assessment procedures for children with speech sound disorders

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 Make Recommendations 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. 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

34. Bifid Uvula

35. VII. OBTAINING A SPONTANEOUS SAMPLE

36. Practical tips:

37. VIII. ADMINISTERING STANDARDIZED TESTS A. Introduction Advantages

38. Disadvantages:

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

40. 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

41. 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)

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

43. 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)

44. Our clinic uses the CAAP: Clinical Assessment of Articulation and Phonology Youtube�superduperpub (6 minutes)

45. 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

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

47. 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

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

49. C. Traditional Analysis 1. 2. D. Developmental Analysis

50. E. Pattern Analysis 1. Distinctive Features ? 2. Place-Voice-Manner ?

51. 3. Phonological Process Analysis Analyze PPs in terms of frequency, percentage of occurrence Total # of occurrences of final cons. deletion = 10 Total # of opportunities for the process = 50 Total = 20% occurrence

52. F. Severity Analysis (pp. 336-337 not on test) G. Phonetic Inventory Analysis

53. H. Intelligibility Analysis 60 intelligible words out of 170 words = 35% intelligibility 30 intelligible words out of 56 words = 54% intelligibility Usually�subjective statement �This examiner estimates that in a known context with an unfamiliar examiner, Joey is 50% intelligible in connected speech.�

54. XI. MAKING A DIAGNOSIS A. Normal Ar-Phon Skills 1. 2. 3.

55. B. Disorders 1. 2. 3. C. Diagnostic Statement

56. XII. DETERMINING PROGNOSIS Prognosis = a statement that estimates the extent of progress that can be expected in tx. Variables contributing to prognosis (p. 343)

57. XIII. MAKING THERAPY RECOMMENDATIONS 1. 2. 3. 4.

58. XIV. CONCLUDING THE ASSESSMENT PROCESS