Assessment for CLD speakers with suspected SSD

accent

- differences between languages

- can influence speech sound production, vocabulary use, syntactical structure

- not a disorder

ex. 1st lang. (spanish) & 2nd lang. (english) influenced by 1st lang.

dialect

- differences within languages

- rule governed system that can influence speech sound production, vocabulary use, syntactical structure

- not a disorder

ex. english (southern, cali, NY)

what does asha say about accents and dialects?

they are differences, not disorders!

race

has to do with physical traits

ethnicity

has to do with nationality, region

culture

learned customs and behaviors, often passed down from one generation to the next

what is an option for those seeking service to change their accent?

accent modification therapy is an optional service

what is a SLP's job when evaluating CLD clients?

to determine if a child's speech production represents a difference, disorder, or both

how does a SLP understand a difference from a disorder?

1. have knowledge of the sound system of the child dialect or 1st lang.

2. use available resources to determine what is typical speech development in the client's lang. or culture

3. identify how the sound system of L1 influences the learning & sound system of L2

what does research show of the age that we see an increase of features of AAE (african american english) dialect?

3-5 years

What are some guidelines to follow to diagnose AAE speakers accurately?

1. focus of phonemes & patterns that are the same for both AAE & MAE (mainstream american english)

2. Pay more attention to word-initial consonant cluster errors than final cluster

3. take not of any atypical errors that don't follow typical AAE patterns

4. approach each case individually

bilingualism

the use of at least 2 languages by an individual

sequential bilingualism (successive bilingualism)

occur when an individual has had a significant exposure to a 2nd language after the 1st language is wel established

simultaneous bilingualism

occurs when a young child has had significant exposure to 2 languages simultaneously, before one language is well established

interlanguage

An intermediate-state language system created by someone in the process of learning a foreign language. (Interlanguage contains properties of L1 transfers & overgenerlizes to L2 rules & semantic features)

language loss aka language attrition

losing 1st language because learning 2nd language due to lack of exposure

Per TSHA guidelines, when assessing CLD speakers of English, assessment will be guided by students ________ ___ ________ __________

cultural and linguistic background

Per TSHA guidelines, when assessing CLD speakers of English, how will articulation and phonological assessment be administered?

in students' native language if exposure to other language(s) is negligible

Per TSHA guidelines, when assessing CLD speakers of English, when more than one language is spoken by a student, articulation skill should be assessed in __ _________

all lanugages

Per TSHA guidelines, when assessing CLD speakers of English, interpretation of results must consider the ______ of each __________ _________ on the other(s)

influence, phonological system

Per TSHA guidelines, when assessing CLD speakers of English, determination of articulation disorder cannot be based only on the phonolug of _________

2nd language (ex. english)

Per TSHA guidelines, when assessing CLD speakers of English, if the students articulation skills are WNL in the primary language, then ______ _____ ____ ______

does not exist

Per TSHA guidelines, when assessing CLD speakers of English, _________ _________ cannot be considered as articulation errors. It is crucial to review phoneme production in light of _________/______ first language or _________ ________

dialectal variations, expected/possible, dialectal interference

Per TSHA guidelines, when assessing CLD speakers of English, if non-standard productions of phonemes are attributed to 1st lang. or dialectal influence, ____ _____ ____ ____ ____ "_____". For this reason, it is generally not appropriate to calculate ______ ______ or _________ ______ since the standard procedure has been modified. Therefore, the data collected via administration of the standardized English articulation measure will need to be described in a ______ _____ rather than as scores/ranks.

they should not be considered "errors", standard score, percentile rank, narrative form

Per TSHA guidelines, when assessing CLD speakers of English, on the FIE, include a brief explanation indicating which phonemes were articulated in "____" and which phonemes were misarticulated due to __ ____ _____ and/or _____ _______

error, 1st language influence, dialectal interference

how can we differentiate difference or SSD? (based on bilingusitcs.com)

1. determine what sounds/patterns are shared between the 2 languages

2. familiarize yourself w/ the phonotactics of the 1st language

3. consider the development acquisition of phonemes in the language

how would a SLP who speaks 1 language assess speech for bilingual or other language?

- video record assessment

- norm referenced (if available) or informal assessment via interpreter

- connected speech sample

- asses in both languages if child is bilingual, if L1 IS TYPICAL, NO DISORDER

- transcribe and analyze using comparative measures

- keep in mind phonotactic rules of the language will affect assessment of phonological patterns