SSD features

artic non structure distinctive

errors not due to structure, planning errors, weakness, or rule patterns

artic non structure descriptive

phonetic errors - SODA

resonance errors - mislearning or atypical error

abnormal OM function

artic structure distinctive

errors due to structural deficits

artic structure descriptive

number of errors

incorrect artic placement due to structure

cant close velopharyngeal port - resonance

compensatory artic issues

OMD

errors due to incorrect structure and functionof oral placement and muscles

tongue and cheek ties

misplaced tongue and malocclusions

blocked nasals

velopharyngeal dysfunction

air leak into nasal passage - nasal emission

errors due to structure and function

clefts are main cause

tonsils/adenoids

phono distinctive

patterns across syllable shapes and sound classes

not specific to phonemes in CR, FCD

patterns result in issues with phonetiv inventory and syllable shapes of V, CV, CVCV

not just one error - rule based

phono descriptive

poor intelligibility

limited phonetic inventory and syllable shapes

apraxia distinctive

planning errors

prosody difficulties

disrupted transitions between syllables and sounds

apraxia descriptive

motor based

poor intelligibility

abnormal OM function

limited phonetic and syllable inventory

incompentency - resonance

vowel errors

dysarthria distinctive

weakness

low tone

poor ROM

imprecise consonants

dysarthria descriptive

majority phonemic errors

breathy

abnormal motor function

volume and prosody issues

limited inventory and vowel errors

feeding issues

components of assessment

case history

oral mech

hearing screening

standard assessment

connected speech sample

intelligibility

error consistency

stimulability

discrimmination

case Hx

looks at background info for med concerns to guide Tx plans and appropriate referrals

oral mech

cant diagnose without knowing if theres any structure issues

underlying etiologies

hearing screening

need to see if this is the reason for speech or comprehension issues

standard assessment

use percentile ranks for diagnosis not age equivalence

used to see if abilities are WNL in different areas of speech vs language

speech sample

most crucial part

speech isn’t just isolated units

more natural and representative of daily life

intelligbility

informal measure of how much speech is understood based on listeners perception

stimulability

can child produce sound with modeling and prompts

discrimmination

is child able to point out a word with an error and a word without one

error consistency

are errors rule based or inconsistent and phoneme specific