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SPHP 126 > Assessment Procedures for Ch. w/SSD's*** > Flashcards

Assessment Procedures for Ch. w/SSD's*** Flashcards

1
Q

____________ is a set of procedures that are used to gain a clear description of the speech sound production skills of a child. The goal is to determine if there is a speech sound _________

__________—conclusion you arrive at

1) Determine if the child has a clinically significant problem
2) Describe the characteristics of problem

A

Assessment is a set of procedures that are used to gain a clear description of the speech sound production skills of a child. The goal is to determine if there is a speech sound disorder

Diagnosis—conclusion you arrive at

1) Determine if the child has a clinically significant problem
2) Describe the characteristics of problem

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2
Q

___________: pass/fail procedure that can be conducted quickly with a large number of individuals in a short period of time

Ch: converse, say ABCs, count to 10

Adults—conversation, reading

A

Screening: pass/fail procedure that can be conducted quickly with a large number of individuals in a short period of time

Ch: converse, say ABCs, count to 10

Adults—conversation, reading

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3
Q

In California schools we don’t automatically _________ anymore. It is all based on teacher and parent ________

When we can’t take kids for therapy (teachers get upset), put them on “________ status”

Say something like:

“He is still quite young, so I will re-check him again in January. If he still doesn’t technically qualify for speech, I can re-screen him in first grade.”

A

In California schools we don’t automatically screen anymore. It is all based on teacher and parent referral

When we can’t take kids for therapy (teachers get upset), put them on “monitor status”

Say something like:

“He is still quite young, so I will re-check him again in January. If he still doesn’t technically qualify for speech, I can re-screen him in first grade.”

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4
Q

III. GENERAL PRINCIPLES OF ASSESSMENT**

A. Review the Client’s ___________

  1. Written case history forms
  2. Information from other ___________
  3. Conduct ___________
A

III. GENERAL PRINCIPLES OF ASSESSMENT**

A. Review the Client’s Background

  1. Written case history forms
  2. Information from other professionals
  3. Conduct interview
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5
Q

Written Case History Forms

What does the family think is the problem?

speech, lang, developmental hx (history)

prenatal and birth hx

_________ hx (eating problems, ear infections)

__________ hx

__________ hx (ch’s relations with others, discipline problems, is ch. frustrated)

A

Written Case History Forms

What does the family think is the problem?

speech, lang, developmental hx (history)

prenatal and birth hx

medical hx (eating problems, ear infections)

educational hx

social hx (ch’s relations with others, discipline problems, is ch. frustrated)

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6
Q

Get information from other ___________

you may need a written __________

sometimes you have to ask __________

A

Get information from other professionals

you may need a written release

sometimes you have to ask verbally

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7
Q
  1. Conduct an information gatehering __________

develop _________

orientation: what will happen in assessment

“I understand from his file that…”

We need to ask:

do others make ____ of ch?

older client: are you bothered by this? Is there an impact on your ______?

Close the interview

Recap important points

Be sure to tell the person that you will share _______ findings with them

Thank them for their time

A
  1. Conduct an information gatehering interview

develop rapport

orientation: what will happen in assessment

“I understand from his file that…”

We need to ask:

do others make fun of ch?

older client: are you bothered by this? Is there an impact on your life?

Close the interview

Recap important points

Be sure to tell the person that you will share test findings with them

Thank them for their time

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8
Q

B. Plan ___________ Session

select appropriate test

prepare ________! (stickers, toys, games, prizes)

prepare testing area so it is ________, clutter free, and not ____________

A

B. Plan Assessment Session

select appropriate test

prepare bribes! (stickers, toys, games, prizes)

prepare testing area so it is clean, clutter free, and not distracting

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9
Q

D. Assess related areas

hearing

__________ structures

DDK syllable rate

________ rate

speech intelligibility

level of ___________

A

D. Assess related areas

hearing

orofacial structures

DDK syllable rate

speech rate

speech intelligibility

level of stimuability

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10
Q

E. Screen __________

give a __________ vocabulary test. this works well if ch. is unintelligible

F. Administer _________

get a ____________ sample

use standardized tests. some school districts demand norms

G. Discuss findings and make recommendations

Share info. Be positive and clear.

