Week 2

Question 1

Diagnostic Process

Answer 1

Hearing screening
Parent Interview
OPE (structure) & DDK (function)
Standardized Tests
Nonstandardized Tests
Nonstandardized Assessment speech perception tests

Question 2

Parent Interview

Answer 2

Medical history
Sibling speech and language development
Impact on education and social interactions

Question 3

OPE and DDK

Answer 3

Make sure the child has appropriate structure and functions.

Question 4

Standardized Tests

Answer 4

Assess at word level. not natural speech.
Syllables, words, phrases, sentences.

Question 5

Non-standartized Tests

Answer 5

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.

Question 6

Non-standardized Assessment Speech (NSAS) Perception Tests

Answer 6

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

Question 7

Non-Standardized Assessmeent Stimulability

Answer 7

Imitate phonemes that were misarticulated during assessment.
If we provide model, can they produce it better?
Imitation in isolation, words, syllables or phrases.

Question 8

Ways to measure intelligibility

Answer 8

Rating scales
Estimate known or unknown context
Calculate % of words understood

Question 9

Ways to measure severity

Answer 9

Descriptive terms for standardized test.
5 minute conversational speech

Question 10

Factors for Severeity of Unintelligible Speech

Answer 10

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

Question 11

Test Accomodations

Answer 11

Minor adjustments made to the testing situation to accomodate their needs.
DOES NOT alter scoring.
e.g. breaks, larger stimuli, use of hearing aids

Question 12

Test Modifications

Answer 12

Alter the administration process upon which a test has been standardized.
DOES invalidate test results.
e.g. rewording test instructions, additional cues, extra time

Question 13

Percentile Rank

Answer 13

Students standing relative to other students in teh same age range in the norming group.
Concern below 16%

Question 14

Determine Eligibility

Answer 14

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.

Question 15

Other factors to consider to qualify for services:

Answer 15

Barriers to social, education and professional opportunities.
Attitude to peers, family and other important people
Clients themselves.
Impact of literacy
Clinical data

Question 16

Components of International Classification of Functioning

Answer 16

Functioning and Disability
Contextual Factors

Question 17

Select targets according to developmental norms

Answer 17

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.

Question 18

Select more readily taught targets

Answer 18

Sounds can be easily remediated.
Target emerging sounds that are not quite mastered
Stimulable before non-stimulable

Question 19

Select targets that produce extensive generalization

Answer 19

Not as preferred.
Focus on a system-wide change.
Want a more efficient way to tackle speech errors.

Question 20

Select targets that affect speech intelligibility

Answer 20

Pick sounds that are commonly used in English.
Affects a larger number of sounds.
Unusual/atypical processes.

Question 21

What age do all kids need to acquire speech sounds?

Answer 21

9 years old

Question 22

What are the target selection considerations?

Answer 22

1. Sounds or system
2. Easy or complex
3. Stimulable vs non-stimulable
4. Consistency
5. Most Knowledge vs. Least Knowledge
6. Developmental
7. Markedness

Question 23

If immediate success is a priority, what kind of target would you select?

Answer 23

Stimulable
Visible
Inconsistent sounds

Question 24

If the child can tolerate delayed success, what target would you select?

Answer 24

Complexity
Non-stimulable sounds

Question 25

What is generalization?

Answer 25

Indirect behavioral effect of treatment.
You can’t assume generealization will automatically occur.

Question 26

How many sounds should be targeted?

Answer 26

Depends on the Childs motivation, cognitive function, language skills, and learning abilities.
Competing resources.
Trial and Error.

Question 27

Where to start with sounds to target

Answer 27

Establish a baseline.
Perception training: If not needed then skip.
Production (Traditional artic techniques or contrastive approach)

Question 28

Traditional Articulation techniques

Answer 28

sound, syllable levels to improve stimulability.

Question 29

Contrastive approach

Answer 29

begin at the word level.
Minimal nd maximal pairs.

Question 30

3 goal attacking strategies

Answer 30

Vertical
Horizontal
Cyclical

Question 31

Vertical

Answer 31

One sound/word pair at a time
Mild SSD
Good for kids who cannot manage more than one target

Question 32

Advantage of Vertical

Answer 32

More focused
Less demanding
Better accuracy

Question 33

Disadvantage of Vertical

Answer 33

Takes a longer time to improve overall speech intelligibility.

Question 34

Horizontal/Simultaneous

Answer 34

More than one sounds
Mild to moderate SSD
Good for kids who can target more than one sound.

Question 35

Advantages of Horizontal

Answer 35

More efficient

Question 36

Disadvantages of Horizontal

Answer 36

Accuracy of production may be lower at the beginning due to divided target.

Question 37

Cyclical

Answer 37

Treatment betweek 5-16 weeks
Have their own target selection
Highly unintelligible children

Question 38

Advantages of cyclical

Answer 38

No need to reach mastery before moving on.
Care about stimulability of emergent sounds or patterns.

Question 39

Disadvantages of Cyclical

Answer 39

Lack of research evidence

Question 40

SMART Goals

Answer 40

S- specific
M- measurable
A- attainable
R - relevant
T- time bound