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Phono Final Flashcards

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1
Q

What questions do we want to ask when doing an appraisal?

A

Why are we conducting the assessment?
What information should we collect?
How should we collect the information

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2
Q

What are the two parts of an assessment?

A

appraisal, diagnosis

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3
Q

What are screenings?

A

brief observation of speech sound production

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4
Q

what are formal screenings?

A

standardized, valid, reliable

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5
Q

What are informal screenings?

A

ask children to state name, age, address, etc; ask older children and adults to read a passage

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6
Q

what are the components of an assessment?

A 
case history
single-word speech sample
stimulability testing
spontaneous speech sample
oral mech
hearing screening
language screening
specific auditory perceptual testing
cognitive appraisal
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7
Q

What are the ways to score a single-word speech sample?

A

two way - production is correct or incorrect
five way - determine whether Substitution, Omission, Distortion, or Addition
phonetic transcription - describe actual speech sound

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8
Q

How long does a spontaneous speech sample have to be?

A

3 minutes, or 200-250 words

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9
Q

When would you use specific auditory perceptual testing?

A

client demonstrates collapse of two or more phonemic contrasts into a single sound

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10
Q

How do we need to organize data for diagnosis?

A

document inventory and distribution of speech sounds

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11
Q

How do we know when a disorder is ARTICULATION

A

phoneme contrasts maintained, peripheral, motor-based problems

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12
Q

How do we know when a disorder is PHONOLOGY

A

loss of phonemic contrasts

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13
Q

What are the types of analysis of phonological error patterns?

A

place-manner-voice analysis (feature system)
phonological process analysis
assessing productive phonological knowledge

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14
Q

What are the general guidelines for intelligibility?

A

50% intelligible by 2 years
75% intelligible by 3 years
90% intelligible by 4 years

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15
Q

what are factors that influence intelligibility

A

loss of phonological contrasts
loss of contrasts in specific environments
degree of homonymy
differences between target and speaker’s production of target
frequency of error sound
consistency of error production
familiarity of listener with speaker’s speech
context in which communication occurs

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16
Q

what is the severity measure people use?

A

Percept of consonants correct (PCC)

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17
Q

Consistent errors are more indicative of _____

A

articulation disorders

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18
Q

What should you look at during a phonological assessment?

A

inventory of speech sounds
distribution of speech sounds
syllable shapes and constraints

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19
Q

What is a central goal of assessment?

A

understanding the child’s phonological system

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20
Q

What constitutes a severe phonological disorder?

A

6 (i’m guessing consistent) sound errors over 3 manner classes

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21
Q

What are the characteristics of a child with emerging phonology?

A

demonstrates small expressive vocabulary
reduced repetoire of consonants and syllable shapes
unintelligible
may have other language difficulties
may show specific delay/disorder in communication skills
may have been born with a devleopmental disorder
may exhibit an early acquired disorder secondary to disease or trauma
may belong to group of late talkers whose expressive language emerges slowly

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22
Q

What are some modifications to the case history you can use?

A

questionnaires

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23
Q

What are some modifications to single-word speech sound sampling you can use?

A

use toys and objects, ask caregivers to keep a log of words, encourage sound play and sound imitation

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24
Q

What are some modifications for spontaneous speech sound sampling?

