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Articulation > Lecture 4 > Flashcards

Lecture 4 Flashcards

1
Q

What are the two broad categories of assessment?

A

Independent and relational

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2
Q

Define relational assessment

A

> standardized, in relationship to an adult form> For older children with 100+ vocab> Child has to be old enough to have the intent to produce adult form

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3
Q

Define independent assessment

A

A primary analysis for emerging phonology (first 50 words stage - < 100 words) > Analyze productions without direct reference to adult targets> age 1-2 yrs (3-4 with delays)> Make an inventory of all consonants and vowels produced in spontaneous speech

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4
Q

What are 3 Characteristics of developmentaly delayed (emerging phonology) ?

A

a) small expressive vocab, b) reduced repertoire of consonants and c) syllable shapes & unintelligible.

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5
Q

What are 3 potential problems of the independent analysis

A
  1. Can’t run Artic/phono tests -Too young (no norms/can’t follow instructions)2. Can’t elicit Spontaneous speech (too shy ,very few words)3. Speech motor control? (cooperation is very difficult)
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6
Q

what is the difference b/w a phonetic and phonemic inventory?

A
  1. Phonetic inventory (list of all phones): all sounds, whether meaningful or not2. Phonemic inventory: list sounds that are used contrastively in a language. Test using minimal pairs.
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7
Q

What 5 things do you need to collect during independent analysis ?(VERY IMPORTANT LEARN SHIT OUT OF THIS SLIDE)

A
  1. Speech sounds Inventory (consonants & vowels)2. Syllable shapes Inventory (CV, VC, CVC, CCVC etc).3. Word length Inventory (1, 2, 3,4 > syllables).4. Syllable Stress Inventory (Sw:Carrot, SS: rainbow; wS: giraffe) 5. Sound production Constraint Inventory. (e.g. /p/ only in CV, /d/ only in syll final etc)
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8
Q

Are Trochaic (Strong-weak) words easier than iambic (wS, wSw, wSs).

A

Yes!!

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9
Q

True or false During independent analysis you only record intelligible words

A

FALSE> Write every word/sound the child says regardless of intelligibility

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10
Q

List examples of open syllable/word shapes and the ages at which each should be acquired.

A

> CV or VC (“pa”, “up”) by 12mo (1 yr)> C1V1C1V1 or V1CV2 (“Mama’ or “abby”) by 8-12 mo> C1V1C2V2 (“bunny”) by 12-18 months

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11
Q

List examples of closed syllable/word shapes and the ages at which each should be acquired.

A

> C1VC1 (“pop”) by 18-24 mo (2 yrs)> C1VC2 (“moon”) by 24-30 mo ** CLOSED shapes by 2 yrs

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12
Q

List examples of cluster syllable/word shapes and the ages at which each should be acquired.

A

CCV and CCVC (“play” and “train”) by 36 months (3 yrs) Prof Q: why transcribed as twain?

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13
Q

True or false. Medial /r/ is worse when it’s produced a stressed syll (giRAFFE)than in unstressed syllable (CArrot).

A

FALSE better in a stressed position (always put targets in stressed position!!!)

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14
Q

TRUE OR FALSE More errors are made in unstressed vs. stressed syllables

A

TRUE

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15
Q

are Word-initial fricatives/affricates better in monosyll or multisyll words

A

MonosyllabicE.g. /v/ in vase, vest (better) Vs vacuum cleaner or valentine

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16
Q

Can we use bisyllabic contexts for targets?

A

Bisyllabic: acceptable contexts for inventorying production but target MUST occur in the stressed syll. (E.g. CAndy)

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17
Q

Children omit the more _______ed consonant in a cluster. This reflects difficulty with producing the consonant ______ rather than a problem with the consonant itself.

A

MARKED (harder)Sequence

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18
Q

How can the context facilitate cluster production - give example. When do you use facilitating contexts for clusters ?

