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Spring '13-126 (Exam 3) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What is the ultimate goal for speech and language treatment?

A

improve communication skills

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2
Q

What is the individualized goal for speech and language treatment based on?

A

evaluation of specific communication patterns and needs

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3
Q

With inclusive treatment, who does this include?

A
  • family
  • teacher
  • community members
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4
Q

What does comprehensive treatment meet?

A

all communication needs at all stages of development

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5
Q

During comprehensive treatment, What do we focus on during the Early Years?

A
  • foundational skills
  • development
  • working on developing early sounds, building vocabulary, language, communication, social pragmatic skills–these all lead to communication!
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6
Q

During comprehensive treatment what must we do during the school years?

A

-must relate to the educational setting

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7
Q

What must we focus on beyond the school years during comprehensive treatment?

A
  • functional communication systems

- facilitate relatioinships

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8
Q

By age 16 what does the law mandate?

A

-law mandates the child has to understand the goals. They are often invited to IEP meetings

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9
Q

What is Behavior modification?

A

-provide stimulus, response, then there is a consequence

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10
Q

What is Evidence-based practice (EBP)?

A

-IDEA mandates that the therapy we provide must be evidence-based practice. Meaning it should be well-researched and show long term positive approach

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11
Q

What is child-directed therapy?

A
  • child led therapy, but the clinician gives the client options to choose from.
  • the premise is that your maintaining the child’s motivational level
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12
Q

What is clinician directed therapy?

A

the clinician is directing and telling the client what they will be doing

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13
Q

What kind of therapy do most clinicians use?

A

-most clinicians include multiple method of therapy, they do not focus on just one

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14
Q

What is a baseline?

A

that student’s current level of functioning prior to any treatment being rendered

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15
Q

What is target behavior?

A
  • the skill or the action we are trying to teach.

- It is established from the assessment that we had conducted

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16
Q

What is a probe?

A

-instrumental testing/informal testing that measures the client’s progress over time

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17
Q

What is reinforcement?

A

any stimuli provided to the child during their correct production of the sound

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18
Q

give some examples of positive reinforcement.

A

“good job”

smile

stickers

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19
Q

What is negative reinforcement?

A
  • refraining from producing stimuli until the clinician provides the corrective feedback
  • don’t say “bad job”
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20
Q

What are long term goals?

A

projected a year from assessment process

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21
Q

what are short-term goals?

A

small goals (benchmarks) that work toward supporting the overall long term goal

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22
Q

When is a probe performed?

A

Whenever the therapist chooses to do it. Once a week, once a month, every therapy session, once every three months, etc…

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23
Q

What is tactile cueing? and give some examples.

A
  • this is a prompt that is used to facilitate the correct production of the sound
  • tapping on the shoulder
  • tap the chin as a reminder to close the mouth
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24
Q

What does kinesthetic cueing mean?

A

-helping by facilitating the coordinated movements for a sound

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25
Q

What is proprioception cueing system?

A

“6th sense”

an individual who has problems with proprioception are unable to identify where their body is in space

Listen to recording!

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26
Q

What are verbal cues? give an example

A

.

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27
Q

What are visual cues? give an example

A

.

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28
Q

What are the 4 different therapy approaches?

A
  • traditional approach
  • sensory motor approach
  • multiple phoneme approach
  • pattern-based approach
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29
Q

What is the premise for the traditional approach?

A

comprehensive and sequential approach

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30
Q

What are the 5 phases of the traditional approach?

A
  • ear training–>perceptual
  • production training–>establishment
  • production training–>stabilization
  • generalization–>transfer and carryover
  • maintenance–>continuous across time
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31
Q

What is the focus of the traditional approach?

A

teach individual sound production in progression (phonetic features)

(Ex: isolation-nonsense syllables-words-phrases-sentences-conversation)

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32
Q

What are the Pros of the traditional approach?

A

-comprehensive and proven to address essential elements in articulation therapy

Generalize skill: conversation outside of therapy across settings and with others

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33
Q

What are the cons of the traditional approach?

