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phonological & articulation disorders > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Entire process of ST services

A

screening
assessment
therapy
discharge

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2
Q

assessment includes

A

case history
hearing screening
speech mechanism
standardized tests
non-standardized tests
for < 3 years old

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3
Q

main purposes of screening

A
  1. to answer a BROAD problem/no problem question
  2. to determine if an individual would benefit from further evaluation
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4
Q

screening procedure

A

typically occurs before an assessment
intended to be quick
pass/fail
examiner determines criteria
formal or informal

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5
Q

screening: parent, teacher, caregiver report

A

informal screening

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6
Q

screening: observation

A

informal screening

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7
Q

screening: SLP samples

A

informal screening

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8
Q

screening: single word tasks

A

informal screening

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9
Q

screening: reading samples

A

informal screening

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10
Q

screening: reading samples

A

informal screening

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11
Q

screening: other clinician-constructed measures

A

informal screening

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12
Q

screening: diagnostic screen

A

formal screening

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13
Q

screening: FLUHARTY-2

A

formal screening

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14
Q

screening: Speech Ease Screening Inventory

A

formal screening

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15
Q

Should screening be the formal test?

A

NO

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16
Q

determines if there are enough red flags to warrant an evaluation

A

a purpose for screening

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17
Q

screening can result in:

A

recommend monitoring for speech and re-screen
referral for a comprehensive speech sound assessment
recommend a comp. language assessment, if language delay or disorder is suspected

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18
Q

“process of collecting valid and reliable information, integrating it, and interpreting it to make a judgement”

A

assessment

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19
Q

the process of arriving at a diagnosis

A

assessment

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20
Q

can be synonymous with evaluation and/or diagnosis

A

assessment

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21
Q

purpose: to obtain a good understanding or diagnosis of a client’s problem

A

assessment

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22
Q

purpose: to identify need for referral to other professionals

A

assessment

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23
Q

purpose: to identify the need for treatment

A

assessment

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24
Q

purpose: to determine the focus, structure, length and frequency of treatment

A

assessment

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25
Q

purpose: to monitor the client’s progress in treatment and describe changes in the communication disturbance

A

assessment

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26
Q

comprehensive assessment, evaluation

A

case history
hearing screening
speech mechanism examination
speech sampling
standardized assessment
possible additional screening or comprehensive measures

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27
Q

case history

A

can be obtained via intake form via patient/family interview, review of previous medical records, & conversations with other treating professionals

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28
Q

facilitates: gaining a preliminary and general understanding of the client

A

case history

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29
Q

facilitates: formulating interview questions for clarification

A

case history

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30
Q

facilitates: determining areas of communication to assess

A

case history

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31
Q

facilitates: planning assessment procedures to administer

A

case history

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32
Q

facilitates: developing an appropriate diagnosis

A

case history

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33
Q

areas of case history

A

pregnancy & birth, medical, developmental, educational, family history, social history

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34
Q

size, symmetry, and appearance of the head and facial structures

A

evaluation of the speech mechanism

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35
Q

silent breathing: closed mouth, no clavicular breathing, breathing during speech

A

evaluation of the speech mechanism

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36
Q

the oral and pharyngeal cavity structures - teeth, tongue, hard and soft palates: a blue tint may suggest a submucous cleft

A

evaluation of speech mechanism

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37
Q

functionally assessing the speech mechanism - the movement pattern, range of motion, speech

A

evaluation of speech mechanism

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38
Q

diadochokinetic rates: to test the speech of movement of the articulators

A

evaluation of speech mechanism

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39
Q

norm-referenced tests

A

standardized speech assessments

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40
Q

compare child to standardized norms

A

standardized speech assessments

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41
Q

administration is dictated by an Examiner’s Manual

A

standardized speech assessments

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42
Q

Client is typically shown a picture and instructed to name the object

A

standardized speech assessments

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43
Q

responses are transcribed and recorded on test protocol

A

standardized speech assessments

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44
Q

provide an identifiable unit of production that examiners can more easily transcribe

A

standardized speech assessments

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45
Q

result in statistical scores

A

standardized speech assessments

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46
Q

pros of standardized speech assessments

A

easy to administer and score
time efficient
assess all English phonemes
child cannot apply avoidance strategies
examiner knows target production
norm-referenced

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47
Q

cons of standardized speech assessments

A

single word responses
not enough for a comprehensive phonological analysis
limited the contexts
do not account for coarticulation
vowels are not usually tested

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48
Q

single word articulation tests

A

test all english phones in all sound positions:
prevocalic
intervocalic
postvocalic

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49
Q

prevocalic

A

consonants that precede a vowel (CV) and initiate a syllable (Soap, Cat)

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50
Q

intervocalic

A

consonant that is embedded (VCV) between two vowels (caMel, eaGer)

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51
Q

postvocalic

A

consonants that follow a vowel (VC) and terminate the syllable (soaP, caT)

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52
Q

used for children who are highly unintelligible and have multiple speech sound errors