A

ask caregiver to play with child

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25
modifications for oral mech?
pretend to make fish or clown faces, have child look in your mouth first with flashlight
26
modifications for language screening?
use language sample
27
modifications for cognitive appraisal?
play behavior
28
We usually consider a child's sound system to be:
unique self contained system; independent of adult sound system
29
how do you usually determine severity?
clinical judgement scales or percentages
30
What are frequent errors that lead to unintelligibility?
difficulty with liquids, stridents, clusters, sometimes: deletion of entire sound classes ERRORS OFTEN NOT CONSISTENT
31
How might you get a speech sample from a highly unintelligible child?
use scripts and structured activities (trip to mcdonald's, telephone conversation), gloss utterances that may be difficult to understand later
32
What is progress monitoring (deep testing)
additional probes for error sounds... usually informal
33
What is the purpose of traditional articulation therapy?
learn how to position articulators to produce sound
34
What is the traditional artic approach?
perceptual training followed by extensive motor-speech production practice
35
What is the phonetic approach of traditional articulation therapy?
go according to developmental norms
36
Who is traditional therapy best for?
individuals with limited number of errors
37
What is the criteria for accuracy for traditional artic?
80-90% before moving onto the next level of treatment
38
What are the levels of treatment for traditional artic?
sensory-perceptual training production training - sound establishment/acquistion production training - sound stabilization transfer and carryover maintenance
39
What is the goal of sensory-perceptual training in traditional artic therapy?
client able to differentiate between their error sound productions and the correct production
40
Why is sensory-perceptual training important?
for self-monitoring; only needed if client has difficulty with perception
41
What are the levels of production training?
isolation, nonsense syllables, words, phrases, sentences, conversation
42
What are the steps for production training in isolation?
auditory stimulation - target sound is modeled phonetic placement method - specific instruction on placement of articulators sound modification method - establish target using phonetically similar sound client can produce facilitating contexts - words in which target sound produced correctly
43
what are nonsense syllables good for?
determine if accuracy of production is established
44
What is the accuracy criterion for dismissal from traditional artic therapy?
50% correct production in spontaneous conversational speech
45
What is the general focus of phonological intervention?
focus on learning RULES of phonological system
46
What production level do you usually start at for artic and phono? (conversational, sentence level, etc)
isolation for artic; usually word-level for phono
47
What are the kinds of phonological therapy we learned about in class?
``` Minimal pair contrast therapy distinctive feature therapy maximal opposition approach multiple oppositions approach phonological processes therapy cycles approach metaphon therapy ```
48
What is minimal pair contrast therapy?
use pairs differing by one phoneme, establish contrasts not present in child's phonological system, distinctive features
49
What are the two kinds of distinctive feature therapy?
minimal opposition and maximal opposition contrasts
50
What is minimal opposition contrasts?
least number of differences, unites production and perception
51
who is a candidate for minimal opposition contrasts?
child with consistent substitution processes and is stimulable
52
What are the steps of minimal opposition?
discussion of words, discrimination testing and training, production training, carryover training
53
What is the maximal opposition approach?
start with minimal pairs (differing by only one distinctive feature), but then move onto pairs that are more contrastive... differing in place, manner, and voicing
54
who is a candidate for the maximal opposition approach?
children with moderate to severe phonological disorders
55
what are good targets for the maximal opposition approach?
sounds not in child's inventory, maximally different, sounds child cannot produce
56
you should not directly train perceptual contrast for which therapy approach?
maximal opposition
57
What is the multiple oppositions approach?
alternative to minimal pairs approach - directly addresses collapse of multiple phonemes, contrasts multiple sounds simultaneously
58
who is a candidate for multiple oppositions therapy?
severe phonological disorders
59
What are the benefits of multiple oppositions therapy?
shortens length of therapy, increases intelligibility, more efficient intervention
60
Which sounds should be chosen as targets for multiple oppositions therapy?
sounds with potential for greatest impact on phonological organizations
61
what is the goal of phonological processes therapy?
suppress phonological processes
62
Who is a candidate for phonological processes therapy?
young children with persistent use of phonological processes
63
What is CAS?
motor speech disorder (not weakness or paralysis) that affects production of sounds, syllables, and words
64
What is the difference between CAS and a phonological disorder?
we don't really know/we have no current method to differentially diagnose
65
What does CAS look like in a very young child?
``` child does not babble or coo late emergence of first words very small sound inventory (including vowels) problems combing sounds feeding problems, possibly ```
66
what is the most common process found in children with CAS?
omission/substitution
67
What does CAS look like in an older child?
inconsistent sound errors; not the result of immaturity sounds get worse with repeated productions unusual errors not typically found in child with SSD more errors with sound classes involving complex oral gestures difficulty imitating speech difficulty with longer words more difficulty when anxious super unintelligible difficulties with nasality difficulties identifying rhymes and syllables
68
What do we need to make sure we do in assessment with suspected CAS that we might not do with other SSDs?
thorough oral mech, with a DDK
69
CAS requires what kind of therapy?
frequent, intensive, 1 on 1
70
What are the two types of therapy for CAS that we talked about in class?
Kaufman approach | PROMPT
71
What is the kaufman approach?
drill drill drill! move from less to more complex syllable shapes successive approximations toward favorite vocabulary simplifying for success!
72
What does PROMPT stand for?
Prompts for restructuring oral muscular phonetic targets
73
What is prompt?
therapy approach where you use tactile cues to help manually guide patients through targeted productions
74
What are some prognostic indicators for CAS?
severity history of progress with intervention presence/severity of co-occuring symptons (language, cognitive, oral/limb apraxia) access to services
75
What are the characteristics of acquired apraxia of speech?
``` slow speech sound distortions prolonged duration of sounds reduced prosody consistent errors within an utterance difficulties initiating speech groping ```
76
What is dysarthria?
neuromuscular speech disorder
77
What are the types of dysarthria?
``` spastic ataxic hypokinetic hyperkinetic flaccid mixed: simultaneous occurrence of characteristics of several types ```
78
What are the assessment/treatment areas for dysarthria?
respiration, phonation, resonation, articulation, prosody and rate

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