A

all steps are unnecessary

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34
Q

Who does the Sensory-motor approach work best with?

A

works best with speech motor disorder clients–apraxia

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35
Q

what is the premise of the sensory-motor approach?

A

-build auditory, tactile, and proprioceptive awareness of speech motor movements

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36
Q

What are the 3 phases of the sensory-motor approach?

A
  • heighten awareness to different patterns of speech motor movements
  • reinforce correct production of target sound
  • systematically facilitate correct production of target sound using varied CV syllable combinations
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37
Q

What is the focus of the sensory-motor approach?

A

identifying phonetic context where target sound is produced correctly and then vary phonetic context

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38
Q

What are the pros of the sensory-motor approach?

A

establishes good “starting point” for therapy

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39
Q

What are the cons of the sensory-motor approach?

A

not proven by research that facilitative contexts is more effective than any other approach

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40
Q

What is the premise of the multiple phoneme approach?

A

-appropriate for students with many sound errors

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41
Q

What are the three phases of the multiple phoneme approach?

A
  • establishment: achieve accurate and consistent sound production of all English consonants using multi-modal cues (visual-grapheme-auditory-sound-tactile-touch)
  • Transfer: use all target sounds correctly in conversation
  • maintenance: goal of 90% accuracy in conversation

**must have establishment before transfer and transfer before maintenance

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42
Q

What is the focus of the multiple phoneme approach?

A

mass productions and allows for sequential teaching and accurate measurement of progress (e.g., pre and post testing)

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43
Q

What are the pros of the multiple phoneme approach?

A

-well-structured and provides good framework for measurement of progress

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44
Q

What are the cons of the multiple phoneme approach?

A

-limited research

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45
Q

What is the premise of a pattern-based approach?

A

production training target sounds with shared (distinctive) features or patterns

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46
Q

What are the 2 phases of the pattern-based approach?

A
  • nonsense syllables in the initial position

- nonsense syllables in the final position

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47
Q

What is the focus of the pattern-based approach?

A

-use phonological contrast as basis for correcting sound class errors

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48
Q

What are the pros of the pattern-based approach?

A

-useful for children with multiple sound errors with no distortions

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49
Q

What are the cons of the pattern-based approach?

A

-limited empirical support on effectiveness on generalizing target to untrained sounds

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50
Q

What are shared common teaching strategies among different treatment approaches?

A

-modeling

systematic positive reinforcement of correct productions

  • providing corrective feedback of incorrect productions-to facilitate the correct production of that sound
  • repeated practice of target behavior–varying phonetic and linguistic context
  • extend skills to conversation skills in natural settings
  • teach self-monitoring skills (this is a form of generalization)
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51
Q

Do practice sheets for phonological processes

A

.

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52
Q

What is Metathesis? GIVE AN EXAMPLE

A

Child alters the sound sequence in a word

ex: pasghetti vs. spaghetti

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53
Q

what is dimunitization?

A

adds a vowel @ the end of a word?

ex: ball becomes bally

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54
Q

What two phonological processes are especially common with children with developmental apraxia?

A

metathesis & dimunitization

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55
Q

What kind of services does a child receive from birth to three years old?

A

-Under IDEA they are entitled to early intervention

56
Q

With who and where is early intervention focused? and what is its purpose?

A
  • focused in home
  • family focused
  • lessen the degree of the developmental delay that the child has by training parents and caregivers
57
Q

What are children, between ages 3-21 entitled to according to IDEA?

A

to special education services through the public school system

58
Q

What are the early intervention disability categories?

A
  • cognitive delays
  • physical delays
  • speech and language delays
  • social emotional delays
  • self help delays
59
Q

What are the special education disability categories?

A
  1. autism
  2. deafness-blindness
  3. deafness
  4. emotional disturbance
  5. hearing impairment
  6. intellectual disability
  7. orthopedic impairment
  8. other health impairment
  9. specific learning disability
  10. speech and language impairment**
  11. multiple disabilities
  12. traumatic brain injury
  13. visual impairment
60
Q

What is an assessment?

