Artic And Phonology Test Ii

Front 1

Dysarthria

Back 1

Neuromotor speech disorder affecting one, various, or all parameters of speech production: respiration, phonation, resonance, articulation, and prosody. pg 361. motor speech disorder resulting from neurological damage. Has trouble with the act of speaking.

Front 2

Apraxia

Back 2

Motor programming disorder resulting from neurological damage, observed mostly in adult and older populations. there is childhood/dev apraxia. Reactions are inconsistent, as processing has gone awry. Good receptive lang, bad expressive. Trouble with volitional movement and finding the right word. There is no motor difficulty.

Front 3

Universal Precautions *

Back 3

Universally protecting you and your client from germs and diseases. Wipe tables, chairs, use non-latex gloves, to not get sick. protect surfaces, dispose of all materials properly

Front 4

Orofacial Assessment

Back 4

Biggest test to assess fluidity of movement. Diadochokynetic rate-PTK. bilabial, dental, velar.
skills are assessed with an exam observing the intactness of structures as well as fluid movement and stability over time

Front 5

Gathering a Case History

Back 5

Need a detailed report on speech and language evaluation.
*written case history
*reports written by other professionals
*oral interviews of child's parents. If there is trouble getting this, email/mail it to parents for them to fill out.

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articulation

Back 6

physical movements of the articulators and the motor skills involved in prod. of speech sounds.

Front 7

phonology

Back 7

system of rules underlying sound production and sound combinations in formation of words.

Front 8

articulation disorder vs phonological disorder

Back 8

artic=phonetic errors resulting in nonstandard speech sounds. Phonological errors result in a neutralization of sound contrast and a collapse in phonemic contrast that affect meaning.

Front 9

Phonological Awareness

Back 9

A child's underlying knowledge that words are created from sounds and sound combinations.

Front 10

Metalinguistics

Back 10

individuals ability to analyze, think about, and talk about language.

Front 11

Syllable Structure Processes

Back 11

*final consonant deletion
*cluster reduction
*unstressed syllable deletion
*reduplication
*epenthiesis (insert letter to make a word easier)

Front 12

Substitiution Processess

Back 12

*stopping
*liquid gliding
*vocalization
*depalatalization
*velar fronting
*deaffrication
*stridency deletion

Front 13

Assimilation Processess

Back 13

*labial assimilation
*velar assimilation
*nasal assimilation
*voicing assimilation

Front 14

Class I Malocclusion

Back 14

Few individual teeth are misaligned

Front 15

Class II Malocclusion

Back 15

lower jaw is receded and upper jaw is protruded.

Front 16

Class III Malocclusion

Back 16

lower jaw is protruded and upper jaw is receded.

Front 17

ankyloglossia

Back 17

short lingual frenulum resulting in limited tongue movement.

Front 18

Velopharyngeal Inadequacy

Back 18

Difficulty in closing the VP port and inadequate pressure consonants such as fricatives, stops, and affricates.

Front 19

PP-Final Consonant Deletion

Back 19

/do/=dog final syllable or consonant is deleted.

Front 20

PP Initial Consonant Deletion

Back 20

/op/=soap a word or syllable initial consonant is deleted. watch for apraxia.

Front 21

PP Weak Syllable Deletion

Back 21

/naena/=bannanna an unstressed syllable is deleted

Front 22

PP Reduplication

Back 22

/wawa/=water an entire syllable is deleted

Front 23

PP Cluster Reduction

Back 23

Consonant is deleted from the cluster or blend
*/s/ cluser, /tor/=store
*nasal cluster, /tet/=tent
*liquid cluster, bu/=blue

Front 24

PP Coalescence

Back 24

/fim/=swim two adjacent sounds combine at a new place of articulation

Front 25

PP Epenthesis

Back 25

/gerin/=green a schwa is inserted between the two consonants in a cluster.

Front 26

PP Metahesis

Back 26

/aeks/ =ask two sounds are reversed

Front 27

PP Assimilation

Back 27

One sound is influenced by another and becomes more similar or identical to it.
*/gog/=dog velar assimilation
*/naem/=lamb nasal assimilation
*/lElo/=yellow liquid assimilation
*/bebl/-table labial assimilation

Front 28

*PP Depalatalization (Palatal Fronting)

Back 28

/su/-shoe palatals are replaced by alveolars (ts=s)

Front 29

PP Velar Fronting

Back 29

/do/-go velars are replaced by alveolars

Front 30

PP Backing

Back 30

/do/=go sounds are replaced by others further back in the mouth (non-developmental process, watch for dysarthria)

Front 31

PP Stopping

Back 31

/tsu/=shoe fricatives are replaced by stops or affricates

Front 32

PP Deaffrication

Back 32

/dumping/=jumping affricates are reduced to fricatives or stops

Front 33

PP Gliding of Liquids

Back 33

/wun/=run liquids are replaced by glides.