A

phonological tests

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53
Q

analyze error patterns across words

A

phonological tests

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54
Q

assist in differential diagnosis of speech sound disorder

A

phonological tests

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55
Q

age of Goldman Fristoe Test of Articulation-3

A

2;0-21;11
gender-based norms

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56
Q

Goldman Fristoe Test of Articulation-3 examines

A

articulation in words and sentences
intelligibility
stimulability

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57
Q

can be used with the Khan-Lewis test

A

Goldman Fristoe Test of Articulation-3

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58
Q

age of Khan Lewis Phonological Analysis-3

A

2;0-21;22

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59
Q

age of Khan Lewis Phonological Analysis-3 examines

A

10 developmental phonological processes
standard scores, percentiles, test age equivalents, and percent-of-occurrence for individual processes by age

60
Q

age of Diagnostic Evaluation of Articulation and Phonology

A

3;0-8;11

61
Q

Diagnostic Evaluation of Articulation and Phonology examines

A

articulation single-word production (30 pictures): phoneme stimulability & oral motor screen
phonology single-word production (50 pictures): connected speech is a three-picture description task that targets 14 words

62
Q

age of Arizona Articulation and Phonology Scale-4

A

18 months - 21;11
gender-based norms

63
Q

Arizona Articulation and Phonology Scale-4 examines

A

word articulation
sentence articulation
phonology

64
Q

age of Clinical Assessment of Articulation and Phonology-2

A

2;6-11;11

65
Q

Clinical Assessment of Articulation and Phonology-2 examines

A

articulation in words
articulation in sentences
phonology

66
Q

age of Hodson Assessment of Phonological Patterns-3

A

3-8 yo

67
Q

Hodson Assessment of Phonological Patterns-3 examines

A

object naming word level for assessment of phonological processes

68
Q

cannot provide diagnosis

A

screening

69
Q

standardized measures

A

compare child to standardized norms
administration is dictated by an Examiner’s Manual
result in statistical scores

70
Q

non-standardized measures

A

compare child to themselves or informal norms
administration is determined by clinician
result in informal info or scores

71
Q

example: intelligibility rating

A

non-standardized measures

72
Q

examples: phonological process analysis

A

non-standardized measures

73
Q

example: percentage consonant correct (PCC)

A

non-standardized measures

74
Q

example: accuracy of production of specific sounds

A

non-standardized measures

75
Q

example: phoneme inventory

A

non-standardized measures

76
Q

example: syllable structure inventory

A

non-standardized measures

77
Q

advantages of speech-language sample

A

best way to assess intelligibility
most valid representation of ability
can assess impact on other areas

78
Q

disadvantages of speech-language sample

A

reluctant child
unintelligible child
time and expertise required

79
Q

optimal speech sample

A

reflects actual production
reveals patterns
contains all English phonemes

80
Q

preschool speech sampling

A

play
parent-child observation

81
Q

school-aged speech sampling

A

conversational discourse
narratives
reading samples

82
Q

strategies for speech-language sampling: general considerations

A

gain prior knowledge of the client’s interests
record the sample
aim for 50-100 productions/utterances

83
Q

strategies for speech-language sampling: materials & environment

A

allow the parent to participate
create a natural setting
follow the client’s lead
use toys/objects that are interesting to the child
engage in topics that will stimulate conversation

84
Q

strategies for speech-language sampling: conversational style

A

enthusiastic but calm
limit yes/no ?s
minimize one-word response ?s
minimize ?s
reduce complexity of language
prepare possible comments/?s
avoid talking too much

85
Q

materials for speech sampling: age 3

A

books, dress up clothes, puppets, toy kitchen, doll house, barn animal toys

86
Q

materials for speech sampling: kindergarten & early elementary

A

toys with many pieces (puzzles, shapes, legos), action figures, puppets

87
Q

independent analysis

A

syllable shape inventory
phonetic inventory
best for v young children or children who are v unintelligible
child’s production is NOT compared to the adult target
results yield an inventory of sounds and syllable structures produced

88
Q

relational analysis

A

PCC
percent vowel correct (PVC)
phonological processes
best for older children regardless of intelligibility
child’s production IS compared to adult target
results yield types of errors and operating phonological processes

89
Q

child’s production is compared to adult target

A

relational analysis

90
Q

purpose of independent analysis

A

to describe the phonemes and syllable shapes that occur in a speech sample

91
Q

independent analysis is necessary for:

A

children in the First 50 Word Stage
children < 30 months of age
children with very low intelligibility

92
Q

independent analysis: phonetic inventory

A

list of consonants produced and frequency count
sometimes includes vowels
record all phonemes produced in the sample and a frequency count for each

93
Q

productive inventory

A

phonemes produced at least 3x

94
Q

marginal inventory

A

phonemes produced < 3x

95
Q

independent analysis: syllable structure inventories

A

list of syllable types and frequency count
record all syllable structures produced in the sample and a frequency count for each

96
Q

will look at the specific analysis when we look at preschoolers and school-aged children

