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126 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

assessment

A

set of procedures that are used to gain a clear description of the speech sound production skills of a chd

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2
Q

goal of assessment

A

to determine if there is a speech sounds disorder

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3
Q

the conclusion you arrive at after assessment

A

1 ) determine if the chd has a clinically significant problem
2) describe the characteristics of problem

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4
Q

screening

A

pass/ fail procedure that can be conducted quickly w/ a large number of individuals in a short period of time

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5
Q

screening in schools in CA

A
  • we don’t automatically screen anymore

- it is all based on teacher/ parents referral

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6
Q

In the schools you can put the chd on what status

A 
monitor status 
 ( 6 months) is a good interval to re check
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7
Q

review the clients background

A
  1. written case history form
  2. info from other professionals
  3. conduct interview
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8
Q

7 areas of the written case history form

A
  1. what are the concerns ( what do you think the problem is)
  2. prenatal and birth history
  3. medical history
  4. speech/lang/motor dev history
  5. educational history
  6. social history
  7. therapy history
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9
Q

what info do you need from other professionals

A
  • written release ( written consent)

- sometimes you have to ask verbally

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10
Q

ways to conduct an interview

A
  • in schools , on the phone
  • that day interview
  • info gathering interview
  • develop rapport
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11
Q

what do we need to ask parents and adults?

A
  • do others make fun of your chd

- are you bothered by this? what is the impact on your life

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12
Q

how to close an interview

A
  • recap imp points
  • be sure to tell the person you will share the test finding w/ them
  • thank them for their time
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13
Q

how to plan your assessment session

A
  • select appropriate test

- prepare bribes ( stickers, game, prizes)

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14
Q

how to prepare your testing area

A
  • clean and clutter free

- not distracting

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15
Q

assess related areas

A
  1. hearing
  2. orofacial structures
    3 DDK syllable rate
    4 speech rate
  3. speech intelligibility
  4. levels of stimulability
    * note voice and fluency informally
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16
Q

how to screen lang

A
  • usually give a receptive vocab test

- this works well if they are unintelligible

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17
Q

Administer test through

A
  • spontaneous sample

- use standardize tests to obtain normative data

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18
Q

discuss ______ and make ________

A

findings, recommendations

  • share info
  • be positive and clear
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19
Q

Writing the report remember that it is ….

A

a legal document

- attorney can subpoena it

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20
Q

hearing screenings at the school level

A

SLP can screen

  • Nurse usually does it
  • Pure tone air conduction thresholds at 20 or 25 dB @ 500, 1000, 2000, 2500
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21
Q

if suspected hearing test fail refer to who

A

physician

audiologist

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22
Q

Diadochokinetic syllable rates

A

refers to the speed and regularity w/ which a person produces repetitive articulatory movements

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23
Q

alternating motion

A

same syllable

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24
Q

sequential motion

A

different syllables

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25
Q

what are you evaluating with diadochokinetic syllable rates

A

oral motor coordination

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26
Q

in evaluating oral motor coordination we are looking for

A
  • speed
  • accuracy
  • sequencing problems ( problematic w/dysarthria)
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27
Q

What is the purpose of conducting an oral peripheral examination

A

helps differentiate functional or organic

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28
Q

functional

A

not associated with an organic or neurological impairment

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29
Q

organic

A

some underlying structural, sensory or neurological cause or related factor

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30
Q

supplies needed for oral peripheral exam

A
  1. penlight
  2. gloves
  3. stop watch
  4. tongue depressors
31
Q

what to look for in the assessment of structure and function of facial muscles

A
  1. gereneral symmetry of face at rest- dropping? Twitches?
  2. facial symmetry during smiling, opening mouth
  3. structural integrity of lips- dropping mouth breathing
32
Q

functional integrity of the lips

A
  • have the client smile (symmetrical)
  • ask for uuuuu- papa
  • is there adequate speed and range of motion
  • puff cheeks and hold air in decreased labial strength
33
Q

assessment of structure and function of tongue

A
  1. structural integrity- normal color

2. abnormal movements like fasciulations / tremors

34
Q

functional integrity

A
  • have client stick out tongue, does it come out far enough? deviate to one side?
    is there weakness on one side
  • stick out your tongue and hold it for 5 sec
  • protrude your tongue resist the tongue depressor
  • elevate and lower tongue tip side to side
35
Q

assessment of the hard palate

A
  • normal color ?
  • normal height and width
  • clefts?
36
Q

assessment of the soft palate

A

problems with velopharyngeal inadequacy?

