Exam 16: Individual Children With Speech Sound Disorders: Case Studies

In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word scratch / $In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word scratch / / \rightarrow [dæt] are:$ / $\rightarrow$ [dæt] are:

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Question 1

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What case history factors may have contributed to Jarrod having inconsistency speech disorder?

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Question 2

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There are several case history factors that may have contributed to Jarrod having an inconsistency speech disorder. These factors could include a family history of speech disorders or language delays, a history of frequent ear infections or hearing loss during early childhood, a history of developmental delays or disorders such as autism or Down syndrome, exposure to environmental toxins or substances during pregnancy or early childhood, and a lack of early intervention or speech therapy services. Additionally, traumatic experiences or a history of emotional or psychological issues could also contribute to inconsistency in speech. It is important to consider all of these potential factors when assessing and treating Jarrod's speech disorder.

Which of the following assessment tools would be helpful for assessing the impact of childhood dysarthria (specifically spastic dysarthria) and cerebral palsy on Lian's (14;2 years) Activities and Participation?

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Question 3

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Compare and contrast Luke, Jarrod, and Michael's difficulties with respect to their production of polysyllables. What do their difficulties with the productions of polysyllables say about the underlying nature of their particular speech sound disorder?

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Question 4

Search and critique a recently published case study about a child with a speech sound disorder. How is that child similar and/or different to the clinical cases (Luke, Jarrod, Susie, Michael, and Lian) in

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Question 5

Compare and contrast the tools used to assess Luke, Jarrod, Michael and Lian's oral structures and function. Why do you think different tools were used with the different children?

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Question 6

Between Luke and Susie, which child is more likely to have a family history of speech, language and/or literacy difficulties? Review each child's case history to see if your prediction aligns with the child's case history information.

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Question 7

What is the role of otitis media in speech sound disorders in children? Use the case history information about the five clinical cases (Luke, Jarrod, Susie, Michael, and Lian) as part of your answer.

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Question 8

A helpful way to analyze consonant consistency in a child with suspected inconsistent speech disorder is to:

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Question 9

Review Table 16-18 and list and describe the diacritics evident in Lian's speech sample.

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Question 10

Review Table 16-15 and summarize Michael's difficulty with the production of polysyllabic words.

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Question 11

In light of Susie's assessment results (including the stimulability results), the strategy that would be the most useful for eliciting a clear /s/ from Susie is:

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Question 12

What is the defining characteristic of Michael's speech?

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Question 13

Prepare an alternate assessment plan for either Luke or Michael. Justify your inclusion of the various tasks in your assessment plan, in light of what you know from the child's case history.

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Question 14

The naturalistic play activity (as part of multiple oppositions intervention) that would suit Luke's (4;3 years) interests and selected targets /, k, sl, / would involve:

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Question 15

The tool most useful for assessing Lian's (14;2 years) speech intelligibility would be:

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Question 16

Between Luke and Michael, who do you predict would perform more poorly on a DDK assessment task? Why? Review Luke and Michael's assessment results to see if your predictions were accurate.

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Question 17

In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word spaghetti / $In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word spaghetti / / \rightarrow [ ] are:$ / $\rightarrow$ [ $In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word spaghetti / / \rightarrow [ ] are:$ ] are:

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Question 18

Compare and contrast the phonetic inventories of English and Cantonese. In light of your knowledge of the phonetic inventories, do you think that Lian's difficulty with affricates is simply a product of her bilingualism? Why or why not? Appendix 4-2 of McLeod and Baker (2017) has particularly relevant information for this question.

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Question 19

Do you think that Susie's mixed dentition contributes to her lateralization of /s, z/? Why or why not?

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Question 20

Showing 1 - 20 of 40

What case history factors may have contributed to Jarrod having inconsistency speech disorder?

Which of the following assessment tools would be helpful for assessing the impact of childhood dysarthria (specifically spastic dysarthria) and cerebral palsy on Lian's (14;2 years) Activities and Participation?

Compare and contrast Luke, Jarrod, and Michael's difficulties with respect to their production of polysyllables. What do their difficulties with the productions of polysyllables say about the underlying nature of their particular speech sound disorder?

Search and critique a recently published case study about a child with a speech sound disorder. How is that child similar and/or different to the clinical cases (Luke, Jarrod, Susie, Michael, and Lian) in

Compare and contrast the tools used to assess Luke, Jarrod, Michael and Lian's oral structures and function. Why do you think different tools were used with the different children?

