chapter 6

Question 1

relational analysis of speech sound sampling

Answer 1

evaluation of speech sounds relative to adult standard

Question 2

independent analysis of speech sound sampling

Answer 2

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

Question 3

delay vs disorder

Answer 3

delay - delay in acquisition compared to kids their chronological age
- sequence follows typical pattern

disorder
- atypical development
- can’t always catch up

Question 4

language difference

Answer 4

speech meets norms of their speech community but not the speech environment at large

Question 5

goals of speech sound assessment

Answer 5

determine if intervention is needed

determine focus of therapy

determine prognosis

monitor change

identify factors that may be related to the disorder

Question 6

screening for SSDs

Answer 6

determine whether comprehensive assessment is necessary

not designed to identify or diagnose or to determine treatment directions

brief - 5 mins or less

Question 7

when do we screen

Answer 7

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

Question 8

informal screening

Answer 8

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

Question 9

formal screening

Answer 9

standardized / norm referenced

published format

age ranges

provide more stringent criteria for continuing

might need in order to send to insurance

Question 10

comprehensive phonological speech sound assessment

Answer 10

Much more in-depth than screening measures

Usually employs several different measures /
instruments and sampling procedures

Question 11

different measures of comprehensive speech sound assessment

Answer 11

all areas of language

hearing

oral mechanism

case history

voice quality

fluency

resonance

Question 12

connected / conversational speech sampling rationale

Answer 12

ecological validity

more natural

Question 13

connected / conversational speech sampling elicitation procedures

Answer 13

spontaneous narrative or conversation

passage reading

delayed imitation / repetition

story retelling

Question 14

why might you not use connected / conversational speech sampling as your only source

Answer 14

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

Question 15

single word / citation form sampling rationale

Answer 15

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

Question 16

single word / citation form sampling limitations

Answer 16

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

Question 17

single word / citation form sampling elicitation prcoedures

Answer 17

usually picture naming
- emphasize production of consonants most frequently found in error (late 8)

spontaneous vs imitated productions

Question 18

stimulability testing

Answer 18

evaluating the ability to imitate the correct form for sound in error

Question 19

stimulability testing rationale

Answer 19

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

Question 20

stimulability testing elicitation procedures

Answer 20

“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

Question 21

high stimulability =

Answer 21

treatment will be very effective

or

might not be worth it to treat because they’ll be able to get it on their own

Question 22

the most accurate way to capture a child’s phoneme productions during testing is:

Answer 22

narrow transcription

Question 23

when assess the phonological systems of young infants & toddlers, clinicians should:

Answer 23

conduct independent phonological analysis

Question 24

facilitative

Answer 24

a phonological context that improves the production of a phoneme

Question 25

a child who produces /t/ for /s, sh, th/ may be producing a phonological

Answer 25

pattern

Question 26

audiological screening can be completed in 2 ways:

Answer 26

pure tones screening

impedance screening

Question 27

broad transcription should be used

Answer 27

for children w/ multiple errors

transcribe entire word including vowels

Question 28

by the age of 24 months, children should have approximately ____ words & be able to _________

Answer 28

50-100

combine 2 words into phrases

Question 29

during an oral mech exam, it is important to assess _______ &________

Answer 29

structure & function