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

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