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SLP 1: Speech Sound disorders > W2: Lecture 5 - Assessment of Childrens Speech > Flashcards

W2: Lecture 5 - Assessment of Childrens Speech Flashcards

Chapter 8 (100 cards)

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1
Q

What is the role of intelligibility in assessing a child’s speech?

A

Intelligibility provides insight into the severity of a child’s speech difficulties and how well they are understood by others.

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2
Q

How does speech production contribute to a comprehensive speech assessment?

A

Speech production assesses the child’s ability to produce consonants, vowels, prosody, and more, helping identify specific areas of speech difficulty.

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3
Q

What are the key elements to consider when assessing speech production?

A

Consonants, consonant clusters, vowels, diphthongs, polysyllables, prosody, and tones (if appropriate).

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4
Q

What methods can be used to evaluate a child’s speech production?

A

Single word tests, connected speech analysis, stimulability testing, and assessment of inconsistency/variability.

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5
Q

Why is it important to assess a child’s oral structure and function during a speech assessment?

A

It helps identify any physical or functional issues that may affect speech production, such as problems with the tongue or palate.

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6
Q

How does speech perception factor into a speech assessment?

A

Assessing speech perception helps determine if the child can accurately hear and differentiate between speech sounds, which is crucial for speech development.

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7
Q

What is the significance of assessing a child’s hearing in relation to their speech development?

A

Hearing issues can directly impact speech development, so it’s important to ensure the child’s hearing is functioning properly.

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8
Q

What role does phonological processing play in a speech assessment?

A

Phonological processing abilities affect how a child processes and uses speech sounds, which is important for speech and language development.

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9
Q

Why are literacy skills included as part of a comprehensive speech assessment?

A

Literacy skills are linked to phonological awareness, and difficulties in speech can also affect reading and writing abilities.

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10
Q

How do psychosocial aspects impact a child’s speech and communication abilities?

A

Psychosocial factors, such as confidence, anxiety, or social interactions, can affect the child’s willingness and ability to communicate

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11
Q

Why is it important to assess a child’s participation in educational and social contexts?

A

It provides insight into how speech difficulties affect the child’s ability to interact and communicate in real-world situations like school and social settings.

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12
Q

How are language, voice, and fluency integrated into a speech assessment?

A

These areas are essential components of communication, and assessing them ensures a full understanding of the child’s speech and overall communication abilities.

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13
Q

What is the definition of intelligibility in speech assessment?

A

Intelligibility refers to how well a listener understands a speaker.

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14
Q

What are the three main ways to assess intelligibility?

A

Rating scales, single-word measures, and connected speech measures.

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15
Q

What is the Intelligibility in Context Scale, and why should it be used?

A

The Intelligibility in Context Scale is a tool to assess intelligibility across different contexts, and it is recommended for a comprehensive evaluation of how well a speaker is understood by others.

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16
Q

How does acceptability differ from intelligibility in speech assessment?

A

Acceptability refers to whether a speaker’s message aligns with what is considered acceptable by the child’s linguistic community (i.e. thier class mates) while intelligibility refers to how well the message is understood.

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17
Q

What factors influence the acceptability of a speaker’s message within a linguistic community?

A

Acceptability is influenced by cultural norms, linguistic expectations, and the community’s standards for how speech should sound.

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18
Q

How does comprehensibility differ from intelligibility in communication?

A

Comprehensibility includes whether a message can be understood through other means, such as environmental cues, gestures, or orthographic cues, while intelligibility focuses solely on speech understanding

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19
Q

What are some non-speech means that can contribute to comprehensibility?

A

Non-speech means include environmental cues, gestures, and orthographic cues like the first letter of words.

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20
Q

Why might environmental cues, gestures, or orthographic cues (e.g., the first letter of words) be important for assessing comprehensibility?

A

These cues can help convey meaning when speech alone is not clear, providing additional context for understanding the message.

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21
Q

How can single-word measures help assess a child’s intelligibility?

A

Single-word measures focus on the clarity of individual words, providing insight into how easily each word is understood.

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22
Q

Why is it important to assess connected speech when evaluating a child’s intelligibility?

A

Connected speech assessment helps evaluate how well the child is understood in natural, conversational contexts, reflecting more realistic communication.

