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CSUS Speech-Language Pathology > Speech Disorders - Exam 3 > Flashcards

Speech Disorders - Exam 3 Flashcards

1
Q

What is the goal of assessment?

A

to determine if there is a speech sound disorder

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2
Q

Assessment is the set of __________ used to gain a clear description of the ______ _____ production skills of a child.

A

procedures, speech sound

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3
Q

Diagnosis

A

the conclusion you arrive at after assessment

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4
Q

Screening is the ____/____ procedure that can be conducted quickly with a large number of individuals in a _____ period of time.

A

pass/fail, short

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5
Q

In California schools, screening is based on…

A

teacher and parent referral.

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6
Q

3 principles of assessment

A
  1. written case history forms
  2. information from other professionals
  3. conduct interview
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7
Q

Written case history forms address…

A

history, what the family thinks, and if the child is frustrated

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8
Q

when conducting an interview, you have to…

A

develop rapport, tell them what will happen during assessment, ask: do others make fun of the child, are they bothered by this? Impact on life?

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9
Q

When planning an assessment session, you must…

A

select appropriate tests, and prepare bribes

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10
Q

make sure the test area is…

A

clean and clutter free

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11
Q

6 assessment related areas

A
  1. Hearing
  2. Orofacial Structures
  3. DDK syllable rate
  4. Syllable rate
  5. speech intelligibility
  6. level of stimulability
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12
Q

When screening language, it’s good to test _________ vocabulary

A

receptive

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13
Q

DDK syllable rates evaluates…

A

oral motor coordination

speed, accuracy, and sequencing problems

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14
Q

Conducting Oral Peripheral Examination helps differentiate…

A

functional or organic

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15
Q

Oral Peripheral Examinations evaluate…

A
  1. symmetry of face
  2. facial symmetry when smiling/opening mouth
  3. structural and functional integrity of lips
  4. structural and functional integrity of tongue
  5. assessment of hard palate
  6. assessment of soft palate
  7. assessment of teeth
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16
Q

Labioverted, linguaverted, malocclusion, open bite, and cross bite

A

labioverted: tilt out towards lips
linguaverted: tilt in towards tongue
malocclusion: over/under bite
open bite: lack of contact between upper and lower teeth
cross bite: lateral overlapping of upper and lower dental arches

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17
Q

a spontaneous sample is ideal because it is a ______________ of _____ life

A

representative, daily

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18
Q

Advantages of Standardized tests

A

quick, sample all consonants, and you know what they should be saying

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19
Q

Disadvantages of Standardized tests

A

just single words not connected speech, each phoneme sampled only once

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20
Q

Assessment of phonological processes - Hodson

A

severity rate: mild, moderate, severe

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21
Q

Khan-Lewis phonological analysis (give GFTA first)

A

10 PPs

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22
Q

Commonly used Articulation tests

A
  1. Arizona Articulation Proficiency Test - 3
  2. Photo Articulation Test (PAT:3)
  3. Goldman-Fristoe Test of Articulation:2
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23
Q

When you record, make sure you _____ or restate what the child says.

A

gloss

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24
Q

Other types of assessment…

A

speech discrimination, stimulability, contextual

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25
Q

contextual testing

A

facilitative phonetic context

McDonalds Deep Test, Secord Contextual Articulation Test (S-CAT)

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26
Q

Independent analysis

A

childs productions transcribed without reference to adult model

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27
Q

relational analysis

A

compare childs production to standard/adult form

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28
Q

Traditional Analysis involves

A

error types

29
Q

Developmental Analysis incolves

A

comparing childs production to norms for chronological age

30
Q

Pattern Analysis looks at…

A
  1. distinctive features
  2. Place-voice-manner
  3. phonological process analysis
31
Q

Phonological Process Analysis is the percentage of _________

A

occurence

32
Q

Phonetic Inventory Analysis looks at…

A

whether or not the client has the motor ability

33
Q

Intelligibility analysis

A

subjective statement

34
Q

Phonological Disorders

A

highly unintelligible, multiple misarticulations, restricted phonetic inventory, patterns of errors

35
Q

A diagnostic statement is a _______

A

summary

36
Q

prognosis is an estimated course of a ________ under specified conditions

A

disorder

37
Q

under-_______ and over-_______

A

promise, deliver

38
Q

3 major components of a good prognostic statement

A
  1. goal statement
  2. judgment of success
  3. Prognostic variables
39
Q

Cerebral Palsy

A

non-progressive motor disorder due to pre-, peri-, or post-natal damage.

