Study Guide Flashcards
1
Q
What is the ultimate goal for speech and language treatment?
A
improve communication skills
2
Q
What is the individualized goal for speech and language treatment based on?
A
evaluation of specific communication patterns and needs
3
Q
With inclusive treatment, who does this include?
A
- family
- teacher
- community members
4
Q
What does comprehensive treatment meet?
A
all communication needs at all stages of development
5
Q
During comprehensive treatment, What do we focus on during the Early Years?
A
- foundational skills
- development
- working on developing early sounds, building vocabulary, language, communication, social pragmatic skills–these all lead to communication!
6
Q
During comprehensive treatment what must we do during the school years?
A
-must relate to the educational setting
7
Q
What must we focus on beyond the school years during comprehensive treatment?
A
- functional communication systems
- facilitate relatioinships
8
Q
By age 16 what does the law mandate?
A
-law mandates the child has to understand the goals. They are often invited to IEP meetings
9
Q
What is Behavior modification?
A
-provide stimulus, response, then there is a consequence
10
Q
What is Evidence-based practice (EBP)?
A
-IDEA mandates that the therapy we provide must be evidence-based practice. Meaning it should be well-researched and show long term positive approach
11
Q
What is child-directed therapy?
A
- child led therapy, but the clinician gives the client options to choose from.
- the premise is that your maintaining the child’s motivational level
12
Q
What is clinician directed therapy?
A
the clinician is directing and telling the client what they will be doing
13
Q
What kind of therapy do most clinicians use?
A
-most clinicians include multiple method of therapy, they do not focus on just one
14
Q
What is a baseline?
A
that student’s current level of functioning prior to any treatment being rendered
15
Q
What is target behavior?
A
- the skill or the action we are trying to teach.
- It is established from the assessment that we had conducted
16
Q
What is a probe?
A
-instrumental testing/informal testing that measures the client’s progress over time
17
Q
What is reinforcement?
A
any stimuli provided to the child during their correct production of the sound
18
Q
give some examples of positive reinforcement.
A
“good job”
smile
stickers
19
Q
What is negative reinforcement?
A
- refraining from producing stimuli until the clinician provides the corrective feedback
- don’t say “bad job”
20
Q
What are long term goals?
A
projected a year from assessment process
21
Q
what are short-term goals?
A
small goals (benchmarks) that work toward supporting the overall long term goal
22
Q
When is a probe performed?
A
Whenever the therapist chooses to do it. Once a week, once a month, every therapy session, once every three months, etc…
23
Q
What is tactile cueing? and give some examples.
A
- this is a prompt that is used to facilitate the correct production of the sound
- tapping on the shoulder
- tap the chin as a reminder to close the mouth
24
Q
What does kinesthetic cueing mean?
A
-helping by facilitating the coordinated movements for a sound
25
What is proprioception cueing system?
"6th sense"
an individual who has problems with proprioception are unable to identify where their body is in space
Listen to recording!
26
What are verbal cues? give an example
.
27
What are visual cues? give an example
.
28
What are the 4 different therapy approaches?
- traditional approach
- sensory motor approach
- multiple phoneme approach
- pattern-based approach
29
What is the premise for the traditional approach?
comprehensive and sequential approach
30
What are the 5 phases of the traditional approach?
- ear training-->perceptual
- production training-->establishment
- production training-->stabilization
- generalization-->transfer and carryover
- maintenance-->continuous across time
31
What is the focus of the traditional approach?
teach individual sound production in progression (phonetic features)
(Ex: isolation-nonsense syllables-words-phrases-sentences-conversation)
32
What are the Pros of the traditional approach?
-comprehensive and proven to address essential elements in articulation therapy
Generalize skill: conversation outside of therapy across settings and with others
33
What are the cons of the traditional approach?
all steps are unnecessary
34
Who does the Sensory-motor approach work best with?
works best with speech motor disorder clients--apraxia
35
what is the premise of the sensory-motor approach?
-build auditory, tactile, and proprioceptive awareness of speech motor movements
36
What are the 3 phases of the sensory-motor approach?
- heighten awareness to different patterns of speech motor movements
- reinforce correct production of target sound
- systematically facilitate correct production of target sound using varied CV syllable combinations
37
What is the focus of the sensory-motor approach?
identifying phonetic context where target sound is produced correctly and then vary phonetic context
38
What are the pros of the sensory-motor approach?
establishes good "starting point" for therapy
39
What are the cons of the sensory-motor approach?
not proven by research that facilitative contexts is more effective than any other approach
40
What is the premise of the multiple phoneme approach?
