Ax of SSDs pt. 1

Question 1

Consequences of a speech impairment

Answer 1

• Functional: get message across?
• Social interaction: Can they talk to others, make friends? Bullying?
• Self-esteem: Aware, embarrassed, avoid talking?
• Frustration: presenting with behaviour problems?
• Academic: effect on phonological awareness, literacy acquisition

Question 2

How to test for stimulability?

Answer 2

• Phoneme repetition
• Hierarchy: sound, syllable, word
• Cued stimulability: visual, phonetic (place/manner), tactile

Question 3

Why test for stimulability?

Answer 3

• Determine whether production is possible when you change the way you ask for it.
• Better prognosis for stimulable sounds - may develop spontaneously

Question 4

What are phonology and Articulation tests?

Answer 4

• Elicit spontaneous naming of pictures presented
• Test most consonants in initial/medial/final position
• Mostly single word responses

Question 5

Phonetic vs phonological Ax

Answer 5

• Complementary
• Phonological dependent on phonetic investigation
• Phonetics: narrow auditory investigation by SLT
• Phonology: functional consequence

Question 6

Advantages of phonology and articulation tests

Answer 6

• easy to administer and score
• quick
• data easily quantifiable
• some provide standardised scores
• document need for, and progress in therapy

Question 7

disadvantages of phonology and articulation tests

Answer 7

• Single word production not always representative of prod in connected speech
• May not provide enough data for a phonological analysis
• May not test all sounds e.g. vowel clusters
• Sounds not in comparable phonetic contexts e.g. words of varying length and complexity, diff sounds before and after tested consonants
• Explores performance on a specific day, with specific items in a unique situation

Question 8

Standard Ax for speech includes:

Answer 8

• DEAP: standardised
• STAP-2 (South Tyneside Assessment of Phonology)
• Nuffield Apraxia programme
• Compendium of Auditory and Speech tasks (psycholinguistic)
• Goldman Fristoe test of Articulation
• CAAP (Clinical Assessment of Articulation and Phonology)

Question 9

Four Axs of the DEAP

Answer 9

Diagnostic screen, articulation and oro-motor, phonology, inconsistency

Question 10

diagnostic screen

Answer 10

name 10 pics twice and speech sound stimulability
5 mins

Question 11

articulation and oro-motor

Answer 11

picture naming - 30
stimulability
oro-motor including DDK

Question 12

phonology

Answer 12

picture naming - 50
picture description task - connected speech

Question 13

inconsistency

Answer 13

production of 25 words x3
ensure elicited same way each time

Question 14

what data is retrieved using the DEAP

Answer 14

qualitative data:
- phonetic C inventory

Quantitative data:
- DDK, isolated movements, sequenced movements
- PCC, PVC, PPC
- Single word vs connected speech agreement
- inconsistency rating

Question 15

During test administration, how do you manage elicitation?

Answer 15

Use a cueing hierarchy:
1. Semantic cue
2. Syntactic cue
3. Phonological cue
4. Binary choice
5. Imitation

Question 16

Typical processes

Answer 16

Weak syllable deletion
Final consonant deletion
Cluster reduction
Context sensitive voicing
Velar fronting
Palatal fronting
Stopping of fricatives
Stopping of affricates
Deaffrication
Gliding of liquids
De-rhotacization

Question 17

Disordered processes

Answer 17

Backing stops/fricatives
Affrication
Initial consonant deletion
Medial cons. deletion
Intrusive consonants
Denasalisation
Favoured sound
Glottal replacement
Stops replace glides
Metathesis
Unusual substitutions
migration
Vowel processes

Question 18

Why must you assess polysyllabic words?

Answer 18

• children produce polysyllabic words less accurately than 1/2 syllable words
• phonological processes occur more frequently
• percent phonemes correct is also lower
• phonological processes are evident for longer (up to 7 years reported for WSD (James et al, 2008)
• without ax of PSWs, impairment may be concealed or underestimated