Exam 2: Combined

Phonemic inventory

List of speech sounds client can articulate

Summarize collapses of phonemes

Look for substitutions that represent more than one target phoneme for grouping

• ex. /t/ substituted for /k/ + /s/

Articulation: Determine emphasis

• Errors DON’T affect ling. meaning (phonemic contrasts INTACT)

• Motoric in nature

• Distortions

Phonology: Determine emphasis

• Errors AFFECT ling. meaning (phonemic contrasts NOT intact)

• Ling. in nature

• Substitutions, deletions, and/or additions

Guideline

%:

• 90+ = mild

• 66-89 = moderate

• 55-65 = moderate - severe

• 54 = severe

Developmental guidelines

• 6mnth delay for phoneme considered disordered

• Determine normative guideline types

  • Sound

  • Phono. Process

School regulations

Must be moderate delay to qualify for therapy, and:

• At least 1 sound error

• Developmentally delayed

• Affect intelligibility

• Affect school performance

Determining priorities for therapy

Consider:

• What affects intelligibility the most (frq. of occurrence in lg.)

• Most developmentally delayed

• What might generalize to more sounds + greatest impact

• Stimulability (Increase intelligibility the most)

Writing goals

Vary depending on setting; Organized by main goal w smaller steps (objectives, benchmarks)

Artic. Therapy: Traditional approach

Tried + true; Can combine w other approaches

• Progress from identification of error productions to establishment

• Faulty speech perception related to speech errors

• Errors = inadequate oral motor skills develop.

• Phases

  • Perceptual training

  • Production training

Production training

Target sound produced in isolation, then syll., words, running speech;

Move from easiest (initial) to difficult (final) to most difficult (medial) within ling contexts/lvls:

1. Isolation

2. Syll.

3. Words

4. Phrases

5. Sentences

6. Un/struct. Convos

Production training: Words

• Use CVC sequence

• Monosyll. w clusters + complex word forms

• Train small group of core words + expand

Production training: Phrases

Move 2-4 word phrases

Production training: Sentences

Work from target to all words in sentence that have target phoneme

Minimal Pairs (Weiner 1981)

Contrastive pair differing by one phoneme in one position

• One target vs. One error

Maximal Oppositions (Gierut 1989-90)

Contrastive pair differing by one phoneme in one position

• One target vs. One maximally different

Multiple Oppositions (Williams 1990)

Contrast multiple targets differing by one phoneme w single error

• Multiple targets vs. One error

Unknown/Empty Sets (Geirut 1992)

Contrastive pair differing by one phoneme in one position

• One target vs. One target

Cycles Approach (Hodson 1983)

Focuses on acquiring correct rules than eliminating developmentally inappropriate patterns; Select next phoneme based on stimulability

Additional components for Cycles Approach

• Art project w targets

• Homework

Developmental Apraxia of Speech (DAS)

Child has no control over lip, jaw, tongue movement when speaking; Brain has trouble planning speech movement

• Controversial in:

  • Etiology

  • Speech characteristics

DAS: Etiology

Controversial;

• Speech motor control disorder

• Unknown cause

DAS: Speech characteristics

Controversial;

• Exact/agreed symptoms are variable

• Not all symptoms have to be present

• No one symptom must be present

Groping

Ongoing series of movements of articulators to find desired artic position

Cleft palate/lip

Cons. distortions assoc. w nasal emissions:

• Due to velo-pharyn inadequacy → Nasality during vowels + vocalist cons.

• Unusual backed artic.: Back velar sub for /l, r, n/

Hearing impairment: Speech characteristics

Deletions + sub. w final cons. deletion being the most common

Acquired Apraxia of Speech (AAS)

Disorder in production of artic. + prosody; Results from impairment to CNS programming of oral movement

Dysarthria

Neuromuscular disorder; Impairment of CNS + PNS (specifically speech control/coordination portion);

• Muscular weakness/paralysis + discoordinaton result from neurological involvement

• Affects all speech processes

SLP Role

1. Conduct unbiased assessment

2. Differential diagnosis

Differential diagnosis

Diff. vs. Disorder; Sort out phono. patterns (influenced by community) from phono. disorders

Primary/Native lg.

First lg. learned; Can be 1+ lgs., as long as both acquired simultaneously; Never changes

Dominant lg.

Strongest lg.; Mixed lg. dominance (lg1 + lg 2 equally fluent); Can change

Spanish Vowels

5 primary vowels:

1. Front - /i, e/

2. Back - /u, o, a/

Spanish Consonants

18 total:

1. Stops /p, b, t, d, k, g/

2. Fricatives /f, x (hw), s/

3. Affricate /t, ʃ/

4. Glides /w, j/

5. Flap /ɾ/

6. Lateral /l/

7. Trill /rr/

8. Nasals /m, n, ɲ, ñ/

Asian lgs.: Tone

• Most are tonal

• Diffs. in word meaning signified by pitch diffs.

• Dialect diffs. are not errors

Speakers of other dialects shouldn’t be treated…

Unless errors in other dialects or wants to learn SAE dialect (not in schools)

Criterion-referenced

Standardized lg test; Looks at whether certain skills have been achieved rather than a score

Age-equivalent score performance is…

Assigned an age

Age-equivalent score-performance

• Assigned an age

• Use with caution (shouldn’t say “performing like a 3 year old — ASHA warns)

• Not for school age children, but can be for preschool

Standard scores assign…

A number to mean + constant number to SD

For IQ tests…

Mean is often 100 + SD is 15

Percentile-rank score

What % of test takers scored at/lower than your child

• ex. 40th of children scored at or below your child on this sub/test

Reliability

Repeatability, consistency of measurement

Correlation

Statistical measure of how 2 sets of test scores/half scores vary; Contains:

• Pos. + neg.

Higher the correlation

More reliable the test

Validity

Test measures what it says it measures

Construct validity

Accuracy with which measure describes trait/construct; Compare test with other test measuring same thing

Basal

Number of consecutive correct answers must have to continue test

Mean Length Utterance (MLU)

Number of morphemes in each utterance divided by number of utterances

• Mean compared to norms

• Not meaningful for ages 4.0+

Informal analysis

Look over each utterance for morphological errors + syntactic complexity

Informal analysis traits

• Supports standardized eval of syntax/morphology

• 50+ utterances

• Most common in schools

Word finding difficulties symptoms

• frequent pauses + pronouns

• repetitions

• circumlocutions

• fillers

• nonspecific words

• clichés

• routinized expression

Grice’s 4 Principles

• On topic

• Truthful

• Be brief

• Be relevant

By age of 10…

Children should be able to change utterances when not understood

Proxemics

Personal space

Non-verbal comm.

• Eye contact

• Proxemics

• Gestures

• Facial expressions

• Posture/other body lg.

Conversational rules/interactional strategies

• Convo. Initiation

• Topic initiation

• Maintenance

• Elaboration

• Topic changing

• Termination

• Grice’s principles

If artic. emphasis…

Conduct analysis of errors

6mnths delay for a phoneme

Considered a disorder

1 target vs. 1 error

Minimal pairs

1 target vs. 1 maximally different

Maximal oppositions

Multiple targets vs. 1 error

Multiple oppositions

1 target vs. 1 target

Unknown/empty sets