COMM-DIS 416: Study Guide
69 Cards in this Set
Front | Back |
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The importance of interviewing?
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-Medium of therapy
-means of establishing and sustaining a relationship
-Tool for data collection
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Interview vs. social conversation?
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Time/location formally set
-Questions are unilateral
-Unpleasant topics brought up
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Interview Considerations?
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-Ask for specific examples
-Use open-ended questions
-Restate what client says
-Minimize misinterpretations
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General Goals of Interviewing?
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-Obtain information
-Give information
-Provide counseling
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Obtain information
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-Set the tone (role definitions)
-Rapport (involves trust, understanding, empathy)
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Obtain Information (Ask the Questions)
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-Consequences
-Impact
-Expectations
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Obtain information
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-The presenting story: how client/parent preceive and look at their situation
-Nonverbal messages: body lang.
-Things to avoid: multiple questions at once, leading questions, why questions
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Give information
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-convey messages accurately and professionally
-inform client status of problem
-use non-technical language
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Questions clients may ask?
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-Content Questions: informative/factual
-Opinion Questions: client may feel strongly about a subject
-Affect Questions: looking for emotional support
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6 Basic principles
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1) Emotional confusion may inhibit ability to understand
2) refrain from being didactic/instructive
3)use simple language
4)provide action to the patient
5)be pleasant and truthful
6)understand the client may have strong reactions
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An approach to interviewing
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-Provide release and support
-give advice
-help sort out choices
-empathy
-support
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Improving Interview Skills
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-Listen to people
-form student groups
-role play to prepare
-be knowledgeable
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University Training Programs
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-Comprehensive reports
-Contain subheadings, conclusions, diagnosis
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Medical Settings
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concise, textual writing
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Public Schools
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-Federally mandated reports
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S
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-provided by the parent, client, caregiver, teacher
-symptoms, explanations of contributing factors, observations
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O
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-Data collection, including objective testing
-Symptoms, explanations of contributing factors, observatoins
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A
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-Evaluation of the problem based on the subjective and objective findings
-physicians, other health-related professionals, and caregivers often will read this section only
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P
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Consists of 3 Parts:
a)further diagnostic testing that should be done
b)plan of treatment
c)lesson plan
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IEP
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-Individual Education Program
-Individualized document
-TEAM must look at student's unique needs
-Combine knowledge, experience commitment and design program
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Identification
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-Child Find
-Referral/request for evaluation
-Screenings
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Evaluation
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-Assess areas of suspected disability
-Used to determine eligibility
-If parent disagree with evaluation they can ask for an independent evaluation
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Services are determined
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-If child is found eligible they are entitled to services
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IEP meeting
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-Must notify the parents
-TEAM members: parents, teachers, specialists
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IEP written
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-Parents accept IEP and gives consent to receive services
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Services are Provided
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-IEP is carried out as written
-Parents/teachers/service providers have copy of IEP
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Progress is Measured
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-Parents updated on progression toward goals
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IEP is reviewed
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-At least once a year
-TEAM attends meeting to update IEP
Parents must agree for new IEP in order for new goals/accommodations etc to start
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Child is reevaluated
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-Every 3 years child is assessed
-Determine if child continues to be a "child with a disability"
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Grampheme
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" "
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Phonemes
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/ /
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Phonology
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Study of sound systems
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Articulation Disorders
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-Errors
-Functional/Organic
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Phonological Disorder
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-Difficulty organizing speech sounds into a system
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Sounds
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Articulation
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Processes
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Phonology
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Articulation
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Errors are constant
-omissions
substitutions
-distortion
-addition
-biological
-sensorimotor
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Functional Disorders
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exist in the absence of any apparent cause
-Distortions of sounds
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Organic Disorders
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result from condition/syndrome
-TBI
-Cerebral Palsy
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Phonological Disorders
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-cognitively/linguistically based
-impairments in phoneme organization
-impairments in specific contexts
-reduced phonemic inventory
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Phonological Disorders
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-Predictable phonological development
-Impairments result when processes continue past an age when most children stop exhibiting them
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Oral Motor Examination
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Look for structure and function differences
-Structural (physcial)
-teeth, throat, hard/soft palate, jaw, tongue, cheeks, tonsil area
-Functional features(movement, strength/weakness)
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Distinctive Feature Theory
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-Aspects of sound production
-Acoustic signal and articulatory processes
-Distinguish between:
-vowels and consonants or voiced and voiceless sounds
-External and Internal features
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Phonological Development--3 Aspects
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-way sounds are stored
-way sounds are said
-rules or processes that map the two above
-usually eliminated by 5 years
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Context Sensitive Voicing
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A VL sound is replaced by a voiced sound
-eliminated by age 3.0
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Word-final devoicing
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A final V consonant in a word is replaced by a VL consonant
-eliminated by age 3.0
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Final consonant deletion
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The final consonant in the word is omitted
-eliminated by age 3.3
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Velar Fronting
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-A velar consonant is replaced with consonant produced at the front of the mouth
-eliminated by age 3.6
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Palatal Fronting
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-the fricative consonants 'sh' and 'zh' are replaced by fricatives that are made further forward on the palate, towards the front teeth
-eliminated by age 3.6
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Consonant harmony
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The pronunciation of the whole word is influenced by the presence of a particular sound in the word
-eliminated by age 3.9
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Weak Syllable deletion
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weak syllables are omitted when the child says the word
-eliminated by age 4.0
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Cluster reduction
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part of the cluster is omitted in a word
-eliminated by age 4.0
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Gliding of Liquids
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The liquid consonants /l/ and /r/ are replaced by /w/ or /y/
-eliminated by age 5.0
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Stopping
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a fricative consonant (f,v,s,z, sh, zh, th, or h) or an affricate consonant (ch or j) is replaced by a stop consonant (p,b,t,d,k,g)
-eliminated by age 3.0-5.0
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Assimilation
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how a segment is modified by its neighbors
-L to R
-R to L
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Phonology is a component of language T/F
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True
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Increase misarticulations with an increase in_______complexity
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syntactic
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Increase misarticulations with an increase in_______complexity
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semantic
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Pragmatic value affects misarticulations. T/F
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True
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Language and Phonological Disorders typically co-occur. T/F
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True
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50-80% with phonological problems have language problems. T/F
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True
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Articulation/Phonology Assessment
Expected Outcomes:
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1) underlying structural/functional strengths and deficits
2)effects of articulation and phonology impairments on the individual's activities and participation
3)contextual factors that serve as barriers to or facilitators of successful communication and participation
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Results for Articulation/Phonology Assessment
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-Diagnosis of a speech sound disorder
-prognosis for change
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Assessment Process
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-Sensitive to cultural/linguistic diveristy
-May be static or dynamic
-Includes: case history, review of auditory status, standard/nonstandard assessments
-curriculum based assessments
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Articulation/Phonology Assessment
(Setting)
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-Clinical/educational setting
-safety and health
-equipment specifications
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PreK/Early Elementary Children
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-Interview: parent+child, % intelligibility
-Free play: observed
-conversational speech
-rote counting, colors, picture naming
-repetition/imitation
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School Aged Children
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-reading passage
-formal articulation or phonology test
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Phoneme Inventory
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list of all phonemes produced in the sample
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Response to stimulation
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impact that verbal, visual, tactile modeling has on the production of the target sound
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