Scribd
Upload
2K views39 pages

Assessment of Speech and Language

This document provides an overview of speech and language assessment. It defines speech and language, outlines common speech and language disorders, and describes several standardized tests used to evaluate speech and language skills in children and adults. These include tests that measure vocabulary, auditory comprehension, articulation, receptive and expressive language abilities. The document also discusses language domains and processes, as well as typical speech and language development.

Uploaded by

Amarra Astudillo Robles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
2K views39 pages

Assessment of Speech and Language

This document provides an overview of speech and language assessment. It defines speech and language, outlines common speech and language disorders, and describes several standardized tests used to evaluate speech and language skills in children and adults. These include tests that measure vocabulary, auditory comprehension, articulation, receptive and expressive language abilities. The document also discusses language domains and processes, as well as typical speech and language development.

Uploaded by

Amarra Astudillo Robles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 39

ASSESSMENT OF SPEECH

AND LANGUAGE
PREPARED BY:
SORIANO, JASON

ROBLES, RAHMEIA
TOMAS, AMAERIC
Speech Language
-the system according
-is the physical to which a people
process of making agree to talk about or
the sounds represent
environmental events.
combinations of
language. -consists of words and
word combination.
Language has a multiple domains:

 Nonverbal language

 Oral language

 Written language

 Pragmatic language

 Phonology

 Audiology
Language process
Three General categories:

1.Form
o Phonology – The science of speech sounds and sound
patterns.
o Morphology – The smallest meaningful unit of language,
created by stringing together sounds.
o Syntax – The rules used in combining words to make a
sentence.
2.Content – the importance of meaning.
- vocabulary, relationship between words and
time, and event relationship

3. Use – the pragmatic functions of language in varying


contexts.
Speech and language impairment defined as a communication
disorder such as stuttering, a language impairment or a voice
impairment that adversely affects a child's educational
performance.

- IDEA 2004
SPEECH DISORDER
May have difficulties in:

• Producing sounds properly

• Speaking in a normal flow

• Speaking in a normal rhythm

• Using his or her voice in effective way


LANGUAGE DISORDER
May manifest:

• Receptive language

• Expressive language
Common Speech and Language
1. Apraxia of Speech

: also known as verbal apraxia or dyspraxia

:Is a motor disorder in which voluntary movement is impaired without


muscle weakness.

:Is problem in assembling the appropriate sequence of movements for


speech production.
2. Articulation problems

:errors in the formation of individual speech sounds.

*Three categories
 Omissions:

Substitutions:

Distortions:
3. Phonological processing problems
:characterized by failure to use speech sounds that are appropriate for individual’s age
and dialect.

:difficulty in learning and organizing the sounds needed for clear speech

:errors in the formation of individual speech sounds.


*Two common phonological processes

• Consonant sequence reduction

Example: back – black


sock – socks

• Velar deviation fronting

Example: dame – game


take – cake
4. Speech fluency problems
: speech broken with abnormal stoppages, repetition or prolongations.
*Cluttering
:cluttered with faulty phrasing and unrelated words to the extent
that is unintelligible.
:characterized by a rapid, irregular speech and spasmodic
dysphonia, a voice disorder.

*Stuttering
:stammering or dis fluent speech
:which the normal flow of speech is disrupted by frequent
repetitions or prolongations of speech sounds, syllables, or words
or by an individual’s inability to start a word.
5.Voice problems
:involve problems with pitch, loudness and quality.
Pitch- highest and lowness of sounds

Loudness-amplitude

Sound quality- character or distinctive attributes of a sound


2 categories
Organic and Functional

*Organic Voice Disorder


:stem from disease or pathology
:require medical intervention

*Functional Voice Disorder


: result fro abuse or misuse of the voice
:can often be managed by voice therapy
Common Language
Disorders
Aphasia Syndromes

:is a language disorder caused by damage to portions of the brain


responsible for language, for most people is on the left side of the brain.

: usually occurs suddenly, often as the result of a stroke or head injury but
also develop slowly as in the case of brain tumor.
:impairs also the expression and understanding of language.
Types of Aphasia
-Boca's aphasia
:affected people often omit small words such as is, and, and the.

-Wernicke’s aphasia
:affected people may speak in long sentences that have no meaning., add
unnecessary words, and even create new words.

-Global aphasia
:affected people may have severe communication difficulties and may be
extremely limited in their ability to speak or comprehend language.
Central Auditory Processing Disorders (CAPD)

: the “disorder” part of auditory processing disorder means that


something is adversely affecting the processing or interpretation of the
information.

: children with CAPD often do not recognize subtle differences between


sounds in words even though the sounds themselves are loud and clear.

:in CAPD, difficulty may be associated with conditions such as dyslexia,


ADD, autism, ASD,SLI, pervasive developmental delay.
Development of Language

:ability to learn a language will be more difficult if the


critical periods are passed without early exposure to
language
Expressive Language Disorders
:children with expressive language delays often do not talk much or
often, although they generally understand language addressed to
them.

:these are children who may have a lot to say but are unable to
retrieve the words they need.

