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Assessment & Treatment Of Speech Sound Disorders In Children > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

What are the questions you should ask post assessment? (6)

A
  1. Does a speech sound disorder exist?
  2. What is the nature of the speech problem?
  3. What is the severity of the disorder?
  4. What are possible compounding or related factors?
  5. What is the prognosis for improvement?
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2
Q

What are three things you should do to found out if a speech sound disorder exist?

A
  1. Score the standardized test
  2. Analyze the conversation sample
  3. Collect data from the hearing screen, OP exam, and medical history
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3
Q

3 factors indicating no disorder exists.

A
  1. If errors are related to 2nd language interference
  2. Falls within normal developmental range
  3. Errors are subtle
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4
Q

Factors indicating a person with a speech sound disorder exist (2)

A
  1. Child/family feelings about speech

2. Social, academic, or future vocational life

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5
Q

What are the 5 errors of an articulation disorder?

A
  1. Not typical of child’s peers
  2. Limited to a few sounds
  3. Not patterned or constrained
  4. Doesn’t impact intelligibility much
  5. Associated with an organic, structural, or neurological origin
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6
Q

3 organic origin of articulation disorder

A

Hearing loss
Cleft lip/palate
Dental malocclusion

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7
Q

2 acquired/suspected neurological origin of articulation disorder

A

Childhood apraxia of speech

Developmental dysarthria

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8
Q

What is a functional origin of articulation disorder?

A

Persistent misarticulation of phonemes past the expected age of development without known cause

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9
Q

6 errors of phonological disorder

A 
Are many and frequent 
Follow predictable patterns 
Do not match adult’s model of production 
Cause limited intelligibility 
Affect syllable shape of speech 
Restrict child’s phonetic inventory
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10
Q

2 types of phonological disorders

A
  1. Follows developmental patterns of phonological processes

2. Has idiosyncratic or non developmental phonological processes

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11
Q

4 things to determine severity of a speech disorder

A

Intelligibility level
Number or errors/processes
Consistency of errors
Child’s age

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12
Q

How do you determine if there are compounding or related factors to speech disorders? (3)

A

Hearing screening
Op exam
Health history

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13
Q

What is hearing screening?

A

Current or history of otitis media may affect child’s ability to hear and produce certain phonemes

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14
Q

Define OP Exam

A

Can rule out organic, structural, or neurological variables

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15
Q

What is Health History?

A

Helps determine past or current issues that may have an effect on speech

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16
Q

What is a prognosis?

A

What will happen if treatment is offered or not offered?

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17
Q

What should a well written prognostic statement should contain? (3)

A

A goal statement
A judgement of success
Prognostic variables

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18
Q

7 prognostic variables?

A 
Severity of disorder 
Chronological age
Motivation 
Inconsistency 
Associated conditions 
Treatment history 
Family support
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19
Q

4 possible treatment recommendations

A
  • The child has typical speech and sound production- treatment not recommended
  • The child’s artic skills are following normal course of development- treatment not recommended
  • child has speech sound disorder but immediate treatment not recommended
  • the child has speech sound disorder- treatment recommended
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20
Q

Define target behavior

A

Precise skills taught by the clinician to improve the client’s speech

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21
Q

Three parts to selecting child specific targets?

A

Long term goals
Short term goals
Daily goals

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22
Q

What are baselines?

A

Measured rates of behaviors in the absence of treatment; the child’s skill level before treatment

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23
Q

What are baselines used for ?

A

Evaluate child’s progress over time
Establish treatment effectiveness
Establish clinician accountability

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24
Q

Four steps to baselines

A

Specify the treatments target
Prepare stimulus items
Prepare a recording sheet
Administer the baseline trials

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25
Q

4 levels of skill

A

Isolation
Word/sentence
Reading
Conversation

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26
Q

What are 6 things you need to determine to develop an individual treatment plan?

A 
Session type 
Session frequency 
Session length 
Length of activities 
Format of activities 
How to monitor treatment effectiveness
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27
Q

What are the four things frequency of sessions depend on?

A

Severity
Time availability
Client availability
Money

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28
Q

What are the length of activities depend on? (5)

A 
Age of client 
Interest level 
Attention level 
Behavior 
Group/individual therapy
29
Q

Corrective feedback

A

Gives specific details about what the child did right or wrong when producing the sound.

30
Q

Technological feedback

A

Digital; immediate and tends to kids who likes technology

31
Q

What happens when there are too many instances of corrective feedback?

A 
The task is too hard 
The reinforcers are not working 
Modeling needed 
Try a different target 
Clinician not trained enough
32
Q

What are four things parents must understand?

