Speech Disorders - Exam 3 Flashcards Preview

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Flashcards in Speech Disorders - Exam 3 Deck (69)
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1
Q

What is the goal of assessment?

A

to determine if there is a speech sound disorder

2
Q

Assessment is the set of __________ used to gain a clear description of the ______ _____ production skills of a child.

A

procedures, speech sound

3
Q

Diagnosis

A

the conclusion you arrive at after assessment

4
Q

Screening is the ____/____ procedure that can be conducted quickly with a large number of individuals in a _____ period of time.

A

pass/fail, short

5
Q

In California schools, screening is based on…

A

teacher and parent referral.

6
Q

3 principles of assessment

A
  1. written case history forms
  2. information from other professionals
  3. conduct interview
7
Q

Written case history forms address…

A

history, what the family thinks, and if the child is frustrated

8
Q

when conducting an interview, you have to…

A

develop rapport, tell them what will happen during assessment, ask: do others make fun of the child, are they bothered by this? Impact on life?

9
Q

When planning an assessment session, you must…

A

select appropriate tests, and prepare bribes

10
Q

make sure the test area is…

A

clean and clutter free

11
Q

6 assessment related areas

A
  1. Hearing
  2. Orofacial Structures
  3. DDK syllable rate
  4. Syllable rate
  5. speech intelligibility
  6. level of stimulability
12
Q

When screening language, it’s good to test _________ vocabulary

A

receptive

13
Q

DDK syllable rates evaluates…

A

oral motor coordination

speed, accuracy, and sequencing problems

14
Q

Conducting Oral Peripheral Examination helps differentiate…

A

functional or organic

15
Q

Oral Peripheral Examinations evaluate…

A
  1. symmetry of face
  2. facial symmetry when smiling/opening mouth
  3. structural and functional integrity of lips
  4. structural and functional integrity of tongue
  5. assessment of hard palate
  6. assessment of soft palate
  7. assessment of teeth
16
Q

Labioverted, linguaverted, malocclusion, open bite, and cross bite

A

labioverted: tilt out towards lips
linguaverted: tilt in towards tongue
malocclusion: over/under bite
open bite: lack of contact between upper and lower teeth
cross bite: lateral overlapping of upper and lower dental arches

17
Q

a spontaneous sample is ideal because it is a ______________ of _____ life

A

representative, daily

18
Q

Advantages of Standardized tests

A

quick, sample all consonants, and you know what they should be saying

19
Q

Disadvantages of Standardized tests

A

just single words not connected speech, each phoneme sampled only once

20
Q

Assessment of phonological processes - Hodson

A

severity rate: mild, moderate, severe

21
Q

Khan-Lewis phonological analysis (give GFTA first)

A

10 PPs

22
Q

Commonly used Articulation tests

A
  1. Arizona Articulation Proficiency Test - 3
  2. Photo Articulation Test (PAT:3)
  3. Goldman-Fristoe Test of Articulation:2
23
Q

When you record, make sure you _____ or restate what the child says.

A

gloss

24
Q

Other types of assessment…

A

speech discrimination, stimulability, contextual

25
Q

contextual testing

A

facilitative phonetic context

McDonalds Deep Test, Secord Contextual Articulation Test (S-CAT)

26
Q

Independent analysis

A

childs productions transcribed without reference to adult model

27
Q

relational analysis

A

compare childs production to standard/adult form

28
Q

Traditional Analysis involves

A

error types

29
Q

Developmental Analysis incolves

A

comparing childs production to norms for chronological age

30
Q

Pattern Analysis looks at…

A
  1. distinctive features
  2. Place-voice-manner
  3. phonological process analysis
31
Q

Phonological Process Analysis is the percentage of _________

A

occurence

32
Q

Phonetic Inventory Analysis looks at…

A

whether or not the client has the motor ability

33
Q

Intelligibility analysis

A

subjective statement

34
Q

Phonological Disorders

A

highly unintelligible, multiple misarticulations, restricted phonetic inventory, patterns of errors

35
Q

A diagnostic statement is a _______

A

summary

36
Q

prognosis is an estimated course of a ________ under specified conditions

A

disorder

37
Q

under-_______ and over-_______

A

promise, deliver

38
Q

3 major components of a good prognostic statement

A
  1. goal statement
  2. judgment of success
  3. Prognostic variables
39
Q

Cerebral Palsy

A

non-progressive motor disorder due to pre-, peri-, or post-natal damage.

