STUDY GUIDE TEST 3—CSAD 126

1. What is a screening? What is its purpose?

2. (lecture notes only) When we interview parents and caregivers about children’s speech, what are some of the questions we can ask them?

3. Describe in detail the components of an orofacial examination.

4. Describe diadochokinetic testing. What is the purpose of this? What tasks does the child have to do?

5. Who typically conducts hearing screenings in public schools? What happens when a child fails a school hearing screening?

6. Describe the types of articulation errors a child can make (e.g., distortions). How do we record these types of errors during testing?

7. What are some commonly-used articulation tests?

8. What are some commonly-used phonological pattern tests?

9. Discuss advantages and disadvantages of standardized tests.

10. You are giving a workshop to new clinicians on strategies for obtaining speech samples and for recording the samples. What will you tell these clinicians?

11. Define the terms stimulability testing and contextual testing. What is the purpose of each of these?

12. List and describe two commercially available resources for contextual testing.

13. Summarize PBH’s (Pena-Brooks and Hegde’s) opinion of speech discrimination. What do they recommend?

14. Define the terms independent analysis, relational analysis, traditional analysis, and other types of analyses we can conduct when we assess children with speech sound disorders.

15. Differentiate between the concepts of frequency of occurrence and percentage of occurrence when we assess children’s use of phonological processes.

16. What is a phonetic inventory analysis?

17. What is a diagnostic statement?

18. ***Please remember to know the chart on p. 301—prognostic variables. What are these variables and their underlying assumptions?

19. When we make a treatment recommendation, we generally say one of four things (pp. 300-301). What are these four things?

20. Describe in detail the nature of childhood apraxia of speech (CAS). What are its characteristics? What are some associated problems?

21. Define each classification of cerebral palsy—e.g. spastic, etc.

23. What types of problems do children with CP have in the areas of articulation, phonation, etc.? How do we assess these children in each of these areas?

24. Discuss the types of challenges encountered by children with cleft palate. Specifically, what types of phonemes present the most difficulty for these children?

25. Describe considerations in the assessment of children with cleft palate.

26. What are the differences between an articulation and a phonological disorder?

27. Define the terms facilitative context and differential diagnosis.