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Assessment & Treatment Of Speech Sound Disorders In Children > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

What are the questions you should ask post assessment? (6)

A
  1. Does a speech sound disorder exist?
  2. What is the nature of the speech problem?
  3. What is the severity of the disorder?
  4. What are possible compounding or related factors?
  5. What is the prognosis for improvement?
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2
Q

What are three things you should do to found out if a speech sound disorder exist?

A
  1. Score the standardized test
  2. Analyze the conversation sample
  3. Collect data from the hearing screen, OP exam, and medical history
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3
Q

3 factors indicating no disorder exists.

A
  1. If errors are related to 2nd language interference
  2. Falls within normal developmental range
  3. Errors are subtle
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4
Q

Factors indicating a person with a speech sound disorder exist (2)

A
  1. Child/family feelings about speech

2. Social, academic, or future vocational life

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5
Q

What are the 5 errors of an articulation disorder?

A
  1. Not typical of child’s peers
  2. Limited to a few sounds
  3. Not patterned or constrained
  4. Doesn’t impact intelligibility much
  5. Associated with an organic, structural, or neurological origin
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6
Q

3 organic origin of articulation disorder

A

Hearing loss
Cleft lip/palate
Dental malocclusion

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7
Q

2 acquired/suspected neurological origin of articulation disorder

A

Childhood apraxia of speech

Developmental dysarthria

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8
Q

What is a functional origin of articulation disorder?

A

Persistent misarticulation of phonemes past the expected age of development without known cause

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9
Q

6 errors of phonological disorder

A 
Are many and frequent 
Follow predictable patterns 
Do not match adult’s model of production 
Cause limited intelligibility 
Affect syllable shape of speech 
Restrict child’s phonetic inventory
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10
Q

2 types of phonological disorders

A
  1. Follows developmental patterns of phonological processes

2. Has idiosyncratic or non developmental phonological processes

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11
Q

4 things to determine severity of a speech disorder

A

Intelligibility level
Number or errors/processes
Consistency of errors
Child’s age

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12
Q

How do you determine if there are compounding or related factors to speech disorders? (3)

A

Hearing screening
Op exam
Health history

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13
Q

What is hearing screening?

A

Current or history of otitis media may affect child’s ability to hear and produce certain phonemes

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14
Q

Define OP Exam

A

Can rule out organic, structural, or neurological variables

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15
Q

What is Health History?

A

Helps determine past or current issues that may have an effect on speech

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16
Q

What is a prognosis?

A

What will happen if treatment is offered or not offered?

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17
Q

What should a well written prognostic statement should contain? (3)

A

A goal statement
A judgement of success
Prognostic variables

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18
Q

7 prognostic variables?

A 
Severity of disorder 
Chronological age
Motivation 
Inconsistency 
Associated conditions 
Treatment history 
Family support
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19
Q

4 possible treatment recommendations

A
  • The child has typical speech and sound production- treatment not recommended
  • The child’s artic skills are following normal course of development- treatment not recommended
  • child has speech sound disorder but immediate treatment not recommended
  • the child has speech sound disorder- treatment recommended
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20
Q

Define target behavior

A

Precise skills taught by the clinician to improve the client’s speech

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21
Q

Three parts to selecting child specific targets?

A

Long term goals
Short term goals
Daily goals

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22
Q

What are baselines?

A

Measured rates of behaviors in the absence of treatment; the child’s skill level before treatment

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23
Q

What are baselines used for ?

A

Evaluate child’s progress over time
Establish treatment effectiveness
Establish clinician accountability

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24
Q

Four steps to baselines

A

Specify the treatments target
Prepare stimulus items
Prepare a recording sheet
Administer the baseline trials

