Week 2 Flashcards
(40 cards)
Diagnostic Process
Hearing screening
Parent Interview
OPE (structure) & DDK (function)
Standardized Tests
Nonstandardized Tests
Nonstandardized Assessment speech perception tests
Parent Interview
Medical history
Sibling speech and language development
Impact on education and social interactions
OPE and DDK
Make sure the child has appropriate structure and functions.
Standardized Tests
Assess at word level. not natural speech.
Syllables, words, phrases, sentences.
Non-standartized Tests
Screen language, if at risk, use standardized comprehensive language batteries based on childs age.
Phoentic inventory
ALWAYS screen language bc unintelligible speech is always obvious.
Non-standardized Assessment Speech (NSAS) Perception Tests
Ability to perceive the difference between the standard production of a sound and their own production.
Or perceive the difference between 2 phonemically similar sounds.
Auditory discrimination
Picture identification
Pronunciation accuracy
Non-Standardized Assessmeent Stimulability
Imitate phonemes that were misarticulated during assessment.
If we provide model, can they produce it better?
Imitation in isolation, words, syllables or phrases.
Ways to measure intelligibility
Rating scales
Estimate known or unknown context
Calculate % of words understood
Ways to measure severity
Descriptive terms for standardized test.
5 minute conversational speech
Factors for Severeity of Unintelligible Speech
Number of misarticulated speech sounds
Consistency of error sounds
Type of error (SODA)
Stimulability of error sound
Ability to discriminate sound
Suprasegmental features
Others: comorbidity, oral structure
Test Accomodations
Minor adjustments made to the testing situation to accomodate their needs.
DOES NOT alter scoring.
e.g. breaks, larger stimuli, use of hearing aids
Test Modifications
Alter the administration process upon which a test has been standardized.
DOES invalidate test results.
e.g. rewording test instructions, additional cues, extra time
Percentile Rank
Students standing relative to other students in teh same age range in the norming group.
Concern below 16%
Determine Eligibility
Cutoff Criteria: 7th percentile or 1.5 SD below the mean
Follow the scoring rule to report standard score, percentile rank and sometimes descriptive norms.
Other factors to consider to qualify for services:
Barriers to social, education and professional opportunities.
Attitude to peers, family and other important people
Clients themselves.
Impact of literacy
Clinical data
Components of International Classification of Functioning
Functioning and Disability
Contextual Factors
Select targets according to developmental norms
This is the most commone because every child follows this sequence.
However, there is more than one view point on developmental norms.
Children with SSD may not follow the normative sequence.
Select more readily taught targets
Sounds can be easily remediated.
Target emerging sounds that are not quite mastered
Stimulable before non-stimulable
Select targets that produce extensive generalization
Not as preferred.
Focus on a system-wide change.
Want a more efficient way to tackle speech errors.
Select targets that affect speech intelligibility
Pick sounds that are commonly used in English.
Affects a larger number of sounds.
Unusual/atypical processes.
What age do all kids need to acquire speech sounds?
9 years old
What are the target selection considerations?
- Sounds or system
- Easy or complex
- Stimulable vs non-stimulable
- Consistency
- Most Knowledge vs. Least Knowledge
- Developmental
- Markedness
If immediate success is a priority, what kind of target would you select?
Stimulable
Visible
Inconsistent sounds
If the child can tolerate delayed success, what target would you select?
Complexity
Non-stimulable sounds
