Ch 11 Flashcards
(50 cards)
Evaluation of resonance and velopharyngeal function begins with a __________ _______ _____________.
Evaluation of resonance and velopharyngeal function begins with a perceptual speech assessment.
Goals of a speech and resonance assessment:
- To determine whether a ________/_______ disorder exists and, if so, the ______, ______, and possible _______
- To obtain enough _______ in order to make appropriate _____ for _______
- To determine whether a speech/resonance disorder exists and, if so, the type, severity, and possible cause
- To obtain enough information in order to make appropriate recommendations for treatment
In the first year, speech pathologists should focus on:
- ____________
- ____________ __________
- ____________ of the ________ for _________
- ____________ __________ regarding _____/__________ ____________
Feeding
Language development
Development of the prerequisites for speech
Counseling parents regarding speech/language stimulation
A ______ evaluation of _____/______ skills should be done in early years:
- At least _____ during first ____ years
- At least ______ until age ___
A screening evaluation of speech/language skills should be done in early years:
- At least twice during first two years
- At least annually until age 6
A _______ evaluation of _____ and _____ should be done around age ___; a _____ evaluation should be done if _____ are suspected through _____ or _____ report.
A comprehensive evaluation of speech and resonance should be done around age 3; a language evaluation should be done if problems are suspected through screening or parent report.
A _____ and ______ evaluation should be done before any _____ for _____.
A speech and resonance evaluation should be done before any surgery for VPI.
Interview: Rule of thumb: If the _____ is worried about _____, there is probably a _____ reason for it.
Rule of thumb: If the caregiver is worried about speech, there is probably a valid reason for it.
Speech Samples:
_____-______ articulation test is ____ ______.
We don’t talk in _____ words.
____ _____ place _____ demands on the _____-_____ system.
_____ phoneme may be affected by _____ _____.
This kind of test is ______-______.
Single-word articulation test is not advised.
We don’t talk in single words.
Single words place limited demands on the oral-motor system.
Target phoneme may be affected by phonemic context.
This kind of test is time-consuming.
Speech Samples:
Repetition of ____ and _____ is easier, ____ and provides more _____.
Repetition of syllables and sentences is easier, faster and provides more information.
Speech Samples:
For ______ and nasal _____, _____ sounds also provide information
For resonance and nasal emission, isolated sounds also provide information
Speech Samples for Informal Assessment:
- ______ of sounds
- ______ of ________
- __________ of _______ with ______-________ ___________
- ________
- _________ _______
Prolongation of sounds Repetition of syllables Repetition of sentences with pressure-sensitive consonants Counting Connected speech
Single Sounds:
To test for hypernasality:
_______, particularly ____ vowel /___/ and ____ vowel /___/
To test for hypernasality:
Vowels, particularly low vowel /ɑ/ and high vowel /i/
Single Sounds:
To test for nasal emission:
_____ /____/
To test for nasal emission:
Prolonged /s/
Single Sounds:
To test for hyponasality or cul-de-sac resonance:
_____ /____/
To test for hyponasality or cul-de-sac resonance:
Prolonged /m/
Syllable Repetition: To test hypernasality and/or nasal emission (and to test articulation), use \_\_\_\_\_ \_\_\_\_\_\_ with \_\_\_\_ and \_\_\_\_ \_\_\_\_\_\_: pɑ, pɑ, pɑ, pɑ, … tɑ, tɑ, tɑ, tɑ, … kɑ, kɑ, kɑ, kɑ, … sɑ, sɑ, sɑ, sɑ, … ʃɑ, ʃɑ, ʃɑ, ʃɑ, … etc. pi, pi, pi, pi,… ti, ti, ti, ti,… ki, ki, ki, ki,… si, si, si, si,… ʃi, ʃi, ʃi, ʃi, … etc.
To test hypernasality and/or nasal emission (and to test articulation), use oral consonants with high and low vowels: pɑ, pɑ, pɑ, pɑ, … tɑ, tɑ, tɑ, tɑ, … kɑ, kɑ, kɑ, kɑ, … sɑ, sɑ, sɑ, sɑ, … ʃɑ, ʃɑ, ʃɑ, ʃɑ, … etc. pi, pi, pi, pi,… ti, ti, ti, ti,… ki, ki, ki, ki,… si, si, si, si,… ʃi, ʃi, ʃi, ʃi, … etc.
Syllable Repetition: To test for hyponasality, use \_\_\_\_ \_\_\_\_\_ with \_\_\_\_ and \_\_\_\_ \_\_\_\_\_: mɑ, mɑ, mɑ, mɑ, … nɑ, nɑ, nɑ, nɑ, … mi, mi, mi, mi,… ni, ni, ni, ni, …
To test for hyponasality, use nasal consonants with high and low vowels: mɑ, mɑ, mɑ, mɑ, … nɑ, nɑ, nɑ, nɑ, … mi, mi, mi, mi,… ni, ni, ni, ni, …
Sentence Repetition: p/b—Popeye plays baseball. t/d—Take Teddy to town. Do it for Daddy. k/g—Kate eats the cake. Go get the wagon. f/v—Fred has five fish. Drive the van. s/z—I see the sun in the sky. /ʃ/—She went shopping. /ʧ/—I ride a choo-choo train. /ʤ/—John told a joke to Jim. /r/—Run down the road. I have a red fire truck. /l/—Look at the lady. Blends—splash, sprinkle, street
Sentence Repetition: p/b—Popeye plays baseball. t/d—Take Teddy to town. Do it for Daddy. k/g—Kate eats the cake. Go get the wagon. f/v—Fred has five fish. Drive the van. s/z—I see the sun in the sky. /ʃ/—She went shopping. /ʧ/—I ride a choo-choo train. /ʤ/—John told a joke to Jim. /r/—Run down the road. I have a red fire truck. /l/—Look at the lady. Blends—splash, sprinkle, street
Counting: To test \_\_\_\_ \_\_\_\_\_\_: Count from \_\_\_\_ to \_\_\_\_\_ Repeat \_\_\_\_ or \_\_\_\_\_ over and over 66 = /sɪksti sɪks/ Good combination of \_\_\_\_\_ and \_\_\_\_\_ in \_\_\_\_\_
To test nasal emission: Count from 60 to 70 Repeat 60 or 66 over and over 66 = /sɪksti sɪks/ Good combination of plosives and fricatives in blends
Counting:
To test ________:
Count from _____ to ______
Repeat _____ over and over
To test hyponasality:
Count from 90 to 99
Repeat 99 over and over
_______ speech increases demand on ___ ______ to achieve and _____ _______.
________ and _____ _______ is more obvious.
More _______ errors can occur.
Connected speech increases demand on VP valve to achieve and maintain closure.
Hypernasality and nasal emission is more obvious.
More articulation errors can occur.
What to evaluate: \_\_\_\_ \_\_\_\_\_\_\_ production \_\_\_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_ \_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_ \_\_\_\_ \_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_-\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_
Speech sound production Stimulability Nasal emission Weak consonants Short utterance length Oral-motor dysfunction Resonance Phonation
Need to determine the presence of the following:
________ errors
________ errors
________ errors
Need to determine the presence of the following:
Placement errors
Phonological errors
Developmental errors
With structural anomalies, need to also determine presence of the following:
_________ errors
_________ errors
With structural anomalies, need to also determine presence of the following:
Obligatory errors
Compensatory errors
Obligatory errors—_______ is normal, but the ______ abnormality interferes; requires correction of ______ only
Obligatory errors—articulation is normal, but the structural abnormality interferes; requires correction of structure only