A

relational analysis

97
Q

PCC

A

independent analysis

98
Q

Inventory of phonemes

A

independent analysis

99
Q

inventory of syllable stress

A

independent analysis

100
Q

PVC

A

relational analysis

101
Q

phonological processes

A

relational analysis

102
Q

early childhood speech-production assessment

A

review case history
parent interview
informal assessment via speech-language sampling
oral mechanism exam

103
Q

assess speech production in children under 3 yo

A

speech sampling
independent analysis - phonetic inventory & syllable structure inventory
norms review
detecting a problem

104
Q

productive and marginal inventory

A

phonetic inventory

105
Q

independent analysis for 3 years and under

A

phonetic inventory
syllable structure inventory

106
Q

~12 months: Norms - Syllable Structure Inventory

A

v
cv
cvc
cvcv

107
Q

~24 months: Norms - Syllable Structure Inventory

A

v
cv
cvc
cvcv
cvcvcv
clusters emerging

108
Q

identifying a potential speech sound disorder (birth-12 months)

A

delay in initiation of babbling
lower frequency of babbling
limited variation of syllables
use of single-syllables vs. repeated syllable combinations
higher frequency of vowel, glide, and glottal sequences
lower frequency of canonical babbling

109
Q

identifying a potential speech sound disorder (24 months): based on independent analysis

A

has a limited inventory of Cs and syllable structures (compared to norms)

110
Q

identifying a potential speech sound disorder (24 months): based on relational analysis

A

2;0-2;11 /b d p m n h w/
incorrectly produces of phonemes above

111
Q

identifying a potential speech sound disorder (36 months): based on independent analysis

A

lacks complex syllable/word shapes
lacks an entire place or manner category
produces speech that is unclear, even to familiar individuals

112
Q

identifying a potential speech sound disorder (36 months): based on relational analysis

A

2;0-2;11 /b d p m n h/
3;0-3;11 /g k t f ng j/
incorrectly produces phonemes above
observed phonological processes usually suppressed by 3 years old

113
Q

speech -production assessment in preschool & school-aged children

A

review case history
parent interview
hearing screening
formal test
informal tests
other measures
oral mechanism exam

114
Q

formal measures for assessment in preschool & school-aged children

A

articulation exams
phonological process exams

115
Q

informal measures for assessment in preschool & school-aged children

A

sampling techniques
relational analysis

116
Q

traditional analysis
phonological process analysis
intelligibility
PCC/severity
stimulability

A

informal measures: relational analysis

117
Q

traditional analysis considers 2 variables:

A

position in which the sounds are misarticulated
types of errors made

118
Q

traditional analysis are most appropriate for:

A

children with few articulation errors
relatively good intelligibility
problem seems to be phonetic (articulatory)

119
Q

sound errors

A

omissions
substitutions
distortions
additions

120
Q

omissions

A

omit a sound in a word
/bu/ for /book/

121
Q

substitutions

A

replace one or more sounds with another sound
wed for red

122
Q

distortions

A

sounds are altered or changed (lateral “s’”)

123
Q

additions

A

insert one or more extra sounds into a word
/bulack/ for black

124
Q

descriptive term used to identify patterned misarticulations in a child’s speech

A

phonological process

125
Q

phonological process analysis is most appropriate for

A

children who are highly unintelligible
children with multiple misarticulations
problem appears to be phonemic (phonological)

126
Q

glottal replacement

A

nondevelopmental process

127
Q

substitution of later developing sounds for earlier developing ones (e.g., affrication)

A

nondevelopmental process

128
Q

ICD

A

nondevelopmental process

129
Q

backing

A

nondevelopmental process

130
Q

frequency of occurrence

A

of times a particular process occurs in a sample

131
Q

percentage of occurence

A

more specific

132
Q

criteria for a phonological process

A

must have at least 4 opportunities to produce the process within a single sample
must occur in at least 20% of occurrences

133
Q

intelligibility

A

measure of how understandable a person is in given conditions

134
Q

a functional indicator of oral communication competence reflecting the talker’s ability to convert language to a physical signal and the listener’s ability to perceive and decode the signal to recover the meaning of the talker’s message

A

intelligibility

135
Q

intelligibility norm: 2 years

A

50%

136
Q

intelligibility norm: 3 years

A

75%

137
Q

intelligibility norm: 4 years

A

100% ( a few errors may persist)

138
Q

attempts to quantify the degree of involvement

A

severity analysis

139
Q

use the percentage of the consonant correct to measure the

A

severity of involvement

140
Q

PCC formula

A

of correct consonants/total consonants x 100

141
Q

severity levels

A

85-100% mild
65-85% mild to moderate
50-65% moderate to severe
<50% severe

142
Q

factors that influence severity

A

child’s age
intelligibility
number of errors or phonological processes
consistency of errors

143
Q

client’s ability to make a correct or improved production of a misarticulated sound when given a model or additional stimulation

A

stimulability testing

144
Q

may be component of some norm-referenced articulation test

A

stimulability testing

145
Q

helps with selection of therapy targets

A

stimulability testing

146
Q

can also identify cues/prompts that may be helpful in therapy

A

stimulability testing

phonological & articulation disorders (5 decks)

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