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Articulation > Lecture 3 > Flashcards

Lecture 3 Flashcards

1
Q

What are the different assessment possibilities

A

> Screening> Comprehensive appraisal (Core procedures= required and optional procedures = not required)

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2
Q

What is the purpose of screening?

A

To identify the need for further assessment

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3
Q

What 4 things are involved in the Core assessment?

A
  1. Case History2. Oral peripheral exam/screen3. Single word testing (Artic/phonology)4. Spontaneous speech
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4
Q

Give summary of option procedures in assessment

A

> Stimulability testing (important for TX)> Contextual facilitation testing (important for TX)> Vowel testing (proposed core)> Phonological awareness (important for DDX)> Speech motor Testing (important for DX/DDX).> Auditory discrimination tests (important for DX/TX)> Cognitive Appraisal (not S-LP domain)

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5
Q

What does informal screening involve?

A
  • Collecting language sample (observing play, reading passage, giving information - address + name, or rote counting/color naming) > Speech perception screening> Vowel Screening > Consonant screening> Speech Characteristics Rating
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6
Q

What are some formal screening tests and how long is each?

A

> Hodson Assessment of Phonological Patterns (HAPP-3) (preschool and school age) 2-5 min> Sunny Articulation Phonology Test (ipad app) - Evaluation of Articulation and Phonology > (DEAP) -10 items -5 min> Schedule for Oral Motor Assessment (SOMA): 6 months to 2 years (oro-motor control and dysphagia).> Language Screening 1. Clinical eval of language fundamentals-4 screening test; CELF-42. Preschool Language Scale-4 Screening Test (PLS-4)

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7
Q

What is deaps assessment process

A

> Articulation Ax is followed by a motor screening> Phonological assessment * if consistent ur done* if inconsistent run oro-motor screening

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8
Q

What are the 3 purposes of assessing?

A

> To identify a disorder and associated areas of difficulty (diagnostics)> To select/revise treatment approach(es) and set long and short term goals> To monitor progress (may include treatment efficacy and decisions regarding discharge)

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9
Q

What is the progression of steps from theory to measuring outcomes?

A

Theory > assessment > diagnosis/ differential diagnosis > Treatment > Outcome assessment

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10
Q

In the first step of core assessment, What are some possible things to cover in a case history

A

General identification info (name, age, gender, contact info, caregiver info)Birth history:(pre/peri/post-natal, jaundice, cyanosis, trauma, APGAR score 7-10 normal)Communication: (1st word/phrase? Intelligibility? Fluency, speech characteristics etc)Hearing: (Otitis media?responds when called from different room? Follows instructions? etc)Developmental: (motor milestones-crawl, situp, walk, self-feed? etc)Medical: (Seizures, asthma, allergies, measles, high fevers etc)Educational /School: (Any concerns from teacher?)Psychosocial: (siblings, other adults at home, playmates, strategy for handling frustration? type and level of play, attention, joint attention, intentional communication etc-tx prequisites)Dental: (any concerns?)Nutrition/Swallowing: (drooling, tongue thrust, gagging, head extn for liquids –gravity use etc)Areas of concern identified by Care Givers, othe

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11
Q

What are the two different assessments within the oral mechanism exam (core assessment)

A

Assessment of structureAssessment of function

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12
Q

Single word testing (core) is usually _____-elicited encouraging _____ production

A

picture, spontaneous

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13
Q

List some advantage and disadvantage of single word testing

A

> Easy to administer and score> Fast & Quantifiable data> Control of inventory (syll structure, IMF positions etc)> Pictures usually interesting > provides standard score

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14
Q

List some disadvantage and disadvantage of single word testing

A

> not representative of connected / natural speech.> Single word tests poorly correlated to speech intelligibility > Often only a single opportunity to produce each sound in each word position exists (attention confounds) > Not all word positions tested for each phoneme > don’t look at vowel production & few clusters

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15
Q

List 5 phonological and articulation assessment tools commonly used in clinical settings

A

> Goldman-Fristoe Test of Articulation-2 (GFTA-2; GFTA-3)>Structured Photographic Articulation Test (SPAT-D)>Diagnostic Evaluation of Articulation and Phonology (DEAP)> Hodson Assessment of Phonological Processes – (HAPP-3 ed.)> Khan–Lewis Phonological Analysis-2 (KLPA-2, 3)

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16
Q

How shoul SLPs score errors on single word tests

A

Full word IPA transcription: precise, info on process, vowel distortions, misarticulation

17
Q

The final core assessment is collecting a spontaneous speech sample - what does this involve?