-appropriate for students with many sound errors
41
What are the three phases of the multiple phoneme approach?
- establishment: achieve accurate and consistent sound production of all English consonants using multi-modal cues (visual-grapheme-auditory-sound-tactile-touch)
- Transfer: use all target sounds correctly in conversation
- maintenance: goal of 90% accuracy in conversation
**must have establishment before transfer and transfer before maintenance
42
What is the focus of the multiple phoneme approach?
mass productions and allows for sequential teaching and accurate measurement of progress (e.g., pre and post testing)
43
What are the pros of the multiple phoneme approach?
-well-structured and provides good framework for measurement of progress
44
What are the cons of the multiple phoneme approach?
-limited research
45
What is the premise of a pattern-based approach?
production training target sounds with shared (distinctive) features or patterns
46
What are the 2 phases of the pattern-based approach?
- nonsense syllables in the initial position
| - nonsense syllables in the final position
47
What is the focus of the pattern-based approach?
-use phonological contrast as basis for correcting sound class errors
48
What are the pros of the pattern-based approach?
-useful for children with multiple sound errors with no distortions
49
What are the cons of the pattern-based approach?
-limited empirical support on effectiveness on generalizing target to untrained sounds
50
What are shared common teaching strategies among different treatment approaches?
-modeling
systematic positive reinforcement of correct productions
- providing corrective feedback of incorrect productions-to facilitate the correct production of that sound
- repeated practice of target behavior--varying phonetic and linguistic context
- extend skills to conversation skills in natural settings
- teach self-monitoring skills (this is a form of generalization)
51
Do practice sheets for phonological processes
.
52
What is Metathesis? GIVE AN EXAMPLE
Child alters the sound sequence in a word
| ex: pasghetti vs. spaghetti
53
what is dimunitization?
adds a vowel @ the end of a word?
| ex: ball becomes bally
54
What two phonological processes are especially common with children with developmental apraxia?
metathesis & dimunitization
55
What kind of services does a child receive from birth to three years old?
-Under IDEA they are entitled to early intervention
56
With who and where is early intervention focused? and what is its purpose?
- focused in home
- family focused
- lessen the degree of the developmental delay that the child has by training parents and caregivers
57
What are children, between ages 3-21 entitled to according to IDEA?
to special education services through the public school system
58
What are the early intervention disability categories?
- cognitive delays
- physical delays
- speech and language delays
- social emotional delays
- self help delays
59
What are the special education disability categories?
1. autism
2. deafness-blindness
3. deafness
4. emotional disturbance
5. hearing impairment
6. intellectual disability
7. orthopedic impairment
8. other health impairment
9. specific learning disability
10. speech and language impairment**
11. multiple disabilities
12. traumatic brain injury
13. visual impairment
60
What is an assessment?
the process of acquiring data on the child's abilities
61
What is a diagnosis?
the process or act of identifying whether a disability exists
62
What is the purpose of assessment for early intervention?
1. identify presence of a disability or "at risk" for developmental delay
2. Determine what special services child needs to lessen effects of developmental delays
63
Does early intervention require a full assessment?
yes
64
What is the purpose of assessment for special education services?
1. Identify presence of a disability
| 2. determine that disability is adversely affecting academic performance
65
How many categories does IDEA list as disabilities to qualify for special education services?
13
66
Before special education services, what is the "referral process"?
1. recognize the problem
2. Response to intervention (RTI)
3. Screening
4. Refer to special education team
5. special education assessment
67
What are the three levels of RTI?
- Tier 1: intervention that involves the entire class.
- Tier 2: not responding to Tier 1, more specified instruction provided individually or in small group
- Tier 3: Still not responding to intervention, more intensive individualized attention, if no progress may be referred for comprehensive evaluation by special education team.
68
What is a speech/language screening?
- quick measure of speech, language, and communication skills
- mandated during kindergarten and 3rd grade (generally in large groups)
- Pass/fail
69
What are the different types of screening procedures?
standardized and non-standardized
70
Who evaluates the child?
special education team or IEP team
71
What does IEP stand for?
individual education plan
72
Who makes up the IEP team?
- school psychologist
- general education/special education teacher
- ancillary service providers (SLP, OT, PT)
- behavioral specialist
- outside agency
- parent
- student (after age 16)
73
What are the 3 types of phonological processes?