Front 34

PP Glottal Replacement

Back 34

/pe-I/=penny glottal stops are inserted for intervocalic consonants (non-developmental, issues w/craniofacial palate)

Front 35

PP Denasalization

Back 35

/spud/=spoon Nasals are replaced by...stops or anything (hyponasality, congestion, adenoids, sounds like a cold)

Front 36

PP Voicing

Back 36

/doy/=toy voiceless sounds become voiced.

Front 37

PP Devoicing

Back 37

/bik/=big voiced sounds become voiceless

Front 38

Minimal Place of articulation shifts

Back 38

Not Phonological Processess
*/fum/=thumb (f,v,s,z for th)
*frontal lisp-shi=see
*lateral lisp-thei=see
*other tongue protrusions

Front 39

Longitudinal vs Cross sectional studies

Back 39

longitudinal-single study of kid over a long period of time
Cross sectional-group study of a particular population

Front 40

Phonological Processes

Back 40

Operations that change or delete phonological units.
-kids simplification of adult forms/words
-they appear regardless of native language
-used by all kids in early development (2-5 years old)
-more thank one process can apply to a word

Front 41

Whole Word Processes

Back 41

*final consonant deletion
*cluster reduction
*unstressed syllable deletion
*reduplication
*assimilation

Front 42

Segment Change Processes

Back 42

*Velar fronting
*Palatal fronting
*Gliding
*Stopping
*Deaffrication
*Voicing
*Devoicing
*Coalescence-new place of artic
*Epenthesis-schwa added
*Metathesis-two sounds reversed
*Minimal place articulation shifts

Front 43

Nondevelopmental Phonological Processes

Back 43

*Glottal replacement-glottal stop is inserted for an intervocalic consonant (dysarthric maybe...)
*Backing to velars-sounds are replaced by those further back in the mouth
*Initial consonant deletion

Front 44

Developmental Norms for Phonological Processes

Back 44

*Research studies suggest that most kids are intelligible by age 3
*Understood at least 1/2 the time
*you can tell by age 5 if kids normal-whole classes of sounds are generally affected.

Front 45

Phonological Processes Disappearing by 3 years

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*Unstressed syllable deletion
*FCD final consonant deletion
*Assimilation/consonant harmony
*Reduplication
*Velar fronting (up to 4 years old)
*Prevocalic voicing

Front 46

Phonological Processes Disappearing by 6 years

Back 46

*Epenthesis
*Cluster reduction (gen. 5 years)
*Gliding
*Stopping/stridency deletion
*Palatal fronting
*Final devoicing
*Deaffrication (generally 5)

Front 47

Hearing as it Relates to Phonological Disorders

Back 47

*Hearing loss
*Speech sound perception
*Structural variations
*Oral sensory function

Front 48

Hearing Loss Measures, Cause as it relates to PD

Back 48

*Hearing sensitivity is measured through pure tone audiometry and speech recognition tasks.
*Age of onset results in different articulation and phonological processess
*Otitis media is the most common etiology affecting young kids
May have conductive or sensorineural hearing loss resulting in artic problems, voice resonance, prosodic, language and literacy problems

Front 49

Speech Sound Perception / Auditory Discrimination

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The skill to detect differences between words
*also involves phonological awareness which includes pre-literacy skills of rhyming, segmentation, isolation, decoding, and blending

Front 50

Structural Variations Affecting Phonological Processes

Back 50

*lips
*teeth
*tongue
*hard and soft palate
*nasopharynx

Front 51

Oral Sensory Function

Back 51

*Oral tactile sensitivity (one vs two point discrimination)
*Oral form recognition (oral stereognosis)

Front 52

Oral Myofunctional Disorders (Tongue Thrust)

Back 52

*excessive anterior tongue movement during speech, swallowing or at rest.
*Tongue thrust can be habitual or obligatory
*Leads to malocclusion, altered facial development, reverse swallow and articulation problems

Front 53

Childhood Apraxia of Speech

Back 53

These children tend to...
-have delayed or deviant articulation
-present with increased language comprehension and decreased expression
-have difficulty imitating and sequencing oral movements
-to be more intelligible with single words than connected speech
-have inconsistent sound errors, lack of cooing or babbling as infants
-progress slowly and lack generalization
-display other soft neurological signs such as generalized low muscle tone, fine and gross motor incoordination, drooling, lingual tremor, asymmetry of oral structures
-reveal family history of s & l disorders

Front 54

Cognitive Linguistic Factors of Phonological Processes

Back 54

-Learning disabilities (read/ spell /write)
-Intelligence (mental impairment)
-Language development (autism, PDD, cognitive delays)

Front 55

Psychosocial Factors of Phonological Processes

Back 55

-age
-sex
-familial history
-socioeconimic status
-sibling influence

Front 56

1st Step to Phonological Assessment

Back 56

Start with a case history
-demographic info
-birth history
-developmental milestones
-medical hisory
-family history
-history of speech, language or hearing related services
-present concerns and examples
-impact on education/social relationships

Front 57

2nd Step to Phonological Assessment

Back 57

Oral Facial Exam
-Always use universal precautions
-inspect all structures (occlusions)
-Assess fluidity of movement and diadochokinetic rates
-refer to other professionals if needed
-recommend pertinent oral exercises or cessation of oral habits-pacy, sippy, finger suck

Front 58

3rd Step to Phonological Assessment

Back 58

Audiological Screening
-pure tone audiomentry
-impedence or tympanometry
-speech discrimination
-referrals to ENT if necessary

Front 59

4th Step to Phonological Assessment

Back 59

Language Assessment
-Assess receptive and expressive language skills either through a screening or in-depth testing

Front 60

Screening

Back 60

brief check of skills that determines need for further testing (not diagnostic-informal)
-state name and address, count to 10, 20, 60-70, or name days of week, tell about TV show, read sentences, read passages

Front 61

In Depth Testing

Back 61

Uses standardized meausres to determine amount of deviation from the norm. diagnostic. much more expensive, find age equivilancy and percentile rank.

