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ECU Artic Case Study > Paige's study guide > Flashcards

Paige's study guide Flashcards

1
Q

Ages 5-12 are more focused on what?

A

Grammar and acquisition of certain forms.

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2
Q

Intelligibility speech is what?

A

a perceptual judgment made by a listener and is based on the percentage of words in a speech sample that are understood.

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3
Q

What are the intelligibility percentages at the following ages? 1, 2, 3, and 4

A

25, 50, 75, and 100

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4
Q

What three things should you look at when judging person’s intelligibility?

A

percentage of intelligibility

rate of speech

stimulability

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5
Q

What is stimulability data used for?

A

used for making decisions regarding case selections and identifying target sounds for intervention.

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6
Q

What does a child being able to imitate an error sound represent?

A

A young child acquiring phonology who can imitate error sounds suggests that the child may be in the process of acquiring those sounds.

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7
Q

What is frequency of occurence?

A

the higher the frequency of a sound in a language, the greater its potential effect on intelligibility.

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8
Q

Parent, teacher, and SLP report should do what?

A

Match

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9
Q

What are important points to note when analyzing a case study?

(10)

A
  • orofacial exam
  • Hearing loss concerns: otitis media-> speech delay
  • Surgeries or childhood illnesses
  • Genetic disorders: family background
  • Neuro-motor Impairments of speech movement control.
  • Dystharia
  • Apraxia
  • Comorbidity is when there is more than one disorder present.
  • Dialect
  • External and Internal Monitoring
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10
Q

What is apraxia?

A

Impairment of motor speech programming with little or no weakness, paralysis, or incoordination of the speech musculature.

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11
Q

What is dystharia?

A

Slow, weak, imprecise, and uncoordinated movements of the speech musculature.

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12
Q

When looking at genetic disorders, what are the psychosocial factors?

A
  • age

- gender

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13
Q

What do we need to know about age?

A

Maturation is generally not a factor in speech sound acquisition after age 9 in typically developing children.

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14
Q

What do we need to know about gender?

A

Boys develop a tiny bit slower than girls, may need speech services if significantly behind.

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15
Q

What do we need to consider when looking at the family background?

A
  • Socioeconomic Status (SES)
  • Familial tendencies
  • Twin Studies
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16
Q

What do we need to know about SES?

A

there is no positive correlation between SES and speech sound disorders. Factors associated with SES may lead to speech sound disorders. A higher risk of having a speech sound disorder is truly based on a multitude of factors.

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17
Q

What do we need to know about familial tendencies?

A
  • Genetics
  • Twin studies
  • Idioglossia
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18
Q

In regards to familial tendencies, what do we need to know about genetics?

A

hard to determine if speech sound disorders are fully genetic or if they occur based on environmental factors: certain genetic disorders like DS could increase risk of having a speech sound disorder.

19
Q

In regards to familial tendencies, what do we need to know about twin studies?

A

prematurity of twins may be a factor, may be at a higher risk because they talk more to each other than to adults which may take away from the twins hearing proper speech.

20
Q

In regards to familial tendencies, what do we need to know about idioglossia?

A

A unique pattern of speech that has little resemblance to adult models and meaning is only to the twins.

21
Q

What should we know about sibling influence?

A

factor that may cause a speech sound disorder: siblings take away a parents ability to focus directly on one child at all times.

22
Q

In regards to sibling influence, what is the 1st born more likely to do?

A

Reach their 50 word milestone at the appropriate time.

23
Q

What should we know about personality?

A

certain personality characteristics have been linked to some children with developmental phonological impairments but more research is needed

24
Q

What should we know about pacifier usage?

4

A
  • Linked to dental problems
  • Pacifier make take away from babbling time
  • May lead to ear infections (hearing loss)
  • Increased risk of a speech sound disorder with “PROLONGED” pacifier use
25
Q

What is external monitoring?

A

monitoring the speech of others

26
Q

What is internal monitoring?

A

evaluating one’s own ongoing speech sound productions

27
Q

Why is external and internal monitoring important?

A

Important because: children will not try to produce sounds that they don’t know. If they are not monitoring speech will they be able to produce it?

28
Q

What are two questions you should ask yourself when assessing the child?

A
  • Can the child: perceive the sound, discriminate the sound, and are they stimulable?
  • Is the child’s speech affecting their academics? **
29
Q

In regards to planning, what should you do when few errors are present?

A

children that have a small number of sound errors the clinician might want to work simultaneously on all error productions

30
Q

In regards to planning, what should you do when multiple errors are present?

A

similar to how you would treat children with few errors but additional considerations need to be made

31
Q

When can a decision be made regarding intervention?

A

After reviewing the intelligibility, severity of phonological problem, appropriateness of productions, the error patterns, together with stimulability

32
Q

Children ages 2.5-3 who are unintelligible are usually recommended for what?

A

early intervention programs

33
Q

When are children a candidate for intervention?

A

Children 3 years or older who have problems with intelligibility or phonological problems are normally candidates for intervention.

34
Q

Children age _______ and below whose phonological performance is at least _______ SD below the mean for their age should be a candidate for intervention.

A

8

1

35
Q

Children age ______ years or older are recommended for intervention if they consistently produce __________ _____________. (residual or persistent errors)

A

9

speech errors

36
Q

Before deciding on a specific treatment methodology, you should consider what factors?

(7)

A
  • Severity of problem
  • How many targets will be selected
  • Which targets need to be focused on at a motor level and which need to be focused on from a rule basis
  • How many targets will be worked on in a given session and for how long
  • How frequently will sessions be held and for how long
  • Type of instruction– small group or individual?
  • Overall structure of intervention
37
Q

What refers to an individual’s awareness of the sounds and sound structure within a language?

It is an umbrella term often used to encompass shallow and deep levels of awareness.

A

phonological awareness (PA)

38
Q

Phonological awareness is important in the development of the awareness of what?

(4)

A

− Awareness of Rhyme
− Awareness of Syllables: typically emerge around age 4
− Awareness of Alliteration
− Awareness of Phonemes

39
Q

What is the most difficult phonological awareness activities involving explicit manipulation of phonemes?

A

learning to read

40
Q

What specifically about learning to read is hard?

A

phoneme blending (e.g., /d/ /a/ /g/ = dog) and phoneme segmentation (cat is made up of the phonemes /k/ /a/ /t/) are tasks that reflect deep levels of phoneme awareness.

41
Q

Though phonological awareness is intimately linked to reading success, the relationship is not what?

A

causal or predictive in nature

42
Q

What also plays a crucial role in reading development?

A

letter identification and letter sound correspondence skills

43
Q

Children with good PA and good letter-sound correspondence skills will likely be more _______________ _____________ whereas children with poor skills in these areas will __________ __________ _____________.

A

successful readers

struggle with decoding

ECU Artic Case Study (6 decks)

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