l6* Flashcards
t-ship c-sI
final consonant delete -/p
depalatal s/ʃ
t-ship c-tɪd
stopping t/ʃ
alveolar assimilation d/p
t-ship c-ʒɪp
prevolcalic ʒ/ʃ
dimunitization
t-ship c-bIp
stopping b/ʃ
labial assimilation
Assessment: A Definition
brooks- assessment which
“…includes a set of procedures used to attain a clear description of the speech sound production skills of a child, to
determine if an SSD is present”
screening definition
a brief procedure with the aim of determining whether to complete assessment
whats the first step when a a referral is received in screening?
Pass = no more testing needed
Fail = more in-depth assessment needed
determines if they will do full assesment
is it typical or wait an see
what measure is needed in screening ?
May be an informal or formal measure.(no rules)
when does screening may be administered and by who
In the public-school setting, the SLP must receive permission to conduct a screening from the student’s legal parent or guardian if the whole class is not
being screened’
90 % is gonna be a teacher,
10% it will be a parent
May initially observe a client in the public school setting while speaking or reading in class
what are the components in screening
-May include the production of speech sounds in fixed word positions.
(ex. s’s in initial,medial,final “can u read this”)
May include questions to evoke conversational speech
May include a brief examination of the oral-facial structures.
informal-no specific way to do it
one of the components in screening -Production of Speech Sounds in Fixed Word Positions
Initial : sip
Medial- bassist
Final: cat
in components of screening what is questions to evoke conversational speech
asking them about their day
is screening informal or formal
informal
what brief examination of screening required from the facial structures
oral-facial structures (jaw.lips,tounge mouth)
what stimuli is used in screening components
May include stimuli such as real objects, word lists for oral reading, pictures, or imitation
what are the result components of screening
Results of the screening are typically then compared to developmental norms and the clinician must decide if further evaluation is needed.
what is screening different than?
assessment
if we do a full assessment than first we do a
background/case history
the background history includes for interviewing
review of available reports (if applicable), completion of a
written case history form, and interview of the responsible party,
teachers, etc
background/case history diagnostic variables
Birth history
Medical history
Educational history
Course of the disorder
Etiological factors
Client/family reactions
Interview: Components occurs at what stages
the initial stages of the assessment with the parents or legal guardian.
Needed to clarify questions from the background history written form and
ask additional questions.
what happened in the initial stage of the assessment
-introduction of the SLP
-Summation of the assessment procedure
-interview questions
-Closing statement of gratitude and introduction of testing session
possible questions in interview
What is your child’s native language and language used most
often in the home?
What sounds are difficult for your child to pronounce?
How often can you understand your child?
How does your child react to his or her articulation errors?
Clarification questions regarding the medical history. (i.e., if
recurrent ear infections, have tubes been placed, hearing
tested, etc.).
What toys/reinforcement items are of interest to your child?
What is the purpose of conducting an Orofacial Examination?
Examination allows for the SLP to make conclusions
based on whether the oral structures are or are not
sufficient for speech production
orofacial examination in having functional or organic causes definition
Functional: no known cause.
Organic: an underlying structural, sensory, or neurological bas
Orofacial: Needed Items
- Flashlight
- Gloves: important to ask parents if the client has a latex
allergy if they are made of latex - Tongue depressor
- Stopwatch
- Orofacial documentation form
Orofacial Objectives
Involves tasks that assess the strength, range of motion, and functioning of the various structures.
Examine the coordination and speed of the articulators: DDK rates
Examine for hypernasality
when looking at orofacial we look for the
anatomy- they look
and physiology-ability to move and function
orofacial-Facial symmetry
symmetrical, drooping, etc., are they breathing appropriately
orofacial-lips
symmetry, range of motion, strength
does it move like it needs to and are they strong, can they round their lips, move fast, can they hold a bubble,
orofacial-Tongue
frenulum, good range of motion, strength, extension ,pull back their tounge ,push their tounge for strenght
orofacial-Dentition
malocclusion, missing teeth, etc., their teeth missing any, thier wisdom, is soft pallet typical,
orofacial-Tonsils
presence, absence, size, are they ther?
orofacial-Soft palate
uvula, movement for velopharyngeal closure
orofacial-Hard palate
: height, width, presence of fistula(holes)
ddk- AMR is
repetitions of the same syllables,
AMR Is
alternating motion rates
SMRs is
sequential motion rates
DDK is important when..
motor speech involvement, repetative movements ,assessing apraxia, dysarthria, and childhood apraxia of speech
look at the speed and consistency of productions in ddk we want them to
say it correctly and fast,
Count the number of syllable repetitions in a specified time duration or
Count the number of seconds it takes the client to make 20 repetitions
kids with apraxia DDK say..
ptk= uh tuh kuh
kids with dysarthria DDK say..
slow movement puhh… tuh…. kuh…
hearing screening is within the scope of practice for a
the scope of practice for a SLP to screen the hearing of a client
who does the hearing screening in a school setting
Within the school setting, this is typically accomplished by the school nurse
what happend in a failed hear screening
Children who fail a screening may be identified to parents to pursue further testing by an audiologist
when is the hearing screening usually conducted
May be best to conduct this during the initial portion of the assessment.
what frequencies is the hearing screening conducted
Tested at the frequencies essential for the reception of speech stimuli:
= 500, 1000, 2000, 4000 Hertz (Hz) at 25 Decibels
(dB).
Assessment: assessment of Speech Sound Disorders (SSD) usually employs what kindsa od tests
use of standardized, norm-referenced formal
testing measures.
