CSDS 105 Exam 2

Screening

A brief procedure with the aim of determining whether a complete assessment is warranted

When screening is administered

When the SLP gets permission to conduct a screening from the student’s legal parent or guardian if the whole class is not being screened

The components of Screening

• may include the production of speech sounds in fixed word positions

• may include stimuli such as real objects, word lists for oral reading, pictures, or imitation

• may include questions to evoke conversational speech

• may include a brief examination of the oral-facial structures

The important information acquired from gaining information on a client’s background history & how to gain this information

• birth history

• medical history

• educational history

• course of the disorder

• etiological factors (causes, origins, or reasons behind the way that things are)

• client/family relations/

to obtain these important pieces of information, the request of medical records requires a release of information form supplied by most school districts, medical settings, etc.

The components of an interview and when this occurs

• intro of SLP

• summation of the assessment procedure

• interview questions

• closing statement of gratitude and intro of testing session

This occurs at the initial stages of the assessment with the parents or legal guardian

The purpose of conducting an orofacial examination

The examination allows for the SLP to make conclusions based on whether the oral structures are or are not sufficient for speech production

What is the difference between AMRs and SMRs ?

Repetitions of the same syllables - ?MRs

Repetitions of different syllables - ?MRs

Who completes a hearing screening in various work settings

In a school setting, a hearing screening is accomplished by the school nurse. Further evaluation is done by an audiologist.

The 4 considerations an SLP should take into account when selecting tests and activities

age appropriate, appropriate measurement tools for the described problem, standardized measures, and informal measures

Psychometrics

a branch of statistics applied to the measurement of human behavior

standardized tests

tests that are systematic in that the clinician must adhere to precise guidelines regarding what can be said and done when administrating and scoring the test

norm referenced tests

the measurement of selected behaviors from a sample representative of the population yielding norms

norms

the average performance of a group of people at different age levels

validity

the degree to which a test measures what it purports to measure

concurrent validity

the degree to which a new test correlates with an established test

construct validity

the degree to which tests are consistent with theoretical constructs

content validity

the degree to which the test exemplars measure what the test purports to measure and the degree to which exemplars adequately sample the entire range of skills

predictive validity

the degree to which a test predicts future performance

face validity

the degree to which the test looks like it measures what it is supposed to measure

reliability

the consistency with which the same event is measured

interobserver reliability

the consistency to which a client’s behavior measured by at least 2 clinicians

intraobserver reliability

the consistency to which the same clinician measures a client’s behavior on repeated occasions

alternate form reliability

the consistency to which 2 forms of the same test measure the client’s behavior

test-retest reliability

the consistency to which the same test administered to the same client on two occasions measures the clients behavior

split-half reliability

measure of internal consistency of a test. the first and second half of the a test should measure the same skills

standard of error measurement

estimates the amount of error in a test

confidence interval

some measurement error is expected when measuring behaviors. CI allows for results to be interpreted as a range of scores around the client’s obtained score indicating a client’s true score with 90-95% certainty.

Parameters that are considered when selecting normed tests

the test must be large, subjects must be representative of the population, and should not be outdated

The purpose of articulation tests and some of the common tests

to provide information on the types of errors and the positions where the errors occur

• errors are described according to substitutions, omissions, distortions, and additons

• errors are described according to initial, medial, and final positions in words

tests:

• GFTA-3

• Arizona-4

• PAT-3

• Templin-Darley

• T-MAC

• the linguasystems articulation test: normative update

• CAAP-2

• SPAT-D III

The purpose of phonological tests and some of the common tests

Assist in the analysis of patterned articulation errors across words

Tests:

• KLPA-3

• ALPHA

• BBTOP

• CAPES

• HAPP-3

• NPA

• PPA

• The assessment of Phonological processes-Revised

Does administration of standardized tests allow for imitation (know the manners to evoke an imitated response) and how would the SLP know if this was allowed ?

Most tests allow for an imitative response (delayed imitation and occlusion of clinician’s lips)

The SLP will know this was allowed by ???