- Syllable structure simplification
- Substitution
- Assimilation
74
What is Syllable structure simplification?
Commonly reduces complexity of syllable structure of words
75
What is substitution?
one sound class replaces another
76
What is assimilation?
sounds take on qualities of those surrounding it
77
Which phonological processes fall under syllable structure simplification?
- unstressed syllable deletion or weak syllable deletion
- reduplication
- initial consonant deletion
- final consonant deletion
- epenthesis
- cluster reduction
78
What is unstressed syllable deletion or weak syllable deletion?
- weak/unstressed syllable omitted
[meto] for "tomato"
[ɛfənt] for “elephant”
79
What is reduplication?
- doubling of syllable
[bɑbɑ] for “bottle”
[mɑmɑ] for “mommy”
80
What is initial consonant deletion?
- Omission of first consonant in a word
[æt] for “bat”
[ɑg] for “dog”
81
What is a final consonant deletion?
- Omission of final consonant in a word.
[haʊ] for “house”
[mæ] for “match”
82
What is epenthesis?
- Adding an "unstressed" vowel (e.g., schwa)
[bəlu] for “blue”
[səpun] for “spoon”
83
what is cluster reduction?
- deletion/reduction of a cluster/blend (2 consonants together) partial vs. total
Partial: [tɔp] for “stop”; [dar] for “dark
Total: [æɡ] for “flag”; [pa] for “palm”, [da] for “dark”
84
Which phonological processes fall under substitution processes?
- Stopping
- deaffrication
- fronting
- backing
- depalatalization
- gliding
- vocalization
85
What is stopping?
- Stop for a fricative
[tup] for “soup”; [pʌn] for “sun”; [maʊt] for “mouse”
86
What is deaffrication?
- Stop or fricative for an affricate
[tɛr] for “chair”; [mæt] for “match”
87
what is fronting?
- Front for back or velar sound
[tæt] for “cat”; [bɪd] for “big”
88
What is backing?
- Velar for alveolar
[ɡɪɡ] for “dig”; [baɪk] for “bite”
89
What is depalatalization?
- Alveolar for palatal
- It no longer becomes a palatal sound
[tɛk] for “check”; [dun] for “June”; [mæts] for “match”
90
What is gliding?
- Glides /l, r/ for Liquids /w, j/
[wɪŋ] for “ring”; [jek] for “lake”
91
What is vocalization?
- Vowel for a syllablic liquid
- Syllablic liquid = /l, r/ takes on characteristic of syllable
[sɪmpo] for “simple”; [pepo] for “paper”
92
what are the assimilation processes?
- labial
- velar
- nasal
- alveolar
- prevocalic voicing
- postvocalic devoicing
93
what is labial? give an example
- bilabial for non-labial
| - [bæb] for /bæd/; [pɛb] for /pɛn/
94
what is velar? give an example
- velar for nonvelar
- [kɔg] for /kɔp/
- [kɪk] for /kɪt/
- [gok] for /got/
95
what is nasal? give an example
- nasal for non-nasal
- [mæm] for /mæp/
- [nɑŋ] for /lɑŋ/
- [non] for /noz/
96
what is an alveolar? give an example
- alveolar for non-alveolar
- [tɑt] for /tɑp/
- [sut] for /sup/
- [lɛd] for /lɛg/
97
what is prevocalic voicing? give an example
- voiceless sound BEFORE vowel becomes voiced
- [dɛn] for /tɛn/
- [bap] for /pɑp/
- [zut] for /sut/
98
what is postvocalic devoicing?
- voiced sound AFTER vowel becomes unvoiced
- [pɪk] for /pɪg/
- [b^s] for /b^z]
- [sæt] for /sæg/
99
What is the definition of phonological processes?
Simplifications of the adult forms of words
100
At what age should phonological processes disappear?
Around age 5
101
What is an articulation disorder?
- Mild to moderate sound distortions
- Does not affect meaning of words
- Speech intelligibility preserved
- Errors based on physical properties of sound production (imprecise movement and placement of articulators)
102
When is an articulation disorder diagnosed?
WHEN errors persist beyond expected age range
103
What is a phonological disorder?
- Patterned sound production or sound class errors
- Affects meaning of words
- Can affect intelligibility depending on # of class sound errors
104
When is an phonological disorder diagnosed?
When phonological process errors persist beyond expected age range (typically age five)
105
What are the components of a general assessment?
