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linguistics > pediatric speech: module 4 > Flashcards

pediatric speech: module 4 Flashcards

1
Q

3 questions a speech evaluation will answer

A
  1. Does and communication problem exist, and if so, what is the nature?
  2. Does the problem warrant treatment?
  3. What should treatment focus on?
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2
Q

5 steps to a speech evaluation

A

Referral, history, present development, clinical decisions, implementation

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3
Q

A screening is conducted whenever a speech sound disorder is _________ or as part of a comprehensive _______ ________ ________ evaluation for a child with communication concerns

A

suspected, speech and language

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4
Q

Purpose: identify individuals who require further speech-language assessment and/or referral for other professional services

A

screening

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5
Q

screenings do not take into account…

A

cultural and linguistic speech differences

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6
Q

The first component of a screening: Screening of individual speech sounds in ________ words and in _______ ________ (using formal and or informal screening measures)

A

single words, connected speech

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7
Q

Second component of a screening: Screening of ________ __________ _________ (strength, range of motion of oral musculature)

A

oral motor functioning

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8
Q

A screening may include an ________ ________ to asses facial symmetry and identify possible structural bases for speech sound disorders

A

orofacial examination

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9
Q

A screening includes an informal assessment of __________ comprehension and _________

A

language, production

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10
Q

What happens after a screening?

A

recommendations and/or a referral

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11
Q

an assessment is a __________ evaluation of a given _______

A

comprehensive, domain

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12
Q

an assessment may include ______ and/or ________ language skills

A

spoken, written

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13
Q

An assessment takes into account cultural and linguistic speech differences across communities including ______ and _______ as well as _________ and ________ variations

A

accents, dialects, phonemic, allophonic

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14
Q

An assessment will identify and describe ________, comorbid _______, limitations in ___________ _____ ________, and ________ factors

A

impairments, deficits, activity, and participation, contextual

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15
Q

8 components of an assessment

A
  1. Case history
  2. Oral mechanism examination
  3. Hearing screening
  4. Speech sound production assessment
  5. Stimulability testing
  6. Severity assessment
  7. Intelligibility
  8. Speech perception
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16
Q

8 things that happen after an assessment

A
  1. diagnosis
  2. description
  3. Recommendations for intervention targets
  4. Identification
  5. Diagnosis of a spoken language disorder
  6. Identification of written language problems
  7. Referral for multi-tiered systems of support
  8. Referral to other professionals as needed
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17
Q

4 assessment purposes

A

description, diagnosis, intervention planning, outcome measurement

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18
Q

3 domains of assessment

A
  1. pre-assessment tasks
  2. face to face assessment
  3. Post assessment tasks
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19
Q

Assessments are divided by:

A
  1. Standardized vs Informal
  2. Norm Referenced vs Criterion Referenced
  3. Static vs Dynamic Assessment
  4. RTI
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20
Q

4 aspects of case history: ________ ________ history, ________ history, _______ history, and _________ history

A

early communication, medical, social, educational

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21
Q

Case history how

A

parent/caregiver and/or pediatrician interview

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22
Q

Case history why

A

to identify risk factors

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23
Q

Oral mech evaluation How

A

done informally with a form or checklist. No gold standard

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24
Q

oral mech evaluation why

A

measure the structure, function, and range of motion of articulators. This is crucial for differential diagnosis

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25
Q

Hearing screening how

A

screen at 1,000, 2,000, and 4,000 Hz 20 db. test twice and if they fail refer to an audiologist

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26
Q

hearing screening why

A

Make sure they can hear the frequencies necessary for speech production

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27
Q

Speech Sound Production Assessment: how

A

Standardized assessment and a behavior observation to see how they do at the conversational and word level

28
Q

Speech Sound Production Assessment: why

A

See where the errors are so we can diagnose, describe, and get a standard score and percentile rank. Foundation for what we are going to analyze. Important for eligibility

29
Q

stimulability: is the child able to say an errored speech sound with __________ _______ __________

A

modeling and cueing

30
Q

stimulability: how

A

Must be done after the speech sound production assessment. Look at the sounds in error and give prompting and cueing to see if they can produce the sound.

