Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SPH512 Part 1 - Paed Speech, Adult Speech and Swallowing > Assessment of Paediatric Speech > Flashcards

Assessment of Paediatric Speech Flashcards

1
Q

What is the most common type of Ax undertaken for children with SSD? What elements can it include (language dependant)?

A
  1. Assessment of Speech Production
  2. *Consonants
    * Consonant Clusters
    * Vowels
    * Dipthongs
    * Polysyllables
    * Prosody
    * Tones (not rel. for Eng!)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

List some methods of speech sampling to assess SPEECH PRODUCTION.

A
  • Single-word elicitation
  • Connected Speech elicitation
  • Stimulability Ax
  • Inconsistency/variability Ax
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the most fundamental aspect of ANY Ax of children’s speech?

A

Ax of CONSONANT production

**This is regardless of the purpose of the speech Ax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Why is it important to As C production accross word postions?

A

Rvache and Andrews (2002) found different word-initial productions compared with word-final and medial positions in some kids with SSD.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How many examples of a C in each word position should be elicited in order to account for production variability?

A

At least 2 in each word position.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Features of words that can influence accuracy of production:

A

Easier:

  • Monosyllables
  • Not part of a CC
  • Vowel position in mouth echos C POA
  • Surrounding C POA is echos target C
  • No additional morphomes (ie box easier than licks)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the 4 main things to consider when doing Intelligibility Ax, as they can influence the results?

A
  • Measurement tool (different intelligibility Ax have different results)
  • listener type (SLP, family, stranger)
  • listener task (orthgraphic vs phonemic transcription, joined speech, sentences or single words, comlexity, length, position)
  • medium of transmission (face-to-face, audio, video)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Why should the listener be taken into consideration when doing an intelligibility Ax?

A

Communication is 2 way –> lots of factors can impact on how well the listerner understands the speaker’s speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are the 3 main ways intelligibility can be assessed?

A
  1. Rating Scales
  2. Single-word measures
  3. Connected speech measures
    * *BEWARE significant differences found between these measures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the difference between Intelligibility, Acceptability, and Comprehensibility?

A

*Intelligibility -whether a speaker’s message
is understood
*Acceptability - whether a speaker’s message is different from what is
accepted by the linguistic community
*Comprehensibility - whether a message can be conveyed (ie with environmental cues, gestures, orthographic cues etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The following components may be included in a comprehensive assessment of children’s speech:

  1. Children’s context and development (Case Hx)
  2. Intelligibility
  3. Speech production
    a) Elements: consonants, CCs, vowels and diphthongs, polysyllables, prosody, and tones (if appropriate).
    b) Methods: single word, connected speech, stimulability, inconsistency/variability
  4. Oral structure and function
  5. Speech perception
A
  1. Hearing
  2. Phonological processing: phonological access, phonological memory, phonological awareness
  3. Literacy skills
  4. Psychosocial aspects
  5. Participation in educational and social contexts
  6. Language, voice, and fluency

(McLeod and Baker, 2017, p. 245)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What factors impact significantly on intelligibility scores, and therefore need to be considered carefully when assessing intellibility?

A

Measurement tool, listener type, listener task, medium of transmission

(McLeod and Baker, 2017, p. 246)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

List 4 intelligibility ratings scales:

A
  • Intelligibility in Context Scale (ICS) (McLeod, Harrison and McCormack, 2012)
  • Meaningful Use of Speech Scale (MUSS) (Robbins and Osberger, 1990)
  • Speech Intelligibility Rating Scale (Allen, Nikolopoulos, Dyar and O’Donoghue, 2001)
  • 5-point Intelligibility Rating Scale (Bleile, 1995)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Intelligibility in Context Scale (ICS) (McLeod, Harrison and McCormack, 2012)

A

7-item rating scale for parents to report their children’s intelligibility in a range of contexts.

  • based on ICF-CY
  • available in 60 languages
  • Validated for use in many, including English
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Pros and cons of using a rating scale to assess intelligibility:

(McLeod and Baker, 2017, p. 246)

A

Pros - offer a quick screening measure of intelligibility
Cons - rating scales include the interdependance of the listener and speaker, so different listeners would make different judgements
- specific intervention targets can’t be determined from the results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

List 7 single-word measures that quantify intelligible phonetic contrasts:

■■ Children’s Speech Intelligibility Measure (CSIM) (Wilcox & Morris, 1999)
■■ Computer Mediated Single-Word Intelligibility Test (Zajac, Plante, Lloyd, & Haley, 2011)
■■ Picture Speech Intelligibility Evaluation (Picture SPINE) (Monsen, Moog, & Geers,
1988)
…

A

■■ Preschool Speech Intelligibility Measure (PSIM) (Morris, Wilcox, and Schooling, 1995)
■■ Speech Intelligibility Probe for Children with Cleft Palate (SIP-CCLP) (Hodge and Gotzke, 2007)
■■ Test of Children’s Speech Plus (TOCS+) (Hodge, Daniels, and Gotzke, 2009)
■■ Weiss Intelligibility Test (Weiss, 1982) (also includes spontaneous speech)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is involved with a single-word assessment to assess a child’s intelligibility?

