Assessment / diagnosis

Question 1

Why would you conduct an OMA?

Oral musculature assessment

Answer 1

To gather information about the stucture and function of oral mechanisms and whethet this is impacting an individuals productions.

Question 2

What falls under “function” for an OMA?

Answer 2

Range of movement
Accuracy
Rate of movement
Strength of movement

Question 3

What could you find from an OMA regarding the tongue?

Answer 3

tongue tie, tongue thrust, glossectomy, macroglossia

Question 4

Tongue movements:

Answer 4

• Lateral movement (side to side)
  
  • Elevation and depression inside
  • Elevation and depression outside
  • Protrusion

Question 5

Tongue structure:

Answer 5

• Shape (rounded, pointy)
  
  • Deviating / symmetry
  • Size
  • Colour
    
    • Texture

Question 6

Lip movements:

Answer 6

rounding + spread

Question 7

Lip findings:

Answer 7

Open mouth posture
Drooling
Clefts of the lip

Question 8

Jaw movements

Answer 8

open
close
side to side

Question 9

Velum structure:

Answer 9

• Symmetry of uvula
  
  • Bifid uvula
  • Inadequate velopharyngeal closure
  • Hypernasality

Question 10

Teeth

Answer 10

• Missing (impact on s)
  
  • Orientation
  • Rotation
    
    • Hygiene

Question 11

Types of speech assessment categories

Answer 11

Case history, intelligibility, speech production, speech perception, OMA, phonological awareness.

Question 12

Assessment framework

Answer 12

Assessment
Interpretation
Diagnosis
Prognosis
Recommendations
Intervention

Question 13

Case history information

Answer 13

Pregnancy + birth information
* Recent hearing test (WNL?)
* Ear infections?
* Milestones
* Family
* Medical information
* Other professionals working with child
* Education
* Social life
* Reason for referral
* Behaviour
* Interests + strengths
* Mealtimes
* Families resources?
* Impact on behaviour, interaction, ect.
* Speak any other languages?
* Cultural background

Question 14

Dynamic assessment

Answer 14

• Considers a child’s capacity to learn
  
  • Asked for more than one production
  • Provides feedback
    
    • Can they change production? (stimulability)

Question 15

What do we assess? (10)

Answer 15

intelligibility, sound inventory, phonology, word shape, syllable shape, stress patterns, consistency, stimulability, auditory perception, oral musculature

Question 16

cueing hierarchy

Answer 16

1) Direct question

2) Semantic cue

3) Binary choice

4) Phonetic cue

5) imitation

Question 17

Word level assessment considerations

Answer 17

• Imitated vs spontaneous production
  
  • Picture vs written stimuli
  • Visual appeal (engaging child) e.g. colour
  • Vocabulary (how will I cue?)
    
    • Objects for younger children

Question 18

______ speech sample, is most naturalistic/representative

Answer 18

connected

Question 19

ways to conduct connected speech sample

Answer 19

1. General conversation (may not have opportunity to produce all sounds)
   
   2. Structured conversation (can retest)
      
      3. Connected speech picture description (DEAP)

Question 20

What can affect a connected speech sample?

Answer 20

• Was the child shy? Over excited?
  
  • Put more effort due to assessment?
  • Speech rate
  • Familiarity with test items

Question 21

Independent analysis

Answer 21

look at what a child produced independent to the adult target. Building a sound inventory.

Question 22

relational analysis

Answer 22

in relation to the adult target

Question 23

what features does an independent analysis measure/observe?

Answer 23

Sound inventory
Syllable shape
Syllable length
Syllable stress

Question 24

what features does a relational analysis measure/observe?

Answer 24

Syllabic processes
Consonant deletion processes (initial is not typical)
Segment change
PCC + PVC (can give severity descriptor)
Collapsing speech sound to 1 sound?

Question 25

Inconsistency assessment

Answer 25

Dodds index of consistency:
- Measures production of 25 words over 3 trials
- If more than 40% are variably produced
10% of all children with speech impairment were inconsistent

Question 26

dimensions for SSD description

Answer 26

• • Type
  • Motor / phonological
• • Intelligibility
  • Continuum
  • Has normative data
• • Severity
  • Mild, moderate, severe
  • Perceptual or PCC

Question 27

3 features of CAS

Answer 27

1) Inconsistent errors
2) Lengthened and disrupted coarticulatory transitions between sounds and
syllables (anticipates next sounds, e.g. assimilation)
3) Inappropriate prosody especially in the realisation of lexical or phrasal stress (excessive and equal stress)

Question 28

Short, middle, long term + no remediation. prognosis.

Answer 28

Artic + phon (short)
inconsistent (middle)
CAS ( long term)
Dysarthria (No)

Question 29

Standardised test example:

Answer 29

DEAP

Question 30

screening assessment?

Answer 30

Caroline Bowen

Question 31

why would you conduct a word level assessment?

Answer 31

often standardised. Opportunity to hear all sounds + clusters.

Question 32

why would you conduct a connected speech assessment?

Answer 32

Holistic communication (fluency, intonations)
more complex, more errors may emerge
naturalistic
conversational intelligibility

Question 33

Purpose of stimulability testing:

Answer 33

Determine strengths and challenges
Assist target selection (trad v non-trad)
prognosis/time

Question 34

Phonological awareness assessments

Answer 34

PIPA - preschool and primary inventory of phonemic awareness

Question 35

Why assess phonological awareness skills?

Answer 35

Children with SSD often have delayed PA
PA is essential for literacy development
Poor PA children do worse in speech intervention

Question 36

PA skills are a natural ability/ (T/F)

Answer 36

False. It requires deliberate teaching.