H. Write _________

It’s a __________ document.

A

E. Screen language

give a receptive vocabulary test. this works well if ch. is unintelligible

F. Administer Tests

get a spontaneous sample

use standardized tests. some school districts demand norms

G. Discuss findings and make recommendations

Share info. Be positive and clear.

H. Write report

It’s a legal document.

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11
Q

IV. HEARING SCREENING**

SLPs can screen

In the schools, _______ usually does this

Pure tone air conduction thresholds at 20 or ___ dB

Refer to __________, and/or ___________ if suspect a problem

A

IV. HEARING SCREENING**

SLPs can screen

In the schools, nurse usually does this

Pure tone air conduction thresholds at 20 or 25 dB

Refer to physician, and/or audiologist if suspect a problem

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12
Q

V. DIADOCHOKINETIC SYLLABLE RATES**

DDKs refer to the ________ and _________ with which a person produces repetitive ___________ movements

__________ motion—same syllable /pʌpʌpʌpʌ/

___________ motion—different syllables /pʌtʌkʌpʌtʌkʌ/

We are evaluating oral motor ___________

In evaluating oral motor coordination, we are looking for ________, __________, and __________ problems

A

V. DIADOCHOKINETIC SYLLABLE RATES**

DDKs refer to the speed and regularity with which a person produces repetitive articulatory movements

Alternating motion—same syllable /pʌpʌpʌpʌ/

Sequential motion—different syllables /pʌtʌkʌpʌtʌkʌ/

We are evaluating oral motor coordination

In evaluating oral motor coordination, we are looking for speed, accuracy, and sequencing problems

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13
Q

VI. CONDUCTING AN ORAL PERIPHERAL EXAMINATION**

A. Purpose

Helps differentiate: is it _________ or _________

Functional: not associated with an organic or ____________ impairment

Organic: some underlying _________, __________, neurological cause, or related factor

B. Supplies you need

__________, gloves, ___________, tongue ___________ (tasty are best)

Dr. R’s wad ‘o gum technique (child finds gum in SLP’s mouth)

A

VI. CONDUCTING AN ORAL PERIPHERAL EXAMINATION**

A. Purpose

Helps differentiate: is it functional or organic

Functional: not associated with an organic or neurological impairment

Organic: some underlying structural, sensory, neurological cause, or related factor

B. Supplies you need

Penlight, gloves, stopwatch, tongue depressors (tasty are best)

Dr. R’s wad ‘o gum technique (child finds gum in SLP’s mouth)

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14
Q

C. Assessment of Structure and Function of Facial Muscles**

  1. General ___________ of ______ at rest—drooping? Twitches?
  2. Facial symmetry during _________, opening mouth
  3. Structural integrity of _______—drooping? Mouth breathing?
  4. __________ integrity of lips
    - is _______ symmetrical?
    - ask for ____—eee and __________
    - is there adequate speed and ______?
    - puff cheeks and hold air in
A

C. Assessment of Structure and Function of Facial Muscles**

  1. General symmetry of face at rest—drooping? Twitches?
  2. Facial symmetry during smiling, opening mouth
  3. Structural integrity of lips—drooping? Mouth breathing?
  4. Functional integrity of lips
    - is smile symmetrical?
    - ask for uuu—eee and papapa
    - is there adequate speed and ROM?
    - puff cheeks and hold air in
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15
Q

D. Assessment of structure and function of tongue

  1. Structural integrity - normal _______?

abnormal movements like ___________

  1. Functional Integrity

Stick out your tongue, does it come out ____ enough? _________ to one side?

stick out tongue and hold it for __ seconds

protrude tongue, _________ tongue depressor

elevate and lower tongue ______, move ________ to ________

A

D. Assessment of structure and function of tongue

  1. Structural integrity - normal color?

abnormal movements like fasciculations

  1. Functional Integrity

Stick out your tongue, does it come out far enough? Deviate to one side?

stick out tongue and hold it for 5 seconds

protrude tongue, resist tongue depressor

elevate and lower tongue tip, move side to side

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16
Q

E. Assessment of Hard Palate**

Normal _______?