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25
4 levels of skill
Isolation Word/sentence Reading Conversation
26
What are 6 things you need to determine to develop an individual treatment plan?
``` Session type Session frequency Session length Length of activities Format of activities How to monitor treatment effectiveness ```
27
What are the four things frequency of sessions depend on?
Severity Time availability Client availability Money
28
What are the length of activities depend on? (5)
``` Age of client Interest level Attention level Behavior Group/individual therapy ```
29
Corrective feedback
Gives specific details about what the child did right or wrong when producing the sound.
30
Technological feedback
Digital; immediate and tends to kids who likes technology
31
What happens when there are too many instances of corrective feedback?
``` The task is too hard The reinforcers are not working Modeling needed Try a different target Clinician not trained enough ```
32
What are four things parents must understand?
1. The rationale behind therapy 2. Change speech behaviors 3. What to expect in terms of behavioral change. 4. Timelines involved in generating and maintaining complex speech changes
33
What does S.M.A.R.T stand for in smart goals?
``` Specific Measurable Attainable Relevant Time bound ```
34
What should the traditional articulation short term goals contain? (4)
Phoneme Position Level of complexity Criterion
35
What should a phonological short term goal contain? (3)
Phonological process Level of complexity Criterion
36
3 non developmental processes
Glottal replacement Backing to Velars Initial consonant deletion
37
3 processes that have the biggest impact on intelligibility
Syllable structure processes Substitution processes Assimilation processes
38
4 stages of articulation and phonological development
Stage 1: 0-12 Stage 2: 12-24 Stage 3: 2-5 years Stage 4: 5+
39
How do you facilitate language at stage 1?
Practice vocal skills that serve as a bases for later speech development
40
How do you facilitate language at stage 2?
Facilitate the acquisition of sounds and syllables in specific words
41
How do you facilitate language at stage 3?
Facilitate the elimination of errors affecting classes of sounds.
42
How do you facilitate language in stage 4?
Facilitate the elimination of errors affecting late-acquired consonants, consonant clusters (r blends, l blends), and unstressed syllables in more difficult multi-syllabic words.
43
Technique for facilitating language at stage 1
Mother ease
44
Technique for facilitating language at stage 2
Expansions Request for clarification Modeling Parallel talk
45
Technique for facilitating language at stage 3
Expansions & Parallel Talk, Strategic Errors, Modeling, Requests for confirmation or clarification
46
Technique for facilitating language stage 4
Direct instruction
47
Define expansions
Fill in the incorrect or mission speech parts
48
Define strategic errors
Clinician produced errors and see if client can correct it
49
Define parallel talk
Clinician talks about client’s actions and objects to which he/she is attending
50
Define request for confirmation
Techniques designed to focus the client’s attention on the communicative adequacy of his/her speech. “car” -- “Did you really want the tar?” Use with discretion
51
Define bombardment
read the practice words at a slightly elevated production for the child to listen to. Do for a few minutes to 10 minutes. Useful for all stages.
52
3 reasons for data collections
Assessment Accountability Motivation
53
Steps for rules
Explain Demonstrate Practice Retrain
54
Rules for rules
Only a few rules Teach them Post them Explain them
55
Rules for handling groups
Wait for student’s attention Know what students are doing Praise in public-reprove in private
56
3 methods in enforcing rules
Always used a soft, controlled, lower voice Stop teaching if you don’t have control Enlist help of parent
57
What are 3 approaches to articulation therapy?
Traditional Behavioral Linguistic based
58
What is the traditional approach in teaching artic?
Focuses on the correct production of one or two phones at a time until achieved
59
What is the stimulus approach? (One of the traditional approaches)
Focuses on misarticulated sound Provides core traditional therapy Present guidelines for therapy Begins with ear training
60
Five major steps in van riper approach
1. Sensory-perceptual training 2. Production training for sound establishment 3. Production training for sounds stabilization 4. Transfer and carry-over 5. Maintainance
61
Who created it and what is the stimulus approach?
Charles Van Riper Focuses on single misarticulated target sound
62
Name the five major steps in van riper approach
1. Sensory perceptual training 2. Production for sound establishment 3. Production training for sound stabilization 4. Transfer and carry over 5. Maintenance
63
Define sensory perceptual training
Teaching the patient to auditory discrimination towards misarticulated sound
64
Define production training for sound establishment
Evoke and establish a new sound pattern that will replace child’s error pattern
65
Sound establishing training includes (5)
``` Phonetic placement Contextual cues Motor kinesthetic cues Sound approximations Imitation auditory stimulation ```
66
Distinctive feature approach (5)
``` Sound classes Generalization Phonological contrasts Continuance feature Remediation plan ```
67
What is sound class
Selection of target phonemes is shifted from isolated phonemes to sound classes
68
Generalization
Clinician looks at the influence treat may have on sound class than on an isolated sound

Assessment & Treatment Of Speech Sound Disorders In Children (9 decks)

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