Exam 3 Flashcards
(74 cards)
1
Q
assessment
A
set of procedures that are used to gain a clear description of the speech sound production skills of a chd
2
Q
goal of assessment
A
to determine if there is a speech sounds disorder
3
Q
the conclusion you arrive at after assessment
A
1 ) determine if the chd has a clinically significant problem
2) describe the characteristics of problem
4
Q
screening
A
pass/ fail procedure that can be conducted quickly w/ a large number of individuals in a short period of time
5
Q
screening in schools in CA
A
- we don’t automatically screen anymore
- it is all based on teacher/ parents referral
6
Q
In the schools you can put the chd on what status
A
monitor status ( 6 months) is a good interval to re check
7
Q
review the clients background
A
- written case history form
- info from other professionals
- conduct interview
8
Q
7 areas of the written case history form
A
- what are the concerns ( what do you think the problem is)
- prenatal and birth history
- medical history
- speech/lang/motor dev history
- educational history
- social history
- therapy history
9
Q
what info do you need from other professionals
A
- written release ( written consent)
- sometimes you have to ask verbally
10
Q
ways to conduct an interview
A
- in schools , on the phone
- that day interview
- info gathering interview
- develop rapport
11
Q
what do we need to ask parents and adults?
A
- do others make fun of your chd
- are you bothered by this? what is the impact on your life
12
Q
how to close an interview
A
- recap imp points
- be sure to tell the person you will share the test finding w/ them
- thank them for their time
13
Q
how to plan your assessment session
A
- select appropriate test
- prepare bribes ( stickers, game, prizes)
14
Q
how to prepare your testing area
A
- clean and clutter free
- not distracting
15
Q
assess related areas
A
- hearing
- orofacial structures
3 DDK syllable rate
4 speech rate - speech intelligibility
- levels of stimulability
* note voice and fluency informally
16
Q
how to screen lang
A
- usually give a receptive vocab test
- this works well if they are unintelligible
17
Q
Administer test through
A
- spontaneous sample
- use standardize tests to obtain normative data
18
Q
discuss ______ and make ________
A
findings, recommendations
- share info
- be positive and clear
19
Q
Writing the report remember that it is ….
A
a legal document
- attorney can subpoena it
20
Q
hearing screenings at the school level
A
SLP can screen
- Nurse usually does it
- Pure tone air conduction thresholds at 20 or 25 dB @ 500, 1000, 2000, 2500
21
Q
if suspected hearing test fail refer to who
A
physician
audiologist
22
Q
Diadochokinetic syllable rates
A
refers to the speed and regularity w/ which a person produces repetitive articulatory movements
23
Q
alternating motion
A
same syllable
24
Q
sequential motion
A
different syllables
25
what are you evaluating with diadochokinetic syllable rates
oral motor coordination
26
in evaluating oral motor coordination we are looking for
- speed
- accuracy
- sequencing problems ( problematic w/dysarthria)
27
What is the purpose of conducting an oral peripheral examination
helps differentiate functional or organic
28
functional
not associated with an organic or neurological impairment
29
organic
some underlying structural, sensory or neurological cause or related factor
30
supplies needed for oral peripheral exam
1. penlight
2. gloves
3. stop watch
4. tongue depressors
31
what to look for in the assessment of structure and function of facial muscles
1. gereneral symmetry of face at rest- dropping? Twitches?
2. facial symmetry during smiling, opening mouth
3. structural integrity of lips- dropping mouth breathing
32
functional integrity of the lips
- have the client smile (symmetrical)
- ask for uuuuu- papa
- is there adequate speed and range of motion
- puff cheeks and hold air in decreased labial strength
33
assessment of structure and function of tongue
1. structural integrity- normal color
| 2. abnormal movements like fasciulations / tremors
34
functional integrity
- have client stick out tongue, does it come out far enough? deviate to one side?
is there weakness on one side
- stick out your tongue and hold it for 5 sec
- protrude your tongue resist the tongue depressor
- elevate and lower tongue tip side to side
35
assessment of the hard palate
- normal color ?
- normal height and width
- clefts?
36
assessment of the soft palate
problems with velopharyngeal inadequacy?