Front 62

5th Step to Phonological Assessment

Back 62

Phonological Assessment
1. determine if sounds are deviant from the norm and warrant intervention
2. Determine goals and strategies to be used
3. make a prognostic statement relative to artic/phon change with or w/o intervention (aka, will therapy work, or surgery needed. Change occurs under what cond.)

Front 63

Stimulability Testing *

Back 63

*Imitative productions after the examiner are elicited using isolated movements, isolated sounds, non sensical or sensical syllables, words, or sentences
Can child produce the errored sound in isolation? Where is the break down? Use voice, place, manner to start.

Front 64

Purpose of Stimulability Testing

Back 64

1. Determine if a sound is likely to be acquired with or without intervention (kid is using in conversation, not a problem)
2. Determine the level of production from which to begin therapy

Front 65

Formal Screening Measures of Phonological Processes

Back 65

-Quick screen of phonology
-Fluharty preschool speech and language test. most popular, miller loves, loyola uses, takes 7-10 min.
-Preschool language scale 4. no pictures.
*tests are expensive

Front 66

Formal Standardized Measures of Articulation

Back 66

-Goldman Fristoe Test of Articulation (classic/most popular takes 15-30 minutes) test phoneme in initial, medial final positions of word. normed ages 2-9.
Structured photographic-dudly the dog pics. same as goldman.
Arizona test is better for older kids bc there are better pics.
Photo articulation test good for adults, because it's just pictures
Secord Contextual Artic will only tell you motor processes-not phonological processes.

Front 67

Formal Standardized Measures of Phonological Processes

Back 67

Khan Lewis-made to go with the goldman fristoe and tells you phonological errors.
Hodson's is a separate test.

Front 68

Method of Recording Responses

Back 68

-omissions, substitutions, distortions, additions
-Narrow phonetic transcription
*Be sure to sample words, sentences, and conversational speech because sound errors can increase and intelligibility can decrease with length and complexity of utterances

Front 69

How to determine the need for intervention?

Back 69

*Which sounds are easy or hard to produce? (stimulability measures)
*What are age appropriate errors and which are deviant from the norm (see standard norms and developmental charts)

Front 70

PCC

Back 70

percentage of consonants correct= # of correct consonants/# of correct+ incorrect consonants

Front 71

Severity Rating

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85-100% mild
65-85% mild/moderate
50-65% moderate/severe
<50% Severe

Front 72

Questions to ask about language & artic assessment

Back 72

*what's client's overall intelligibility?
*What phonological press or distinctive feature patterns are in error?
*What is appropriate for the client's culture and dialect?
*What are the social attitudes of the client and family
*What other medical conditions may impact the treatment goals?

Front 73

Cerebral Palsy

Back 73

Non progressive neuromotor disorder resulting from brain damage before, during, or shortly after birth. is congenital. functional movement may deteriorate. Maybe spastic (common increased muscle tone), athetoid (writhing), ataxic (balance prob), rigid (rigid muscles), or mixed. Symptoms are resonance prob, phonatory prob, respiratory prob, prosodic prob, or assosiated prob (slow jerky jaw mvmt, slow ddchokinetic rate)

Front 74

Cleft Lip and Palate

Back 74

kid has trouble with voiced sounds, weak intraoral pressure resulting in weak affric, fricat, and stops. Nasal resonance or pharyngeal inadequacy, nasal emissions, distortions, compensatory errors. pharyngeal inadequacy leads to hyper functionality of the voice. May need surgical intervention,

Front 75

After Assessment: Traditional Analysis

Back 75

-consider position which sounds are misarticulated (initial, med, final)
-the types of errors made

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After Assessment: Pattern Analysis

Back 76

Voice, Place, Manner analysis-train classes of sounds of affected sound class.

Front 77

After Assessment: Distinctive Feature analysis

Back 77

refers to a unique characteristic that distinguishes one sound from all others (voice, nasal, posterior, anterior)

Front 78

After Assessment: Phonological Process analysis

Back 78

patterns found in children's misarticulations. sound production errors.
1. syllable structure
2. substitution
3. assimilation
look at freq. and percent of occurrence.

Front 79

Prognosis of Disordered Speech

Back 79

severity, age, motivation, inconsistency, associated conditions, treatment history, family support

Front 80

Final Step in Speech Language Diagnosis

Back 80

Final interview, diagnostic report.