CSDS 105 - EXAM 2 - 7 ANALYSIS TYPES

Independent Analysis

Errors ARE NOT compared to the adult model

 

Illustrates:

1. What sounds the child possesses in phonetic inventory

2. What syllable/word shapes are used

3. What phonetic constraints are observed: sounds that don't occur in specific positions

4. What articulatory features are observed

Rational Analysis

Errors ARE compared to the adult target

 

Illustrates:

1. SODA errors in specific word positions

2. Phonological patterns

3. Whole word acquisition patterns

4. Phonemic inventory

Phonetic Inventory Analysis

Can utilize data from an articulation of phonological test or conversational speech sample

• Is criterion referenced

 

Stoel-Gammon (1987)

• Posited that a sound is in the phonetic inventory if produced in two instances

Lowe (1994)

• Offered that the sound should occur three times

Pena Brooks and Hegde (2023)

• If sound occurs at least 3 times in a specific word position, it may be considered part of the productive phonetic inventory

  • If it is only exhibited 1-2 times, it's MARGINAL

  • If it is not produced, then it's ABSENT

Traditional Analysis

Examines two components of the sound system:

1. The position of the phonemes in error

   • Initial, medial, final

2. Stipulates types of errors

   • Substitutions, omissions, distortions, and additions (SODA ERRORS)

 

• Most suitable for those with limited articulation errors and satisfactory intelligibility

• Time efficient

• This analysis is manner in which most artic tests examine errors

Pattern Analysis

Investigates pattern or system wide charges caused by speech sound errors

 

• Allows for categorization of errors in to patterns/processes

• Appropriate for client's with numerous speech sound errors and reduced intelligibility of speech

Types of pattern analysis

1. Place, manner, voicing analysis

2. Phonological process analysis - more common for SLP

Manner, Place, and Voicing Analysis

Explores errors in regard to the features of place, manner, and voicing

• May affect

  • Place of articulation

  • Manner of production

  • Voicing feature

• Typically, a time efficient method

• The fisher-Logemann test of articulation employs this - not at all common in practice

Phonological Error Pattern Analysis

Frequently used analysis when investigating patterned errors

 

• categorized based on

  • phonological structure patterns

  • Substitution patterns

  • Assimilation patterns

• May also include idiosyncratic processes: those which are not regularly observed in children

• Ideal analysis in regard to client's with substantial speech sound errors + significantly reduced intelligently of speech

• Can be analyzed vis frequency or percentage of occurrence

• Includes details on identification criteria

Whole Word Measure Analysis

The examination of a child' whole word pattern. These are not used consistently in clinical practice at this time

Different measures have been advanced in regard to measuring this

• Proportion of whole-word correctness: production is compared to the adult standard production. Correct words/total

• Phonological mean length of utterance: number of segments in a word (consonant and vowel) is taken into account in relation to the amount of correct consonants

• Proportion of whole-word proximity: measures how closely the child's production matches the target taking into account the pmlu

• Proportion of whole-word variability: how consistent a word is produced from one occasion to another

Orofacial Examination Analysis

Typically a cause of an articulation or phonological disorder is not known

 

• Its important to isolate any possible structural, functioning, or neurological factors 

  • Facial symmetry

  • Lips

  • Tongue

  • Dentition

  • Tonsils

  • Soft palate

  • Hard palate

  • DDK rates - compared to norms and describe the ability to rapidly articulate speech movements

  • Describe any resonance deviations

Medical History Analysis

Information garnered from the background history, interview, and medical reports may yield information that affects the diagnosis of a speech sound disorder

• Cleft lip

• Neurological damage

• Intellectual disability

• Otitis media

• Hearing loss

Developmental Articulation Analysis

Data gathered during standardized testing measures and the conversational speech sample may be compared to developmental norms

• If errors are considered age-appropriate, speech is not disordered

• Use of developmental norms is widely used for the qualification of speech intervention in the public school setting

Stimulability Analysis

Diagnostic importance may rest in information regarding treatment such as:

• it may be more advantageous to teach non-stimulable sounds first

• increases in correct production of speech sounds may occur within the same sound being treated as well as untreated sounds.

• must consider other factors though as well, such as if there is an intellectual ability, it may be more appropriate to teach stimulable sounds.

Two misconception surrounding stimulability in that evidence is not widespread in support of the following

• A child that is stimulable has a better prognosis

• It's easier to treat stimulable sounds

Intelligibility Analysis

The conversational speech sample should be analyzed for intelligibility of speech

• A clinician may make an initial subjective judgement during a screening of intelligibility.

• A more objective measure should be taken during assessment

• After sample is collected

  • Transcribe, listen to utterances one time

  • Write out each word in each utterance orthography

  • Use a dash for unintelligible word

  • (calculate intelligibility for utterances/words)

Severity Analysis

Severity: the degree is impairment

• Most often, clinician must rely on one's own judgement

• There are other measures such as percentage of consonants correct (this will be taught in graduate school)

• Some standardized

Contextual Testing Analysis

Establishes if certain phonetic contexts assist in improved or correct production of a sound.

• Contributes to discovering an initial content to begin treatment. A clinician analyzes whether particular sounds that precede or follow the target help production.

• A clinician may also identify particular words that improve articulation of a target sound

• An identified facilitative context may increase accuracy during the beginning phase of treatment.