A

Because of feature sharing!E.g /s/ in /t/ context (stamp) is easier than sp context ex 2. ; [r] is facilitated by voiced alvelors/velars tr,dr,gr)> When testing don’t use facilitory contexts because it makes the s production easier (But in treatment you can!)

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19
Q

What is language impairment and what level of language does it impact? How could SLI be responsible for the omission of certain sounds

A

Language impairment refers to a child with Morphosyntactic deficits. > may relate to morpheme omissions rather than to omission of the sound per se! Omission of a final consonant in plural nouns (Keys) even if child has /s/ sound in other positions.

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20
Q

When teaching final consonants is it better to use harmonic or nonharmonic context

A

Non harmonic (different first and last consonant)> confirm why with prof

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21
Q

alveolar consonants easier with high _____ vowels. Velars easier with _____ vowels

A

Front, Back

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22
Q

In a phoneMic Inventory all sounds are __________ produced

A

Contrastively

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23
Q

In a phonetic inventory we collect…?

A

all sounds produced by the child, regardless of the targeted sounds

24
Q

Does any single standardized test provide a complete inventory of a child’s consonant and vowel production

A

Ø No single test actually measures all sounds in all positions = all tests have flaws > Should always conduct independent analysis even for older

25
Q

List all the sound production constraints of independent analysis we discussed in class.

A
  1. Syllable stress (more errors in unstressed) 2. # of syllables3. Cluster context (shared features facilitate) 4. Morpheme structures (plurals, past tense) 5. Harmonic + Assimilation contexts
26
Q

Sound production ________ can be useful tools during ________

A

Constraints, treatment

27
Q

Child 1: Ramen’s language sample includes stopping, vowel distortion and reduplication. He cannot produce fricatives, /r/,/l/ or /s/ and he is gliding. The child is 2 years old - what should we target in therapy if anything? .

A

Focus on age appropriate goals:NOT> fricatives (acquired later)> NOT /l/,/r/,/s/ - acquired later> Gliding is appropriateTargets> Focus on vowel errors because they should be gone by 2 (target vowel height)> Minimize reduplication > Solidify the early 8 (all 3 positions required)

28
Q

Ramen only has single word utterances, is this normal (age two) . What would you target for this child?

A

No by two he should be developing 2 word utterances. Primary goal at this age is to increase vocab using focused stimulation of novel vocab every session. Prepositions are a good target. (verbs not necessary this young)

29
Q

What are the ages for stage 1 and 2 of articulation and phonological development? Which assessment analysis would you use at these stages?

A

Stage 1 (0-12) and stage 2 (12-24) are characterized by vocalizations seldom used for reference, and small expres vocab (<100). You use independent analysis

30
Q

What are the ages for stage 3 and 4 of articulation and phonological development? Which assessment analysis would you use at these stages?

A

Stage 3 (2-5yrs) and stage 4 (5yrs+) are characterised by errors affecting sound clases and late acquired consonants, clusters and unstressed syllables in multisyllabic words. You use relational analysis

31
Q

Define relational analysis

A

Compare child’s errors to targets (=adult productions) & Identify error patterns.Possible at stage 2+

32
Q

Standard measures of articulation and phonology are ________ analyses.

A

relational

33
Q

What are the Main methods of Error Analysis in Older Children (2+ yrs):

A
  1. Place, manner, voicing analysis (e.g. velar to alveolar)2. Distinctive features analysis (e.g.+ strident to –Strident)3. Phonological process analysis (e.g. stopping, fronting) 4. Nonlinear perspectives (eg. Optimality Theory) (e.g. constrains/rule ordering )5. Consonant and cluster analysis : Developmental appropriateness standard artic test- Acquisition of clusters
34
Q

More marked = _____ difficult

A

more

35
Q

________ analysis is better for setting therapy goals Because ________ analysis just gives you the error not the context

A

Independent, relational

36
Q

When you fall 1 SD below the mean you are at the ___th %, if you are 1.5 SD below the mean you are ____th %

A

16th percentile, 7th

37
Q

What is the cut off for requiring intervention?