Normal _________ and width? (too narrow?)

Clefts?

F. Assessment of Soft Palate

Problems - _____

Bifid uvula - _________ cleft?

good oral-nasal __________ balance

prolong /__/ - does velum move up and back to meet the ___________ wall?

A

E. Assessment of Hard Palate**

Normal color?

Normal height and width? (too narrow?)

Clefts?

F. Assessment of Soft Palate

Problems - VPI

Bifid uvula - submucous cleft?

good oral-nasal resonance balance

prolong /a/ - does velum move up and back to meet the pharyngeal wall?

17
Q

G. Assessment of Teeth

__________ - tilt outwards toward lips

___________ - tilt inward toward tongue

malocculsion

______ bite - lack of contact between upper and lower teeth

________ bite - lateral overlapping of upper and lower dental __________

A

G. Assessment of Teeth

Labioverted - tilt outwards toward lips

linguaverted - tilt inward toward tongue

malocculsion

open bite - lack of contact between upper and lower teeth

cross bite - lateral overlapping of upper and lower dental arches

18
Q

VII. OBTAINING A SPONTANEOUS SAMPLE**

Ideal—representative of ________ life

Collect ___-100 utterances

Time-consuming, hard with highly unintelligible children

use the help of a family member or friend if needed

no loud _______

let them _______ themselves

A

VII. OBTAINING A SPONTANEOUS SAMPLE**

Ideal—representative of daily life

Collect 50-100 utterances

Time-consuming, hard with highly unintelligible children

use the help of a family member or friend if needed

no loud toys

let them hear themselves

19
Q

VIII. ADMINISTERING STANDARDIZED TESTS**

Advantages

  • quick (15-20 min.)
  • sample all __________

Disadvantages

just ________ words, not _________ speech

ch w/oral motor problems do ________ in single words

each phoneme sampled only _______ in each position (false negatives, false positives)

A

VIII. ADMINISTERING STANDARDIZED TESTS**

Advantages

  • quick (15-20 min.)
  • sample all consonants

Disadvantages

just single words, not connected speech

ch w/oral motor problems do better in single words

each phoneme sampled only once in each position (false negatives, false positives)

20
Q

Obtaining Responses**

_________ vs. _________ imitation

C. Recording Responses

  1. ______/_______ technique
  2. Whole word ___________
  3. Record type of error

(-) for omission, / for substitution, D1-D3 for distortion

A

Obtaining Responses**

Direct vs. delayed imitation

C. Recording Responses

  1. Plus/minus technique
  2. Whole word transcription
  3. Record type of error

(-) for omission, / for substitution, D1-D3 for distortion

21
Q

D. Commonly Used Tests: Phonological Processes

  • Assessment of _________ Processes -Tests for a ________ rating - Popular! Remember for exam
  • ______-Lewis ____________ Analysis (first give Goldman-Fristoe) (10 PPs)
  • Clinical ____________ of ____________ and ___________ (CAAP)
A

D. Commonly Used Tests: Phonological Processes

  • Assessment of Phonological Processes -Tests for a severity rating - Popular! Remember for exam
  • Khan-Lewis Phonological Analysis (first give Goldman-Fristoe) (10 PPs)
  • Clinical Assessment of Articulation and Phonology (CAAP)
22
Q

E. Commonly-used Tests: Articulation**

  1. _________ Articulation ___________ Test-3 - Popular!
  2. ________ __________ Test (PAT:3) - Popular!
  3. __________-Fristoe Test of Articulation: 2 - _______ wide
A

E. Commonly-used Tests: Articulation**

  1. Arizona Articulation Proficiency Test-3 - Popular!
  2. Photo Articulation Test (PAT:3) - Popular!
  3. Goldman-Fristoe Test of Articulation: 2 - Nation wide
23
Q