A

the process of acquiring data on the child’s abilities

61
Q

What is a diagnosis?

A

the process or act of identifying whether a disability exists

62
Q

What is the purpose of assessment for early intervention?

A
  1. identify presence of a disability or “at risk” for developmental delay
  2. Determine what special services child needs to lessen effects of developmental delays
63
Q

Does early intervention require a full assessment?

A

yes

64
Q

What is the purpose of assessment for special education services?

A
  1. Identify presence of a disability

2. determine that disability is adversely affecting academic performance

65
Q

How many categories does IDEA list as disabilities to qualify for special education services?

A

13

66
Q

Before special education services, what is the “referral process”?

A
  1. recognize the problem
  2. Response to intervention (RTI)
  3. Screening
  4. Refer to special education team
  5. special education assessment
67
Q

What are the three levels of RTI?

A
  • Tier 1: intervention that involves the entire class.
  • Tier 2: not responding to Tier 1, more specified instruction provided individually or in small group
  • Tier 3: Still not responding to intervention, more intensive individualized attention, if no progress may be referred for comprehensive evaluation by special education team.
68
Q

What is a speech/language screening?

A
  • quick measure of speech, language, and communication skills
  • mandated during kindergarten and 3rd grade (generally in large groups)
  • Pass/fail
69
Q

What are the different types of screening procedures?

A

standardized and non-standardized

70
Q

Who evaluates the child?

A

special education team or IEP team

71
Q

What does IEP stand for?

A

individual education plan

72
Q

Who makes up the IEP team?

A
  • school psychologist
  • general education/special education teacher
  • ancillary service providers (SLP, OT, PT)
  • behavioral specialist
  • outside agency
  • parent
  • student (after age 16)
73
Q

What are the 3 types of phonological processes?

A
  • Syllable structure simplification
  • Substitution
  • Assimilation
74
Q

What is Syllable structure simplification?

A

Commonly reduces complexity of syllable structure of words

75
Q

What is substitution?

A

one sound class replaces another

76
Q

What is assimilation?

A

sounds take on qualities of those surrounding it

77
Q

Which phonological processes fall under syllable structure simplification?

A
  • unstressed syllable deletion or weak syllable deletion
  • reduplication
  • initial consonant deletion
  • final consonant deletion
  • epenthesis
  • cluster reduction
78
Q

What is unstressed syllable deletion or weak syllable deletion?

A
  • weak/unstressed syllable omitted

[meto] for “tomato”
[ɛfənt] for “elephant”

79
Q

What is reduplication?

A
  • doubling of syllable

[bɑbɑ] for “bottle”
[mɑmɑ] for “mommy”

80
Q

What is initial consonant deletion?

A
  • Omission of first consonant in a word

[æt] for “bat”
[ɑg] for “dog”

81
Q

What is a final consonant deletion?

A
  • Omission of final consonant in a word.

[haʊ] for “house”
[mæ] for “match”

82
Q

What is epenthesis?

A
  • Adding an “unstressed” vowel (e.g., schwa)

[bəlu] for “blue”
[səpun] for “spoon”

83
Q

what is cluster reduction?

A
  • deletion/reduction of a cluster/blend (2 consonants together) partial vs. total

Partial: [tɔp] for “stop”; [dar] for “dark
Total: [æɡ] for “flag”; [pa] for “palm”, [da] for “dark”

84
Q

Which phonological processes fall under substitution processes?

A
  • Stopping
  • deaffrication
  • fronting
  • backing
  • depalatalization
  • gliding
  • vocalization
85
Q

What is stopping?

A
  • Stop for a fricative

[tup] for “soup”; [pʌn] for “sun”; [maʊt] for “mouse”

86
Q

What is deaffrication?

A
  • Stop or fricative for an affricate

[tɛr] for “chair”; [mæt] for “match”

87
Q

what is fronting?

