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Phonological & Articulation Disorders > Exam 3 Questions > Flashcards

Exam 3 Questions Flashcards

1
Q

intelligibility for words

A

(# of intelligible words / total # of words)x100

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2
Q

intelligibility for utterances

A

(# of intelligible utterances / total # of utterances)x100

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3
Q

traditional analysis

A

types of errors made:
substitutions
omissions
distortions
additions

positions in which sounds are misarticulated:
initial
medial
final

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4
Q

non-developmental processes:

A

backing
ICD
glottal replacement
substitution of later developing sounds for earlier developing sounds

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5
Q

PCC severity levels

A

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

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6
Q

A phonological process that is present in the sample but MAY NOT be considered an operating error pattern is due to the lack of how many opportunities?

A

3 or less

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7
Q

criteria for a phonological process to be considered an operating error pattern

A

4 or more opportunities
occurs 20+%

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8
Q

measures of intelligibility are:

A
  1. subjective, perceptual judgments
  2. generally based on the percentage of words that are understood by the listener
  3. influenced by the number, type, and consistency of speech sound errors
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9
Q

limited to a few sound errors with no error real pattern noted

A

articulation disorder

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10
Q

phoneme errors fall outside of the normal developmental range

A

articulation disorder

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11
Q

does not comprise intelligibility to a large extent

A

articulation disorder

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12
Q

organic, structural or neurological in origin

A

articulation disorder

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13
Q

few-long term negative effects

A

articulation disorder

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14
Q

multiple sound errors with use of phonological processes evident

A

phonological disorder

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15
Q

operating phonological processes that should be suppressed for the age of the child and/or are nondevelopmental

A

phonological disorder

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16
Q

significantly impairs speech intelligibility

A

phonological disorder

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17
Q

linked to literacy issues

A

phonological disorder

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18
Q

sh -> t

A

stopping, depalatalization

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19
Q

sh -> d

A

stopping, depalatalization

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20
Q

ch -> d

A

stopping, deaffrication, depalatalization

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21
Q

th -> d

A

stopping, alveolarization

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22
Q

s -> t

A

stopping

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23
Q

affects severity of articulation disorders:

A

PCC scores
intelligibility
consistency of errors
age

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24
Q

what is the purpose of the screening test for speech sound disorders?

A

to determine if a client needs further evaluation

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25
a screening test:
is based on pass/fail results can consist of both formal and informal measures
26
purposes of assesssment:
to identify need for referral to other professionals to obtain a good understanding or diagnosis of a client's problem to determine the focus, structure, length, and frequency of treatment
27
a standardized speech assessment:
always provides a standardized score
28
T/F: case history facilitates planning assessment procedures to administers
true
29
Productive Inventory includes phonemes produced more than two times within a speech sample.
independent analysis
30
Clinicians can identify phonemes and syllable shapes that occur in a speech sample.
independent analysis
31
Independent analysis is appropriate to describe speech for children within the 50-word stage.
independent analysis
32
It is often difficult to examine the structure and function of the speech mechanism of a young child with an emerging phonological system or younger than 3 years old. What type of information should be used to supplement the speech mechanism examination?
feeding and babbling behavior
33
The child's productions are evaluated, however, not compared to the adult norm model
independent analysis
34
the process of arriving at diagnosis
assessment
35
GFTA-3
single word articulation exams
36
Khan Lewis Phonological Analysis-3
phonological exams
37
relational analysis
traditional analysis intelligibility phonological process analysis PPC/severity stimulability
38
intelligibility norms:
2yo: 50% 3yo: 75% 4 yo: 100%
39
to gain a preliminary and general understanding of the client
purpose of case history
40
to formulate interview questions for clarification
purpose of case history
41
to determine areas of communication to assess
purpose of case history
42
to plan assessment procedures to administer
purpose of case history
43
to develop an appropriate diagnosis
purpose of case history
44
case history areas:
pregnancy and birth educational developmental social history family history medical
45
to obtain a good understanding or diagnosis of a client's problem
purpose of assessment
46
to identify need for referral to other professionals
purpose of assessment
47
to identify need for treatment
purpose of assessment
48
to determine the focus, structure, length, and frequency of treatment
purpose of assessment
49
to monitor the client's progress in treatment and describe changes in the communication disturbance
purpose of assessment
50
compare child to themselves or informal norms
informal assessment
51
standardized measures and compare child to standardized norms
formal assessment
52
idiosyncratic
e.g., backing
53
phonetic inventory
of phoneme/sounds
54
productive inventory
at least 3
55
marginal inventory
less than 3
56
independent analysis is necessary for;
children in 1st 50 word stage children < 30 months of age children with VERY low intelligibility
57
PCC
independent analysis
58
inventory of phonemes
independent analysis
59
inventory of syllable stress
independent analysis
60
PVC
relational analysis
61
phonological processes: I vs. R
relational analysis
62
screening
to determine if an individual would benefit from further evaluation

Phonological & Articulation Disorders (5 decks)

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