L5 Speech Sound Disorders Flashcards
1
Q
consequences of a speech impairment on a child
A
- functional
- social interaction
- self-esteem
- frustration
- academic
2
Q
components of a comprehensive speech evaluation
A
- Auditory discrimination
- Phonology/articulation test
- Stimulability assessment
- Phonological awareness
- Conversational speech assessment
- Oro-motor examination
- Hearing test
- Additional measures of overall development: motor, cognitive - refer to other professions
3
Q
what is a stimulability assessment
A
- Phoneme repetition: “watch and listen to what I’m going to say, then you say it”
- Hierarchy: sound/syllable/word
- Cued stimulability
- Visual
- Phonetic (place/ manner of artic)
- Tactile
4
Q
why do we test for stimulability
A
- To find out whether production is possible when elicitation conditions are modified.
- Better prognosis for stimulable sounds: may develop spontaneously
5
Q
describe phonology/articulation tests
A
- Elicit spontaneous naming of pictures presented
- Test most consonants in initial/medial/final position
- Mostly single word responses
6
Q
advantages of phonology/articulation tests
A
- Easy to administer and score
- Quick
- Data easily quantifiable
- Some provide standardised scores
- Document need for, and progress in therapy
7
Q
disadvantages of phonology/articulation tests
A
- Single word production not necessarily representative of production in connected speech
- May not provide enough data for a phonological analysis
- May not test all sounds e.g. vowels, clusters
- Sounds not in comparable phonetic contexts e.g. words of varying length & complexity
- Different sounds before and after tested consonants
- Explores performance on a specific day, with specific items in a unique situation
8
Q
why do we like the DEAP
A
it’s standardised for irish children
9
Q
four assessments of the DEAP
A
- diagnostic screen
- articulation and oro-motor
- phonolgy
- inconsistency
10
Q
diagnostic screen
DEAP
A
Name 10 pictures twice + speech sound stimulability
11
Q
articulation and oro-motor assessment
DEAP
A
name 30 pictures, stimulabiltity, oro-motor including DDK screen
12
Q
phonology assessment
DEAP
A
name 50 pictures, picture description task for connected speech
13
Q
inconsistency assessment
DEAP
A
production of 25 words 3 times and ensure elicited the same way each time
14
Q
what qualitative data is retrieved from the DEAP
A
- Phonetic consonant inventory
- Error patterns
15
Q
what quantitative data is retreived from the DEAP
A
- DDK, isolated movements, sequenced movements
- PCC, PVC, PPC
- Single word vs connected speech agreement
- Inconsistency rating
16
Q
cueing hierarchy
elicitation
A
- Semantic cue - its an animal that lives in the zoo
- Syntactic cue - an animal that is like a horse but it has black and white stripes is
- Phonological cue - it starts with /z/
- Binary choice - is it a zebra or an elephant
- Imitation - say zebra
17
Q
typical phonological processes
according to DEAP
A
- Weak syllable deletion
- Final consonant deletion
- Cluster reduction
- Context-sensitive voicing
- Velar fronting
- Palatal fronting
- Stopping of fricatives
- Stopping of affricates
- Deaffrication
- Gliding of liquids
- De-rhotacization
18
Q
disordered phonological processes according to DEAP
A
- Backing stops/fricatives
- Affrication
- Initial consonant deletion
- Medial cons. deletion
- Instrusive consonants
- Denasalisation
- Favoured sound
- Glottal replacement
- Stops replace glides
- Metathesis
- Migration
- Unusual substitutions
- Vowel processes
19
Q
assessment of polysyllabic words
A
- Children produce polysyllabic words less accurately than 1 or 2 syllable words
- Phonological processes occur more frequently
- Percent phonemes correct is also lower
- Phonological processes are evident for longer
- Evident for up to 7 years for WSD (James et al, 2008)
20
Q
how to measure consistency of errors
A
- This is measured by getting the child to repeat a series of words more than once.
- DEAP screener = 10 words
- Calculate the number of inconsistent words, i.e. words produced differently on both occasions (e.g. 3/10 = 30%).
- If >40% inconsistent then you administer the Inconsistency subtest of the DEAP. This will impact on diagnosis.
21
Q
factors to consider when choosing assessment
A
- Appropriateness for age/developmental level
- Standardised?
- Facility for analysis(phonetic and phonemic)
- Speech sample
- Adequate
- Relevant
- Culturally appropriate
- Time it takes
- Word and conversation level?
- Words: adequate representation of words in all positions
- Phonetic environments
- Syllable shapes
- Multisyllabic words
- Syllables and stress?
- Stimulability?
- Inconsistency?
22
Q
assessing a conversational speech sample
A
- More representative of normal speech
- Assimilation
- Expressive language demands
- Plan for diversity
- Picture description/ story telling/ problem solving
- Conversation (Levels of questions)
- Play with carer
- Target sounds that artic. test did not sample, or that child produced as error in artic test
- Compare productions citing/talking
- Provide objects or pictures that may elicit the target sounds
- Recommended length = 200-250 words (Grunwell 1987)
- Minimum = 100
- It takes approx. 10 to 15 minutes to gather this size sample
- Need to video/tape and transcribe
- Gloss and transcribe live as much as possible
23
Q
considerations when assessing conversational speech sample
A
- More complex linguistic content causes an increase in misarticulations (Pangos et al 1982)
- Different communicative needs may influence production accuracy, e.g. improve when trying to tell you something very important (Menyuk 1980)
24
Q
analysing the data retrieved from conversational speech sample
A
- Identifying processes: typical and atypical
- Percentage Consonants Correct (PCC)
- Phonotactics
- The frame of words – syllable/word shape – e.g. CV, CVCV, CVCVC
- Measure of intelligibility
- Observe voice and resonance
- Any abnormal hoarseness or breathiness, hypo or hypernasality
- Fluency (stuttering or cluttering)
25
Q
measuring severity
A
- intelligibility
- concern caused to child, parent or teacher
- consequences
26
Q
influencing factors on intelligibility
Connolly, 1986
A
- Loss of phonemic contrasts - Number of meaning distinctions lost
- Extent of difference between target and realisation
- Consistency target/realisation relationship
- Frequency of abnormality
- Familiarity of the listener
- Communicative context
27
Q
consequences of speech disorder
measuring severity
A
- Emotional consequences - frustration, anxiety
- Inappropriate behaviour - withdrawal, tantrums
- Influence on ability to from relationships
- Elicit changes in adult language - lower expectations
28
Q
assessing a child with emerging phonolgy
A
- Cannot use an articulation test due to their limited vocabulary
- Try naming common objects
- Have carer bring a number of objects child can name
- Carer keeps log of words and pronunciation
- Family tape-record child at home
- Speech sample
- Observe child with carer before/after session (if shy)
- Choose a topic and attempt to structure situation as much as possible - Routine events + Descriptions of an action just completed together
- This will facilitate you to know what the target vocabulary was within the interaction
- Oro-motor
- Report the child’s phonetic inventory, i.e. consonants used, vowels used, syllable shapes used and any constraints observed.
29
Q
red flags for speech delay in toddlers
A
- Extremely limited phonetic inventory (e.g., only labial consonants; only central vowels)
- Word-final phonetic inventory substantially larger than wordinitial inventory
- Unusual vowel errors
- Atypical consonant substitutions (e.g., substitution of glottal consonants; backing)
- Atypical consonant deletions e.g. frequent initial consonant deletion
