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1049 > SSD ASSESSMENT II > Flashcards

SSD ASSESSMENT II Flashcards

1
Q

ASSESSMENT BATTERY (BOWEN)

A
  1. Case history
  2. Screening
  3. Core assessment battery
  4. Extended assessment battery
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2
Q

assessment procedures that are must haves to determine that the patient needed a comprehensive speech assessment.

A

SSD Core Assessment procedures

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3
Q

one of the things done during speech sound assessment; allows to assess the speech production skills of the patient

A

Speech Sampling

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4
Q

this is one of the things we describe
when we see patients with suspected SSD.

A

Intelligibility

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5
Q

degree to which a listener understands
what the speaker is saying.

A

Intelligibility

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6
Q

Single most practical measurement of oral communication competence.

A

Intelligibility

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7
Q

Strangers should understand __ children 50% of the time (Coplan & Gleason, 1988).

A

2yo

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8
Q

Average of >70% (50-80%) intelligibility in conversation

A

3 yo

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9
Q

Average intelligibility rating of 93% (73-100%)

A

4 yo

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10
Q

BBF intelligibility for 3:0

A

75%

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11
Q

BBF intelligibility for 4:0

A

85%

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12
Q

BBF Intelligibility for 5:0

A

95%

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13
Q

Intelligibility expectations (BOWEN)

A

1:0 - 25%
2:0 - 50
3:0 - 75%
4:0 - 100%

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14
Q

individuals who talk to the children and judge the intelligibility of the patient.

A

Listener Type

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15
Q

a phenomenon that affects how we perceive people; the more familiar we are with the person, the easier for us to understand them; we ignore some of their misarticulations or errors in speech bcs
expected na natin yun.

A

Speaker Familiarity

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16
Q

Listener Task

A

Ex. Speech sampling through SW

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17
Q

Topic

A

If the topic is shared or if you are talking about the same thing or the listener has the idea already what the contents of the discussion will be, it will make the understanding of the child easier .

18
Q

Medium of transmission

A

● There are different ways for speech to be transmitted: live voice, audio recording, video recording.
● Impacts intelligibility scores
● Lagerberg in 2014: noted that live voice is more
intelligible compared to recorded auditory stimulus.

19
Q

Rate of Speech

A
  • affects how we perceive words and sentences
  • affects intelligibility
20
Q

explains why someone is difficult to understand, suggested to shift to more diagnostic than

A

Diagnostic Intelligibility Testing

21
Q

Quantitative intelligibility testing

A

Gives us a rating or percentage

22
Q

How is intelligibility assessed?

A
  1. Rating scales
  2. SW measures
  3. CS measures
23
Q

3 approaches on how to assess

A
  1. Open set word
  2. Closed set word
  3. Rating scales
24
Q

● Examiner transcribes speech sample and
determine the percentage of words identifiable
● Listener does not have a set words
● Utterance of patient is not predetermined
● No choices
● Speech sample is elicited lang

A

Open-set word identification

25
Q

cx identifies words repeated or read (child needs to read or repeat a set of words)

A

Closed-set word identification

26
Q

Usually a number, likert scale which is a judgment of speech sample that is made from a certain stimulus.

A

Rating scale proceudres

27
Q

Open-set Identification Tasks

A

Calculate the actual percentage of words understood in a speech sample

28
Q

In Intelligibility index we…

A

count and record the syllables produced (minimum requirement of syllable is a vowel)

29
Q

Closed-set word identification tasks

A

recording of a child’s imitation of a list of words after the examiner’s model.

30
Q

How do we select the words for closed set?

A

Words are drawn from a pool of 600 grouped into 50 sets of 12 phonetically similar words.

31
Q

This rating scale is answered by parents

A

Intelligibility in context scale (ICS)

32
Q

Acceptability

A

Is the speaker’s message different from what is accepted by the linguistic community?
Not subjective; based on linguistic rules.

33
Q

Comprehensibility

A

Is the message conveyed?
● Did the child deliver the message? Did the speaker
communicate what they wanted to say?

34
Q

Stimulability testing

A

Sample the child’s ability to imitate the correct/adult form of errored sounds when provided with some form of stimulation.

35
Q

Ability to imitate syllables or words is related to

A

Normal speech sound acquisition and the probability of the child to spontaneously correct their misarticulation.

36
Q

Why do we do stimulability testing?

A

Determine whether a sound is likely to be acquired without intervention.

37
Q

Why do we do stimulability testing?

A

Determine the level or type of production at which instruction might begin.

38
Q

Procedure in stimulability testing

A
  • “Look at me and say what I say”
  • Speech sampling first; then determine kung
    ano yung errors.
  • let the child imitate sound in diff. Phonetic contexts
39
Q

Imitation is done through

A
  1. Isolation
    2, prevocalic, postvocalic, intervocalic
  2. Words (Across word positions) . We need to choose words that have those target sounds in the prevocalic, intervocalic, and postvocalic position.
40
Q

Based on MICCIO we first

A

find out what errors are produced by the child; gather an inventory of those sounds.

41
Q

After getting the inventory we.. (based on miccio)

A

● Imitation of errors in isolation
● Imitation of errors in initial, medial, and final position across /a/, /u/, /

42
Q

If the patient would produce that consonant in at least 2 positions regardless of the vowel they are..

A

Considered intelligible

1049 (4 decks)

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