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23
Q

Why is the assessment of consonant production a fundamental part of evaluating children’s speech?

A

Consonant production is the most common and essential aspect of speech assessment, as it provides key insights into a child’s speech development and potential issues.

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24
Q

What are consonant clusters, and why are they challenging for children to master?

A

Consonant clusters are two or more consonants produced together in the same syllable position. They are challenging because they require complex coordination of sounds, and their acquisition can extend into the school years.

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25
At what age does the acquisition of consonant clusters typically begin, and when is mastery expected?
Acquisition begins around age 2, but full mastery of consonant clusters can take until the school years.
26
Why might cluster reduction in consonant clusters lead to high unintelligibility in children with Speech Sound Disorders (SSD)?
Cluster reduction simplifies clusters by omitting sounds, making speech harder to understand and increasing unintelligibility.
27
How can mastering consonant clusters improve the production of individual consonants during intervention?
Mastering clusters can improve individual consonant production, making speech therapy more efficient and effective.
28
Why is the assessment of vowels and diphthongs important in children with conditions like Speech Sound Disorders (SSD) or Childhood Apraxia of Speech (CAS)?
Vowel production difficulties can significantly affect intelligibility, especially in children with SSD, CAS, or other speech-related conditions.
29
What challenges exist when assessing vowel production in children across different dialects?
Vowel sounds vary across dialects, so assessments must consider the child’s specific language and dialect to ensure accuracy.
30
Why is it beneficial to assess a child’s ability to produce polysyllabic words in a speech assessment?
Polysyllabic words reveal more complex speech and language skills, such as phonotactics, prosody, and phonological processing, which simpler words might not show.
31
What speech elements can be evaluated by assessing polysyllabic words that may not be revealed by monosyllabic or disyllabic words?
Polysyllabic words help assess timing, stress, and overall speech coordination, which might not be apparent in shorter words.
32
How may syllables are in Polysyllabic words?
3 or more syllables
33
What are the key aspects of prosody, and how can an SLP assess them during speech testing?
Key aspects of prosody include stress, rhythm, and intonation. An SLP can assess them through informal listening during speech or using formal tools like checklists and prosody profiles.
34
What formal tools are available to assess prosody in children, and what do they evaluate?
Tools like the Prosody-Voice Profile and PEPS-C assess stress, rhythm, phrasing, and voice characteristics like pitch and loudness, as well as comprehension and production of prosody.
35
Why is assessing the perception and production of tones important for speakers of tonal languages, but not relevant for monolingual English speakers?
In tonal languages, tone changes meaning, so it’s crucial to assess. English, being non-tonal, doesn’t rely on tone for meaning, making tone assessment unnecessary.
36
What are the four main methods used to assess children's speech production?
- Single-word testing - connected speech testing - stimulability testing - inconsistency/variability testing.
37
Why is single-word testing commonly used in assessing children with suspected Speech Sound Disorders (SSD)?
It is time-efficient and allows for a comprehensive sampling and analysis of a child's consonant and vowel repertoire.
38
How does single-word testing work in speech assessments?
Children are shown a series of pictures or objects to elicit single-word productions, which are then analyzed for speech sounds.
39
What types of speech elements are typically sampled in most articulation tests?
- Singleton consonants in word-initial - word-final positions, usually in monosyllabic words.
40
Can you give an example of how articulation tests sample consonants across three word positions?
- Word-initial /p/ = "pig," - within-word /p/ = "happy," - word-final /p/ = "cup."
41
Which speech elements might some articulation tests also assess, in addition to singleton consonants?
Consonant clusters and vowels.
42
How are some single-word speech assessments designed to assess a child's phonology?
They are structured to assess specific phonological processes, such as velar fronting, cluster reduction, and stopping of fricatives.
43
What phonological processes can the BBTOP test for in children?
Velar fronting, stopping of fricatives, and cluster reduction.
44
What are some examples of phonological processes tested by tools like the BBTOP?
- Velar fronting (e.g., king → [tɪn]) - stopping of fricatives (e.g., sun → [tʌn]) - cluster reduction (e.g., blue → [bu]).
45
What is the four-step process for eliciting single-word productions in speech assessments?
