additional information

Question 1

why did they change the name to speech sound disorders from articulation and phonological disorders?

Answer 1

the name changed to SSD bc there are more speech sound disorders than just articulation and phonology. there’s cleft palate, apraxia, dysarthria, etc. speech sound reflects a broader range of challenges

Question 2

what are the phonological milestones for 0-8 months?

Answer 2

0-2: vegetative sounds
2-4: cooing, laughing
4-6: vocal play
6-10: babbling, baba

Question 3

when is syntax typically acquired?

Answer 3

after the 50 word mark

Question 4

when is semantics acquired?

Answer 4

around 8 months, turns head when name is called

Question 5

when can we tell that a child has acquired pragmatic skills?

Answer 5

smiles back
enjoys games like peek a boo

Question 6

multilingual learners use statistical, prosodic, and phonetic regulatory cues to

Answer 6

segment words from two languages

Question 7

what are the milestones for 8-12 months?

Answer 7

PHONOLOGY: babble with intonation patterns of native language
SEMANTICS: understand 3-50 words
PRAGMATICS: smile, gesture and vocalize to request refuse, comment, and play communication games

Question 8

what are the phonological milestones for 12-18 months?

Answer 8

12m: initial /b, d, g, m, and h/ and final /m/

frequent errors like substitution and deletions

Question 9

what are the semantic milestones of 12-18m?

Answer 9

produce first 50 words

by 18m: 20 words min, average 50-100

Question 10

what are the pragmatic milestones for 12-18m?

Answer 10

more frequently gesturing and vocalizing to request, refuse, and comment

Question 11

what are the phonological milestones for 18-24m?

Answer 11

by 2 intelligibility is 50%
initial: /b,d,m,n,h,w,p,k,g,t,/
final: 5-6 sounds

Question 12

what are the milestones for syntax for 18-24m?

Answer 12

2 word combinations
some grammatical markers
consistent word order

Question 13

what are the milestones for semantics for 18-24m?

Answer 13

understand functional language
18m: 50-100 words
24m: 200-300 words

Question 14

what are the milestones for pragmatics for 18-24m?

Answer 14

18: simple pretend play
more words than gestures
more intents
requests info
answer questions

Question 15

what are the milestones for 24-36 months?

Answer 15

PHONO: speech is 75% intelligible + rhyme awareness

SYNTAX: 2-4 word utterances

SEMANTICS: understand and use of questions by 36 months 900-100 words

PRAGMATICS: lang in play increases and narrative stories skill emerges

Question 16

what are the milestones for 36-48 months?

Answer 16

PHONO: 90% intelligible speech and increasing PA

SYNTAX: complex sentences and prep phrases

SEMANTICS: understand and use of more Q’s and by 48m 1500 words

PRAGMATICS: can you? would you?, narratives w/themes, past events, empathy, and imaginary roles

Question 17

what are the milestones for 48-60 months?

Answer 17

PHONO: 100% intelligibility, segmentation of words and syllables, some errors that don’t impact intelligibility

SYNTAX: adult-like grammar, complex sentences

SEMANTICS: over 2000 words, description, spatial, temporal

PRAGMATICS: topic maintenance, convo repair, social role playing, exploration of language

Question 18

dr. Latimer horn recommends…

Answer 18

If student qualifies for services due to a disorder indicate: The aforementioned dialectal features will not be addressed in their therapy plan as they are not representative of a disorder

Question 19

dr Latimer horn also recommends…

Answer 19

-Come prepared with a summary of ASHA’s position on social dialects
-Be prepared to reiterate the purpose of IDEA, specifically that the service is not intended to “fix” dialectal difference in education but to address legitimate disorders

Question 20

What happens when a ELL (English Language Learner) student presents with speech sound production errors exclusive to English?

Answer 20

the student does not qualify for
special education since the errors are exclusive to English. In other words, it is a case of speech difference not speech impairment.

Question 21

Discuss and practice contrastive analysis to support assessment and help distinguish typical vs atypical speech

Answer 21

we would have to compare the child’s native/second language phonemes with English phonemes to determine what phonemes are shared vs what phonemes are solitary to that language.

Question 22

what an SLP can do for dx and tx even when they don’t speak the other dialect or language?

Answer 22

-inform ourselves about the language and culture
-arrange for an interpreter

Question 23

what are the resources for language history questionnaires?

Answer 23

bilingual and trilingual questionnaires (circling what time the child speaks a certain language) and input-output calculation

Question 24

bilingual speech development is both — and — from monolingual English and monolingual Spanish speakers

Answer 24

similar and different

Question 25

phonological skills in young bilingual children —— —- —- ——- to monolingual children

Answer 25

commensurate though not identical

Question 26

— —– found to be more accurate than unshared in bilingual children’s productions independent of the frequency and sounds in each language

Answer 26

shared phonemes

Question 27

what are the key components needed for a diagnosis?

Answer 27

1. both/all languages
2. multiple measures
3. converging evidence based on multiple sources of clinical assessment, results with interpreter, and both formal + informal assessments

Question 28

what is a good sample of interpreting and reporting?

Answer 28

“Converging evidence from multiple sources
including the student’s parents/caregivers,
teachers, and several assessment measures
supports the conclusion that…”