A

> Start with standard artic tests > Use age appropriate stimuli to elicit speech> 100 word min, 200-250 perferred> Diverse sample (picture descript, story telling)> DO live transcription

18
Q

What is Stimulability (optional)

A

Testing a child’s ability to correctly produce a misarticulated sound when stimulated by the clinician.

19
Q

When would you want to test for Stimulability (optional) ? What 2 things will this test help you determine?

A

If there is more than 1 sound involved in the error, run stimulability testing: > To determine which sound you will target in treatment > To determine which complexity level (e.g. syll, word, phrase, sentence) and cueing level you want to start treatment

20
Q

When testing stimulability what level do you start at and how do you proceed?

A

> Start at word levelIf they struggle:> Increase cues (in 2-Demensions)> No success go to Syllable level> No success go to IsolationIf good at word level:> Go to Phrase and then sentence level

21
Q

What are the 3 demensions of the 3-D model of stimulability?

A
  1. Time (Temporal domain), 2. Space (cues), and 3. Complexity (linguistic level)
22
Q

How can we manipulate the temporal domain (From easier to harder)

A

Simultaneous (Say it with me), Direct imitation (say it after me), Delayed imitation and spontaneous

23
Q

How can we manipulate the Space domain (From easier to harder)

A
  1. Aud + Visual + Tactile cue2. Aud + Visual cue3. Auditory only
24
Q

How can we manipulate the level of complexity domain (from simple to complex)

A
  1. Isolation2. Syllable3. Word4. Phrase5. Sentence
25
Q

_____ stimulability (easier to elicit) = rapid Tx success. Based on this should we target non-stimulable sounds or stimulable sounds?

A

High> B/c high stimulability means child is on verge of acquisition, may actually be better to target non-stimulable sounds because they won’t develop without treatment. > However it’s Recommended you choose a bit of both. Stimulable sounds reinforce success and motivation in Tx and lay foundation for development of non-stimulable items while non-stim targets induce widespread change in system.

26
Q

What are the 7 optional procedures?

A
  1. Stimulability testing (important for TX)2. Contextual facilitation testing (important for TX)3. Vowel testing (proposed core)4. Phonological awareness (important for DDX)5. Speech motor Testing (important for DX/DDX).6. Auditory discrimination tests (important for DX/TX)7. Cognitive Appraisal (not S-LP domain)
27
Q

Within optional category, what is contextual facilitation testing (3 main components)

A

> Using the context to facilitate phoneme acquisition1. Syllable stress: Always embed target in STRESSED position2. Word position: Where the sound is in the word (initial sp and tr/dr/gr clusters are easier)3. Adjacent sounds (feature sharing facilitates production - ex. using alvelors/velars to facilitate [r] ex 2. [ts] cluster easier for /s/ production like in cats)

28
Q

At the word position level, what are the two rules to determine what phonetic environments will be easier to elicit a target

A

Easier in phonetic environments that (a) share at least some articulatory features OR (b) reduction of articulatory load/complexity.

29
Q

Vowel testing is another optional procedure. what accounts for vowel distinctiveness in speech?

A

vowel distinctiveness is the product of tongue height, front-back and lip rounding/ spreading and it accounts for 50% of variance in speech intelligibility

30
Q

Vowels are largely neglected by most articulation tests except…?

A

exception DEAP, New GFTA-3

31
Q

What 6 process errors can occur with vowels?

A
  1. Backing [I]→[ʊ] same height.2. Fronting [u] → [i]3. (de)centralization [ԑ]→ [ᴧ]; [ᴧ] → [ԑ]4. Raising /Lowering [æ]→[ԑ] (vice versa).5. Dipthongization [a] → [ai] 6. Harmony [tԑdi] → [tԑdԑ]
32
Q

True or false. Instead of running a full vowel screening you can simply listen to vowel errors on artic test and transcribe them?

A

True

33
Q

Review samanthas case of vowel errors

A

And ask aravind if ur right

34
Q

True or false, Children with phonological disorders often have deficits in PA abilities and are at risk for poor long term outcomes in reading and writing without intervention

A

True

35
Q

Phonological awareness, phoneme-grapheme correspondences, and phonetic decoding skills are indicators of ______ success.

A

reading

36
Q

What is the Informal testing of phonological awareness?

A

Phonological awareness skills test (PAST)-See RESOURCE hand out 9** need to work on if child missed >2 of 6

37
Q

What is the formal assessment of phonological awareness?(probs not super important)

A

Phonological awareness test-2 (5yr-9yrs)-40 minSubtests: Rhyming Discrimination, Blending Syllables and Phonemes, Graphemes etcFlexible Item Selection Task

Articulation (5 decks)

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