Ch 11 Flashcards
Evaluation of resonance and velopharyngeal function begins with a __________ _______ _____________.
Evaluation of resonance and velopharyngeal function begins with a perceptual speech assessment.
Goals of a speech and resonance assessment:
- To determine whether a ________/_______ disorder exists and, if so, the ______, ______, and possible _______
- To obtain enough _______ in order to make appropriate _____ for _______
- To determine whether a speech/resonance disorder exists and, if so, the type, severity, and possible cause
- To obtain enough information in order to make appropriate recommendations for treatment
In the first year, speech pathologists should focus on:
- ____________
- ____________ __________
- ____________ of the ________ for _________
- ____________ __________ regarding _____/__________ ____________
Feeding
Language development
Development of the prerequisites for speech
Counseling parents regarding speech/language stimulation
A ______ evaluation of _____/______ skills should be done in early years:
- At least _____ during first ____ years
- At least ______ until age ___
A screening evaluation of speech/language skills should be done in early years:
- At least twice during first two years
- At least annually until age 6
A _______ evaluation of _____ and _____ should be done around age ___; a _____ evaluation should be done if _____ are suspected through _____ or _____ report.
A comprehensive evaluation of speech and resonance should be done around age 3; a language evaluation should be done if problems are suspected through screening or parent report.
A _____ and ______ evaluation should be done before any _____ for _____.
A speech and resonance evaluation should be done before any surgery for VPI.
Interview: Rule of thumb: If the _____ is worried about _____, there is probably a _____ reason for it.
Rule of thumb: If the caregiver is worried about speech, there is probably a valid reason for it.
Speech Samples:
_____-______ articulation test is ____ ______.
We don’t talk in _____ words.
____ _____ place _____ demands on the _____-_____ system.
_____ phoneme may be affected by _____ _____.
This kind of test is ______-______.
Single-word articulation test is not advised.
We don’t talk in single words.
Single words place limited demands on the oral-motor system.
Target phoneme may be affected by phonemic context.
This kind of test is time-consuming.
Speech Samples:
Repetition of ____ and _____ is easier, ____ and provides more _____.
Repetition of syllables and sentences is easier, faster and provides more information.
Speech Samples:
For ______ and nasal _____, _____ sounds also provide information
For resonance and nasal emission, isolated sounds also provide information
Speech Samples for Informal Assessment:
- ______ of sounds
- ______ of ________
- __________ of _______ with ______-________ ___________
- ________
- _________ _______
Prolongation of sounds Repetition of syllables Repetition of sentences with pressure-sensitive consonants Counting Connected speech
Single Sounds:
To test for hypernasality:
_______, particularly ____ vowel /___/ and ____ vowel /___/
To test for hypernasality:
Vowels, particularly low vowel /ɑ/ and high vowel /i/
Single Sounds:
To test for nasal emission:
_____ /____/
To test for nasal emission:
Prolonged /s/
Single Sounds:
To test for hyponasality or cul-de-sac resonance:
_____ /____/
To test for hyponasality or cul-de-sac resonance:
Prolonged /m/
Syllable Repetition: To test hypernasality and/or nasal emission (and to test articulation), use \_\_\_\_\_ \_\_\_\_\_\_ with \_\_\_\_ and \_\_\_\_ \_\_\_\_\_\_: pɑ, pɑ, pɑ, pɑ, … tɑ, tɑ, tɑ, tɑ, … kɑ, kɑ, kɑ, kɑ, … sɑ, sɑ, sɑ, sɑ, … ʃɑ, ʃɑ, ʃɑ, ʃɑ, … etc. pi, pi, pi, pi,… ti, ti, ti, ti,… ki, ki, ki, ki,… si, si, si, si,… ʃi, ʃi, ʃi, ʃi, … etc.
To test hypernasality and/or nasal emission (and to test articulation), use oral consonants with high and low vowels: pɑ, pɑ, pɑ, pɑ, … tɑ, tɑ, tɑ, tɑ, … kɑ, kɑ, kɑ, kɑ, … sɑ, sɑ, sɑ, sɑ, … ʃɑ, ʃɑ, ʃɑ, ʃɑ, … etc. pi, pi, pi, pi,… ti, ti, ti, ti,… ki, ki, ki, ki,… si, si, si, si,… ʃi, ʃi, ʃi, ʃi, … etc.
Syllable Repetition: To test for hyponasality, use \_\_\_\_ \_\_\_\_\_ with \_\_\_\_ and \_\_\_\_ \_\_\_\_\_: mɑ, mɑ, mɑ, mɑ, … nɑ, nɑ, nɑ, nɑ, … mi, mi, mi, mi,… ni, ni, ni, ni, …
To test for hyponasality, use nasal consonants with high and low vowels: mɑ, mɑ, mɑ, mɑ, … nɑ, nɑ, nɑ, nɑ, … mi, mi, mi, mi,… ni, ni, ni, ni, …
Sentence Repetition: p/b—Popeye plays baseball. t/d—Take Teddy to town. Do it for Daddy. k/g—Kate eats the cake. Go get the wagon. f/v—Fred has five fish. Drive the van. s/z—I see the sun in the sky. /ʃ/—She went shopping. /ʧ/—I ride a choo-choo train. /ʤ/—John told a joke to Jim. /r/—Run down the road. I have a red fire truck. /l/—Look at the lady. Blends—splash, sprinkle, street
Sentence Repetition: p/b—Popeye plays baseball. t/d—Take Teddy to town. Do it for Daddy. k/g—Kate eats the cake. Go get the wagon. f/v—Fred has five fish. Drive the van. s/z—I see the sun in the sky. /ʃ/—She went shopping. /ʧ/—I ride a choo-choo train. /ʤ/—John told a joke to Jim. /r/—Run down the road. I have a red fire truck. /l/—Look at the lady. Blends—splash, sprinkle, street
Counting: To test \_\_\_\_ \_\_\_\_\_\_: Count from \_\_\_\_ to \_\_\_\_\_ Repeat \_\_\_\_ or \_\_\_\_\_ over and over 66 = /sɪksti sɪks/ Good combination of \_\_\_\_\_ and \_\_\_\_\_ in \_\_\_\_\_
To test nasal emission: Count from 60 to 70 Repeat 60 or 66 over and over 66 = /sɪksti sɪks/ Good combination of plosives and fricatives in blends
Counting:
To test ________:
Count from _____ to ______
Repeat _____ over and over
To test hyponasality:
Count from 90 to 99
Repeat 99 over and over
_______ speech increases demand on ___ ______ to achieve and _____ _______.
________ and _____ _______ is more obvious.
More _______ errors can occur.
Connected speech increases demand on VP valve to achieve and maintain closure.
Hypernasality and nasal emission is more obvious.
More articulation errors can occur.
