MIDTERM- CHAP 6

Question 1

Assessment planning

Answer 1

Begin with a diagnostic hypothesis based on the information we have

Question 2

Comprehensive assessment includes:

Answer 2

Voice quality, resonance, fluency, syntax, semantics, pragmatics, discourse, and prosodic aspects of language

Hearing exam and oral mech

Question 3

Relational analysis:

Answer 3

a procedure that is designed to determine which sounds are produced correctly when compared to the adult standard

Question 4

GOALS OF A SPEECH SOUND ASSESSMENT:

Answer 4

Determining whethe rthe speech sound system is sufficiently different from normal development o warrant investigation

Identifying factors that might be related to the presence or maintenance of phonological disability/ delay

Determining treatment direction, including selecting target behaviors and strategies to be used in intervention

Making prognostic statements relative to change with or without intervention/ therapy

Monitoring change in performance across time to evalutate whetehr therapy is being effective or to make discharge decisions

Question 5

Independent analysis:

Answer 5

describe the individual sounds being used, regardless if being used correctly

Question 6

Formal measures:

Answer 6

typically published assessments that have normative data used to determine recommended cut-offs

Provide more stringent criteria for continuing assessment, based on normative data

More skills may be assessed

Question 6

Screening for speech sound disorders

Answer 6

Done quickly to evaluate whether more comprehensive testing is needed

Question 7

Informal measures:

Answer 7

a quick way to examine everyday speech im children and adults

Children: get to know you questions, simple directions (count to 10/ABCs)

Adults: read a few sentences or paragraphs

Question 8

Connected/conversational speech sampling

Answer 8

allow for contextual testing (determining if certain contexts allow for elicitation of certain phonemes

Question 9

A connected speech sample is a crucial part of any speech sound assessment battery because it allows

Answer 9

1) assessment of overall intelligibility and severity,

2) determination of speech sound usage in its natural form, and

3) a database from which to judge the accuracy of individual sounds, patterns of errors, and consistency of misarticulations/speech sound errors.

Question 10

Intelligibility

Answer 10

refers to how well a speaker’s message is understood

Can be influenced by the number of errors, the type of errors, consistency of the errors, the child’s prosody, the familiarity of the communication partner, the content of the message, etc.

Question 11

Three common ways to measure intelligibility are:

Answer 11

1) open set—listening and writing down what is heard,

2) closed set—comparing what was heard to a list of pre-set options, and

3) rating scale—listener assigns a number, according to severity, relative to the intended message.

Rating scales are the most problematic and likely should be avoided.

Question 12

Single word/citation form sampling

Answer 12

allow clinicians to examine a child’s phoneme production quickly, clearly, and concisely in the initial, medial, and final position of words.

Children are typically shown a picture and asked to say the word that corresponds to the picture (Table 6.1 lists many commonly used tests).

Spontaneous picture naming is best, but imitation can also be used.

Clinicians should transcribe the entire word (including the vowel) in such assessments in order to fully capture the nature of the production.

Single-word samples are especially helpful in assessing children whose conversational speech is unintelligible, because the clinician has a reference to what the child is attempting to say.

Question 13

Stimulability testing

Answer 13

useful in determining the severity of an SSD, which sounds to target in treatment, and the prognosis for treatment.

Stimulability is judged by asking a child to repeat a word or phoneme that the child has exhibited as an error.

If the child is able to produce the sound on command with a model from the clinician, the child is determined to be stimulable for that sound.

If the child is not stimulable, various levels of scaffolding can be provided to determine the level at which the child can produce the sound, if at all.

High stimulability suggests that either the child will do well in treatment or that the child will eventually acquire that sound on their own.

Question 14

Contextual testing:

Answer 14

allows clinicians to examine how a given phoneme is produced within various phonetic contexts and how coarticulation affects that production differently within each context.

Question 15

Error pattern identification

Answer 15

provides a means by which clinicians can identify phonological patterns (formerly called phonological processes).

Question 16

Criteria for Selecting Phonological Assessment Instruments

Answer 16

Sample obtained: The assessment should represent a wide variety of phonemes in multiple positions of words and several different phonemic contexts.

Material Presentation: The clinician should determine if the assessment is age-appropriate, attractive, portable (if necessary), easy to administer and score, and well-organized.

Scoring and Analysis: clinicians should determine the type of analysis they need and be sure to find an instrument that matches those needs (e.g., single word vs. conversational speech, phonological patterns, consonant and vowel inventories, stimulability).

Question 17

Methods for recording responses:

Answer 17

Simple vs. Incorrect/ IPA/ audio/ video

Question 18

Assessment in very young children

Answer 18

Assessing phonology in very young children (i.e., 18–24 months) can be complicated.

Though children in this age range should have 50 or more words and should be combining words into two-word phrases

If the phonological system is delayed, it is possible that the semantic system is also delayed.

Independent analyses allow clinicians to examine what phonemes and phoneme patterns (i.e., CV vs. CVCVC) the child is producing, and provides baseline information in terms of where treatment may begin.

Question 19

Case History

Answer 19

Typically obtained from the parents; very impotyant to determine possible cause of SSD

Any relevant medical or family history should be reported/ babbling, first word, types of sounds

Question 20

Oral Mechanism Examination:

Answer 20

provide information regarding the structure and function of the articulators

The hard palate is examined to make sure the color (pink is good; blue warrants further investigation) is normal, the structure is symmetrical, and there are no fissures or clefts.

The soft palate is examined to make sure that it is moving appropriately (i.e., elevating for oral sounds, remaining down for nasal sounds).

The soft palate (aka velum) should also be examined for appropriate color (pink), length (should cover the velopharyngeal port and not be too short or long) and should be symmetrical at rest and during movement. Although the uvula, backmost part of the velum, doesn’t usually play a role in articulation, a bifid uvula may indicate other anatomical abnormalities.

Pharyngeal structure and function is difficult to see via the oral mechanism exam, but clinicians should look for any abnormalities in valving. If available, other instruments may need to be used to determine the presence of a disorder of the velum.

The tongue size, movements, and anatomy (i.e., frenum length) should be evaluated.