Between Luke and Susie, which child is more likely to have a family history of speech, language and/or literacy difficulties? Review each child's case history to see if your prediction aligns with the child's case history information.

What is the role of otitis media in speech sound disorders in children? Use the case history information about the five clinical cases (Luke, Jarrod, Susie, Michael, and Lian) as part of your answer.

A helpful way to analyze consonant consistency in a child with suspected inconsistent speech disorder is to:

Review Table 16-18 and list and describe the diacritics evident in Lian's speech sample.

Review Table 16-15 and summarize Michael's difficulty with the production of polysyllabic words.

In light of Susie's assessment results (including the stimulability results), the strategy that would be the most useful for eliciting a clear /s/ from Susie is:

What is the defining characteristic of Michael's speech?

Prepare an alternate assessment plan for either Luke or Michael. Justify your inclusion of the various tasks in your assessment plan, in light of what you know from the child's case history.

The naturalistic play activity (as part of multiple oppositions intervention) that would suit Luke's (4;3 years) interests and selected targets /, k, sl, / would involve:

The tool most useful for assessing Lian's (14;2 years) speech intelligibility would be:

Between Luke and Michael, who do you predict would perform more poorly on a DDK assessment task? Why? Review Luke and Michael's assessment results to see if your predictions were accurate.

Do you think that Susie's mixed dentition contributes to her lateralization of /s, z/? Why or why not?

Children With Speech Sound Disorders

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Theoretical Foundations of Childrens Speech

Childrens Speech Acquisition

Assessment Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

Intervention Principles and Plans

Intervention Procedures and Evaluation

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

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Exam 16: Individual Children With Speech Sound Disorders: Case Studies

In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word scratch / / →\rightarrow→ [dæt] are:

What case history factors may have contributed to Jarrod having inconsistency speech disorder?

Which of the following assessment tools would be helpful for assessing the impact of childhood dysarthria (specifically spastic dysarthria) and cerebral palsy on Lian's (14;2 years) Activities and Participation?

Compare and contrast Luke, Jarrod, and Michael's difficulties with respect to their production of polysyllables. What do their difficulties with the productions of polysyllables say about the underlying nature of their particular speech sound disorder?

Search and critique a recently published case study about a child with a speech sound disorder. How is that child similar and/or different to the clinical cases (Luke, Jarrod, Susie, Michael, and Lian) in

Compare and contrast the tools used to assess Luke, Jarrod, Michael and Lian's oral structures and function. Why do you think different tools were used with the different children?

Between Luke and Susie, which child is more likely to have a family history of speech, language and/or literacy difficulties? Review each child's case history to see if your prediction aligns with the child's case history information.

What is the role of otitis media in speech sound disorders in children? Use the case history information about the five clinical cases (Luke, Jarrod, Susie, Michael, and Lian) as part of your answer.

A helpful way to analyze consonant consistency in a child with suspected inconsistent speech disorder is to:

Review Table 16-18 and list and describe the diacritics evident in Lian's speech sample.

Review Table 16-15 and summarize Michael's difficulty with the production of polysyllabic words.

In light of Susie's assessment results (including the stimulability results), the strategy that would be the most useful for eliciting a clear /s/ from Susie is:

What is the defining characteristic of Michael's speech?

Prepare an alternate assessment plan for either Luke or Michael. Justify your inclusion of the various tasks in your assessment plan, in light of what you know from the child's case history.

The naturalistic play activity (as part of multiple oppositions intervention) that would suit Luke's (4;3 years) interests and selected targets /, k, sl, / would involve:

The tool most useful for assessing Lian's (14;2 years) speech intelligibility would be:

Between Luke and Michael, who do you predict would perform more poorly on a DDK assessment task? Why? Review Luke and Michael's assessment results to see if your predictions were accurate.

In light of Luke's speech sample in Table 16-1 for General American English, the phonological processes most likely evident on Luke's (4;3 years) realization of the word spaghetti // →\rightarrow→ [] are:

Do you think that Susie's mixed dentition contributes to her lateralization of /s, z/? Why or why not?

Children With Speech Sound Disorders

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Theoretical Foundations of Childrens Speech

Childrens Speech Acquisition

Assessment Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

Intervention Principles and Plans

Intervention Procedures and Evaluation

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Filters