test 3 Flashcards
percentile ranks
>99 95 84 75 50 25 16 5 >1 state the percent of persons in the norming sample who scored the same as or lower than the student.
Standard Score
145 125 115 110 100 90 85 75 55 have an average (mean) of 100 and a standard deviation of 15.
Scaled Score
19 15 13 12 10 8 7 5 1 have an average (mean) of 10 and a standard deviation of 3.
PRIMARY TARGET PATTERNS
- Word Structures [OMITTED Segments]
- /s/ Clusters [For OMISSIONS, but NOT for Distortions (e.g., Lisps)]
- Anterior/Posterior Contrasts [after stimulability evidenced]
- Liquids (even if not Stimulable)
Word Structures [OMITTED Segments]
Syllableness Vowel sequences in compound words 2-syllables; 3-syllables
CV Word initial p,b,m if lacking
VC Voiceless final stops p,t,k; final m,n if lacking
VCV e.g. apple
/s/ Clusters [For OMISSIONS, but NOT for Distortions (e.g., Lisps)]
Word-Initial /sp/,/st/,/sm/ (incorporate “it’s a ____” [/s/ cluster word]
Word-Final /ts/,/ps/,/ks/ (enhances awareness of plurals)
Anterior/Posterior Contrasts [after stimulability evidenced]
Velars (if “fronter”) Final /k/, then initial /k/,/g/ (occasionally /h/)
Anterior (if “backer”) Alveolar stops: final /t/, initial /t/ & /d/(possibly /n/)
Liquids (even if not Stimulable)
Word-Initial /l/ Preceded by week of tongue-tip clicking; may use cluster /l/ if singleton can be produced
Word-Initial /r/ Suppresses gliding initially; exaggerate the vowel; do not blend initially; possible /r/ clusters “kr, gr”
Order of activities of a typical phonological treatment session
- Review last session’s practice words
- Listening activity
- Production-practice words [5-6
- Activities for eliciting productions
- Probe for next session’s target
- Metaphonological Activity [e.g., rhyming]
- Repeat listening activity
Apraxia:
difficulty planning, combining and sequencing required for skilled movements of speech → know what they want to say but cannot plan the motor activities that goes along with it, problem planning movements of articulation
Dysarthria:
deficits in motor execution with skilled movements → due to brain lesions acquired in childhood after a normal onset of speech development.
➢ Obligatory Errors
(are related to anatomical structure): →Treatment is correction of structure (i.e., surgery, orthodontics)
➢ Compensatory Errors
(are used to substitute for target phonemes) → Treatment is correction of function (i.e., speech therapy), but preferably after correction of structure i.e. glottal stops
Cleft Palate–> obligatory errors
- Hypernasality
- Mixed-Hyper-Hyponasality
- Cul-de-sac
- Nasal Emission
- Omission of fricatives and/or stops
- Reduced intraoral pressure for sibilants, fricative, and/or stops
Cleft Palate–> compensatory errors
- Glottal stop
- Pharyngeal stop
- Pharyngeal fricative
- Pharyngeal affricate
- Posterior nasal fricative
- Nasal fricative
- Mid-dorsum palatal stop