There are many different tests available
what do slp have to make sure when selecting a test and activities
1.age-appropriate
2.appropriate measurement tools for the described problem
3. Standardized measures
reliability: the consistency of a given test.
validity: the degree to which a test measures what it
purports to measure.
Training required/clarity of instructions (some test are easier to give)
4.Informal measures
psychometrics
a branch of statistics applied to the measurement of human behavior.(any test that gonn abe a norm reference test)
psychometrics involves
the design, administration, and interpretation of
tests.
i.e., the development of scores, the validity of a test, the reliability of a test, etc.
standardized tests
tests that are systematic in that the clinician must adhere to precise guidelines regarding what can be said and done when administrating and scoring the test.
(say it exactly how it is and score it how it tells you )
results need to be similar
The clinician should not influence the outcome.
in standardized test what should clinicians not do
influence the outcome
the administration in standardized test should be what
consistent across various examiners
What standardized test provide ?
provide quantitative information (scores) that can be compared across individuals or groups.
norm referenced tests
the measurement of selected
behaviors from a sample representative of the population yielding norms.
are always standardized
Allows for comparison of a particular client’s score to the
average score of the sample
why may a norm reference test be considered norm referenced
Allows for comparison of a particular client’s score to the
average score of the sample
norms
the average performance of a group of people at
different age levels.
Parameters to Consider When Selecting Standardized
Tests: Normative Data
For a normative sample to be adequate, the normative
sample must be large.
Subjects must be representative of the population
Norms should not be outdated.
Validity
the degree to which a test measures what it purports
to measure
Concurrent validity
the degree to which a new test correlates with an established test.
similar but not the exact same
Construct validity
the degree to which tests are consistent with theoretical constructs
(a child ages it should get better)
Content validity
the degree to which the test exemplars measure what the test purports to measure and the degree to which exemplars adequately sample the entire range of skills
(sampling sounds in various positions)
Predictive validity
the degree to which a test predicts future performance
Face validity
which the test looks like it measures what it is supposed to measure
Reliability
the consistency with which the same event is
measured
Interobserver reliability (Interjudge)
the consistency to which a
client’s behavior is measured by at least two clinicians (similar results)
Intraobserver reliability (Intrajudge)
the consistency to which the
same clinician measures a client’s behavior on repeated occasions
Alternate form reliability
the consistency to which two forms of the
same test measure the client’s behavior
Test-retest reliability
consistency to which the same test administered to the same client on two occasions measures the
client’s behavior
raw score
in most articulation test is what the child got wrong (in speech)
standard score
raw score converted tp a standard score using table
Split-half reliability
measure of internal consistency of a test. The first and second half of a test should measure the same skills.
standard error of measurement,
estimates the
amount of error in a test.
Varies from test to test.
Creates the confidence interval.
The greater the reliability, the smaller the SEM, the
narrower the confidence interval = more precise scor
Confidence interval
some measurement error is expected when measuring behaviors. CI allows for results to be interpreted as a range of scores around the client’s obtained score indicating a client’s true score with 90-95% certainty
articulation test
info on the types of errors and the positions
where the errors occur.
phychometric properties
What does an articulation test typically sample?
Typically, they sample all English consonants and some
clusters.
They may sample vowels and diphthongs.
in articulation test erros are described as
according to substitutions, omissions,
distortions, and additions.
in articulation test erros are described as what positions in words
initial, medial and final
positions in words.
in articulation test what should a clinician always do ?
should always review the testing manual for
guidelines regarding the administration of the test
how does articulation test help with diagnosing
identifying the presence of a disorder as well
as the severity
Most standardized articulation tests will provide what
will provide norms.
Phonological Tests
Assist in the analysis of patterned articulation errors across words.
What is the basis/idea for phonological tests?
are grounded in the idea that some children may not have issues with the motor aspects of speech, but rather with the rules of the sound system.
What does the assessment of phonological processes test provides?
provides information about the client’s phonological system and helps identify specific phonological patterns or errors.(system)
Who are phonological assessments typically used for
Used to assess children who are highly unintelligible
Administration of Standardized Tests
Most often, the clinician will present the client with a picture depicting the target response and ask the client to name the picture
May specify additional prompts if the target is not easily evoked
in standardized test if prompt fail most test allow for what?
imitative response.
Controversial as to the affect on results.
Delayed imitation
Occlusion of clinician’s lips
Articulation Tests most common
Goldman-Fristoe Test of Articulation-Third Edition (GFTA-3)
Arizona-4)
PAT-3)
Phonological Tests most common
The Khan-Lewis Phonological Assessment-Third Edition
(KLPA-30
ALPHA)
BBTOP
in standarlized test does reinforcement matter?
yes were not supposed to tell them
-Non-contingent reinforcement
-thanks for paying attention,
advantages of standardized test
Short administration time
Provides a sample of most/all consonants and common phonological processes.
Examiner is aware of the target.
Provides psychometric
data/scores
disadvantage of standardized test
Typically, sample sounds in
single words
Limited opportunities to produce a target sound.
Few sample vowels.
Client may do well on a test of phonemes in fixed word
positions; however, he or she
may have numerous breakdowns when speaking in connected speech.
Recording Responses
1.May mark as correct or incorrect (+, -)
2.May mark the type of errors
Distortions: by marking a “D”
Rating system for severity:
D¹ = mild
D² = moderate
D³ = severe
Substitutions-dut t/k
omission-duck -/d
duck- ducki
3.Whole-word phonetic transcription (more appropriate for phonological processes)