40
Q

Types of Cerebral Palsy

A

Spastic - slow jerky movements
Athetoid - slow writing involuntary movements
Ataxic - balance problems, normal reflexes and muscle tone
Rigid - simultaneous contraction of all muscle groups
Mixed

41
Q

Cerebral Palsy speech problems

A

oral motor, feeding, slow DDK, resonance, prosody, respiration, phonation, articulation

42
Q

Dysarthria

A

neuromotor disorder affecting all systems

due to: CP, degenerative diseases, stroke

43
Q

Dysarthria characteristics

A
breathy respiration
difficulty with syllable stress
imprecise and distorted articulation
weak pressure consonants
hypernasality
monotone
44
Q

Childhood Apraxia of Speech (CAS) - Owens, Farinells, and Metx 2015

A

say things differently every time

impaired motor planning

better at word level than connected speech

NOT the result of weakness

45
Q

CAS associated problems

A
family hx in some
possible LD
better receptive than language
slow tx progress
slow DDK
difficulty with nonspeech tasks
clumsy
46
Q

CAS assessment evaluates

A
prosody and loudness
intelligibility
resonance
DDKs
developmental hx
production of polysyllabic words, consistency
47
Q

_____________ is a hallmark of CAS

A

inconsistency

48
Q

When assessing cleft palate, look for…

A

difficulty with pressure consonants
asal emission and hypernasality
compensatory errors like glottal stops - hoarseness
middle ear dysfunction - otitis media w/ effusion
expressive/receptive language gap

49
Q

Assessment strategies with cleft palate

A

work with team, help plan surgical interventions, assess intelligibility in connected speech, pressure consonants in words and sentences, hypernasality on vowels and consonants.

50
Q

Define stimulability

A

The child’s tendency to make a correct or improved production of a misarticulated sound when given a model or additional stimulation by the examiner

51
Q

Contextual testing

A

Helps identify a facilitating phonetic context for correct production

52
Q

Facilitative phonetic testing

A

A surrounding sound or group of sounds that has a positive influence on the production of a misarticulated phoneme.

53
Q

Phonetic inventory

A

Sounds that the child can produce regardless of accuracy in relation to an adult target and that are available for the child to form words

54
Q

Independent analysis

A

A child’s speech productions described without reference to adult model

55
Q

Phonotactic constraints

A

Word positions in which specific sounds do not occur in the child’s speech

56
Q

Relational analysis

A

Comparing child’s production to adult target to identify types of errors, distinctive features, phonological errors, while word acquisition patterns, and phonemic inventory.

57
Q

Phonemic inventory

A

Sounds the child can produce contrastively to make distinctions between words

58
Q

Frequency of occurrence

A

The clinician simply identifies the number of times a particular phonological pattern occurred in the child’s speech sample

59
Q

Percentage of occurrence

A

Clinician determines the number of times the child us d a particular phonological pattern in relation to the total number of opportunities for occurrence of the pattern.

60
Q

Phonetic inventory analysis

A

Helps clinicians identify the consonants and vowels the child can make without consideration for the contrasting effects of the sound in adult words

61
Q

2 general diagnoses

A
  1. Normal if typical speech production skills

2. A speech sound disorder

62
Q

Prognostic variables

A

Factors that can positively or negatively influence the improvement of a child’s speech sound production skills.

63
Q

Variable: Severity

Underlying assumption:……

A

The more severe the disorder, the poorer the prognoses and vice Versa.

64
Q

Variable: chronological age

Underlying assumption:….

A

The younger the child at the time of treatment, the better the prognosis.

65
Q

Variable: motivation

Underlying assumption:…..

A

The less motivated the child, the poorer the prognosis for improvement.

66
Q

Variable: inconsistency

Underlying assumption:….

A

May be positive variable. Errors produced correctly some of the time may be more easily treated.

67
Q

Variable: associated conditions

Underlying assumption:….

A

May slow progress of treatment

68
Q

Variable: treatment history

Underlying assumption:….

A

Hx of limited progress or poor maintenance of previously learned behaviors may be thought to have poorer prognosis than a child without such hx.

69
Q

Variable: family support

Underlying assumption:….

A

Stronger support, the better prognosis for improvement.