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Speech Sound Disorders > Assessment Speech Sound Production > Flashcards

Assessment Speech Sound Production Flashcards

1
Q

assessment of SS production consists of

A
  • case history
  • standard/NR assessments
  • oral mech
  • intelligibility
  • severity rating
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2
Q

assessment of speech production includes

A
  • consonant, consonant clusters, vowels and diphthongs, polysyllables, prosody, inconsistency
  • stimulability, phonetic inventory
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3
Q

assessment of intelligibility

A
  • determines presence of SSD, need for intervention, whether intervention is effective
  • not the same as accuracy
  • cannot be adequately measured with an articulation test
  • ideal: samples with multiple listeners, settings, and contexts
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4
Q

intelligibility is not the same as accuracy

A

4 y/o is fully intelligible, but still makes some speech sound errors

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5
Q

single-word intelligibility measure

A
  • low contrast = everything sounds the same
  • listener: transcription or multiple-choice
  • preschool speech intelligibility measure (PSIM)
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6
Q

preschool speech intelligibility measure (PSIM)

A
  • SLP provides stimuli item and child repeats
  • listener guesses word from list of phonological similar words
  • quantifies intelligibility at the single word level
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7
Q

intelligibility at the word and syllable level

A
  • syllables perceived as understood (SPU) aka: percent of intelligible correct syllables (PICS)
  • calculate the percent syllables understood
  • a good choice for, “…those tricky, unintelligible kids where you can’t tell where their words begin and end, this can be a useful way to get an accurate, valid measure of their intelligibility.”
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8
Q

intelligibility at the level of connected speech

A
  • collecting an informal (aka: spontaneous) speech sample
  • can also analyze SODA, phonological processes, PMV patterns, and generate phonetic inventory
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9
Q

collecting an informal speech sample

A
  • play-based
  • multiple
  • narrative
  • record, transcribe, generate percentage of intelligibility
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10
Q

play-based

A
  • open-ended questions
  • narrative the characters
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11
Q

multiple informal

A

settings/days/listeners

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12
Q

narrative informal

A

past personal events

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13
Q

measures of intelligibility at the level of connected speech: context scale

A
  • rating scale for parents
  • intelligibility in range of contexts outside of clinical setting
  • free in 60 languages
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14
Q

severity rating, percent consonants correct (PCC)

A
  • aides in dx of children with suspected phonological disorders (including Spanish-English bilingual children)
  • list > conversation: ideally 75 words
  • also can be used to measure progress in kids with phonological disorders and cleft
  • PCC = (# of consonants correct/total # of consonants) x 100
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15
Q

elements of assessment of speech production

A
  • consonants
  • consonant clusters
  • vowels
  • diphthongs
  • polysyllables
  • prosody
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16
Q

methods of assessment of speech production

A
  • connected speech
  • single word
  • stimulability
  • phonetic inventory
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17
Q

connected speech method of assessment of speech production

A
  • spontaneous speech samples
  • measure of inconsistency
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18
Q

single word method of assessment of speech production

A
  • isolated consonants
  • clusters
  • vowels and diphthongs
  • polysyllables
19
Q

spontaneous speech sample

A
  • preferably includes 100 different words, picture naming, and 50 words of spontaneous speech
  • consider suprasegmentals
  • SODA
  • phonological processes and PMV patterns
20
Q

assessing inconsistency in school-aged children: Buy Bobby a Puppy

A
  • “If at least one production of BBP is different, the child is considered inconsistent on this task, which can contribute to their differential diagnosis…”
  • “Our friend Bobby is walking through the park with his parents. He sees an animal shelter selling puppies and he really wants one. We should tell his parents to buy Bobby a puppy! We are going to hear the man at the shelter tell Bobby’s mom to buy Bobby a puppy and then it is your turn to say it 5 times in a row! Just repeat what the man says 5 times!”
  • “Aw man! Bobby’s moms are still not sure about it! Let’s take turns telling them to buy Bobby a puppy. After the man at the shelter says buy Bobby a puppy, it is your turn to repeat what he says! He will say it 5 times and you repeat it each time your hear it.”
  • (Holding up fingers to count or saying “again” are good ways to get the child to keep going.)
21
Q

assessment of consonant clusters

A
  • most commercially-available assessments do not comprehensively sample all consonant clusters
  • Powell (1995): screening for consonant cluster production
22
Q

most commercially-available assessments do not comprehensively sample all consonant clusters