When you record be sure to ________ or restate the child’s __________ into the recording

A

When you record be sure to gloss or restate the child’s attempt into the recording

24
Q

IX. OTHER TYPES OF ASSESSMENT**

A. Speech __________ Testing

Minimal pairs

B. Stimulability Testing

____________ is the child’s tendency to make a _________ or __________ production of a misarticulated _______ when given a ________ or additional stimulation by the _________

C. Contextual Testing**

McDonald’s Deep Test

Secord Contextual Articulation Tests (S-CAT)

Special procedure that can help id a _________ phonetic context for correct __________ of a particular ___________

A

IX. OTHER TYPES OF ASSESSMENT**

A. Speech Discrimination Testing

Minimal pairs

B. Stimulability Testing

Stimulability is the child’s tendency to make a correct or improved production of a misarticulated sound when given a model or additional stimulation by the examiner

C. Contextual Testing**

McDonald’s Deep Test

Secord Contextual Articulation Tests (S-CAT)

Special procedure that can help id a facilitative phonetic context for correct production of a particular phoneme

25
Q

X. ANALYZING AND INTERPRETING ASSESSMENT INFORMATION**

A. Analysis of Speech Sound Production

___________ analysis: child’s productions transcribed without reference to adult ________

Id sounds that are in the child’s phonetic ___________

____________ analysis: compare child’s production to standard/______ form

A

X. ANALYZING AND INTERPRETING ASSESSMENT INFORMATION**

A. Analysis of Speech Sound Production

Independent analysis: child’s productions transcribed without reference to adult model

Id sounds that are in the child’s phonetic inventory

Relational analysis: compare child’s production to standard/adult form

26
Q

C. __________ Analysis

  1. Errors I-M-F positions of words
  2. Error types—omission, __________, substitution, ___________

D. ____________ Analysis

Compare child’s production to ________ for CA (**public schools)

E. __________ Analysis

  1. Distinctive Features
  2. Place-_______-Manner

PVM: teach exemplars in the sound class►generalization

Teach /__/ ►/g/

(fricatives) Teach /__/ ►/s/

A

C. Traditional Analysis

  1. Errors I-M-F positions of words
  2. Error types—omission, distortion, substitution, addition

D. Developmental Analysis

Compare child’s production to norms for CA (**public schools)

E. Pattern Analysis

  1. Distinctive Features
  2. Place-Voice-Manner

PVM: teach exemplars in the sound class►generalization

Teach /k/ ►/g/

(fricatives) Teach /f/ ►/s/

27
Q

F. Phonological Process Analysis**

Analyze PPs in terms of frequency, and __________ of occurrence

Total # of occurrences of final cons. deletion = 10

Total # of opportunities for the process = 50

Total = 20% occurrence

H. __________ Inventory Analysis

Does the client have the ________ (physical) ability to make the sound?

I. ___________ Analysis**

60 intelligible words out of 170 words = 35% intelligibility

30 intelligible words out of 56 words = 54% intelligibility

Usually—___________ statement

“This examiner estimates that in a known context with an unfamiliar examiner, Joey is 50% intelligible in connected speech.”

A

F. Phonological Process Analysis**

Analyze PPs in terms of frequency, and percentage of occurrence

Total # of occurrences of final cons. deletion = 10

Total # of opportunities for the process = 50

Total = 20% occurrence

H. Phonetic Inventory Analysis

Does the client have the motor (physical) ability to make the sound?

I. Intelligibility Analysis**

60 intelligible words out of 170 words = 35% intelligibility

30 intelligible words out of 56 words = 54% intelligibility

Usually—subjective statement

“This examiner estimates that in a known context with an unfamiliar examiner, Joey is 50% intelligible in connected speech.”

