Clinical Methods Quiz 2

Study Guide for Quiz 2

This study guide is based on your Monday class time and includes lectures from week 4-9.

Phonological Disorder vs. Articulation Disorder

1. Define phonological disorder and articulation disorder.

   • Phonological disorder: A difficulty in learning and applying the rules of the sound system of a language (rule-based disorder). This means that the child has difficulty organizing their speech sounds into a system that conforms to the language’s phonological rules.

   • Articulation disorder: Difficulty in physically producing specific speech sounds due to motor-based issues. The child has trouble forming particular sounds correctly due to difficulty in coordinating the movements of the tongue, lips, and jaw.

2. Provide an example of a child’s speech pattern that would indicate a phonological disorder rather than an articulation disorder.

   • Phonological disorder example: A child consistently replacing all /k/ sounds with /t/ (e.g., saying "tat" instead of "cat") due to a fronting pattern, which affects multiple sounds.

   • Articulation disorder example: A child who cannot correctly pronounce the /r/ sound but otherwise follows phonological rules (e.g., saying "wabbit" instead of "rabbit").

3. How does ASHA define speech sound disorders?

   • ASHA defines speech sound disorders as "an umbrella term referring to any combination of difficulties with perception, motor production, and/or the phonological representation of speech sounds and speech segments… that impact intelligibility."

   • Key distinction: Articulation disorders are related to the physical ability to produce sounds, while phonological disorders relate to understanding and applying sound patterns.

Delay vs. Disorder

4. Define the difference between a speech/language delay and a disorder.

   • Delay: The child is acquiring skills in a typical order but at a slower rate.

   • Disorder: The child’s development is atypical and may include errors that are not seen in typical development.

5. Give an example of a speech delay and a speech disorder.

   • Delay: A 3-year-old who still simplifies clusters (e.g., "poon" for "spoon") but is expected to outgrow it.

   • Disorder: A 4-year-old who consistently omits final consonants in all words, significantly impacting intelligibility.

6. Why is it important for clinicians to differentiate between delay and disorder?

   • Proper diagnosis affects treatment planning, prognosis, and eligibility for services.

Language vs. Speech Delay

7. What is the primary difference between a speech delay and a language delay?

   • Speech delay affects the production of sounds, while language delay affects vocabulary, sentence structure, and comprehension.

8. How can a language delay impact speech sound development?

   • A limited vocabulary may delay phoneme acquisition, reducing opportunities for speech practice.

Voice Disorders

9. List three qualities of voice that are evaluated in a voice disorder.

   • Pitch, Loudness, Quality

10. Identify three potential causes of voice disorders.

• Functional (vocal misuse), Organic (structural abnormalities), Emotional (psychological factors)

11. What is the goal of voice treatment?

• To help the client produce a voice of the best possible pitch, loudness, and quality in relation to age, gender, and cultural background.

Social Stories Characteristics

12. Define social stories and their purpose.

• Short, structured narratives that describe a situation, skill, or concept in a patient and reassuring manner to improve social understanding.

13. Who is the author of the Social Story method?

• Carol Gray

14. Name three elements that should be included in an effective Social Story.

• Descriptive sentences, perspective sentences, and directive sentences.

Augmentative and Alternative Communication (AAC)

15. Define AAC and list two types of AAC (aided and unaided) with examples.

• AAC: Any method of communication other than speech used to supplement or replace spoken language.

• Aided AAC: Uses tools (e.g., speech-generating devices, PECS, communication boards).

• Unaided AAC: Uses body-based communication (e.g., gestures, sign language).

16. What are some commonly used AAC acronyms, and what do they stand for?

• CII: Caregiver-Implemented Interventions

• CLD: Culturally and Linguistically Diverse

• EVF: Ecological Validity Framework

• CAC: Cultural Adaptation Checklist

17. What factors are considered in an AAC evaluation?

• Communication needs, cognitive abilities, motor skills, sensory abilities, environment.

18. What is the role of core vocabulary in language development and AAC use?

• Core vocabulary consists of high-frequency words used across contexts, essential for language growth.

19. Describe the Picture Exchange Communication System (PECS) and its relation to AAC.

• PECS is a structured approach where users exchange pictures to communicate, often leading to verbal communication.

Cultural Adaptations in AAC

20. What is the Ecological Validity Framework, and how is it used in AAC interventions?

• A framework ensuring interventions fit the cultural, linguistic, and contextual needs of a population.

21. What challenges do Latinx caregivers face when implementing AAC for their children?

• Language barriers, lack of culturally relevant materials, differences in communication expectations.

22. What is contextual fit, and why is it important in AAC interventions?

• The degree to which an intervention aligns with family values, routines, and priorities; essential for success.

23. List three culturally relevant adaptations that can improve caregiver-implemented AAC interventions.

• Translating materials, involving community members, incorporating culturally relevant vocabulary.

24. How does language play a role in ensuring AAC interventions are effective for diverse populations?

• Interventions must be delivered in the home language to promote communication growth and family engagement.

Key Cultural Terms

• Personalismo: A cultural value emphasizing warm, respectful, and personal interactions, particularly in Latinx communities.

• Familismo: A strong commitment to family, where extended family members are highly involved in decision-making and child-rearing.

• Respeto: A concept of respect in Latinx culture, particularly in communication and social interactions, often requiring deference to elders and authority figures.

• Educación: Beyond academic learning, it encompasses the teaching of manners, respect, and appropriate social behaviors within the family and community.

Application and Scenario-Based Questions

36. A 6-year-old child presents with difficulty producing /s/ and /z/ sounds but has normal language development. Would this be classified as an articulation disorder or a phonological disorder? Explain.

• This would likely be classified as an articulation disorder, as the child has difficulty physically producing the sounds but does not show patterns of rule-based errors.

37. A parent is concerned that their child, who speaks Spanish at home, is not learning English fast enough in preschool. How would you assess whether this is a language delay or a typical bilingual development process?

• Assess the child's proficiency in both Spanish and English. If the child is developing language skills appropriately in Spanish, it is likely typical bilingual development rather than a delay.

38. You are working with a Latinx family whose child is using an AAC device. The family primarily speaks Spanish but has received intervention materials only in English. What adaptations could you recommend to improve intervention outcomes?

• Provide materials in Spanish, incorporate culturally relevant vocabulary, and offer bilingual coaching sessions to enhance understanding and use of the AAC system.