l9* Flashcards
–What are the three reasons for diagnosing typical articulation?
Reasons for diagnosing typical articulation or
phonological skills may include:
1. Phonological or articulation errors that are due to second
language acquisition, bilingualism, or the use of a dialect.
2. Phonological or articulation errors that are considered
developmentally appropriate for a client’s chronological
age.
3. Phonological or articulation errors that are considered to
be so minimal that the errors would not attract any
attention by the average listener.
how to make a diagnosis
the assessment data has been collected and
analyzed, the SLP may now make a differential
diagnosi
is a disorder present?
Are the client’s articulation or phonological skills typical for
his or her age?
Are the clients articulation or phonological skills disordered?
If so, is it an articulation disorder or a phonological disorder?
If so, what is the severity and nature of the disorder?
Making a Diagnosis:
Articulation Disorder
The client should demonstrate only a few errors.
The client should demonstrate mild to moderate sound errors which are often distortions.
Examples: lateral/s/, distorted /r/
No pattern should be identified
No neutralization of contrasts should occur (meaning is not
lost) = intelligibility should be relatively high.
May be associated with a structural, functional, or
neurological problem
Making a Diagnosis:
Phonological Disorder
If the SLP diagnoses a phonological disorder, the
following may be observed:
Sound production errors governed by a patterned rule.
in making a diagnosis with phonological disorder what may the client demonstrate
multiple speech sound errors
phonological patterns/processes
reduced intelligibility
limited syllable shapes
a limited phonetic repertoire
Making a Diagnosis:
Level of Severity, the lower… the higher
The lower the intelligibility = the more severe the
disorder.
The higher the intelligibility = the less severe the disorder
speech intelligibility is the most what level of element
Speech intelligibility is the most significant element when
considering a level of severity
what grades of severity levels
mild, mild-moderate, moderate, moderate-
severe, severe, profound
Diagnostic Statements:
Example
Results of standardized testing administered during assessment revealed a moderate
articulation disorder characterized by the lateralized production of the /s/, /z /ʃ/, /ʧ/, and
/ʤ/ phonemes. Informal measures, such as the speech sample, verified findings
Diagnostic Statements
-Style and format varies dependent on the clinician.
Should include:
Severity level
Diagnosis
Salient characteristics of the disorder
Prognostic Statements
Attempts to answer the question, what will happen with or without treatment.
Typically, stipulates the likelihood of improvement with therapy.
prognosis
the estimated course of a disorder under
specified conditions
Prognostic variables
positive or negative characteristics that
may encourage or discourage favorable treatment outcomes.
Prognosis can vary over time.
Prognosis includes:
1.goal statement: what is the treatment target?
2. a judgment of success: poor, fair, good, excellent
3. the prognostic variables: factors considered as a result of the
assessment process
Prognostic Statements:
Components
it must be remembered that every client is unique. There is no set criteria for determining prognosis nor is there significant research in support of the validity of prognostic statements.
Use best clinical judgment.
Do not guarantee outcomes.
Prognostic Statements:
Variables
Severity
Chronological age
Motivation
Inconsistency
Associated conditions
Treatment history
Family support
in the school setting, eligibility criteria for special education services requires
individual to be eligible under one of 13 categories of eligibility
2 pronged approach in the eligibility for special ed
he student must meet the criteria for one of the 13 categories
of eligibility.
The child is diagnosed with a speech or language impairment
by the SLP
AND
The impairment significantly interferes with academic
performance and could not be corrected without special
education and related services.
Eligibility in the School Setting:
Additional Qualifying Criteria
May require a specified amount of errors at various age
levels as well as a specified intelligibility rate at various age
levels.
May require errors in all positions
May require errors to be non-stimulable
May consider errors that draw undue attention
Student must require service to access the general
education curriculum to receive educational benefit
Eligibility in the School Setting:
Additional Considerations
\A lateral lisp is not developmentally appropriate at any
age.
Children with other conditions may have articulation skills
that are delayed; however, these skills may be
appropriate for the child’s functioning age rather than
there chronological age.
Must consider if a disorder is indeed a disorder or a
language difference
how to start a diagnosis statement
Results of the assessment indicated that _______ exhibits a ________ articulation disorder characterized _________
how to calculate intelligibility words
1) find the whole words attempted (74)
2)- minus the unintelligible words (12)
3) with that answer which is (62) divide it by (74) =0.837 which is 83.7 percent
