Hypernasality and difficulty with stops. |
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If an SLP wants to administer the Goldman-Fristoe Test of Articulation (GFTA), what should the child have first? |
50 word lexicon. |
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If a child is not developmentally ready to take the Goldman-Fristoe Test of Articulation (GFTA), what do we use instead? |
Phonemic inventory. |
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Diadokokinetic rate tests require what? |
Rapid motor production. |
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Norm-referenced assessments usually give how many opportunities to produce any given sound? |
Only one. |
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If a sound is within a child's ZPD, it is... |
Stimulable. |
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Reading skills can also be called... |
Phonemic awareness. |
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Oromyofunctional therapy is used to treat... |
Tongue thrust. |
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What is the purpose of oral mech exams? |
To assess structure and function. |
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T/F: Cleft palate is an example of a structural disorder. |
True. |
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T/F: Dysarthria is an example of a neurological disorder. |
True. |
