Assessment Procedures for Children with Speech Sound Disorders

1. Assessment Procedures for Children with Speech Sound Disorders

2. For assessment and other information about speech sound diorders: • http://www.asha.org/public/speech/disorders/SpeechSoundDisorders/

3. I. INTRODUCTION** • Assessment—set of procedures that are used to gain a clear description of the speech sound production skills of a child—goal is to determine if there is a speech sound disorder • Diagnosis—conclusion you arrive at • 1) Determine if the child has a clinically significant problem • 2) Describe the characteristics of problem

4. II. SPEECH SCREENINGS** • Screening: pass/fail procedure that can be conducted quickly with a large numbe of individuals in a short period of time • No info on test 3 re: specific screening instruments (p. 263) • Children: converse, say ABCs, count to 10 • Adults—conversation, reading

5. I screened Emmanuel • 5 years old, Spanish at home—difference or disorder? • Tx or no tx—give him time?

6. In schools in California

7. 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.”

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

9. 1. Written case history forms

10. Written forms (continued)

11. 2. Information from other professionals

12. 3. Conduct an interview

13. We need to ask:

14. 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

15. B. Plan Assessment Session** • -select appropriate tests • -prepare bribes!(stickers, toys, games, prizes) • C. Prepare Testing Area • Clean and clutter free • Not distracting

16. The prize box is helpful!

17. D. Assess Related Areas** (more later) • 1. Hearing • 2. Orofacial structures • 3. DDK syllable rate • 4. Speech rate • 5. Speech intelligibility • 6. Level of stimulability

18. E. Screen language

19. Baron et al. (2018). Children with dyslexia benefit from orthographic facilitation during word learning. Journal of Speech, Language, and Hearing Research, 61, 2002-2014.

20. Test PA skills that are especially related to reading deficits (Baron et al., 2018)

21. Baron et al., 2018:** Also test the child’s ability to repeat complex words (associated with dyslexia) like: Refrigerator Hippopotamus Aluminum Reservation

22. The question:** • Does the child’s SSD have an adverse effect on their educational performance? • If not, technically they don’t qualify for speech • Farquharson, K., & Boldini, L. (2018 October). Variability in interpreting “educational performance” for children with SSD. Language, Speech, and Hearing Services in Schools, 49, 938-949.

23. Farquharson & Boldini 2018—Educational performance includes:

24. Farquharson & Boldini 2018—problems related to educational impact that can come from having an SSD:

25. Owen is a child on our caseload • SSD—s/sh (Sue for shoe) • He also has Asperger’s Syndrome • “How old do you think I am?”

26. F. Administer Tests** • Get a spontaneous sample • Use standardized tests—some school districts demand norms

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

28. 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

29. V. DIADOCHOKINETIC SYLLABLE RATES** • DDKs refer to the speed and regularity with which a person produces repetitive articulatory movements • Alternating motion—same syllable /pʌpʌpʌpʌ/ • Sequential motion—different syllables /pʌtʌkʌpʌtʌkʌ/ • We are evaluating oral motor coordination • You do NOT need to memorize the chart on p. 266!

30. In evaluating oral motor coordination, we are looking for:** • Speed • Accuracy • Sequencing problems

31. VI. CONDUCTING AN ORAL PERIPHERAL EXAMINATION** • A. Purpose • Helps differentiate: functional or organic • Functional: not associated with an organic or neurological impairment • Organic: some underlying structural, sensory, or neurological cause or related factor

32. B. Supplies** • Penlight, gloves, stopwatch (phone), tongue depressors Tasty tongue depressors are best! Dr. R’s wad ‘o gum technique

33. C. Assessment of Structure and Function of Facial Muscles** • 1. General symmetry of face at rest—drooping? Twitches? • 2. Facial symmetry during smiling, opening mouth • 3. Structural integrity of lips—drooping? Mouth breathing?

35. D. Assessment of Structure and Function of Tongue

36. 2. Functional integrity

37. E. Assessment of Hard Palate** • Normal color? • Normal height and width? (too narrow?) • Clefts?

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

39. F. Assessment of Soft Palate

40. G. Assessment of Teeth

41. Crossbite

42. Tonsils/adenoids**

43. Tonsils/adenoids**

44. More tonsils/adenoids**

45. Swollen tonsils/adenoids**

46. Bifid Uvula**

48. Bifid Uvula**

49. watch Haberstock youtube video • Youtube channel Celeste Roseberry

50. VII. OBTAINING A SPONTANEOUS SAMPLE** • Ideal—representative of daily life • Collect 50-100 utterances • Time-consuming, hard with highly unintelligible children