midterm Flashcards
Why the need for the E&E book?
SLP who are serving children with highly intelligible speech
The goal of the book is to provide a bridge to help all clinicians better serve the unique needs of these children
What is the Critical Age Hypothesis?
Children would need to speak intelligible by age 5:6 (years: months) or literacy acquisition most likely be hindered. This does not mean however, that children who are intelligible by this age, would not experience nay difficulties; rather it suggests these children would have difficulty to read and spell
Matthew Effects?
Stanovich compared achievement levels of children who are poor beginning readers with peers and noted that the gap widens over the years (i.e. the rich get richer and the poor get poorer)
Speech Sound Disorders – “Articulation” [phoneme-oriented];
• Articulation (movement of the speech mechanism) refers to the process of producing speech sounds, some SLPs use the term articulation to refer to mild/moderate and phoneme oriented test and intervention
Speech Sound Disorders-phonology “Apraxia”
- Apraxia: motor programming difficulty
* Phonology: sound system/patterns/rules of a language ; phonemic not phonetic/articulation
Severity continuum: for children between the ages of 3 and 8 years
=profound
Extensive
Omissions
Many substitutions
Assimilation common
Severity continuum: for children between the ages of 3 and 8 years
=severe
Many
Omissions
Extensive substitutions
Assimilation common
Severity continuum: for children between the ages of 3 and 8 years
=Moderate
Some omissions
Some substitutions
Distortions commons
Severity continuum: for children between the ages of 3 and 8 years
=mild
Few omissions
Few substitutions
Distortions commons
When do typically developing children (i.e upper limit in years)
=1 year
Canonical babbling and vocables
When do typically developing children (i.e upper limit in years)
=1 1/2 year
Recognizable words
When do typically developing children (i.e upper limit in years)
=2 year
Final consonants, communication with words, “syllableness”
When do typically developing children (i.e upper limit in years)
=3 year
/s/ clusters, anterior-posterior contrasts, expansion of phonemic repertoire
When do typically developing children (i.e upper limit in years)
=4 year
omissions rare, most “simplifications” suppressed “adult-like” speech
When do typically developing children (i.e upper limit in years)
=5-6year
5 years=liquids /l/
6 years= liquids /r/
phonemic inventory stabilized
When do typically developing children (i.e upper limit in years)
=7 year
Sibilants and “th” perfected, “adult standard” speech
- What categories of consonants (by Manner) do children acquire first (across all languages)
Stops, nasals and glides followed by fricatives, affricates and liquids
DIAGNOSTICS EVALUATION major goal
- To determine if in fact there is a disorder/impairment,
- To determine the level of severity,
- To identify etiological factors that may predispose, precipitate, perpetuate or even exacerbate existing conditions
- Prognosis
- For direction of an intervention
Fundamental method
This scientific method is an integral component of the diagnostic evaluation process. Based on observations, background information and results of formal/informal testing hypotheses are formulated.
Background info needed
- Clinicians need to know why the child has been referred for testing and by whom
- If the child has had any prior speech evaluations or intervention services, if so what type to what extent and what the outcomes were
- Child birth, and developmental and medical history
- Etiological factors
- Physical factors (syndromes, sensory deficits, structural anomalies
- Psychosocial factors (environment, culture..)