A

Children produce a set of single words, and listeners determine which word was spoken, via either transcription of the word, or multiple-choice selection.

(McLeod and Baker, 2017, p. 247)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Children’s Speech Intelligibility Measure (CSIM) (Wilcox and Morris, 1999)..

A

A single-word assessment of intelligibility, designed to measure intelligibility of 3-10 yr olds.
Children produce a single word either as a picture naming task, or repeating a word spoken by the examiner. Listeners determine which word was spoken, via multi-choice.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Test of Children’s Speech Plus (TOCS+) (Hodge, Daniels, and Gotzke, 2009)

A

A single-word assessment of intelligibility, designed to measure intelligibility of 3-6 yr olds.

  • relies on orthographic transcription
  • differenetiates between children with SSD and typically developing children, and also between children with SSD with and without dysarthria.
20
Q

Computer Mediated Single-Word Intelligibility Test (Zajac, Plante, Lloyd, & Haley, 2011)

A

A single-word assessment of intelligibility, designed to measure intelligibility of 4-9 yr olds

  • Children produce 50 words
  • vvalidated on children with repaired cleft lip and palate, and typically developing children
21
Q

Pros and Cons of Singe-word measures to assess intelligibility:

A

Pros - time-efficient and standardised tools to keep assessment shorter
Cons - Only covers sounds, combinations, and contexts likely to cause difficulties with intelligibility, but can’t comprehensively sample children’s speech.

22
Q

Why are connected speech measures that assess intelligibility during a reading task, invalid for children under 10?

A

Their reading ability significantly influences the intelligibility scores.

23
Q

Pros and Cons of connected speech measures of intelligibility:

A

Pros - Judgments of intelligibility made in naturalistic speech contexts
-Intelligibility is affected by word juncture, so connected speech is important to assess
Cons -inability to determine children’s intented target words
- children may avoid words they find hard
- time taken to transcribe connected speech
- transcriber needs to be unfamiliar with that child’s speech

24
Q

List some methods for quantifying intelligibility in children’s conversational speech:

A

The Intelligibility Index (Shriberg, Austin, Lewis, McSweeny, and Wilson, 1997; Flipson, 2006)
-Quantifies the number of words understood by the listener

Lagerberg et al. (2004) = count the percentage of syllables that were percieved as understood. (quicker, correlates to PCC).

25
Q

A rating scale to assess speech acceptability:

in McLeod and Baker, 2017, p.249

A

Henningsson et al. (2008)
4-point rating scale of acceptability for children with cleft palate
0= within normal limits: Speech is normal
1= Mild: Speech deviates from normal to a mild degree
2= Moderate: Speech deviates from normal to a moderate degree
3=Severe: Speech deviates from normal to a severe degree

26
Q

What are the ELEMENTS assessed in children’s speech production?
(Ax of children’s speech production is the most common type of Ax undertaken for children with SSD).

A
  1. Consonants (most common and fundamental aspect of any children’s speech Ax)
  2. Consonant Clusters (one of the most protracted elements of English to be mastered)
  3. Vowels and Diphthongs (typically acquired at an early age, although mastery of production in polysyllabic words continues to ~7)
  4. Polysyllables (3+ syllables - can provide insights into phonotactics, prosody (esp.stress), language, literacy and phonological processing skills. Enables consideration of child’s ability to use accurate timing, stress and the schwa vowel).
  5. Prosody (suprasegmenals - stress, rhythm, intonation, and lexical and grammatical tones. Can either directly effect the meaning, or add information to the word).
27
Q

MOST commercially available standardised single-word Ax target children’s production of consonants. Examples:

(McLeod and Baker, 2017, p. 251)

A

■■ Bankson-Bernthal Test of Phonology (BBTOP) (Bankson & Bernthal, 1990)
■■ Diagnostic Evaluation of Articulation and Phonology: Articulation Assessment
(DEAP) (Dodd, Hua, et al., 2002, 2006)
■■ Goldman-Fristoe Test of Articulation – Second Edition (GTFA-2) (Goldman & Fristoe,
2000)
■■ Hodson Assessment of Phonological Patterns – Third Edition (HAPP–3) (Hodson,
2004)
■■ Nuffield Centre Dyspraxia Programme (Williams & Stephens, 2004)
■■ Photo-Articulation Test – Third Edition (PAT–3) (Lippke, Dickey, Selmar, & Soder,
1997)
■■ Secord Contextual Articulation Test (S-CAT) (Secord & Shine, 1997)
■■ South Tyneside Assessment of Phonology (Armstrong & Ainley, 1988)

28
Q

MOST commercially available standardised single-word Ax DO NOT comprehensively sample all CCs.

