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diagnostics and schools based slp > final exam > Flashcards

final exam Flashcards

1
Q

what3 events/components contribute to sound production?

A

biological component, cognitive-lingustic component, and sensorimotor-acoustic component

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2
Q

the biologica component of sound production includes

A

basic structures and the nervous system.

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3
Q

within the biological component of sound production, the basic structures include the

A

vocal tract and articulators

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4
Q

the cognitive-linguisti component includes

A

the speakers concieves something to say
and linguistic processing

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5
Q

linguistic processing encompasses

A

semantic elements are selected, words arranged in prpoper syntactic order, utterance delivered using the phonological rules of language

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6
Q

the sensorimotor-acoustic component includes

A

motor programming and motor learning aka sequence movements

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7
Q

in the assessment of the articulatory process the diagnostician must be

A

prepared to assess and treat nay or all aspects of the process

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8
Q

articulation disorders can be

A

motor based or cognitively or linguistically based

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9
Q

motor based articulation disorders are

A

the ability to produce sound

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10
Q

cognitively or linguistically based articulatory disorders are

A

when the individual can produce a sound but does not use the sound appropriately

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11
Q

differentiating between motor based and cognitively or linguistically based artic disorders is easy (t/f)

A

false its not easy.

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12
Q

categorizing misarticulations include

A

substitution, ommissions, distortion and additions.

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13
Q

substitution misarticulations are

A

substituting one sound for another example thoup for soup

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14
Q

omissions misarticulations are for example

A

kool for school

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15
Q

a nonstandard profuction of a sound is an example of this kind of misarticulation:

A

distortions.

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16
Q

puhlease for please misarticulations that need additional details in reports are

A

addition

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17
Q

phonological disorder vs articulation disorder diff is

A

phono= cases that involve multiple phoneme errors.
artic= cases that misarticulate only one or two sounds

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18
Q

knowledge areas for evaluation of articulation and phonological disorders include knowledge of the anatomy and physiology of

A

the anatomy and physiology of speech mechanisms

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19
Q

knowledge areas for evaluation of articulation and phonological disorders include knowledge of phonetics which is

A

production of consonants ad vowels

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20
Q

knowledge areas for evaluation of articulation and phonological disorders include knowledge of phonological

A

development

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21
Q

knowledge areas for evaluation of articulation and phonological disorders include knowledge of factors related to…

A

artic disorders–etiology in parent interview.

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22
Q

knowledge areas for evaluation of articulation and phonological disorders includes knowledge of _____ variation

A

dialectical

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23
Q

knowledge areas for evaluation of articulation and phonological disorders include knowledge of coarticulation which is

A

sounds are influenced by other phonemes that surround them

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24
Q

knowledge areas for evaluation of articulation and phonological disorders include knowledge of linguistic-articulatory connection or

A

phonology, synt, seman, pragmas

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25
Q

which is not one of the 7 important areas for evaluation of articulation and phonological
1. Knowledge of the anatomy and physiology of the speech mechanism
2. Knowledge of laryngeal area
3. Knowledge of phonetics- production of consonants and vowels
4. Knowledge of phonological development (pg. 168 and 170)
5. Knowledge of factors related to articulation disorders- etiology in parent
interview
6. Knowledge of dialectal variation
7. Knowledge of coarticulation- sounds are influenced by other phonemes
that surround them
8. Knowledge of linguistic- articulatory connection- phonology, syntax,
semantics, pragmatics.

A

2 all others are included

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26
Q

overview of ariculatotion/phonology assessment includes evaluating biological and linguistic foundations for communication which is

A

auiological, OME, language evaluation

27
Q

overview of ariculatotion/phonology assessment includes obtaining background info which includes

A

the interview, case history, reports from other professionals

28
Q

overview of ariculatotion/phonology assessment includes perform standardized testing which includes

A

traditional articulation tests, phonemic inventories

29
Q

overview of ariculatotion/phonology assessment includes perform non-standardized testing which includes

A

stimulability, language sample

30
Q

overview of ariculatotion/phonology assessment includes evaluate relevant environments whic hincludes

A

curriculum based assessment to determine if phonological disorder impacts social, academic, literacy, etc.

