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Finals > Diagnostics Exam 2 > Flashcards

Diagnostics Exam 2 Flashcards

1
Q

Phonology is a _______ or _______

A

process; pattern

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2
Q

Articulation is use of articulators of _____ components

A

motor

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3
Q

assessment of phonological processes (Hodson) and Kahn-Lewis Phonological analysis

A

Used in evaluating clients with moderate to severe articulation disorders

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4
Q

computerized profiling (Long, Fey and Chanell) and Hodson Computerized Analysis of Phonological patterns (HCAPP)

A

computer-assisted assessment

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5
Q

clients ability to produce a correct (or improved) production of an errored sound/ client imitates clinician/ client is given instruction and produces sounds

A

stimulability

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6
Q

DSM-5

A

assessment test for autism

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7
Q

If your client is having difficulty with affricates, which words will help determine stimulability?

A

chair, chug

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8
Q

a norm is an average

A

true

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9
Q

true norms are collected from and apply to a randomly selected sample

A

true

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10
Q
A
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11
Q

what is the most common sound in american english?

A

schwa/ n

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12
Q

what is the least common sound in american english

A

/ʒ/

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13
Q

what is the difference between the DSM 4 and 5?

A

In the DSM-IV, patients only needed one symptom present to be diagnosed with substance abuse, while the DSM-5 requires two or more symptoms in order to be diagnosed with substance use disorder.

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14
Q

Child does not respond socially, smile responsively, eye contact, imitate actions, show interest in other children, use gestures to communicate, engage in imaginative play.

A

early signs of ASD

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15
Q

no babling by 12 months, no gesturing by 12 months, no single words by 16 months, no spontaneous 2-word phrases by 24 months, significant loss of any language or social skills at any age

A

indicators of further evaluation

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16
Q

screening tools for early identification

A

CHAT, MCHAT

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17
Q

lack of responsiveness, difficulty with topic maintenance, lack of eye contact

A

autistic pragmatic behaviors

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18
Q

slow acquisition of speech, word finding difficulties, difficulty using correct names of other people, poor categorization abilities

A

autistic semantic patterns

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19
Q

reversal of pronouns, use of simple and short sentences, difficulty with word order

A

autistic syntactic patterns

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20
Q

predict uncomplicated behaviors

A

Theory of Mind: 3 years

21
Q

understand that people can hold false beliefs

A

Theory of Mind: 5 years

22
Q

understand nested beliefs

A

Theory of Mind: 7 years

23
Q

selective mutism is more common among children with above average intelligence

A

true

24
Q

selective mutism is fear based

A

true

24
Q

selective mutism is correlated with psychological responses in the brain that signals danger

A

true

25
Q

selective mutism is associated with a family history of anxiety disorders

A

true

26
Q

children will not naturally outgrow selective mutism

A

true

27
Q

selective mutism is not extreme shyness, stubborness, or defiance

A

true

28
Q

selective mutism is not a result of neglect or trauma

A

true

29
Q

good light, gloves, tongue blade, gauze, mouth mirror, maybe food

A

items needed for an oral mech exam

30
Q

Arizona 4, Fisher-Logemann Test of Articulation Competence, LinguiSystems Articulation Test, Deep test of Articulation, Clinical Assessment of Articulation and Phonology 2nd Edition (CAAP-2), Goldman-Fristoe Test of Articulation-3 (GFTA-3), Photo Articulation Test 3 (PAT-3)

A

Articulation Tests

31
Q

Clinical Evaluation of Language Fundamentals (CELF-5), Bilingual English Spanish Assessment (BESA), Structured Photographic Expressive Language Test (SPELT-3), Expressive Vocabulary Test, Second Edition (EVT -2), TOLD-P:5, Fluharty-2 Test (SCREENER!) (only used for preschoolers or elementary kids)

A

Language Tests

32
Q

Comprehensive Assessment of Spoken Language Second Edition CASL-2, Peabody Picture Vocabulary Test Fourth Edition (PPVT-4), Functional Linguistic Communication Inventory (FLCI), OWLS-2, KBIT-2,

A

Language Tests

33
Q

TILLS, CTOPP-2, TOWRE-2, WRMT, ELLA, TERA-4, DSM-5, chat, MCHAT

A

Literacy and ASD tests

34
Q

intelligible words/total words = intelligibility %

A

true

35
Q

intelligible utterances/total utterances = intelligibility % (utterances)

A

true

36
Q

replacement of consonants made with the teeth or lips with consonants made at the alveolar ridge. For example: four-sore, thick-sick.

A

alveolorization

37
Q

a sound becomes more similar to a neighboring sound in a word, due to the influence of that neighboring sound. For example, if a child says “gog” instead of “dog”

A

assimilation

38
Q

substituting sounds that should be made at the front of the mouth for sounds generated at the back of the mouth. For example, “tap” could become “cap”

A

backing

39
Q

occurs when a child simplifies a cluster of consonant sounds into a single sound or a more manageable combination of sounds. e.g. “poon” for “spoon”

A

cluster reduction

40
Q

when two phonemes are substituted with a different phoneme that still has similar features (e.g. “foon” for “spoon”).

A

coalescence

41
Q

substitution of a nonaffricate sound for an affricate (ch, j) sound (e.g. “ship” for “chip”)

A

deaffrication

42
Q

when a nasal sound like “m” or “n” changes to a nonnasal sound like “b” or “d” (e.g. “dore” for “more”)

A

denasalization

43
Q

a schwa (“uh” sound) or other vowel sound is added either to a consonant sound at the end of a word, or between a cluster. Examples: blue = buh-loo

A

epenthesis

44
Q

occurs when two adjacent sounds switch places, e.g., pronouncing ‘cast’ as ‘cats’

A

metathesis

45
Q

adding “i” to end of words like “dog”? or “doggy”)

A

Diminutization

46
Q

the substitution of a labial sound for a nonlabial sound (e.g. “mouf” for “mouth).

A

labialization

47
Q

_____ is the substitution of a nonpalatal sound for a palatal sound (e.g. “fit” for “fish”)

A

Depalatalization

Finals (18 decks)

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