28
Q

XI. MAKING A DIAGNOSIS

A. Typical speech skills

  1. Errors - normal _____ range?
  2. Errors ► L1 _________?
  3. Errors, but don’t interfere with _______
A

XI. MAKING A DIAGNOSIS

A. Typical speech skills

  1. Errors - normal age range?
  2. Errors ► L1 transfer?
  3. Errors, but don’t interfere with life
29
Q

B. Disorders—Articulation Disorder

  1. Errors associated with _________, _________, or neurological origin
  2. Errors not typical of same-______ peers
  3. No __________ to errors
  4. Errors don’t significantly compromise ___________
  5. Errors on only a few sounds (/__/ and /__/ most common)
A

B. Disorders—Articulation Disorder

  1. Errors associated with organic, structural, or neurological origin
  2. Errors not typical of same-age peers
  3. No patterns to errors
  4. Errors don’t significantly compromise intelligibility
  5. Errors on only a few sounds (/r/ and /s/ most common)
30
Q

C. Disorders - Phonological Disorder

  1. highly ___________ speech
  2. mutiple ____________
  3. restricted ___________ inventory
  4. patterns of _________ (FCD, CR)
A

C. Disorders - Phonological Disorder

  1. highly unintellgiible speech
  2. mutiple misarticulations
  3. restricted phonetic inventory
  4. patterns of errors (FCD, CR)
31
Q

D. Severity Estimate–Disorder is:**

_______

Mild-__________

___________

Moderate-_________

Severe

____________

A

D. Severity Estimate–Disorder is:**

Mild

Mild-moderate

Moderate

Moderate-Severe

Severe

Profound

32
Q

E. Diagnostic Statement**

A summary—one of the ________ portions in a ________ report

It’s very important that this be well done, because it’s all most people ever ________ (e.g., parents, principals, pediatricians)

A

A summary—one of the last portions in a written report

It’s very important that this be well done, because it’s all most people ever read (e.g., parents, principals, pediatricians)

33
Q

XII. DETERMINING PROGNOSIS**

Prognosis = estimated ________ of a disorder under specified __________

E.g., what will happen if tx is offered—or not?

Variables contributing to prognosis (p. 301—please know for exam)

A

XII. DETERMINING PROGNOSIS**

Prognosis = estimated course of a disorder under specified conditions

E.g., what will happen if tx is offered—or not?

Variables contributing to prognosis (p. 301—please know for exam)

34
Q

Roseberry: under ________ and over _________

3 Major components of a good prognostic statement (p. 302):

________ statement - skills ch. expected to achieve- be __________

(fair, good, excellent)

___________ of success

____________ variables that justify the judgement

A

Roseberry: under promise and over deliver

3 Major components of a good prognostic statement (p. 302):

goal statement - skills ch. expected to achieve- be specific (fair, good, excellent)

judgements of success

prognostic variables that justify the judgement

35
Q

XIII. MAKING THERAPY RECOMMENDATIONS

ch has SSD - __________ Tx

ch has errors, but age-appropriate - ___ Tx, re-eval later

typical speech - __ Tx - maybe L1 transfer or subtle problems that don’t impact _______

ch has ssd, but no immediate Tx

A

XIII. MAKING THERAPY RECOMMENDATIONS

ch has SSD - __________ Tx

ch has errors, but age-appropriate - ___ Tx, re-eval later

typical speech - __ Tx - maybe L1 transfer or subtle problems that don’t impact life

36
Q

XIV. CONCLUDING THE ASSESSMENT PROCESS**

____________ report

Conduct information-________ interview

  • begin with _________
  • summarize findings, conclusions, __________, next steps
  • don’t fear the butter

Diagnostic report

  • ________ document and could end up in the hands of a lawyer without your permission
  • _______, other errors are death
  • people’s _________ impression of you
A

XIV. CONCLUDING THE ASSESSMENT PROCESS**

Diagnostic report

Conduct information-giving interview

  • begin with positives
  • summarize findings, conclusions, recommendations, next steps
  • don’t fear the butter

Diagnostic report

  • legal document and could end up in the hands of a lawyer without your permission
  • typos, other errors are death
  • people’s first impression of you

SPHP 126 (16 decks)

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