:some children may no problem in simple expression but have


difficulties retrieving and organizing words and sentences when
expressing more complicated thoughts and ideas.
Receptive Language Disorders

:involve difficulties in the ability to attend to, process, comprehend,


retain, or integrate spoken language.
ASSESSMENT MEASURES OF SPEECH AND
LANGUAGE

• Peabody Picture Vocabulary Test- 4th Edition (PPVT- 4)


• Test of Auditory Comprehension of Language- 3rd Edition
(TALC- 3)
• Goldman- Fristoe Test of Articulation- 2nd Edition (GFTA- 2)
• Comprehensive Receptive and Expressive Vocabulary Test- 2nd
Edition (CREVT- 2)
ASSESSMENT MEASURES OF SPEECH AND
LANGUAGE

• Test of Adolescent and Adult Language- 4th Edition (TOAL- 4)


• Test of Early Language Development- 3rd Edition (TELD- 3)
• Photo Articulation Test- 3rd Edition ( PAT- 3)
• Test of Language Development- 4th Edition (TOLD- P:4)
PEABODY PICTURE VOCABULARY TEST- 4TH EDITION
(PPVT- 4)

• Authors: Lloyd M. Dunn and Douglas M. Dunn

• Description of Test: The PPT-4 is a measure of expressive vocabulary and


word retrieval. It administers norm-referenced assessment of listening
comprehension for spoken words in standard English.

• Age/Grade levels: Ages 2-6 to 90+ years


TEST OF AUDITORY COMPREHENSION OF LANGUAGE-
3RD EDITION (TALC- 3)

• Author: Elizabeth Carrow Woolfolk


• Descriptions of test: The TACL-3 is designed to measure a child's auditory comprehension of
language, determine the developmental level, and provide diagnostic information regarding
those areas of language comprehension that present difficulty to the child.
• Age/ Grade levels: Ages 3-9 years
• Subtest:
Vocabulary
Grammatical
Elaborated Phrases and Sentences
GOLDMAN- FRISTOE TEST OF ARTICULATION- 2ND
EDITION (GFTA- 2)

• Authors: Ronald Goldman and Macalyne Fristoe


• Descriptions of the Test: the GFTA-2 provides information about child's articulations ability by
sampling both spontaneous and imitative sound production. Examinees respond to picture
plates an verbal cues from the examiner with single word answer
• Age/ Grade Levels: Ages 2 to 21
• Subtest information:
Sound in words
Sounds in sentence
Stimulability subtest
COMPREHENSIVE RECEPTIVE AND EXPRESSIVE
VOCABULARY TEST- 2ND EDITION (CREVT- 2)

• Authors: Gerald Wallace and Donald D. Hammill


• Description of Test: The CREVT- 2 is an innovative, efficient measure of both receptive
and expressive oral vocabulary.
• Ages/ Grade Levels: Ages 4 to Adult
• Subtest Information:
Receptive vocabulary
Expressive vocabulary
TEST OF ADOLESCENT AND ADULT LANGUAGE- 4TH
EDITION (TOAL- 4)

• Authors:Virginia Brown, Donald Hammill, Stephen Larson and J. Lee Wiederholt


• Description of Test: The TOAL- 4 is designed to measure spoken and written language abilities of
adolescent and young adults with varying degrees of knowledge of the English language.
• Age/ Grade levels: Ages 12-0 through 24-0
• Subtest Information:
Word opposites Word Derivation Spoken Analogies
Word Similarities Sentence Combining Orthographic Usage
TEST OF EARLY LANGUAGE DEVELOPMENT – 3RD
EDITION (TELD-3)
• Authors: Wayne P. Iliesko, D. Kim Reid, and Donald D. Hammill
• Description of Test: The TELD-3 screens children for language deficiency. It is designed for
normal children but can be administered to special populations after making proper
adjustments in administering the test and establishing different norms.
• Age/Grade Levels: Ages 2 through 7
• Subtest Information:
Receptive Language
Expressive Language
PHOTO ARTICULATION TEST – 3RD EDITION (PAT-3)

• Authors: Barbara Lipke, Stanley Dickey, John Selmar, and Anton Soder
• Description of Test: The PAT-3 is a completely revised edition of the popular Photo
Articulation Test. It meets the nationally recognized need for a standardized way to document
articulation errors. The PAT-3 enables the clinician to rapidly and accurately assess and
interpret articulation errors.
• Age/Grade Levels: Ages 3-6 through 9
• Subtest Information:
72 Color Photographs
Summary/Response Form
TEST OF LANGUAGE DEVELOPMENT – 4TH EDITION
(TOLD-P:4)
• Authors: Phyllis L. Newcomer and Donald D. Hammill
• Description of Test: The TOLD-P:4 assesses spoken language in young children. Professionals can use this
to (1) identify children who are significantly below their peers in oral language proficiency, (2) determine
their specific strengths and weaknesses in oral language skills, (3) document their progress in remedial
programs, and (4) measure oral language in research studies.
• Ages/Grade Levels: Ages 0-4 to 8-11
• Subtest Information:
Picture Vocabulary Relational Vocabulary Oral Vocabulary
Syntactic Understanding Sentence Imitation Morphological Completion
Word Discrimination Word Analysis Word Articulation

You might also like