pediatric speech: module 4 Flashcards
3 questions a speech evaluation will answer
- Does and communication problem exist, and if so, what is the nature?
- Does the problem warrant treatment?
- What should treatment focus on?
5 steps to a speech evaluation
Referral, history, present development, clinical decisions, implementation
A screening is conducted whenever a speech sound disorder is _________ or as part of a comprehensive _______ ________ ________ evaluation for a child with communication concerns
suspected, speech and language
Purpose: identify individuals who require further speech-language assessment and/or referral for other professional services
screening
screenings do not take into account…
cultural and linguistic speech differences
The first component of a screening: Screening of individual speech sounds in ________ words and in _______ ________ (using formal and or informal screening measures)
single words, connected speech
Second component of a screening: Screening of ________ __________ _________ (strength, range of motion of oral musculature)
oral motor functioning
A screening may include an ________ ________ to asses facial symmetry and identify possible structural bases for speech sound disorders
orofacial examination
A screening includes an informal assessment of __________ comprehension and _________
language, production
What happens after a screening?
recommendations and/or a referral
an assessment is a __________ evaluation of a given _______
comprehensive, domain
an assessment may include ______ and/or ________ language skills
spoken, written
An assessment takes into account cultural and linguistic speech differences across communities including ______ and _______ as well as _________ and ________ variations
accents, dialects, phonemic, allophonic
An assessment will identify and describe ________, comorbid _______, limitations in ___________ _____ ________, and ________ factors
impairments, deficits, activity, and participation, contextual
8 components of an assessment
- Case history
- Oral mechanism examination
- Hearing screening
- Speech sound production assessment
- Stimulability testing
- Severity assessment
- Intelligibility
- Speech perception
8 things that happen after an assessment
- diagnosis
- description
- Recommendations for intervention targets
- Identification
- Diagnosis of a spoken language disorder
- Identification of written language problems
- Referral for multi-tiered systems of support
- Referral to other professionals as needed
4 assessment purposes
description, diagnosis, intervention planning, outcome measurement
3 domains of assessment
- pre-assessment tasks
- face to face assessment
- Post assessment tasks
Assessments are divided by:
- Standardized vs Informal
- Norm Referenced vs Criterion Referenced
- Static vs Dynamic Assessment
- RTI
4 aspects of case history: ________ ________ history, ________ history, _______ history, and _________ history
early communication, medical, social, educational
Case history how
parent/caregiver and/or pediatrician interview
Case history why
to identify risk factors
Oral mech evaluation How
done informally with a form or checklist. No gold standard
oral mech evaluation why
measure the structure, function, and range of motion of articulators. This is crucial for differential diagnosis
Hearing screening how
screen at 1,000, 2,000, and 4,000 Hz 20 db. test twice and if they fail refer to an audiologist
hearing screening why
Make sure they can hear the frequencies necessary for speech production
Speech Sound Production Assessment: how
Standardized assessment and a behavior observation to see how they do at the conversational and word level
Speech Sound Production Assessment: why
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
stimulability: is the child able to say an errored speech sound with __________ _______ __________
modeling and cueing
stimulability: how
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.
stimulability: why
Tells us how much cueing is required. Beneficial for target selection and helps with planning their goals
severity: how
rating scales and checklists
severity: why
further describes the disorder because it gives us a quantifiable and qualifiable term: mild, moderate, severe, and profound
intelligibility: how
rating scales, conversational sample (how many total utterances and how many were intelligible and we get a percentage)
Assessment of Speech Perception: how
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
intelligibility: why
helps support the diagnosis
Assessment of Speech Perception: why
determine their phonological knowledge. Helps us identify if the disorder is articulation or phonology based
After giving a speech assessment, it is also important to screen for _______, ________, and __________
language, voice, fluency
Language samples are elicited to provide a _______ evaluation of
language skills and to see if voice and fluency are _______.
naturalistic, WNL
critical elements of an evaluation report
- Case History
- Communication Status
(Hearing screening/audiological eval, Informal assessment/formal assessment, Single word testing, connected speech sampling, Severity assessment, Stimulability testing, Speech perception) - Oral Mech eval
- Behavioral observation
- Summary and conclusion
- Recommendations
assessing connected speech includes a ________ ________
behavior observation
the 3 identified approaches for target selection for phonological impairments
- traditional developmental approach
- complexity approach
- cyclical approach
Based on the idea that “Children should not be discouraged or frustrated by the intervention process”
traditional developmental approach
targets phonological processes that affect early developing sounds
traditional developmental
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
acquisition, prerequisite
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.
productive, productive
the traditional developmental approach may be particularly helpful for a child with a
________ temperament or
who have a fear of
________
reactive, failure
this approach relies on response generalization
complexity approach
this approach focuses mainly on later developing sounds
complexity approach
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.
sequence, selected
has time-based criterion
cyclical approach
target setting approach for Confident risk takers with no
concomitant cognitive or
attention limitations
complexity approach
goal setting for articulation impairments typically involve ______ _______ as well as _________ and _________
target sounds, activities and participation
summarizes what needs to happen before dismissal
long term goal
short term goals describes the specific _________ or ________ being targeted to achieve the long term goal
behavior or skill
Behaviors, skills
or knowledge
taught through
intervention
procedures
session goal
3 steps to goal writing
identify, prioritize, and write goals to prioritize skill areas A-F
Step 1 of goal writing: Identify the _________ data for areas of need in the present Levels
baseline
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
impact, grade and age-level
A-F stand for
Audience
Behavior
Circumstance
Degree
Evaluation
Frequency
audience =
client’s name
will produce, pronounce, identify, discriminate
behavior
ex. when engaged in therapeutic activities
circumstance
ex. 80% accuracy on 3/3 sessions
degree
ex. scoring rubric, checklist, Direct frequency counts, anecdotal notes
evaluation
Ex. As measured monthly
frequency
