chapter 6 Flashcards
relational analysis of speech sound sampling
evaluation of speech sounds relative to adult standard
independent analysis of speech sound sampling
inventory of sounds regardless of whether they are “correct” or “incorrect”
for young kids &/or people w/ limited vocabs
when their repertoire is so small it doesn’t really make sense to compare them to someone else
delay vs disorder
delay - delay in acquisition compared to kids their chronological age
- sequence follows typical pattern
disorder
- atypical development
- can’t always catch up
language difference
speech meets norms of their speech community but not the speech environment at large
goals of speech sound assessment
determine if intervention is needed
determine focus of therapy
determine prognosis
monitor change
identify factors that may be related to the disorder
screening for SSDs
determine whether comprehensive assessment is necessary
not designed to identify or diagnose or to determine treatment directions
brief - 5 mins or less
when do we screen
before kindergarten
@ 3rd grade (anticipating that kids have matured past almost all errors, expected to be able to read to learn)
when a child is suspected to an SSD
informal screening
not standardized or normal references
tailored to specific pop. of interest
- spontaneous speech & convo
- respond to questions
- reading standard passage
- repeating standard set of words/sentences
examiner determines if the person “passes”
more inclusive of dialect & speech community of origin
formal screening
standardized / norm referenced
published format
age ranges
provide more stringent criteria for continuing
might need in order to send to insurance
comprehensive phonological speech sound assessment
Much more in-depth than screening measures
Usually employs several different measures /
instruments and sampling procedures
different measures of comprehensive speech sound assessment
all areas of language
hearing
oral mechanism
case history
voice quality
fluency
resonance
connected / conversational speech sampling rationale
ecological validity
more natural
connected / conversational speech sampling elicitation procedures
spontaneous narrative or conversation
passage reading
delayed imitation / repetition
story retelling
why might you not use connected / conversational speech sampling as your only source
not as dynamic of an assessment
doesn’t get sounds in isolation or smaller contexts
maybe they don’t spontaneously produce a lot of different sound combos
individuality of how much a kid will talk
single word / citation form sampling rationale
obtain speech sound inventory, usually via picture naming
efficient to score & administer
systematically evaluate productions
- initial, medial, & final positions of words
- pre, post, & intervocalic position of syllables
clinician knows what the child is trying to say
single word / citation form sampling limitations
findings may not generalize to connected speech
limited ability to examine effects of co-articulation
usually use nouns (easier for pictures) - doesn’t provide as broad of range
single word / citation form sampling elicitation prcoedures
usually picture naming
- emphasize production of consonants most frequently found in error (late 8)
spontaneous vs imitated productions
stimulability testing
evaluating the ability to imitate the correct form for sound in error
stimulability testing rationale
determines whether a sound is likely to be acquired w/ intervention (if it can be stimulated, it’s in growth)
determines level / type of production where instruction should begin
predict generalization
stimulability testing elicitation procedures
“watch & listen”
more specific placement / tactile cues may be provided if child is not successful
- isolation
- different syllable placements & surrounding sounds
- length of word
examine stimulability of sounds, syllable, & words
high stimulability =
treatment will be very effective
or
might not be worth it to treat because they’ll be able to get it on their own
the most accurate way to capture a child’s phoneme productions during testing is:
narrow transcription
when assess the phonological systems of young infants & toddlers, clinicians should:
conduct independent phonological analysis
facilitative
a phonological context that improves the production of a phoneme