The 3 manners in which responses may be recorded

mark as correct or incorrect

may mark te types of errors

whole words phonetic transcription

The type of reinforcement supplied during standardized testing

non-contingent reinforcement

Advantages of Standardized testing

• short administration time

• provides a sample of most/all consonants and common phonological processes

• examiner is aware of the target

• provides psychometric data/scores

Disadvantages of standardized testing

• typically, sample sounds in single words

• limited opportunities to produce a target sound

• few sample vowels

• client may do well on a test of phonemes in fixed word positions; however, he or she may have numerous breakdowns when speaking in connected speech.

How a sample is collected

find out what interests the child, such as toys, games, books, etc. to use during the speech sample.

allow the child to get comfortable

ask open ended questions

use specific objects to evoke certain sounds

Glossing

a restatement of what the client is attempting to say and allows for the target production to be known to the clinician when listening to the tape at a later time

Advantages of connected speech samples

• more representative of the client’s everyday speech

• allows for multiple incidences of the phonemes, syllable shapes, phonological processes

• allows for multiple analyses: phonetic inventory, regularity or errors, intelligibility, etc.

Disdvantages of connected speech samples

• very time consuming

• client may be reluctant to speak

• a highly unintelligible child may be pose difficulties during the analysis

Stimulability testing entails…

the client’s ability to demonstrate an improved target a previously misarticulated sound when provided with brief training

Contextual testing entails…

establishes if certain phonetic context assist in improved or correct production of a sound

Difference between Independent analysis and relational analysis

errors are not compared to the adult model

Phonetic inventory analysis

allows for the identification of consonants & vowels used by a client

The difference between Frequency and percentage of occurrence

the amount of instances that a specific pattern occurs in a speech sample - ?OC

the amount of instances that a specific process occurs out of the total number of possible opportunities for that process to occur - ?OC

The criterion of the identification of a disordered phonological process

1. errors must have the chance of happening on at least 4 occasions

2. the error must occur in at least 20% of occurrences where the process may have occurred

The benefit of contextualized testing

• contributes to discovering an initial context 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

Traditional analysis

examines 2 components of the sound system

• the position of the phonemes in error

• stipulated types of errors

  • substitutions, omissions, distortions, and additions

most suitable for client’s with limited articulation errors and satisfactory intelligibility of speech

pattern analysis

investigates patterns or system wide changes caused by speech sounds errors

allows for the categorization of errors into patterns/processes

appropriate for client’s with numerous speech sound errors and reduced intelligibility of speech

manner, place, and voicing analysis

1. may affect place of articulation

   1. alveolar sounds substituted for velar sounds

2. may affect manner of production

   1. stops substituted for fricatives

3. may affect voicing feature

phonological error pattern analysis

frequently used analysis when investigating patterned errors

whole-word measure analysis

• proportional of whole word correctness

• phonological MLU

• proportion of whole-word proximity

• proportion of whole-word variability

orofacial examination analysis

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

it is important to isolate any possible structural, functional, or neurological factors

• facial symmetry

• lips

• tongue

• dentition

• tonsils

• soft palate

• hard palate

• DDK rates

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

developmental articulation analysis

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

stimulability analysis

there are 2 misconceptions surrounding stimulability in that, that evidence is not widespread in support of the following

• the child that is stimulable has a better prognosis

• is it easier to treat stimulable sounds

intelligible analysis

the converational speec sample should be analyzed for intelligibility of speech

severity analysis

the degree of impairment

the 3 reasons for diagnosing typical articulation

1. phonological or articulation errors that are due to second language acquisition, bilingualism, or the use of a dialect

2. phonological or articulation errors that are considered developmentally appropriate for the client’s chronological age

3. phonological or articulation errors that are considered to be so minimal that the errors would not attract any attention by the average listener

how students are qualified for speech in the school setting

• may require a specific amount of errors at various age levels as well as specified intelligibility rate at various age levels

• may require errors in all positions

• may require errors to be non-stimulable

• may consider errors that draw undue attention