Assessment of Organic and Neurogenic Speech Disorders*** Flashcards
cerebral palsy - non __________ neurogenic disorder due to ____- ____- or post- natal _________
types:
_________ - ___%, slow jerky movements with __________ muscle tone
__________ - ___%, slow writhing and ___________ movements
_________ - __-__%, balance problems but normal ___________ and muscle tone
________ - __%, simultaneous ____________ of all muscle groups
________ - ___%
cerebral palsy - non progressive neurogenic disorder due to pre- peri- or post- natal damage
types:
spastic - 50%, slow jerky movements with increased muscle tone
athetoid - 10%, slow writhing and involuntary movements
ataxic - 5-10%, balance problems but normal reflexes and muscle tone
rigid - 1%, simultaneous contraction of all muscle groups
mixed - 30%
speech problems and their assessment
oral motor - assess speech and non speech ________
feeding
slow ddk rates, ____________ of tongue
resonance
prosody
respiration - rapid __________, wasted air, __________ off at ends of sentences
phonation - weak and __________ voice, vocal folds are hyper __________ (stuck together)
articulation - imprecise and weak ___________ consonants
speech problems and their assessment
oral motor - assess speech and non speech tasks
feeding
slow ddk rates, discoordination of tongue
resonance
prosody
respiration - rapid breathing, wasted air, trailing off at ends of sentences
phonation - weak and strained voice, vocal folds are hyper adducted (stuck together)
articulation - imprecise and weak pressure consonants
dysarthria - ___________ disorder affecting ____ systems: respiration, phonation, articulation, resonance, prosody
- due to CP, ____________ diseases, stroke
characteristics to look for in assessment
___________ respiration
difficulty with appropriate syllable __________
artic: imprecise, distorted consonants; weak ____________ consonants
resonance - hypernasality
phonation - monotone, monoloudness, often _______ voice
___________ means small, shuffling steps (parkinsonian gait)
dysarthria - neuromotor disorder affecting all systems: respiration, phonation, articulation, resonance, prosody
- due to CP, neurogenic diseases, stroke
characteristics to look for in assessment
breathy respiration
difficulty with appropriate syllable stress
artic: imprecise, distorted consonants; weak pressure consonants
resonance - hypernasality
phonation - monotone, monoloudness, often soft voice
festination means small, shuffling steps (parkinsonian gait)
CAS
___________ errors
_______ prosody
difficulty sequencing sounds and syllables
moderately to severly _____________
CAS
inconsistent errors
flat prosody
difficulty sequencing sounds and syllables
moderately to severly unintelligible
(Owens, Farinella, & Metz 2015)
CAS is not the result of _____________ weakness
ch. with CAS have impaired motor __________ and programming capabilities
___________ to automatically learn motor plans necessary for rapid, ___________ speech production
better at ________ level than connected speech
(Owens, Farinella, & Metz 2015)
CAS is not the result of neuromuscular weakness
ch. with CAS have impaired motor planning and programming capabilities
unable to automatically learn motor plans necessary for rapid, accurate speech production
better at word level than connected speech
associated problems - CAS
family hx in some ch
possible learning disability
better __________ lang. skills, decreased ___________ lang
________ tx progress
oral _________/difficulty with volitional nonspeech tasks
slow DDK’s
soft ___________ signs - gross and fine motor incoordination
associated problems - CAS
family hx in some ch
possible learning disability
better receptive lang. skills, decreased expressive lang
slow tx progress
oral apraxia/difficulty with volitional nonspeech tasks
slow DDK’s
soft neurological signs - gross and fine motor incoordinati
CAS assessment
pitch, __________, prosody
overall intelligibility
resonance
DDK’s
sample production of same phoneme in multiple traits
ask them to produce words in both __________ and ____________ modes
developmental hx - feeding, __________ problems? slow lang dev?
volitional non speech movements of oral muscles in isolation and in sequence
receptive and expressive lang skills
articulation- give test, administer items repeatedly to assess ____________ of production
___________ speech sample
production of ____________ words - have them say the words several times, check for consistency
____________ is a hallmark of CAS
CAS assessment
pitch, loudness, prosody
overall intelligibility
resonance
DDK’s
sample production of same phoneme in multiple traits
ask them to produce words in both imitative and spontaneous modes
developmental hx - feeding, sucking problems? slow lang dev?
volitional non speech movements of oral muscles in isolation and in sequence
receptive and expressive lang skills
articulation- give test, administer items repeatedly to assess consistency of production
connected speech sample
production of polysyllabic words - have them say the words several times, check for consistency
inconsistency is a hallmark of CAS
Assessment of cleft palate patients
difficulty with ___________ consonants
nasal ___________, hypernasality
compensatory errors like glottal stops►____________
__________ ear dysfunction (eustachian tube) - OME
Assessment of cleft palate patients
difficulty with pressure consonants
nasal emission, hypernasality
compensatory errors like glottal stops►hoarseness
middle ear dysfunction (eustachian tube) - OME
tests used to assess kids with cleft palate
iowa _________ test (part of the Templin-Darley)
watch for _________-_________ lang. gap
listen for vocal pathology like hoarseness, _______ voice due to strain on vocal folds or _____
tests used to assess kids with cleft palate
iowa pressure test (part of the Templin-Darley)
watch for expressive-receptive lang. gap
listen for vocal pathology like hoarseness, soft voice due to strain on vocal folds or VPI
C. Assessment Strategies**
- Work with team of professionals
- Help plan ___________ interventions
- Assess intelligibility in ____________ speech
- Esp. assess production of __________ consonants in words and ____________
- Determine presence of hypernasality on _________ and nasal emission on ____________
Hold a mirror under the child’s nose…
have her prolong /__/
mirror should be clear if there is no _____________
C. Assessment Strategies**
- Work with team of professionals
- Help plan surgical interventions
- Assess intelligibility in connected speech
- Esp. assess production of pressure consonants in words and sentences
- Determine presence of hypernasality on vowels and nasal emission on consonants
Hold a mirror under the child’s nose…
have her prolong /i/
mirror should be clear if there is no hypernasality