A
  • Front for back or velar sound

[tæt] for “cat”; [bɪd] for “big”

88
Q

What is backing?

A
  • Velar for alveolar

[ɡɪɡ] for “dig”; [baɪk] for “bite”

89
Q

What is depalatalization?

A
  • Alveolar for palatal
  • It no longer becomes a palatal sound

[tɛk] for “check”; [dun] for “June”; [mæts] for “match”

90
Q

What is gliding?

A
  • Glides /l, r/ for Liquids /w, j/

[wɪŋ] for “ring”; [jek] for “lake”

91
Q

What is vocalization?

A
  • Vowel for a syllablic liquid
  • Syllablic liquid = /l, r/ takes on characteristic of syllable

[sɪmpo] for “simple”; [pepo] for “paper”

92
Q

what are the assimilation processes?

A
  • labial
  • velar
  • nasal
  • alveolar
  • prevocalic voicing
  • postvocalic devoicing
93
Q

what is labial? give an example

A
  • bilabial for non-labial

- [bæb] for /bæd/; [pɛb] for /pɛn/

94
Q

what is velar? give an example

A
  • velar for nonvelar
  • [kɔg] for /kɔp/
  • [kɪk] for /kɪt/
  • [gok] for /got/
95
Q

what is nasal? give an example

A
  • nasal for non-nasal
  • [mæm] for /mæp/
  • [nɑŋ] for /lɑŋ/
  • [non] for /noz/
96
Q

what is an alveolar? give an example

A
  • alveolar for non-alveolar
  • [tɑt] for /tɑp/
  • [sut] for /sup/
  • [lɛd] for /lɛg/
97
Q

what is prevocalic voicing? give an example

A
  • voiceless sound BEFORE vowel becomes voiced
  • [dɛn] for /tɛn/
  • [bap] for /pɑp/
  • [zut] for /sut/
98
Q

what is postvocalic devoicing?

A
  • voiced sound AFTER vowel becomes unvoiced
  • [pɪk] for /pɪg/
  • [b^s] for /b^z]
  • [sæt] for /sæg/
99
Q

What is the definition of phonological processes?

A

Simplifications of the adult forms of words

100
Q

At what age should phonological processes disappear?

A

Around age 5

101
Q

What is an articulation disorder?

A
  • Mild to moderate sound distortions
  • Does not affect meaning of words
  • Speech intelligibility preserved
  • Errors based on physical properties of sound production (imprecise movement and placement of articulators)
102
Q

When is an articulation disorder diagnosed?

A

WHEN errors persist beyond expected age range

103
Q

What is a phonological disorder?

A
  • Patterned sound production or sound class errors
  • Affects meaning of words
  • Can affect intelligibility depending on # of class sound errors
104
Q

When is an phonological disorder diagnosed?

A

When phonological process errors persist beyond expected age range (typically age five)

105
Q

What are the components of a general assessment?

A
  • taking a case history & interview
  • Planning for the assessment
  • administration of tests
  • analysis and interpretation of findings
  • impressions
  • recommendations
  • written report
  • sharing your report
106
Q

What information is provided when taking a case history and doing an interview?

A
  • referral source
  • strengths and areas of concern
  • developmental and medical educational background
  • family history
  • reports from other professionals
  • perception of speech/communication deficit*(this is important)
107
Q

When taking a case history, what do you use and where else do you get information?

A
  • written case history form

- information from other professional

108
Q

What types of questions do you ask caregivers/parents when obtaining a case history?

A
  • developmental history (when he walked, spoke his first words, pregnancy and birth, ear infections?)
  • medical history (currently on medicine?)
  • social history (how does he interact with others?)
  • education history
  • family history (family dynamics? don’t come off as judgmental!)
  • referral
  • perception of problem (tell me what a typical day looks like..)
109
Q

What must we consider when planning for your assessment?