A

16 and below

38
Q

Ø __ and lower is therapy twice a week (in Ontario) , in Quebec ___ or lower

A

7, 10

39
Q

mild disorder is __ - ___% , moderate is __ - ___% and severe is __ - ___%

A

Ø 7-16 mild Ø 2-7 moderate Ø < 2 severe (less than 2 SD is really bad)

40
Q

What is the Percentage of Consonants Correct (PCC)

A

a Severity measure as a function of % of consonants a child produces correctly out of total number of consonants a child attempts.

41
Q

how does the PCC categorize severity based on % of correct consonants

A

> 85% = typically developing65-85% = Mild - moderate disorder50-65% = moderate - severe<50% = severe

42
Q

What is the PPC?

A

Ø Consonant + vowels divided by total utterances = PPC (Percent phonemes correct)

43
Q

PPC correlates well with __________

A

Intelligibility

44
Q

List 9 factors that infludence intelligibility

A
  1. Number of errors (and depends on type of errors/freq).2. Type of sounds in error: more freq occuring sounds in a language impact intelligibility more than less freq occuring. (t,n,s = high freq-see next page).3. Type of errors: Initial consonant del > substitution > distortion4. Type of tasks (word level =better vs. connected speech =poor)5. Amount of contextual information 6. Listener familiarity7. Consistency of errors (less consistent harder it is to understand)8. Amount of Phonemic contrasts lost (collapse of multiple phoneme contrasts higher impact)9. Prosody issues
45
Q

By ____ years old typically developing child should be 100% intelligible.

A

4 years

46
Q

What is the 1/4 rule

A

25% in year 1, 50% in year 2, 75% in year 3 and 100% by 4

47
Q

if child is 4-5 yrs, speech therapy is indicated if < ____% words are understood by an unfamiliar listener (approximately 2 S.D. below the mean).

A

66%

48
Q

When choosing targets for intelligibility purposes its important to look at the relative _________ of phoneme occurrence in english consonants. Which 5 phonemes account for 50% of english consonants?WHy is this important?

A

Frequency. t,n,s, s,k,d (IMPORTANT LEARN DIS) >If those sounds are impacted it has very negative impact on intelligibility>Don’t want to waste therapy time on consants that don’t occur frequently

49
Q

What is the 5 point clinical measurement of speech intelligibility?

A

1 = Completely intelligible 2 = Mostly Intelligible 3 = Somewhat intelligible 4 = Mostly unintelligible 5 = Completely unintelligible(not used much)

50
Q

What is the Research Measurement of speech intelligibility using an open set. WHats the problem?

A

Single words, sentences, or continuous speech spoken are orthographically transcribed by the listener. > Ø Circle items that you hear, requires group of listeners to scoreProblem: Too many contextual cues (syntax, semantics, suprasegmentals)

51
Q

What is the closed set method? What is the advantage of this?

A

Multiple choice response by the listener. Select a word from a group of words that sound similar. Adv: least influenced by listener experience with test materials, language, suprasegmental features, and contextual factors.

52
Q

Both the open- and closed-set methods yield what?

A

percentage of words correctly identified by the listener

53
Q

How does a child’s age impact the amount of errors they can make?

A

Ø Circle items that you hear, requires group of listeners to score Ø Difficult if you can’t understand child Ø The older you get the less errors are required to put you at a lower percentile Ø Forgiving for younger kids - but on older kids assessments are much less lenient Ø That’s why you have predictive assessment ( other factors)

54
Q

When you don’t have time to use a group of listeners to do open set method research ou can just use the _____ score.

A

PPC

55
Q

What inconsisency % does a child have to score to be considered inconsisten deviant?

A

40% or more

Articulation (5 decks)

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