  • Bifid uvula - submucous cleft
  • good oral nasal resonance balance
  • prolong /a/ does the velum move up and back to the pharyngeal wall
37
Q

assessment of teeth

A
  1. Labioverted - tilt outward towards lips
  2. Linguaverted- tilt inward tongue
  3. Maolclusions
  4. Open bite- lack of contact b/t upper and lower teeth
  5. Cross bite- lateral overlapping of upper and lower dental arches
38
Q

what is an ideal spontaneous speech sample

A

an ideal representative of daily life

39
Q

how many utterances to you collect in a spontaneous speech sample

A

50-100 utterances

40
Q

practical tips

A
  • family member, friend if needed
  • no loud toys
  • parallel play ( mirror play- doing what the chd does )
41
Q

advantages of administering standardized test

A
  1. Quick (15-20min)
  2. sample all consonants
  3. you know what the highly unintelligible chd should be saying
42
Q

disadvantages of administering standardized test

A
  1. single words, not connected speech
  2. chd w/ oral motor problems do better in single words
  3. each phonemes is only sampled once in each position
43
Q

different responses to obtain

A

direct vs delayed imitation

44
Q

diff ways of recording responses

A
  1. plus/minus technique

2. whole word transcription

45
Q

record the type of ______

A

error

a. omission
b. substitution
c. distortion
d. addition

46
Q

Assessment of phonological processes revised ( APPR; Hodson) 2008 March AAP:3

A

severity rating

47
Q

Khan-Lewis Phonological Analysis

A

first give the Goldman- Fristoe - 10 PPs

48
Q

Clinical Assessment of Articulation and Phonology

A

CAAP

49
Q

what does our clinic uses

A

CAA and Khan Lewis Commonly

50
Q

Commonly used tests: Articulation

A
  1. Arizona Articulation Proficiency test - 3
  2. Photo articulation test ( PAT:3)
  3. Goldman-Fristoe test of articulation: 2
51
Q

When you record

A

be sure to gloss or restate the chds attempt into the recording
- contextual what other sounds will help facilitate correct production

52
Q

speech discrimination testing

A
  • minimal pairs
53
Q

stimulability testing

A
  • the chds tendency to make a correct or improved production of a misarticulated sound when given a model or additional stimulation by the examiner
54
Q

Contextual testing

A
  • Mc Donald’s deep test
  • Secord contextual articulation test ( S-CAT)
  • Special procedure that cam help id a facilitiative phonetic context for correct production of a praticular phonemes
55
Q

Independent analysis

A

chds productions transcribed w/o reference to adult model

- ID sounds that are in the chds phonetic inventory

56
Q

Relational analysis

A

compare chd production to standard/ adult form

57
Q

Traditional analysis

A
  1. Errors IMF

2. error types - omission, distortion, substitution, addition

58
Q

Developmental Analysis

A

compare chds production to norms for CA (public schools)

59
Q

Pattern Analysis

A
  1. distincitive features

2. manner place voicing

60
Q

MPV teaches

A

exemplars in the sound class - generalization

61
Q

Phonological process analysis

A
  • Analyze PP in terms of frequency percentage of occurrence
62
Q

Phonetic inventory analysis

A

does the client have the motor ability to make the sound

63
Q

Intelligibility analysis

A
  • 60 intelligible words out of 170 words = 35% intelligibility
64
Q

Typical speech skills

A
  1. errors- fall within normal age range
  2. errors- L1 transfer
  3. errors - but don’t interfere with life
65
Q

Articulation disorders

A
  1. errors associated w/ organic, structural, or neurological origin
  2. errors not typical of same age peers
  3. no pattern to errors
  4. errors don’t significantly compromise intelligibility
  5. errors on only a few sounds
66
Q

Phonological Disorder

A
  1. unintelligible speech
  2. Multiple misarticulation
  3. Restricted phonetic inventory
  4. patterns of errors
67
Q

Severity estimate disorder is ….

A 
mild
mild-moderate 
moderate
moderate - severe 
severe 
profound
68
Q

Diagnostic statement

A

Summary - last portion in a written report

- imp for this to be well done b/c its all most ppl read

69
Q

Prognosis

A

estimated course of a disorder under specified conditions

70
Q

Code of ethics

A
  • we cannot make guarantees

- under promise and over deliver

71
Q

3 major components of a good prognostic statement

A
  1. goal statement: skills chd expected to achieve be specific
  2. judgement of success
  3. prognostic variables: that justify the judgment
72
Q

Making therapy recommendations

A
  1. chd has SSD- recommend tx
  2. chs had errors but age appropriate- no tx but evaluate later
  3. typical speech- no tx maybe first lang transfer, or subtle probs that don’t interfere or impact life
  4. chd has SSD but immediate tx not recommended ( if surgical intervention is scheduled)
73
Q

Diagnostic report

A

conduct information giving interview

74
Q

information-giving interview

A
  • begin w/ positives
  • summarize findings, conclusions, recommendations
  • don’t fear the butter

126 (6 decks)

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