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Aspects to consider in treatment
- 1.Social- a child needs a system that is useful in many environments and a system to be used at home
- 2.Occupational- sound system deficits may become a barrier to social and professional opportunities.
- 3.Cultural/Ethnic- the attitudes of peers, family and others are important to consider.
Two Questions MUST be considered when considering the need for treatment:
- 1.Is the sound system disorder a problem if the client, family, teacher or others do NOT perceive it as one even though the SLP does?
- 2.Is there a problem when the client, family, teacher or others perceive is as a problem but the SLP does NOT assess it to be a disorder?
- 1.Phonetic vs. Phonemic
- 2.Delay vs. Deviant articulation
- 3.Childhood Apraxia (Dyspraxia) of Speech (CAS) vs. Dysarthria, Language Disorder, and Functional Articulatory Disorders.
The assessment may lead to one of two diagnoses
- 1. normal articulation and phonological skills
- 2. disordered articulation and phonological skills
- The errors are related to second language acquisition.
- Errors fall within the normal developmental range of mastery for a particular age group.
- The errors are so slight that they would not call undue attention to the speaker or perceived as disordered by the average listener.
- Describe the disorder
- Types of errors
- Active phonological processes
- Type of disorder
- Estimate of severity
- Factors that may contribute to the disorder
Demonstrates what: Describe the severity and nature of the disorder (has a mild sound system disorder)
How do you know this to be true: (characterized by distortions of the /s/ and /z/ phonemes in all positions of words as evidenced on the GFTA. Her speech intelligibility was mildly affected. She was stimulable for both sounds in isolation.