Phonology Ch. 3 Quiz

Main goal of evaluation

to give a diagnosis for disorders/reach a conclusion

additional evaluation goals

rate severity level (mild vs. moderate vs. severe)

identify possible causes (medical history? hereditary?)

determine a direction for intervention

Diagnostic process asks…

is the child below developmental level or are they producing atypical errors?

Screening

ID children who need further testing bc they appear at risk

pass/fail

fail = diagnostic assessment

important characteristics of screenings

quick and easy to administer

accuracy of identification

accuracy of screening measure is expressed in terms of…

sensitivity and specificity

sensitivity

accurately identify children who are confirmed to have SSD

specificity

identify children who have typically developing speech

sensitivity and specificity values (range)

0-1.0

over .90 is optimal

typical rates are lower

diagnostic assessments

done when the child fails screening

consists of a series of tests, measures, and activities

can be completed without a screening

results used as baselines measures to monitor progress

in diagnostic assessments, in-depth assessment of the child’s communication skills is necessary to:

rate severity level

diagnosis

direction of intervention

referrals

standardized measurements

use the same test material and are administered and scored in a consistent manner

can be norm-referenced or criterion-referenced

example of standardized measurement

colored pictures that are presented in the same order and the SLP asks the same question each time she presents a picture to the child

the child’s answer is recorded on a scoring sheet

informal measurement

do not have detailed and standardized descriptions of how to administer, score, and/or analyze the child’s speech

example of informal measurement

SLP observing a child’s speech when playing with peers on the playground

norm-referenced measurement

compare an individual’s performance with those of a similar group of test takers

issue with norm-referenced test

does not take into account a person’s individual difference/dialect

normal distribution of scores

average range and scores above or below the average mean

normal curve

standard score, percentile rank, standard deviation

standard score

child’s performance as a distance from the mean of the normative sample (SD units)

criterion-referenced measures

determine whether the child meets or exceeds a criterion level of performance on a particular skill required for a given purpose

(measures the child’s strengths and weaknesses in a particular skill but not compared to other children)

static assessment

complete a task without receiving feedback

(most standardized, norm-referenced tests are static)

dynamic assessment

elicit child’s OPTIMAL performance by scaffolding and identifying the strategies that are most helpful for the child

can be standardized or informal

are criterion-referenced

to plan an efficient assessment plan, the SLP needs to identify…

the minimum information required for diagnostic purposes and the most effective means to collect those data

First step of assessment process

referral

(sending the child to the SLP then the SLP collects data to assess the child)

first step in collecting data

case history

aids in diagnosis, referral decision, treatment planning

case history environmental factors

attitudes of caregivers

language exposure

educational history

case history personal factors

birth history

medical history

developmental history

family history

goal of initial assessment

is there an SSD or not

is additional testing required

obligatory procedures

must be assessed regardless of the reason for referral

optional procedures

only assessed if there is a reason for concern

norm-referenced single-word articulation/phonology test

essential part of assessment process

most commonly used measure for children with suspected SSD

oral mech exam

mandatory part of the assessment

results are essential to identify or rule out possible etiologies for underlying SSD

determines if the structure and function of articulators are adequate for age-appropriate speech production

accurate production

child’s production is the same as or close to the adult production

substitution

target sound is replaced by another sound

omission

target sound is deleted

distortion

target sound is produced in an unusual manner that does not represent another phoneme

addition

a sound is added to the target

stimulability

child’s ability to correctly imitate a phoneme when given a model

results give important info about prognosis

intelligibility

degree to which the speaker is understood

accuracy

correctness of articulation of the target word

measuring speech intelligibility

rating scales

word-identification tasks

phonological processing skills refer to…

the child’s ability to construct, store, access, and manipulate phonological representations

aspects of phonological processing

speech perception

phonological awareness

phonological memory

speech perception test

determines whether the child’s underlying acoustic phonetic representations are adultlike

discrimination tasks

involve asking the child whether two sounds (or syllables or words) sound the same or different

mispronunciation identification

requires the child to perform a unique motor response if a correct pronunciation of the target word is heard and an alternate motor response if a mispronunciation is heard

phonological awareness

child’s knowledge that spoken words are compared of smaller units

normative curve

bell shaped distribution that shows how scores are spread across the population

prosodic units

syllables

identifying phonological processes

1. must simplify the target phoneme or word shape

2. must be phonemic (not distortion)

3. must apply to a natural class of phonemes

4. must be predictable even if not consistent

5. occur with sufficient frequency (at least 20%)

main categories of phonological error patterns

syllable structure processes

harmony processes

substitution processes

syllable structure processes

final consonant deletion

cluster reduction

harmony processes

simplify the words by making the segments more similar to each other

(assimilation, coalescence, neutralization)