40
Q

Types of Cerebral Palsy

A

Spastic - slow jerky movements
Athetoid - slow writing involuntary movements
Ataxic - balance problems, normal reflexes and muscle tone
Rigid - simultaneous contraction of all muscle groups
Mixed

41
Q

Cerebral Palsy speech problems

A

oral motor, feeding, slow DDK, resonance, prosody, respiration, phonation, articulation

42
Q

Dysarthria

A

neuromotor disorder affecting all systems

due to: CP, degenerative diseases, stroke

43
Q

Dysarthria characteristics

A 
breathy respiration
difficulty with syllable stress
imprecise and distorted articulation
weak pressure consonants
hypernasality
monotone
44
Q

Childhood Apraxia of Speech (CAS) - Owens, Farinells, and Metx 2015

A

say things differently every time

impaired motor planning

better at word level than connected speech

NOT the result of weakness

45
Q

CAS associated problems

A 
family hx in some
possible LD
better receptive than language
slow tx progress
slow DDK
difficulty with nonspeech tasks
clumsy
46
Q

CAS assessment evaluates

A 
prosody and loudness
intelligibility
resonance
DDKs
developmental hx
production of polysyllabic words, consistency
47
Q

_____________ is a hallmark of CAS

A

inconsistency

48
Q

When assessing cleft palate, look for…

A

difficulty with pressure consonants
asal emission and hypernasality
compensatory errors like glottal stops - hoarseness
middle ear dysfunction - otitis media w/ effusion
expressive/receptive language gap

49
Q

Assessment strategies with cleft palate

A

work with team, help plan surgical interventions, assess intelligibility in connected speech, pressure consonants in words and sentences, hypernasality on vowels and consonants.

50
Q

Define stimulability

A

The child’s tendency to make a correct or improved production of a misarticulated sound when given a model or additional stimulation by the examiner

51
Q

Contextual testing

A

Helps identify a facilitating phonetic context for correct production

52
Q

Facilitative phonetic testing

A

A surrounding sound or group of sounds that has a positive influence on the production of a misarticulated phoneme.

53
Q

Phonetic inventory

A

Sounds that the child can produce regardless of accuracy in relation to an adult target and that are available for the child to form words

54
Q

Independent analysis

A

A child’s speech productions described without reference to adult model

55
Q

Phonotactic constraints

A

Word positions in which specific sounds do not occur in the child’s speech

56
Q

Relational analysis

A

Comparing child’s production to adult target to identify types of errors, distinctive features, phonological errors, while word acquisition patterns, and phonemic inventory.

57
Q

Phonemic inventory

A

Sounds the child can produce contrastively to make distinctions between words

58
Q

Frequency of occurrence

A

The clinician simply identifies the number of times a particular phonological pattern occurred in the child’s speech sample

59
Q

Percentage of occurrence

A

Clinician determines the number of times the child us d a particular phonological pattern in relation to the total number of opportunities for occurrence of the pattern.

60
Q

Phonetic inventory analysis

A

Helps clinicians identify the consonants and vowels the child can make without consideration for the contrasting effects of the sound in adult words

61
Q

2 general diagnoses

A
  1. Normal if typical speech production skills

2. A speech sound disorder

62
Q

Prognostic variables

A

Factors that can positively or negatively influence the improvement of a child’s speech sound production skills.

63
Q

Variable: Severity

Underlying assumption:……

A

The more severe the disorder, the poorer the prognoses and vice Versa.

64
Q

Variable: chronological age

Underlying assumption:….

A

The younger the child at the time of treatment, the better the prognosis.

65
Q

Variable: motivation

Underlying assumption:…..

A

The less motivated the child, the poorer the prognosis for improvement.

66
Q

Variable: inconsistency

Underlying assumption:….

A

May be positive variable. Errors produced correctly some of the time may be more easily treated.

67
Q

Variable: associated conditions

Underlying assumption:….

A

May slow progress of treatment

68
Q

Variable: treatment history

Underlying assumption:….

A

Hx of limited progress or poor maintenance of previously learned behaviors may be thought to have poorer prognosis than a child without such hx.

69
Q

Variable: family support

Underlying assumption:….

A

Stronger support, the better prognosis for improvement.

CSUS Speech-Language Pathology (23 decks)

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