31
Q

the overview of articulation/phonolgy assessment process is

  1. Evaluate biological and linguistic foundations for communication
  2. Obtain background info
  3. Perform standardized testing
  4. Perform non-standardized testing
    5.______________________
A
  1. Evaluate relevant environments
32
Q

the overview of articulation/phonolgy assessment process is

  1. Evaluate biological and linguistic foundations for communication
  2. Obtain background info
  3. _______________________________
  4. Perform non-standardized testing
  5. Evaluate relevant environments
A
  1. Perform standardized testing
32
Q

the overview of articulation/phonolgy assessment process is

  1. Evaluate biological and linguistic foundations for communication
  2. Obtain background info
  3. Perform standardized testing
  4. __________________________
  5. Evaluate relevant environments
A
  1. Perform non-standardized testing
33
Q

the overview of articulation/phonolgy assessment process is

  1. Evaluate biological and linguistic foundations for communication
  2. ____________________
  3. Perform standardized testing
  4. Perform non-standardized testing
  5. Evaluate relevant environments
A
  1. Obtain background info
34
Q

the overview of articulation/phonolgy assessment process is

1.___________________
2. Obtain background info
3. Perform standardized testing
4. Perform non-standardized testing
5. Evaluate relevant environments

A
  1. Evaluate biological and linguistic foundations for communication
35
Q

TRUE OR FALSE in traditional assessment procedures each english phoneme must be evaluated in the initial medial and final positions of words, this can be elicited from clients using pictures and wordlists not sentences or conversations

A

fals. it does use sentences and conversations.

36
Q

in traditional assessment procedures you do these three things

A

evaluate english phonemes in all positions
phonetic inventory
stimuability testing

37
Q

in tradition assessment procedures the phonetic inventory is

A

obtain to compare to normative data

38
Q

in traditional assessment procedures stimuability testing is

A

evaluates the impact the examiner’s model has on the client’s production.

39
Q

if after traditional testing, a client is found not to be stimuable then procedures need to be initiated to determine if

A

a facilitating phonetic context can be found

40
Q

if after traditional testing the client is not stimuable then the procedures that determin if a facilitating phonetic context can be found in

A

coarticulation and sound in context sentences

41
Q

to evaluate phonetic contexxt effects you analysis coarticulation is

A

used with the concept that certain phonetic environments can produce correct production of sounds.

42
Q

to evaluate phonetic context effects sounds in context sentences…

A

can be imitated by children and read aloud by adults. Ex: “the dress has a black spot” to evaluate the /k/ and /s/ sounds

43
Q

important sounds of information about phonologically disordered clients is

A

the phonetic inventory

44
Q

to gather a phoonetic inventory

A

first gather a sample, and then perform inventory of the client’s sound system.

45
Q

in summary the phonetic and phonemic inventories are

A

a summary of the sounds the client has produced either correctly or incorrectly.

45
Q

distinctive features

A

place, manner, voicing

46
Q

distinctive feature analysis provides

A

a model for understanding errors, and a basis for a selection of target sounds in therapy.

47
Q

the most basic unit that speech can reduced to

A

distinctive feature (analysis)

48
Q

phonemes are made up of bundles of distinctive features that _______

A

combine to form a variety of different vowels and consonants.

49
Q

distinctive feature analysis specifies characteristics oh

A

phonemes according to presence or absnces.

50
Q

advantages of distinctive feature analysis

A

model for understanding errors in many clients
may provide one guage of the severity of the specific sound
provides basis for the selection of a target sound for therapy
basis for more efficient therapy by facilitating generalization

51
Q

true or false, the clinician should think about features at some point during the analysis of a child with multiple articulation errors

A

true

52
Q

true or false clinicians should not use clinical judgement to deterine whether or not all features are present or if error patterns reflect consistent repeated misuse of specific features.

A

false they should use clinical judgement

53
Q

two ways to gain insign into phonological processes

A

use an instrument to target phonological processes in children
collect, transcrive and attempt to discern a pattern of errors in a spontaneous speech sample.

54
Q

misarticulations analysis is

A

there’s a structure to every child’s sound system

55
Q

some parts of the misarticulations analysis of phonological analysis is that children tend to

A

simplify word productions in comparison to adults.

56
Q

some parts of the misarticulations analysis of phonological analysis is if a child retains these strategies for long enough

A

their speech may become inintelligible.

57
Q

phonological sampling must include

A

word shapes (CVC, CCV, CVCV, and a variety of phonemes as feature analusis.

58
Q

the interaction between phonology and the lexicon the recent aproach is now

A

word oriented vs segmented oriented

59
Q

the interaction between phonology and the lexicon phonology is learned via

A

explicit/implicit learning.

60
Q

the interaction between phonology and the lexicon compexity…..

A

increases as they learn language.

61
Q

6 phonological rules

A
  1. glossing and segmentation.
  2. hypothesizign a natural process
  3. finding support for hypothesized rule.
  4. specification of frequency occurence.
  5. writing the rule
  6. recycling of 1-4.
62
Q

5 other examples of attesting are

A

langauge asessment
audiometric screening
oral motor exam
auditory discrimination
and phonological awareness.

diagnostics and schools based slp (5 decks)

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