A

Planning Process:
-selection of tests or other related areas

    - determine testing environment (minimize distractible materials that are around)
    - child's abilities
    - begin testing
110
Q

What does a standardized test involve?

A
  • the use of a formal testing tool
  • must be given as directed/described by the manual
  • any stimulation provided outside of the specific directions invalidates the test
  • get standard scores compared to age matched peers
111
Q

What are the advantages of administering a standardized test?

A
  • its all laid out for you

- makes gathering of information so much easier

112
Q

What are the disadvantages of administering a standardized test?

A
  • standardized test is very specific, may not measure all skills
  • for some children a standardized test is inappropriate (concrete thinkers, CLD, low SES)
113
Q

What are the common skill areas we assess during a standardized and non standardized test?

A
  • hearing
  • speech
  • articulation
  • phonology
  • language (receptive & expressive)
  • voice/fluency
  • communication and pragmatics
114
Q

What are common assessment procedures for non-standardized testing?

A
  • contextual testing

- stimulability testing

115
Q

What are you doing when using stimulability testing?

A

trying to elicit the correct production of the errored sound

116
Q

What is stimulability testing used to determine?

A
  • if its an articulation vs. phonological problem
  • if he/she’s developmentally ready to produce specific sounds
  • can they produce the sound on their own?
117
Q

What does stimulability testing definitely help us with?

A

it helps us prioritize what sounds your going to work on first!

118
Q

What kind of testing do we use when giving a standardized test?

A

formal testing

119
Q

When we’ve completed all our testing, what do we do?

A
  • analysis of results compared to standardized data

- developmental and pattern analysis for non standardized data

120
Q

After analyzing your data, what must we put in our impressions?

A
  • assessment summary: where you would put your findings
  • diagnosis: given the findings, you come up w/ the diagnosis
  • severity rating: severe, moderate, mild=quantitative!
121
Q

In the conclusion of your written report, when writing recommendations what do you provide?

A
  • provide explicit suggestions for: further testing, reassessment, and treatment
  • always make a recommendation despite diagnosis (delayed vs. normal)
  • give examples of explicit suggestions made
122
Q

what are the components and significance of a written report?

A
  • assessment procedures
  • clinical behaviors
  • results/findings
  • impressions & recommendations
  • suggested treatment goals
123
Q

Who do we share our report with?

A
  • caregiver/parent

- IEP team members

124
Q

What is the purpose of an IEP meeting?

A

its where the final decision making process occurs

125
Q

What is the purpose of an oral motor exam?

A
  • we want to make sure they can physically make the sounds

- check for any contributing factors to the impediment–we’re checking function and structure!

126
Q

What supplies do we use for an oral motor exam?

A
  • gloves
  • tongue depressor
  • flashlight
  • timer
  • the child’s history depends on how in-depth you will go into the OME ad what tools will be used
127
Q

Who is it appropriate to refer a client to?

A

other professionals like a doctor, ENT, dentist/orthodontist

128
Q

What is normative data used for?

A

to determine student’s eligibility for special education services

129
Q

What are normal standard scores?

A

85-115 with a mean of 100

130
Q

What do percentile ranks tell us?

A

what % of the same aged peers scored = or > than the examinee on a standardized test

EX: “George Client received a %ile rank of 74 on the GFTA-2 he scored = or > than 74% of the same aged peers from the standardized samples also indicates that only 26% of same aged peers did better than him

131
Q

After the analysis, what decision must we make in terms of speech skills?

A

are they abnormal or normal

EX: abnormal = articulation, phonological, or speech motor disorder

132
Q

After the analysis, when writing the written report What does “severity” refer to?

A

it is a description of how severe the SSD is

133
Q

After the analysis, when writing the written report What does an “example” indicate?

A

describes what the speech characteristics are

134
Q

After the analysis, when writing the written report what does “nature” refer to?

A

description of etiology

135
Q

After the analysis, when writing the written report what does “impact”indicate?

A

indicates its affect on academic performance

Spring '13-126 (Exam 3) (4 decks)

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