speech sound disorders exam 3

Phonological

• Affects whole class of sounds

• Lower intelligibility

• Phonological processes

• Phonemic errors (changes meaning)

• Mental rep impaired

• More likely to co occur with language disorder

Articulation

• Affects just a few sounds

• Higher intelligibility

• Distortions

• Phonetic errors (doesn’t change meaning)

• More motor

Independent

Better for low intelligibility

Relational

Comparison to a standard form

Most know what the child is trying to say

Phonetic inventory

• independent

• Inventory consonants and vowels in child’s repertoire

• Need 50-100 word sample

Syllable structure analysis

• independent

• Arrangements of consonants and vowels

• Looks at child’s strategies to simplify adult production

Percent consonants correct (pcc)

• Relational

• Measure of severity

• shows SODA errors

Phonological pattern analysis

• relational

• Identify process use and frequency

Calculating the PCC

• based on 100 words, preferably a variety of words

• Formula: number of consonants correct/number of total consonants

• Severity rating

Things that affect prognosis

• severity

• Chronological age

• Motivation

• Inconsistency of errors

• Associated conditions (autism, ADHD, hearing impairment, etc)

• Treatment history

• Family support

Characteristics of CAS

• vowel distortions

• Inconsistent errors

• Disruptions in prosody (groping)

Treatment of CAS

• MUST be an approach based in principles of motor planning and learning

• Dynamic tactile and temporal cueing

• Rapid syllable transition treatment

• Integrated phonological awareness intervention

• Have them look at the SLPs face

NSOMES

Non-speech oral motor exercises

Not evidence based!