Sound Disorders Exam 2

Stage 1- Reflexive vocalization

Birth- 2 Mo

Cries, coughs, grunts (reflexive)

Cooing vowel like sounds (non reflexive)

Stage 2- cooing and laughter

2-4 months

cries are differentiated

cooing and gooing sounds (vowel like)

laughter

Stage 3- vocal play

4- 6 months

discovery of articulators

noticeable difference in pitch and volume

sustained vowels

Stage 4- canonical babbling

6-10 months

child produces CV syllables with adult like intonation

reduplicated babbling

variegated babbling

Stage 5- Jargon

10 months and up

babbling plus conversational intonation

Protowords

these are sound patterns used in consistent situations to indicate child’s wants/needs, do not always match adult form

Assessment

clinical evaluation of a clients disorder which is divisible in two stages

Appraisal

collection of data, on going process clinicians obligated to report progress or lack of

Diagnosis

End result of studying and interpreting collected data

Four areas of evaluation

case history, interviewing, school and medical records, clinical evaluation

Screening possibilities

kindergarten roundup, health fairs, parents as teachers events, well child check ups

Compressive evaluations include

hearing screenings, conversational speech sample, speech mech exam, standardized testing

Stimulability

how can you get someone to produce a specific sound

Consistency

specific sounds are used incorrectly in the same spots every time

supplements to standardized assessments

transcribe entire word, add your own words/syllables, always record audio and visual, determine stimulability of error sounds

two way scoring

right, wrong

five way scoring

Correct or deletion, substitution, distortion, addition

Inventory

which sounds can a child produce

distribution

which sounds cannot be produced

Articulation disorder 

• 12.5% of referrals  

• Mild moderate severity often  

• Referred by parent or other health professional  

• Less likely to have other issues related to language and literacy  

Phonological delay

• 57.5% of referrals  

  • Mostly aged 3-6 

  • 63% boys 

• Mild moderate severity  

• More referrals from health professionals w/specialized training in speech/language development  

• About half also had other issues related to language or pre literacy  

Consistent phonological disorder

• 20% of referrals  

• Consistently more sever in terms of intelligibility levels  

• More referrals from health professionals (as with phonological delay)  

• 60% boys  

• Comorbid issues: expressive language and phonological awareness 

Inconsistent phonological disorder

• 9% of referrals  

• Consistently more sever in terms on intelligibility levels  

• Referred by parents and health care professionals  

• 75% of boys  

• Comorbid issues: receptive and expressive language, vocabulary, and phonological awareness  

CHIRPA: children's independent and relational phonological analysis  

• 1= intelligible  

• 2=mainly intelligible  

• 3=partially intelligible  

• 4=mainly unintelligible  

• 5=completely unintelligible  

How intelligible are children at 2

50%

How intelligible are children at 3

75%

How intelligible are children at 4

100% but speech errors are still present

calculating % intelligibility

# of words correct/ total words