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CSUS Speech-Language Pathology > Speech Disorders - Exam 3 > Flashcards

Speech Disorders - Exam 3 Flashcards

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1
Q

What is the goal of assessment?

A

to determine if there is a speech sound disorder

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2
Q

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

A

procedures, speech sound

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3
Q

Diagnosis

A

the conclusion you arrive at after assessment

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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

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5
Q

In California schools, screening is based on…

A

teacher and parent referral.

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6
Q

3 principles of assessment

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

Written case history forms address…

A

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

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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?

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9
Q

When planning an assessment session, you must…

A

select appropriate tests, and prepare bribes

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10
Q

make sure the test area is…

A

clean and clutter free

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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
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12
Q

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

A

receptive

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13
Q

DDK syllable rates evaluates…

A

oral motor coordination

speed, accuracy, and sequencing problems

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14
Q

Conducting Oral Peripheral Examination helps differentiate…

A

functional or organic

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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
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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

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17
Q

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

A

representative, daily

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18
Q

Advantages of Standardized tests

A

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

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19
Q

Disadvantages of Standardized tests

A

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

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20
Q

Assessment of phonological processes - Hodson

A

severity rate: mild, moderate, severe

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21
Q

Khan-Lewis phonological analysis (give GFTA first)

A

10 PPs

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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
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23
Q

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

A

gloss

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24
Q

Other types of assessment…

A

speech discrimination, stimulability, contextual

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25
contextual testing
facilitative phonetic context McDonalds Deep Test, Secord Contextual Articulation Test (S-CAT)
26
Independent analysis
childs productions transcribed without reference to adult model
27
relational analysis
compare childs production to standard/adult form
28
Traditional Analysis involves
error types
29
Developmental Analysis incolves
comparing childs production to norms for chronological age
30
Pattern Analysis looks at...
1. distinctive features 2. Place-voice-manner 3. phonological process analysis
31
Phonological Process Analysis is the percentage of _________
occurence
32
Phonetic Inventory Analysis looks at...
whether or not the client has the motor ability
33
Intelligibility analysis
subjective statement
34
Phonological Disorders
highly unintelligible, multiple misarticulations, restricted phonetic inventory, patterns of errors
35
A diagnostic statement is a _______
summary
36
prognosis is an estimated course of a ________ under specified conditions
disorder
37
under-_______ and over-_______
promise, deliver
38
3 major components of a good prognostic statement
1. goal statement 2. judgment of success 3. Prognostic variables
39
Cerebral Palsy
non-progressive motor disorder due to pre-, peri-, or post-natal damage.
40
Types of Cerebral Palsy
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
Cerebral Palsy speech problems
oral motor, feeding, slow DDK, resonance, prosody, respiration, phonation, articulation
42
Dysarthria
neuromotor disorder affecting all systems due to: CP, degenerative diseases, stroke
43
Dysarthria characteristics
``` breathy respiration difficulty with syllable stress imprecise and distorted articulation weak pressure consonants hypernasality monotone ```
44
Childhood Apraxia of Speech (CAS) - Owens, Farinells, and Metx 2015
say things differently every time impaired motor planning better at word level than connected speech NOT the result of weakness
45
CAS associated problems
``` family hx in some possible LD better receptive than language slow tx progress slow DDK difficulty with nonspeech tasks clumsy ```
46
CAS assessment evaluates
``` prosody and loudness intelligibility resonance DDKs developmental hx production of polysyllabic words, consistency ```
47
_____________ is a hallmark of CAS
inconsistency
48
When assessing cleft palate, look for...
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
Assessment strategies with cleft palate
work with team, help plan surgical interventions, assess intelligibility in connected speech, pressure consonants in words and sentences, hypernasality on vowels and consonants.
50
Define stimulability
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
Contextual testing
Helps identify a facilitating phonetic context for correct production
52
Facilitative phonetic testing
A surrounding sound or group of sounds that has a positive influence on the production of a misarticulated phoneme.
53
Phonetic inventory
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
Independent analysis
A child's speech productions described without reference to adult model
55
Phonotactic constraints
Word positions in which specific sounds do not occur in the child's speech
56
Relational analysis
Comparing child's production to adult target to identify types of errors, distinctive features, phonological errors, while word acquisition patterns, and phonemic inventory.
57
Phonemic inventory
Sounds the child can produce contrastively to make distinctions between words
58
Frequency of occurrence
The clinician simply identifies the number of times a particular phonological pattern occurred in the child's speech sample
59
Percentage of occurrence
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
Phonetic inventory analysis
Helps clinicians identify the consonants and vowels the child can make without consideration for the contrasting effects of the sound in adult words
61
2 general diagnoses
1. Normal if typical speech production skills | 2. A speech sound disorder
62
Prognostic variables
Factors that can positively or negatively influence the improvement of a child's speech sound production skills.
63
Variable: Severity | Underlying assumption:......
The more severe the disorder, the poorer the prognoses and vice Versa.
64
Variable: chronological age | Underlying assumption:....
The younger the child at the time of treatment, the better the prognosis.
65
Variable: motivation | Underlying assumption:.....
The less motivated the child, the poorer the prognosis for improvement.
66
Variable: inconsistency | Underlying assumption:....
May be positive variable. Errors produced correctly some of the time may be more easily treated.
67
Variable: associated conditions | Underlying assumption:....
May slow progress of treatment
68
Variable: treatment history | Underlying assumption:....
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
Variable: family support | Underlying assumption:....
Stronger support, the better prognosis for improvement.

CSUS Speech-Language Pathology (23 decks)

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