1. Ask "What’s this?" 2. Provide a clue. 3. Give a binary choice. "is it a house or a bird" the decoy word should'nt be simillar to target word in meaning or phonetic structure 4. Use delayed imitation.
46
How does providing a binary choice help elicit spontaneous speech production in children?
It encourages the child to choose and say the target word, increasing the likelihood of a spontaneous response.
47
Why is delayed imitation useful in speech assessments, and how should it be done?
Delayed imitation helps avoid simple repetition. The child is given a chance to produce the word naturally after a short phrase or pause.
48
What is the second method used to assess speech production?
Connected speech testing.
49
How can connected speech testing be achieved?
Through conversation during play, narrative retell, picture description, and sentence repetition.
50
Why is listening to connected speech important for assessing children’s intelligibility?
It provides a real-world (natural) view of children’s intelligibility and their ability to produce speech in context.
51
What are some of the skills that can be examined through connected speech sampling?
Consonant and vowel accuracy, presence/absence of pattern-based errors, prosody, intelligibility, interactions between speech and other language abilities, and natural connected speech processes.
52
What are some natural connected speech processes that can be assessed through connected speech testing?
- Elision - assimilation - liaison.
53
How does connected speech testing provide insight into children’s speech in context?
By allowing the assessment of speech production in natural conversational settings.
54
What is a negative aspect of connected speech sampling?
It takes a long time to collect and transcribe connected speech samples, especially if the child reads a story
55
What is the recommended minimum number of different words for a connected speech sample?
A minimum of 100 different words. An adequate sample size would be 200 to 250 words
56
What activities can be used to collect a connected speech sample?
Play, narrative retell, picture description, sentence repetition, and passage reading.
57
Why might different connected speech contexts influence speech accuracy?
Because the context can be neutral, facilitating, or challenging, which affects how accurately a child produces speech.
58
What is the purpose of stimulability testing after eliciting children's speech?
To list the sounds in error and determine whether children are stimulable for these sounds.
59
What does stimulability refer to in the context of speech production?
A child’s ability to immediately modify a speech production error when presented with an auditory and visual model.
60
How is stimulability examined in children?
By testing a child’s ability to produce a speech element that is in error (usually a consonant) in different contexts with instructional cues.
61
What types of speech elements are typically assessed for stimulability?
Typically consonant sounds.
62
How should a clinician assess a child’s stimulability for a consonant sound?
By identifying the consonants missing from the child's inventory and providing auditory and visual models, along with instructions on voicing, place, and manner of articulation.
63
What should be provided to the child when assessing stimulability?
Auditory and visual models, along with specific instructions on how to produce the sound.
64
How many opportunities should children be given to produce a sound during stimulability testing?
Children should be given 10 opportunities to produce the sound in isolation and in CV, VC, and VCV contexts using vowels /i/, /u/, and /a/.
65
In what contexts should stimulability be tested?
In isolation, followed by syllables, problem word positions, and sentences for inconsistent sounds.
66
Why is it important to test stimulability in isolation before moving to other contexts?
To assess the child’s ability to produce the sound without any additional complexities.
67
What specific vowel sounds should be used when assessing stimulability?
Vowels /i/, /u/, and /a/.
68
What are the two ways variability can be examined in a child's speech?
1. Different realizations of a sound in different words. 2. Different realizations of the same word.
69
What is an example of different realizations of a sound in different words?
The sound /k/ realized differently in "key" as [ki] and "cat" as [tæt].
70
What is token-token inconsistency in children's speech?
It refers to a high proportion of differing productions with multiple error types, such as a child saying "dog" in one attempt and "gog" or "tog" in subsequent attempts.
71
What factors influence variability in speech assessments?
Factors include sampling conditions (single-word vs. connected speech, imitated vs. spontaneous production) and pragmatic conditions.
72
How does variability differ from inconsistency in speech production?
Variability refers to different forms of the same sound, while inconsistency refers to varying productions of the same word.
73
What is the difference between single-word assessment and connected speech assessment?
Single-word assessments involve isolated words, while connected speech assessments evaluate speech in the context of sentences or conversations.
74
Why might a child perform better in imitated production compared to spontaneous production?
