Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Phonological & Articulation Disorders > Exam 3 Questions > Flashcards

Exam 3 Questions Flashcards

1
Q

intelligibility for words

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

intelligibility for utterances

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

traditional analysis

A

types of errors made:
substitutions
omissions
distortions
additions

positions in which sounds are misarticulated:
initial
medial
final

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

non-developmental processes:

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

PCC severity levels

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

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

A

4 or more opportunities
occurs 20+%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

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

A

articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

phoneme errors fall outside of the normal developmental range

A

articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

does not comprise intelligibility to a large extent

A

articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

organic, structural or neurological in origin

A

articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

few-long term negative effects

A

articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

multiple sound errors with use of phonological processes evident

A

phonological disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

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

A

phonological disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

significantly impairs speech intelligibility

A

phonological disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

linked to literacy issues

A

phonological disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

sh -> t

A

stopping, depalatalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

sh -> d

A

stopping, depalatalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

ch -> d

A

stopping, deaffrication, depalatalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

th -> d

A

stopping, alveolarization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

s -> t

A

stopping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

affects severity of articulation disorders:

A

PCC scores
intelligibility
consistency of errors
age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

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

A

to determine if a client needs further evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

a screening test:

A

is based on pass/fail results
can consist of both formal and informal measures

26
Q

purposes of assesssment:

A

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
Q

a standardized speech assessment:

A

always provides a standardized score

28
Q

T/F: case history facilitates planning assessment procedures to administers

A

true

29
Q

Productive Inventory includes phonemes produced more than two times within a speech sample.

A

independent analysis

30
Q

Clinicians can identify phonemes and syllable shapes that occur in a speech sample.

A

independent analysis

31
Q

Independent analysis is appropriate to describe speech for children within the 50-word stage.

A

independent analysis

32
Q

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?

A

feeding and babbling behavior

33
Q

The child’s productions are evaluated, however, not compared to the adult norm model

A

independent analysis

34
Q

the process of arriving at diagnosis

A

assessment

35
Q

GFTA-3

A

single word articulation exams

36
Q

Khan Lewis Phonological Analysis-3

A

phonological exams

37
Q

relational analysis

A

traditional analysis
intelligibility
phonological process analysis
PPC/severity
stimulability

38
Q

intelligibility norms:

A

2yo: 50%
3yo: 75%
4 yo: 100%

39
Q

to gain a preliminary and general understanding of the client

A

purpose of case history

40
Q

to formulate interview questions for clarification

A

purpose of case history

41
Q

to determine areas of communication to assess

A

purpose of case history

42
Q

to plan assessment procedures to administer

A

purpose of case history

43
Q

to develop an appropriate diagnosis

A

purpose of case history

44
Q

case history areas:

A

pregnancy and birth
educational
developmental
social history
family history
medical

45
Q

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

A

purpose of assessment

46
Q

to identify need for referral to other professionals

A

purpose of assessment

47
Q

to identify need for treatment

A

purpose of assessment

48
Q

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

A

purpose of assessment

49
Q

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

A

purpose of assessment

50
Q

compare child to themselves or informal norms

A

informal assessment

51
Q

standardized measures and compare child to standardized norms

A

formal assessment

52
Q

idiosyncratic

A

e.g., backing

53
Q

phonetic inventory

A

of phoneme/sounds

54
Q

productive inventory

A

at least 3

55
Q

marginal inventory

A

less than 3

56
Q

independent analysis is necessary for;

A

children in 1st 50 word stage
children < 30 months of age
children with VERY low intelligibility

57
Q

PCC

A

independent analysis

58
Q

inventory of phonemes

A

independent analysis

59
Q

inventory of syllable stress

A

independent analysis

60
Q

PVC

A

relational analysis

61
Q

phonological processes: I vs. R

A

relational analysis

62
Q

screening

A

to determine if an individual would benefit from further evaluation

Phonological & Articulation Disorders (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions