Assessment of Articulation and Phonological Disorders Flashcards

Question

Making a differential diagnosis Articulation Disorder and Typical speech sound production skills:

Answer 1

Typical speech sound production skills: If L2 interference or dialect Errors are within normal developmental range for child’s age Errors are mild, no significant effect on listeners However, consider family’s /child’s reaction/opinion (effect on social life) Articulation Disorder: Errors are limited to a few sounds Errors are not patterned Intelligibility is not significantly impaired Errors are associated with structural, sensory, or neurological deficits

Answer 2

Multiple misarticulations Errors are patterned Poor intelligibility Errors do not match adult production Limited syllable shapes Phonetic inventory is restricted (based on child’s age)

Answer 3

Articulation disorder subclassified : Known organic origin: structural or sensory (HL, cleft, dental) Neurological origin (CAS, developmental dysarthria) Functional origin ( persistent misarticulations of /s/ or /r/)

Answer 4

Phonological impairments subdivided into: Phonological delay (errors follow developmental pattern: FCD) Phonological disorder (presence of idiosyncratic or nondevelopmental error patterns: backing, ICD).

Answer 5

Prognosis - A statement about the estimated course of the disorder and judgment of success (excellent, good, fair, poor) Prognostic variables: 1. Severity 2. CA 3. Motivation 4. Inconsistency (errored sounds are produced correctly some of the time) 5. Associated conditions (attention, cooperation, neurological, sensory, developmental deficits) 6. Treatment history (hx of limited progress) 7. Family support

Answer 6

Auditory memory span, (remembering digits) - Auditory discrimination( are two syllables the same?) Example: Clinician repeats child’s incorrect production (wabbit) and child identifies an error, even if can’t produce it correctly) - Research has been inconclusive as to the cause- effect relationship between auditory discrimination abilities and articulation skills

Answer 7

More common for younger children * Involves taking only the client’s productions into account, without reference to the adult model * The focus is on the child’s phonetic inventory, syllable shape inventory , and constraints noted on sounds or sound sequences (word positions in which target sounds are not produced)

Answer 8

Covers a period of time when words begin to appear. (late talkers may demonstrate delayed emerging systems, small vocabularies and reduced repertoire of sounds and syllable shapes. Difficult to use common measures of articulation tests, spontaneous speech sampling and speech mechanism Independent Analysis: only taking the child’s productions into account. The articulated speech sounds are NOT compared to an adult norm model. Three types of analysis: inventory of speech sounds Inventory of syllable shapes Constraints noted on sounds or sound sequences

Answer 9

To identify existence of a problem ● 2. To identify the nature of the problem ● 3. To identify the factors maintaining the problem ● 4. To provide a basis for formulating goals of treatment ● 5. To provide a basis for procedural decisions

Answer 10

Ways to elicit single word samples: ● naming ● sentence completion ● imitation

Answer 11

Some children may be reluctant to engage in conversation with the examiner ● May not be able to target all English phonemes ● So...give a single word test and recommend a speech sample at a later date if possible. Some children may be unintelligible

Answer 12

Samples a child’s ability to imitate Loading... ● Encourages the individual to attempt productions based on imitation

Answer 13

Analyze and organize the data ● Write a report ● Closing interview ● Apply this assessment data to planning goals/procedures

Answer 14

Reduced articulation ● Impaired memory for sound sequences ● Impaired ability to relate sound with specific movement of articulators ● Impaired understanding of generalization of syntactic and morphological rules ● Impaired ability to compare and contrast

Answer 15

Language abilities (through screening): ● Often phonological and articulation disorders co- occur with language learning difficulties

Answer 16

Independent analysis AND/OR ● Relational analysis - Traditional analysis - Phonological error pattern analysis

Answer 17

List the sounds the child is producing without considering the targets being attempted; - Sounds that occur at least three times are considered part of the child’s productive inventory A sound is productive if it occurs in at least two different words - Sounds that are produced one or two times only are considered marginal

Answer 18

the most commonly used type of analysis ● Involves comparing the client’s production to the target forms seen in the adult standard ● The focus is identification of sounds produced in error and/or error patterns based on comparison of the client’s production to the adult form ● Identifies phonemic inventory – sounds produced contrastively to distinguish word meanings

Answer 19

Traditional Analysis: ● Consideration of word positions ● Consideration of the type of errors (SODA) ● Appropriate only for children with few articulation errors and good speech intelligibility (phonetic problem)

Answer 20

Relational Analysis: Pattern Analysis: focus on regularities in productions rather than single behaviors description of pattern in terms of features maintained or not maintained in production major characteristics (place, manner, voicing) Phonological processes: pattern of usage that reflects modifications from adult standard production ● Substitution: ● Assimilation: ● Syllable Structure

Assessment of Articulation and Phonological Disorders Flashcards

(45 cards)