List some Ax of consonant clusters that can be used when strategic singe-word sampling is required.

(McLeod and Baker, 2017, p. 251)

A

■■ Clinical Procedure for Assessing Consonant Cluster Production (Powell, 1995)
■■ Single Word Test of Consonant Clusters (McLeod, Hand, Rosenthal, & Hayes, 1994)
■■ Story Retell to Elicit Consonant Clusters (McLeod et al., 1994)
■■ Consonant Cluster Homonym Task (McLeod, van Doorn, & Reed, 1998)
■■ Consonant Cluster Conversational Speech Task (McLeod, 1997; McLeod, van Doorn,
& Reed, 2001b)

29
Q

List 6 single-word speech assessments that specifically target vowels (and diphthongs):

BUT because each vowel or diphthong is targeted in one word only, influence of coarticulatory context cannot be examined. So you can’t comprehensively assess vowels when using a single-word speech assessment.

Strategic vowel assessments listed on p.254

McLeod and Baker, 2017, p.253

A

■■ Arizona Articulation Proficiency Scale – Third Edition (AAPS–3) (Fudala, 2000)
■■ Diagnostic Evaluation of Articulation and Phonology: Articulation Assessment
(DEAP) (Dodd, Hua, et al., 2002, 2006)
■■ Fisher-Logemann Test of Articulation (FLTA) (Fisher & Logemann, 1971)
■■ Hodson Assessment of Phonological Patterns – Third Edition (HAPP–3) (Hodson,
2004)
■■ Photo-Articulation Test – Third Edition (PAT–3) (Lippke, Dickey, Selmar, & Soder,
1997)
■■ Templin-Darley Tests of Articulation (TDTA) (Templin & Darley, 1969)

30
Q

Important considerations for assessment of vowels:

McLeod and Baker, 2017, p.254

A
  • Can’t be comprehensively assessed in single-word assessement.
  • Assess in many different contexts p.254
  • vowels are produced differently according to regional dialect –> determine the inventory of vowels appropriate for the language and dialect of the children being assessed.
31
Q

Many single-word speech assessments rely on the assessment of monosyllabic and disyllabic words, but contain few polysyllabic words. Children may be able to produce Cs and Vs in those contexts, but not in more complex words, so…

A

If polysyllabic words are not assessed the SSD may be “concealed or underestimated” (James, van Doorne, and McLeod, 2008, p. 347)

in McLeod and Baker, 2017, p.255

32
Q

List some informal assessments of polysyllabic words:

A

■■ 10 Clinically Useful Words (James, 2009)
■■ Single Word Polysyllable Test (Gozzard, Baker, & McCabe, 2004)
■■ Polysyllable Preschool Test (POP) (Baker, 2013)
■■ Toddler Polysyllable Test (T-POT) (Baker, 2010c)
■■ Assessment of Children’s Articulation and Phonology: 199 word test including
17 polysyllables, 77 disyllables, and 105 monosyllables (James, 2001b)

33
Q

How do we assess prosody?

McLeod and Baker, 2017, p.256

A

Begin listening to a child’s prosody during connected speech testing. Use a checklist to consider whether a child’s stress, rhythm, and intonation are appropriate. Transcribe prosodic features when undertaking phonetic/phonemic transcription.
- Some assessments on p. 256 can provide guidance

34
Q

Lexical stress is an aspect of prosody with diagnostic significance. It can be assessed using polysyllabic words with Strong-weak (e.g. elephant) and weak-strong (e.g. computer) stress patterns. Why?

A

Words commencing with weak-strong stress are more difficult - this can be a diagnostic feature of the speech of children with CAS.

(McLeod and Baker, 2017, p.256)

35
Q

What are the METHODS of assessing children’s speech production?

(Ax of children’s speech production is the most common type of Ax undertaken for children with SSD).

A
  1. Single-word testing (Articulation, phonology or both).
  2. Connected speech testing (conversation, during play, narrative retell, picture discription, sentence repetition. Reading a passage only for strong readers over 10 yrs).
  3. Stimulability testing (a child’s ability to immediately modify a speech production error when presented with an audio and visual model).
  4. Inconsistency/variability testing

(McLeod and Baker, 2017, p.257)

36
Q

Single-word speech assessments typically consist of a set of pictures (or objects), shown to a child to elicit single-word productions. Many were origninally designed to assess articulation, but some were designed to assess phonology.
Why are they the most commonly used assessment format for children with SSD?