- taking a case history & interview
- Planning for the assessment
- administration of tests
- analysis and interpretation of findings
- impressions
- recommendations
- written report
- sharing your report
106
What information is provided when taking a case history and doing an interview?
- referral source
- strengths and areas of concern
- developmental and medical educational background
- family history
- reports from other professionals
- perception of speech/communication deficit*(this is important)
107
When taking a case history, what do you use and where else do you get information?
- written case history form
| - information from other professional
108
What types of questions do you ask caregivers/parents when obtaining a case history?
- developmental history (when he walked, spoke his first words, pregnancy and birth, ear infections?)
- medical history (currently on medicine?)
- social history (how does he interact with others?)
- education history
- family history (family dynamics? don't come off as judgmental!)
- referral
- perception of problem (tell me what a typical day looks like..)
109
What must we consider when planning for your assessment?
Planning Process:
-selection of tests or other related areas
- determine testing environment (minimize distractible materials that are around)
- child's abilities
- begin testing
110
What does a standardized test involve?
- the use of a formal testing tool
- must be given as directed/described by the manual
- any stimulation provided outside of the specific directions invalidates the test
- get standard scores compared to age matched peers
111
What are the advantages of administering a standardized test?
- its all laid out for you
| - makes gathering of information so much easier
112
What are the disadvantages of administering a standardized test?
- standardized test is very specific, may not measure all skills
- for some children a standardized test is inappropriate (concrete thinkers, CLD, low SES)
113
What are the common skill areas we assess during a standardized and non standardized test?
- hearing
- speech
- articulation
- phonology
- language (receptive & expressive)
- voice/fluency
- communication and pragmatics
114
What are common assessment procedures for non-standardized testing?
- contextual testing
| - stimulability testing
115
What are you doing when using stimulability testing?
trying to elicit the correct production of the errored sound
116
What is stimulability testing used to determine?
- if its an articulation vs. phonological problem
- if he/she's developmentally ready to produce specific sounds
- can they produce the sound on their own?
117
What does stimulability testing definitely help us with?
it helps us prioritize what sounds your going to work on first!
118
What kind of testing do we use when giving a standardized test?
formal testing
119
When we've completed all our testing, what do we do?
- analysis of results compared to standardized data
| - developmental and pattern analysis for non standardized data
120
After analyzing your data, what must we put in our impressions?
- assessment summary: where you would put your findings
- diagnosis: given the findings, you come up w/ the diagnosis
- severity rating: severe, moderate, mild=quantitative!
121
In the conclusion of your written report, when writing recommendations what do you provide?
- provide explicit suggestions for: further testing, reassessment, and treatment
- always make a recommendation despite diagnosis (delayed vs. normal)
- give examples of explicit suggestions made
122
what are the components and significance of a written report?
- assessment procedures
- clinical behaviors
- results/findings
- impressions & recommendations
- suggested treatment goals
123
Who do we share our report with?
- caregiver/parent
| - IEP team members
124
What is the purpose of an IEP meeting?
its where the final decision making process occurs
125
What is the purpose of an oral motor exam?
- we want to make sure they can physically make the sounds
| - check for any contributing factors to the impediment--we're checking function and structure!
126
What supplies do we use for an oral motor exam?
- gloves
- tongue depressor
- flashlight
- timer
- the child's history depends on how in-depth you will go into the OME ad what tools will be used
127
Who is it appropriate to refer a client to?
other professionals like a doctor, ENT, dentist/orthodontist
128
What is normative data used for?
to determine student's eligibility for special education services
129
What are normal standard scores?
85-115 with a mean of 100
130
What do percentile ranks tell us?
what % of the same aged peers scored = or > than the examinee on a standardized test
EX: "George Client received a %ile rank of 74 on the GFTA-2 he scored = or > than 74% of the same aged peers from the standardized samples also indicates that only 26% of same aged peers did better than him
131
After the analysis, what decision must we make in terms of speech skills?
are they abnormal or normal
EX: abnormal = articulation, phonological, or speech motor disorder
132
After the analysis, when writing the written report What does "severity" refer to?
it is a description of how severe the SSD is
133
After the analysis, when writing the written report What does an "example" indicate?
describes what the speech characteristics are
134
After the analysis, when writing the written report what does "nature" refer to?
description of etiology
135
After the analysis, when writing the written report what does "impact"indicate?
indicates its affect on academic performance