Children may perform better in imitated production because they are copying a model, while spontaneous speech may show more variability due to pressure or context.
75
How can a child’s response to a clarification request affect their speech production?
It may result in improved or different production, highlighting the role of pragmatic conditions.
76
Can you give an example of how a child might show variability in producing a speech sound?
A child might produce a lateral /s/ in one instance and a dental /s/ in another for the same word.
77
What does a high proportion of differing productions in a child's speech suggest?
It may indicate token-token inconsistency, pointing to variability and potential difficulties in speech production.
78
What anatomical structures are assessed during the evaluation of children's oral structure?
Lips, tongue, teeth, mandible (jaw), hard palate, soft palate (velum), nose, pharynx, and larynx.
79
What types of oromotor function are assessed?
Oromotor function is assessed during nonverbal contexts, speech contexts, and feeding.
80
How can oromotor function be assessed?
By considering the functions of relevant cranial nerves and using maximum performance tasks.
81
What are some example tasks for assessing maximum performance in oromotor function?
- Prolongation of vowels (e.g., /a/) - prolongation of consonants (e.g., /s/, /f/), - oral diadochokinesis (DDK) tasks involving rapid repetition of syllables (e.g., /mama/, /pʌtʌkʌ/).
82
Why is it important to assess oral structure and function in children?
To identify known origins of speech sound disorders (SSD), exclude reasons for the SSD, and identify symptoms associated with motor speech disorders like childhood apraxia of speech (CAS) and childhood dysarthria.
83
What methods can be used to assess oral structure and function?
- Standardized or informal assessments of oral structure and/or function - audiological testing (including tympanometry and audiometry) - auditory discrimination tasks, - expressive morphosyntax assessments.
84
How is hearing assessed during the oral structure and function evaluation?
Through audiological testing, including tympanometry and audiometry.
85
What areas related to speech should be screened due to their co-occurrence with SSD?
- Language - voice - fluency.
86
Why might more in-depth assessments be required following the screening of language, voice, and fluency?
Given the rates of co-occurrence between SSD and difficulties in these areas, further assessment may be necessary to understand and address potential underlying issues
87
What is phonological processing?
Phonological processing refers to the way individuals mentally handle phonological information relevant to their language for reading, writing, and speaking.
88
What abilities does phonological processing encompass?
It captures the ability to perceive, create, store, and retrieve phonological representations.
89
Why is it important to assess phonological processing?
Assessing phonological processing is important because difficulties in this area are associated with speech and literacy challenges.
90
How does phonological processing differ from phonological processes?
Phonological processing refers to the mental handling of phonological information, while phonological processes are specific patterns of sound changes and involve different assessment tasks.
91
What are the three areas to consider when assessing phonological processing?
The three areas are: - phonological access/naming, - phonological memory, - phonological awareness.
92
How is phonological access/naming assessed?
It is assessed via rapid naming tasks.
93
What is used to assess phonological memory?
Phonological memory is assessed via nonword repetition tasks
94
What kind of tasks assess phonological awareness?
Tasks that ask a child to identify and/or manipulate rhyme, syllables, and phonemes in words.
95
What types of tools can be used to assess phonological processing?
Various standardized and informal tools can be used, some of which assess one of the three areas, while others assess all three areas.
96
What is the MISLToe Diagnostic Protocol?
The MISLToe Diagnostic Protocol is a recommended protocol for assessing phonological processing in children with a straightforward presentation.
97
What should be included in the core speech sample for differential diagnosis?
The core speech sample should include single words, C/CV/VC/VCV stimulability, connected speech, consistency/inconsistency, and parent/teacher intelligibility ratings.
98
What additional components are assessed in the Drill Down Sample for children with complex needs?
- Vowel assessment, - polysyllables, - consistency/inconsistency - oral structure and function - diadochokinesis (DDK) - phonological awareness, - nasality and resonance.
99
What subjective impressions should clinicians consider during assessments?
Clinicians should consider impressions related to prosody, attention and listening, nasality and resonance, hearing, and nasal emission.
100
What does the APEASE acronym stand for when agreeing on specific assessment tools?
Acceptability, Practicability, Effectiveness, Affordability, Side-effects, and Equity.

SLP 1: Speech Sound disorders (7 decks)

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