A

They can efficiently sample children’s productions of each consonant (and possibly other elements of speech) to provide an overview of sounds/processes across word positions. Additionally, many single-word speech assessments provide standard scores and percentile ranks, enabling comparison with the tested population and determination of eligibility for speech-language pathology services.

(McLeod and Baker, 2017, p.259)

37
Q

List 4 single-word speech assessments designed to consider both articulation and phonology:

A

■■ Clinical Assessment of Articulation and Phonology (CAAP) (Secord, & Donohue,
2002)
■■ Computerized Articulation and Phonology Evaluation System (CAPES) (Masterson
& Bernhardt, 2001)
■■ Diagnostic Evaluation of Articulation and Phonology (DEAP) (Dodd, Hua, et al.,
2002, 2006)
■■ Smit-Hand Articulation and Phonology Evaluation (SHAPE) (Smit & Hand, 1997)

38
Q

Which single-word assessments are most commonly used in Australia?

A

Articulation Survey (Aitken & Fisher, 1996) and the Diagnostic Evaluation of Articulation and Phonology (DEAP) (Dodd, Hua, et al., 2002)

39
Q

What are some drawbacks to using single-word speech assessments?

(McLeod and Baker, 2017, p. 259)

A
  • ->They are essentially screening devices….they don’t provide adequate information on the systematic nature of a child’s phonology or how it is used in connected speech… (Miccio, 2002, p.224)
  • -> a limited range of words and word types are assessed (mono and disyllabic nouns).
  • -> Cs may be elicited only in one word per word position (phonological information and impact of stress and prosody can’t be determined ie giraffe vs jump to assess ‘j’).
  • -> picture naming not naturalistic - children may overemphasise production.
40
Q

Diagnostic Evaluation

of Articulation and Phonology (Dodd, Hua, et al., 2002)

A

contains

  • a single-word speech assessment (articulation and phonology) - targets both consonents and vowels (doesn’t do a comprehensive assessment of CCs).
  • connected speech tasks (short story retell to compare words elicited within the single-word sampling subtest).
41
Q

Some pros and cons of connected speech sampling:

A

PROS - enable examination of prosody, intelligibility, and interactions between children’s speech and other language abilities.
-Good view of juncture - elision, assimilatio, liaison
-Neutral, facilitating and challanging phonetic connected speech contexts
- provides a real-world (natural) view of children’s inteligibility and ability to produce speech in context.
-real-world data to analyse error patterns and monitor progress
CONS - 200-250 word sample may not contain at least 2 tokens in two different word, every CC, or Cs in different word positions…
-time intensive (transcribing)

42
Q

Scope of information given by a single-word elicitation Vs connected speech elicitation:

A

Single-word: Primarily used for considering speech sound production
Connected speech eliciitation: May be used to consider spech sound production, intelligibility, language, voice, fluency

43
Q

This method of assessment provides insights into the difference between capacity (under the most supportive circumstances) and performance (abilities in typical day-to-day situations) and is thought to reflect children’s productive phonological knowledge (Dinnsen and Elbert, 1984 in McLeod and Baker, 2017, p.265)

A

Stimulability
–> can provide information about children’s prognosis for change, and children who are stimulable for sounds may not need direct intervention for those sounds.

44
Q

How to assess stimulability

A

List Cs absent from child’s inventory. Provide auditory and visual models, as well as instructions regarding the voicing, place, and manner of articulation. 10 opportuninties to produce a sound: in isolation, in CV, VC and VCV contexts with /i/, /u/, /a/.

45
Q

Name a standardised dynamic assessment:

A

Glaspey Dynamic Assessment of Phonology (GDAP) (Glaspey and McLeod, 2010)

McLeod and Baker, 2017, p.265

46
Q

Which standardised assessment has a subtest that tests for inconsistency:
(Hint: the subtest is the Inconsistency Assessment - 25 1-4 syllable words sampling most vowels and consonants in English, that the child is asked to repeat the word 3 times, seperated by an unrelated activity)

A

Diagnostic Evaluation of Articulation and Phonology (DEAP) (Dodd, Hua, et al., 2002)

(McLeod and Baker, 2017, p. 265)

47
Q

Diagnostic Evaluation of Articulation and Phonology (DEAP) (Dodd, Hua, et al., 2002)
Has an Australian-normed version, and tests:

A

Articulation
Phonology
Oro-motor Ability
Inconsistency

SPH512 Part 1 - Paed Speech, Adult Speech and Swallowing (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions