chapter 7

Question 1

decisions to be made

Answer 1

does the child need services

if so, how much/often

what behaviors should be targets for therapy

Question 2

eligibility criteria

Answer 2

standardized scores

intelligibility

severity

Phonological error patterns

stimulability

developmental appropriateness

Question 3

intelligibilty influenced by

Answer 3

number of errors

type of errors

consistency of errors

child’s prosody

familiarity of communication partner

content of message

Question 4

intelligibility measured by

Answer 4

open set - listening & writing down exactly what’s heard

closed set - compared to set of prechosen words

rating scale - assign a number according to severity, more subjective across SLPs

Question 5

degrees of severity

Answer 5

mild

moderate

severe

ambiguous to define

Question 6

what determines severity

Answer 6

not a solid answer

likely based in many factors

PCC

Question 7

PCC formula

Answer 7

(number of consonants correct / total number of consonants) x 100

Question 8

PCC scale

Answer 8

85-100 mild

65-85 mild/moderate

50-65 moderate/severe

> 50 severe

Question 9

Phonological patterns evaluations

Answer 9

evaluated in different ways

common analysis - PVM
place
voice
manner

or a combo of the 3

Question 10

systematic sound preference

Answer 10

child using 1 or 2 phonemes to replace many or all phonemes in a particular sound class (or multiple sound classes)

Question 11

coalesence

Answer 11

features from 2 adjacent phonemes are combined so that 1 phoneme replaces both phonemes

Question 12

why is assessment of Phonological patterns helpful

Answer 12

comparing the number & type of patterns a child is producing to what they should be producing at their age is useful diagnostically

treatment targets may be more easily selected when a pattern of errors is established

Question 13

stimulability

Answer 13

often indicated that the child is “ready” to acquire that sound & may do so w/out therapy

some children may still need therapy to acquire the sound

Question 14

other things to consider

Answer 14

case history

assessment

referrals

Question 15

populations to consider for therapy

Answer 15

children between 2.5-3 who are unintelligible

children over 3 who have severe unintelligibly or idiosyncratic patterns

children under 8 who perform below 1 standard deviation from the mean on a standardized Phonological assessment

children 9+ w/ consistent errors

teens & adults who report difficulties w/ speech production

Question 16

best approach for SSDs

Answer 16

do not assume they all occur for the same reason (motor, linguistic)

do not assume they will all respond to the same treatment at the same rate

Question 17

developmental appropriateness

Answer 17

compare child’s production to normative data for individual sounds

compare child’s productions to normative data for Phonological patterns

Question 18

complexity approach

Answer 18

targeting sounds that are more complex

greater system-wide change

more efficient

substantial support/approach

Question 19

choosing targets factors to consider

Answer 19

developmental appropriateness

Phonological patterns

stimulability

frequency of occurrence

contextual analysis

Question 20

dialectal differences

Answer 20

not delays or disorders

should not be used when evaluating for treatment

accent modification within our scope of practice – elective service

Question 21

social / emotional considerations

Answer 21

child & family’s attitudes toward SSD

child emotional reactions

eg - child is embarrassed, think about treatment even if their disorder is not very severe – interaction between learning & social interactions

Question 22

computer-assissted phonological analysis

Answer 22

software programs

time saving & efficient

do not take place of clinical judgement

PCC, individual analysis, comparative analysis, target selection, treatment plan, etc

Question 23

why is severity important

Answer 23

may affect access to service

may affect caseload management

may influence our treatment choices

Question 24

what factors affect severity

Answer 24

specific skills the speaker may be lacking (disability)

effect of skill reduction on the speaker’s daily functioning (handicap)

Question 25

gold standard

Answer 25

ideally - some ultimate standard or reference to compare against

judgment of experienced clinicians is usually seen as next best thing

Question 26

who defines severity categories

Answer 26

insurance

testing companies

sometimes left up to us to decide

Question 27

problems w/ boundaries set by test developers

Answer 27

usually arbitrary

not clear how they would relate to boundaries used by a diff test developer

rely solely on number of errors & don’t consider other factors

rely solely on single word productions