31
Q

stimulability: why

A

Tells us how much cueing is required. Beneficial for target selection and helps with planning their goals

32
Q

severity: how

A

rating scales and checklists

33
Q

severity: why

A

further describes the disorder because it gives us a quantifiable and qualifiable term: mild, moderate, severe, and profound

34
Q

intelligibility: how

A

rating scales, conversational sample (how many total utterances and how many were intelligible and we get a percentage)

35
Q

Assessment of Speech Perception: how

A

auditory discrimination tasks. work with the kid to see if they can decipher sounds. Do they auditorily notice rabbit vs wabbit. Do they understand how speech sounds impact words

36
Q

intelligibility: why

A

helps support the diagnosis

37
Q

Assessment of Speech Perception: why

A

determine their phonological knowledge. Helps us identify if the disorder is articulation or phonology based

38
Q

After giving a speech assessment, it is also important to screen for _______, ________, and __________

A

language, voice, fluency

39
Q

Language samples are elicited to provide a _______ evaluation of
language skills and to see if voice and fluency are _______.

A

naturalistic, WNL

40
Q

critical elements of an evaluation report

A
  1. Case History
  2. Communication Status
    (Hearing screening/audiological eval, Informal assessment/formal assessment, Single word testing, connected speech sampling, Severity assessment, Stimulability testing, Speech perception)
  3. Oral Mech eval
  4. Behavioral observation
  5. Summary and conclusion
  6. Recommendations
41
Q

assessing connected speech includes a ________ ________

A

behavior observation

42
Q

the 3 identified approaches for target selection for phonological impairments

A
  1. traditional developmental approach
  2. complexity approach
  3. cyclical approach
43
Q

Based on the idea that “Children should not be discouraged or frustrated by the intervention process”

A

traditional developmental approach

44
Q

targets phonological processes that affect early developing sounds

A

traditional developmental

44
Q

The traditional developmental approach is based on the idea that the _________ of earlier developing sounds and syllable/word shapes
serve as a __________ for the acquisition of later developing sounds and syllable/word shapes

A

acquisition, prerequisite

45
Q

The traditional developmental approach is based on the idea that earlier developing sounds associated with more __________ phonological knowledge need to be prioritized for intervention over the later developing sounds associated with less ________ phonological knowledge.

A

productive, productive

46
Q

the traditional developmental approach may be particularly helpful for a child with a
________ temperament or
who have a fear of
________

A

reactive, failure

47
Q

this approach relies on response generalization

A

complexity approach

48
Q

this approach focuses mainly on later developing sounds

A

complexity approach

49
Q

Patterns (or processes) evident in children’s speech are identified then targeted in a predetermined __________ with primary target patterns being _______ prior to secondary target patterns.

A

sequence, selected

50
Q

has time-based criterion

A

cyclical approach

51
Q

target setting approach for Confident risk takers with no
concomitant cognitive or
attention limitations

A

complexity approach

52
Q

goal setting for articulation impairments typically involve ______ _______ as well as _________ and _________

A

target sounds, activities and participation

53
Q

summarizes what needs to happen before dismissal

A

long term goal

54
Q

short term goals describes the specific _________ or ________ being targeted to achieve the long term goal

A

behavior or skill

55
Q

Behaviors, skills
or knowledge
taught through
intervention
procedures

A

session goal

56
Q

3 steps to goal writing

A

identify, prioritize, and write goals to prioritize skill areas A-F

57
Q

Step 1 of goal writing: Identify the _________ data for areas of need in the present Levels

A

baseline

58
Q

Step 2 of goal writing: Prioritize the skill areas that will have the most powerful _________ on moving student performance from the current instructional level toward the identified ________ and _______-_______ standards

A

impact, grade and age-level

59
Q

A-F stand for

A

Audience
Behavior
Circumstance
Degree
Evaluation
Frequency

60
Q

audience =

A

client’s name

61
Q

will produce, pronounce, identify, discriminate

A

behavior

62
Q

ex. when engaged in therapeutic activities

A

circumstance

63
Q

ex. 80% accuracy on 3/3 sessions

A

degree

64
Q

ex. scoring rubric, checklist, Direct frequency counts, anecdotal notes

A

evaluation

65
Q

Ex. As measured monthly

A

frequency

linguistics (6 decks)

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