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Assessment Procedures for Children with Speech Sound Disorders

Assessment Procedures for Children with Speech Sound Disorders. I. INTRODUCTION. Assessment —process that is followed and procedures that are used to establish the presence or absence of a disorder Diagnosis 1) 2). II. SPEECH SCREENINGS.

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Assessment Procedures for Children with Speech Sound Disorders

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  1. Assessment Procedures for Children with Speech Sound Disorders

  2. I. INTRODUCTION • Assessment—process that is followed and procedures that are used to establish the presence or absence of a disorder • Diagnosis • 1) • 2)

  3. II. SPEECH SCREENINGS • Screening: pass/fail procedure that can be conducted quickly with large numbers of clients • There will be no info on the test re: specific screening instruments (pp. 295-296)

  4. In the schools… • Put the child on “monitor” status • I say to a kindergarten teacher, e.g.: • “He is still quite young, so I will re-check him again in January. If he still doesn’t technically qualify for speech, I can re-screen him in first grade.”

  5. III. GENERAL PRINCIPLES OF ASSESSMENT • A. Review the Client’s Background • 1. Written case history forms • 2. Information from other professionals • 3. Conduct interview

  6. 1. Written case history forms

  7. 2. Information from other professionals

  8. 3. Conduct an interview

  9. We need to ask:

  10. Close the interview • Recap important points • Be sure to tell the person that you will share test findings with them • Thank them for their time

  11. B. Plan Assessment Session • C. Prepare Testing Area

  12. D. Assess Related Areas • 1. • 2. • 3. • 4. • 5. • 6.

  13. E. Screen language • I usually like to give a receptive vocabulary test • This works well if they are unintelligible

  14. F. Administer Tests

  15. G. Discuss Findings and MakeRecommendations • H. Write Report

  16. IV. HEARING SCREENING • SLPs can screen • In the schools, nurse usually does this • Pure tone air conduction thresholds at 20 or 25 dB • Refer to physician, audiologist if suspect a problem

  17. V. DIADOCHOKINETIC SYLLABLE RATES • DDKs refer to the speed and regularity with which a person produces repetitive articulatory movements • Alternating motion • Sequential motion

  18. In evaluating oral motor coordination, we are looking for:

  19. VI. CONDUCTING AN ORAL PERIPHERAL EXAMINATION • A. Purpose • B. Supplies

  20. C. Assessment of Structure and Function of Facial Muscles • 1. General symmetry of face at rest • 2. Facial symmetry during • 3. Structural integrity of lips

  21. 4. Functional integrity of the lips

  22. D. Assessment of Structure and Function of Tongue • 1. Structural integrity—normal color?

  23. 2. Functional integrity

  24. E. Assessment of Hard Palate

  25. Narrow, high, vaulted hard palate: (normal, thumb sucker)

  26. F. Assessment of Soft Palate

  27. G. Assessment of Teeth • Labioverted • Linguaverted • Malocclusion • Open bite • Cross bite

  28. Tonsils/adenoids

  29. Tonsils/adenoids

  30. More tonsils/adenoids

  31. Swollen tonsils/adenoids

  32. Bifid Uvula

  33. Bifid Uvula

  34. VII. OBTAINING A SPONTANEOUS SAMPLE

  35. Practical tips:

  36. VIII. ADMINISTERING STANDARDIZED TESTS • A. Introduction • Advantages

  37. Disadvantages:

  38. B. Obtaining Responses • Direct vs. delayed imitation • C. Recording Responses 1. Plus/minus technique 2. Whole word transcription

  39. 3. Record type of error: a. Omission (-) b. Substitution t/k, d/g, w/r c. Distortion—D or D1-D3 d. Addition—transcribe whole word

  40. D. Commonly-Used Tests: Phonological Processes • 1. Natural Process Analysis (NPA) (8 PPs) • 2. Assessment Link Between Phonology and Articulation (ALPHA) (50 words; transcribePPs or artic)

  41. 3. Assessment of Phonological Processes- Revised (APPR; Hodson) 2008 March— APP:3 (computerized version too) Severity rating

  42. 4. Bankson-Bernthal Test of Phonology (BBTOP) (80 words; 9 PPs) • 5. Khan-Lewis Phonological Analysis (first give Goldman-Fristoe) (15 PPs) • 6. Phonological Process Analysis (12 PPs) (Weiner)

  43. Our clinic uses the CAAP: • Clinical Assessment of Articulation and Phonology • Youtube—superduperpub (6 minutes)

  44. E. Commonly-used Tests: Articulation • 1. Fisher-Logemann Test of Articulation Competence (PVM) • 2. Photo Articulation Test (PAT:3) • 3. Goldman-Fristoe Test of Articulation:2 • 4. Templin-Darley (1969!) • 5. Test of Minimal Articulation Competency (TMAC) • 6. Arizona Articulation Proficiency Test

  45. IX. OTHER TYPES OF ASSESSMENT • A. Speech Discrimination Testing • B. Stimulability Testing

  46. C. Contextual Testing • McDonald’s Deep Test • Clinical Probes of Articulation Consistency (CPAC) • Special procedure that can help id a facilitative phonetic context for correct production of a particular phoneme

  47. X. ANALYZING AND INTERPRETING ASSESSMENT INFORMATION • A. Analysis of Speech Sound Production • Independent analysis • **Relational analysis • B. Phonological Knowledge Analysis (not on test)

  48. C. Traditional Analysis • 1. • 2. • D. Developmental Analysis

  49. E. Pattern Analysis • 1. Distinctive Features  • 2. Place-Voice-Manner 

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