A
  1. The rationale behind therapy
  2. Change speech behaviors
  3. What to expect in terms of behavioral change.
  4. Timelines involved in generating and maintaining complex speech changes
33
Q

What does S.M.A.R.T stand for in smart goals?

A 
Specific 
Measurable 
Attainable 
Relevant
Time bound
34
Q

What should the traditional articulation short term goals contain? (4)

A

Phoneme
Position
Level of complexity
Criterion

35
Q

What should a phonological short term goal contain? (3)

A

Phonological process
Level of complexity
Criterion

36
Q

3 non developmental processes

A

Glottal replacement
Backing to Velars
Initial consonant deletion

37
Q

3 processes that have the biggest impact on intelligibility

A

Syllable structure processes
Substitution processes
Assimilation processes

38
Q

4 stages of articulation and phonological development

A

Stage 1: 0-12
Stage 2: 12-24
Stage 3: 2-5 years
Stage 4: 5+

39
Q

How do you facilitate language at stage 1?

A

Practice vocal skills that serve as a bases for later speech development

40
Q

How do you facilitate language at stage 2?

A

Facilitate the acquisition of sounds and syllables in specific words

41
Q

How do you facilitate language at stage 3?

A

Facilitate the elimination of errors affecting classes of sounds.

42
Q

How do you facilitate language in stage 4?

A

Facilitate the elimination of errors affecting late-acquired consonants, consonant clusters (r blends, l blends), and unstressed syllables in more difficult multi-syllabic words.

43
Q

Technique for facilitating language at stage 1

A

Mother ease

44
Q

Technique for facilitating language at stage 2

A

Expansions
Request for clarification
Modeling
Parallel talk

45
Q

Technique for facilitating language at stage 3

A

Expansions & Parallel Talk, Strategic Errors, Modeling, Requests for confirmation or clarification

46
Q

Technique for facilitating language stage 4

A

Direct instruction

47
Q

Define expansions

A

Fill in the incorrect or mission speech parts

48
Q

Define strategic errors

A

Clinician produced errors and see if client can correct it

49
Q

Define parallel talk

A

Clinician talks about client’s actions and objects to which he/she is attending

50
Q

Define request for confirmation

A

Techniques designed to focus the client’s attention on the communicative adequacy of his/her speech. “car” – “Did you really want the tar?” Use with discretion

51
Q

Define bombardment

A

read the practice words at a slightly elevated production for the child to listen to. Do for a few minutes to 10 minutes. Useful for all stages.

52
Q

3 reasons for data collections

A

Assessment
Accountability
Motivation

53
Q

Steps for rules

A

Explain
Demonstrate
Practice
Retrain

54
Q

Rules for rules

A

Only a few rules
Teach them
Post them
Explain them

55
Q

Rules for handling groups

A

Wait for student’s attention
Know what students are doing
Praise in public-reprove in private

56
Q

3 methods in enforcing rules

A

Always used a soft, controlled, lower voice

Stop teaching if you don’t have control

Enlist help of parent

57
Q

What are 3 approaches to articulation therapy?

A

Traditional
Behavioral
Linguistic based

58
Q

What is the traditional approach in teaching artic?

A

Focuses on the correct production of one or two phones at a time until achieved

59
Q

What is the stimulus approach? (One of the traditional approaches)

A

Focuses on misarticulated sound
Provides core traditional therapy
Present guidelines for therapy
Begins with ear training

60
Q

Five major steps in van riper approach

A
  1. Sensory-perceptual training
  2. Production training for sound establishment
  3. Production training for sounds stabilization
  4. Transfer and carry-over
  5. Maintainance
61
Q

Who created it and what is the stimulus approach?

A

Charles Van Riper

Focuses on single misarticulated target sound

62
Q

Name the five major steps in van riper approach

A
  1. Sensory perceptual training
  2. Production for sound establishment
  3. Production training for sound stabilization
  4. Transfer and carry over
  5. Maintenance
63
Q

Define sensory perceptual training

A

Teaching the patient to auditory discrimination towards misarticulated sound

64
Q

Define production training for sound establishment

A

Evoke and establish a new sound pattern that will replace child’s error pattern

65
Q

Sound establishing training includes (5)

A 
Phonetic placement 
Contextual cues
Motor kinesthetic cues 
Sound approximations
Imitation auditory stimulation
66
Q

Distinctive feature approach (5)

A 
Sound classes 
Generalization 
Phonological contrasts 
Continuance feature 
Remediation plan
67
Q

What is sound class

A

Selection of target phonemes is shifted from isolated phonemes to sound classes

68
Q

Generalization

A

Clinician looks at the influence treat may have on sound class than on an isolated sound

Assessment & Treatment Of Speech Sound Disorders In Children (9 decks)

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