- Bifid uvula - submucous cleft
- good oral nasal resonance balance
- prolong /a/ does the velum move up and back to the pharyngeal wall
37
assessment of teeth
1. Labioverted - tilt outward towards lips
2. Linguaverted- tilt inward tongue
3. Maolclusions
4. Open bite- lack of contact b/t upper and lower teeth
5. Cross bite- lateral overlapping of upper and lower dental arches
38
what is an ideal spontaneous speech sample
an ideal representative of daily life
39
how many utterances to you collect in a spontaneous speech sample
50-100 utterances
40
practical tips
- family member, friend if needed
- no loud toys
- parallel play ( mirror play- doing what the chd does )
41
advantages of administering standardized test
1. Quick (15-20min)
2. sample all consonants
3. you know what the highly unintelligible chd should be saying
42
disadvantages of administering standardized test
1. single words, not connected speech
2. chd w/ oral motor problems do better in single words
3. each phonemes is only sampled once in each position
43
different responses to obtain
direct vs delayed imitation
44
diff ways of recording responses
1. plus/minus technique
| 2. whole word transcription
45
record the type of ______
error
a. omission
b. substitution
c. distortion
d. addition
46
Assessment of phonological processes revised ( APPR; Hodson) 2008 March AAP:3
severity rating
47
Khan-Lewis Phonological Analysis
first give the Goldman- Fristoe - 10 PPs
48
Clinical Assessment of Articulation and Phonology
CAAP
49
what does our clinic uses
CAA and Khan Lewis Commonly
50
Commonly used tests: Articulation
1. Arizona Articulation Proficiency test - 3
2. Photo articulation test ( PAT:3)
3. Goldman-Fristoe test of articulation: 2
51
When you record
be sure to gloss or restate the chds attempt into the recording
- contextual what other sounds will help facilitate correct production
52
speech discrimination testing
- minimal pairs
53
stimulability testing
- the chds tendency to make a correct or improved production of a misarticulated sound when given a model or additional stimulation by the examiner
54
Contextual testing
- Mc Donald's deep test
- Secord contextual articulation test ( S-CAT)
- Special procedure that cam help id a facilitiative phonetic context for correct production of a praticular phonemes
55
Independent analysis
chds productions transcribed w/o reference to adult model
| - ID sounds that are in the chds phonetic inventory
56
Relational analysis
compare chd production to standard/ adult form
57
Traditional analysis
1. Errors IMF
| 2. error types - omission, distortion, substitution, addition
58
Developmental Analysis
compare chds production to norms for CA (public schools)
59
Pattern Analysis
1. distincitive features
| 2. manner place voicing
60
MPV teaches
exemplars in the sound class - generalization
61
Phonological process analysis
- Analyze PP in terms of frequency percentage of occurrence
62
Phonetic inventory analysis
does the client have the motor ability to make the sound
63
Intelligibility analysis
- 60 intelligible words out of 170 words = 35% intelligibility
64
Typical speech skills
1. errors- fall within normal age range
2. errors- L1 transfer
3. errors - but don't interfere with life
65
Articulation disorders
1. errors associated w/ organic, structural, or neurological origin
2. errors not typical of same age peers
3. no pattern to errors
4. errors don't significantly compromise intelligibility
5. errors on only a few sounds
66
Phonological Disorder
1. unintelligible speech
2. Multiple misarticulation
3. Restricted phonetic inventory
4. patterns of errors
67
Severity estimate disorder is ....
```
mild
mild-moderate
moderate
moderate - severe
severe
profound
```
68
Diagnostic statement
Summary - last portion in a written report
| - imp for this to be well done b/c its all most ppl read
69
Prognosis
estimated course of a disorder under specified conditions
70
Code of ethics
- we cannot make guarantees
| - under promise and over deliver
71
3 major components of a good prognostic statement
1. goal statement: skills chd expected to achieve be specific
2. judgement of success
3. prognostic variables: that justify the judgment
72
Making therapy recommendations
1. chd has SSD- recommend tx
2. chs had errors but age appropriate- no tx but evaluate later
3. typical speech- no tx maybe first lang transfer, or subtle probs that don't interfere or impact life
4. chd has SSD but immediate tx not recommended ( if surgical intervention is scheduled)
73
Diagnostic report
conduct information giving interview
74
information-giving interview
- begin w/ positives
- summarize findings, conclusions, recommendations
- don't fear the butter