A

GFTA: 11 word-initial consonant clusters, 0 word-final clusters

23
Q

Powell (1995): screening for consonant cluster production

A
  • 34 word-initial clusters
  • 30 word-initial clusters
24
Q

assessment of vowels and diphthongs

A
  • vowel errors usually secondary to severe SSD, CAS, dysarthria, (undetected) HL
  • single-word assessments that specifically target vowels
  • comprehensive assessment of vowels and vowel inventories can’t be obtained when using a single-word speech assessment
25
Q

single-word assessments that specifically target vowels

A
  1. Arizona Articulation Proficiency Scale (AAPS-3)
  2. Diagnostic Evaluation of Articulation and Phonology (DEAP)
  3. Hodson Assessment of Phonological Patterns (HAPP)
26
Q

comprehensive assessment of vowels and vowel inventories can’t be obtained when using a single-word speech assessment

A

influence of coarticulatory context can’t be examined

27
Q

assessment of vowels and diphthongs: what could you do instead?

A

transcribe the whole word

28
Q

assess vowel production in various phonetic contexts

A
  • open syllable and closed syllables
  • pay attention to nasals and post-vocalic liquids (/pil/)
  • consider syllable length and stress
  • consider influence of dialect
29
Q

polysyllabic assessment

A
  • 3+ syllables
  • insight into child’s phontactic, prosody (stress), phonological processing skills + motor planning
  • if polysyllables are not assessed, an SSD may be “concealed or underestimated”
30
Q

10 clinically useful words (James, 2009)

A
  1. ambulance
  2. hippopotamus
  3. computer
  4. spaghetti
  5. vegetables
  6. helicopter
  7. animals
  8. caravan
  9. caterpillar
  10. butterfly
31
Q

prosody assessment

A
  • stress, rhythm, intonation
  • can directly impact meaning or add information to a word or phrase
  • development begins very early, but refinement continues through school-age
  • difficulty associated with SSDs, dysarthria, Williams syndrome, HL, ASD
  • specific area of difficulty for children with SLI/DLD
32
Q

methods of prosody assessment

A
  • informal: connected speech, checklist
  • prosody voice profile
33
Q

prosody voice profile

A
  • connected speech
  • 3 prosodic domains
  • 3 voice disorders
34
Q

3 prosodic domains

A
  1. phrasing
  2. rate
  3. stress
35
Q

3 voice domains

A
  1. loudness
  2. pitch
  3. quality
36
Q

assessment of stimulability

A

provides insight into differences between child’s performance and capacity
1. list consonants that are absent from
2. provide auditory and visual models + instructions regarding voicing, place, and manner of articulation
3. provide 10 opportunities to produce sound

37
Q

stimulability

A

child’s ability to immediately modify a speech production error when presented with an auditory and visual model

38
Q

assessment of stimulability provides insight into differences between child’s performance and capacity

A
  • performance- child’s abilities in typical day-to-day situations
  • capacity- abilities under most supportive circumstances
39
Q

provide auditory and visual models + instructions regarding voicing, place, and manner of articulation

A

“Let’s try the /k/ sounds. Remember to keep your tongue at the back of your mouth when you say it. /k, k, k/. Now you try.”

40
Q

provide 10 opportunities to produce sound

A
  • in isolation
  • in CV, VC, VCV contexts with vowel /i/, /u/, and /a/
  • in word positions that are problematic
41
Q

phonetic inventory

A

defines phonemes child is able to produce in various syllable positions and word positions

42
Q

phonetic inventory: answers the questions

A
  1. how many different consonant sounds/consonant clusters can the child produce?
  2. in which word position?
  3. in what syllable shapes? and, how many different syllable shapes?
  4. what sound classes are included in the child’s inventory?
43
Q

phonetic inventory, number matters

A
  • number of words in your sample determines criteria
  • shouldn’t count a sound as being in the phonetic inventory if only produced once
  • 150+ words: could use 5 occurrences as criteria for “IN” the sound system
  • only 80 words: criteria may be set at 2 occurrences
  • define criteria used in your clinical report

Speech Sound Disorders (9 decks)

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