CDS 515: Lecture 5 part 1

Assessment of Language Production

Highly structured v. less structured or non structured tasks

Identify pros/cons of discourse analysis

Highly structured

Confrontation naming

Category naming

Verbal fluency/divergent naming

Automatic closure naming/sentence completion

Automatic serial naming/automatic speech

Unstructured or Less Structured Speech Samples

Observation of communication (family, medical team, other
patients)

Conversation with clinician (conversational discourse)

Picture description (less structured)

Story retelling

Procedural description tasks

Video narration

Sequential events through pictures

Descriptors (consider APROCSA)

Anomia

Abandoned utterances

Empty speech

Semantic paraphasias

Phonemic paraphasias

Neologisms

Jargon

Perseverations

Stereotypies and automatisms

Short and simplified utterances

Abandoned utterances

Omission of function words

Paragrammatism

Pauses between utterances

Pauses within utterances

Halting and effortful speech
production

Reduced speech rate

Retracing

False starts

Conduite d'approche

Target unclear

Meaning unclear

Off-topic

Expressive aphasia

Apraxia of speech

Dysarthria

Overall communication
impairment

1.0. COUNTING WORDS

Definition: To be included in the word count, words must be intelligible in context
to someone who knows the picture(s) or topic being discussed. Context refers to
what the scorer knows about the picture(s) or topic and what the scorer knows
from the speaker's prior words. Words do not have to be accurate, relevant, or
informative relative to the picture(s) or topic being discussed to be included in the
word count.

COUNTING CORRECT INFORMATION UNITS

Definition: Correct information units are words that are intelligible in context,
accurate in relation to the picture(s) or topic, and relevant to and informative
about the content of the picture(s) or the topic. Words do not have to be used in
a grammatically correct manner to be included in the correct information count.
Each correct information unit consists of a single word and only words that have
been included in the word count can be considered for inclusion in the correct
information unit count."

Additional language analysis

Cohesion analysis

Morphological inflections

Syntactic construction

Phonology (segmental and suprasegmental)

Self Assessment

Interview

Questionnaires or rating scales:
-Communicative Effectiveness Index (Lomas, 1989)
-Communication Participation Item Bank (Baylor, 2013)
-Aphasia Needs Assessment (Garrett & Beukelman ,
-Communication Confidence Rating Scale for Aphasia (Babbit & Cherney, 2010)

Practice (Helms Estabrooks , Assessment Case 2)

Transcribe: Write every word, part word, non word filler.

How many words?

How many content information units? (Just joking...)

Describe the speech/language characteristics (use vocabulary
included in APROCSA.

What type of aphasia could this be?