Assessment Procedures for Ch. w/SSD's*** Flashcards
____________ 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
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
___________: 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
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
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.”
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.”
III. GENERAL PRINCIPLES OF ASSESSMENT**
A. Review the Client’s ___________
- Written case history forms
- Information from other ___________
- Conduct ___________
III. GENERAL PRINCIPLES OF ASSESSMENT**
A. Review the Client’s Background
- Written case history forms
- Information from other professionals
- Conduct interview
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)
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)
Get information from other ___________
you may need a written __________
sometimes you have to ask __________
Get information from other professionals
you may need a written release
sometimes you have to ask verbally
- 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
- 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
B. Plan ___________ Session
select appropriate test
prepare ________! (stickers, toys, games, prizes)
prepare testing area so it is ________, clutter free, and not ____________
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
D. Assess related areas
hearing
__________ structures
DDK syllable rate
________ rate
speech intelligibility
level of ___________
D. Assess related areas
hearing
orofacial structures
DDK syllable rate
speech rate
speech intelligibility
level of stimuability
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.
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.
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
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
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
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
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)
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)
C. Assessment of Structure and Function of Facial Muscles**
- General ___________ of ______ at rest—drooping? Twitches?
- Facial symmetry during _________, opening mouth
- Structural integrity of _______—drooping? Mouth breathing?
-
__________ integrity of lips
- is _______ symmetrical?
- ask for ____—eee and __________
- is there adequate speed and ______?
- puff cheeks and hold air in
C. Assessment of Structure and Function of Facial Muscles**
- General symmetry of face at rest—drooping? Twitches?
- Facial symmetry during smiling, opening mouth
- Structural integrity of lips—drooping? Mouth breathing?
-
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
D. Assessment of structure and function of tongue
- Structural integrity - normal _______?
abnormal movements like ___________
- 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 ________
D. Assessment of structure and function of tongue
- Structural integrity - normal color?
abnormal movements like fasciculations
- 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
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?
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?
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 __________
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
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
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
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)
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)
Obtaining Responses**
_________ vs. _________ imitation
C. Recording Responses
- ______/_______ technique
- Whole word ___________
- Record type of error
(-) for omission, / for substitution, D1-D3 for distortion
Obtaining Responses**
Direct vs. delayed imitation
C. Recording Responses
- Plus/minus technique
- Whole word transcription
- Record type of error
(-) for omission, / for substitution, D1-D3 for distortion
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)
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)
E. Commonly-used Tests: Articulation**
- _________ Articulation ___________ Test-3 - Popular!
- ________ __________ Test (PAT:3) - Popular!
- __________-Fristoe Test of Articulation: 2 - _______ wide
E. Commonly-used Tests: Articulation**
- Arizona Articulation Proficiency Test-3 - Popular!
- Photo Articulation Test (PAT:3) - Popular!
- Goldman-Fristoe Test of Articulation: 2 - Nation wide
When you record be sure to ________ or restate the child’s __________ into the recording
When you record be sure to gloss or restate the child’s attempt into the recording
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 ___________
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
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
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
C. __________ Analysis
- Errors I-M-F positions of words
- Error types—omission, __________, substitution, ___________
D. ____________ Analysis
Compare child’s production to ________ for CA (**public schools)
E. __________ Analysis
- Distinctive Features
- Place-_______-Manner
PVM: teach exemplars in the sound class►generalization
Teach /__/ ►/g/
(fricatives) Teach /__/ ►/s/
C. Traditional Analysis
- Errors I-M-F positions of words
- Error types—omission, distortion, substitution, addition
D. Developmental Analysis
Compare child’s production to norms for CA (**public schools)
E. Pattern Analysis
- Distinctive Features
- Place-Voice-Manner
PVM: teach exemplars in the sound class►generalization
Teach /k/ ►/g/
(fricatives) Teach /f/ ►/s/
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.”
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.”
XI. MAKING A DIAGNOSIS
A. Typical speech skills
- Errors - normal _____ range?
- Errors ► L1 _________?
- Errors, but don’t interfere with _______
XI. MAKING A DIAGNOSIS
A. Typical speech skills
- Errors - normal age range?
- Errors ► L1 transfer?
- Errors, but don’t interfere with life
B. Disorders—Articulation Disorder
- Errors associated with _________, _________, or neurological origin
- Errors not typical of same-______ peers
- No __________ to errors
- Errors don’t significantly compromise ___________
- Errors on only a few sounds (/__/ and /__/ most common)
B. Disorders—Articulation Disorder
- Errors associated with organic, structural, or neurological origin
- Errors not typical of same-age peers
- No patterns to errors
- Errors don’t significantly compromise intelligibility
- Errors on only a few sounds (/r/ and /s/ most common)
C. Disorders - Phonological Disorder
- highly ___________ speech
- mutiple ____________
- restricted ___________ inventory
- patterns of _________ (FCD, CR)
C. Disorders - Phonological Disorder
- highly unintellgiible speech
- mutiple misarticulations
- restricted phonetic inventory
- patterns of errors (FCD, CR)
D. Severity Estimate–Disorder is:**
_______
Mild-__________
___________
Moderate-_________
Severe
____________
D. Severity Estimate–Disorder is:**
Mild
Mild-moderate
Moderate
Moderate-Severe
Severe
Profound
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 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)
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)
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)
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
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
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
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
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
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
