Cameron Knowledge Check
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St. Augustine's University *
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Course
SLP5115300
Subject
Linguistics
Date
Feb 20, 2024
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Pages
7
Uploaded by ElderRock13394
1
Cameron Knowledge Check
Master of Science Speech Language Pathology
SLP 5115500
02-04-2024
Section 1: Reflection
The process of working with a team through this assessment we felt was mutually
beneficial as it allowed us to bounce ideas off each other and required us to determine our
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rationale for each decision. While this is not always the case in school and clinical practices, we
certainly could see how beneficial it must be to work alongside other SLPs in the field. During
the simulation, one member shared it from their laptop, however, decisions were agreed upon by
all before any categories were selected. If one person did not agree with the rationale, further
discussion was had regarding what we all felt was the best next step. It helped us be more
accurate and precise in our decision-making.
REASON FOR REFERRAL:
Cameron was referred for a comprehensive speech and language assessment by his pediatrician
who was concerned about his unintelligible speech.
CASE HISTORY:
Cameron’s mother states he began talking late (late one or early 2). Other than speech, Cameron
has met all of his developmental milestones. He has a 10 year old brother who has a lisp, but
otherwise, there is no family history of speech language delays. Cameron’s mother’s major
concern is that he's going to be going to school next year and she wants him to be able to
communicate well with his peers. She reports Cameron has the most difficulty with sounds and
words that have the letter c, the letter k, g, and f. She would like to see Cameron improve in his
production of final consonants. He is a very picky eater, and refuses just about everything other
than PB&J and sweet potatoes, according to mother.
ORAL MECHANISM EXAM:
Oral mechanism exam was completed by the SLP using the oral mechanism screening form
(Dworkin-Culatta, 1996). Results reveal structure and function are within normal limits.
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Cameron did have difficulty producing /ka/ in the DDK sequence for the diadochokinetic speech
pattern task.
HEARING SCREENING:
A hearing screening was completed by the pediatrician and found to be within normal limits.
SPEECH SOUND ASSESSMENT:
Single Word Testing:
Single word speech sound production was assessed using the Goldman-Fristoe Test of
Articulation - Preschool. This test is appropriate for ages 2-21:11 years old, measuring any
speech sound errors in words. Cameron obtained a standard score of 66, percentile rank of 1%.
Analysis reveals phonological processes that should have been eliminated by age four.
Cameron's score indicates a moderate-severe phonological delay. The Khan-Lewis Phonological
Analysis -3 was used to determine any phonological processes used within his. This test is
appropriate for ages 2-21:11 years old. Test results reveal the following percentages of
occurrence for the following phonological processes: Stopping of Fricatives and Affricates: 40%;
Velar Fronting: 65%; Cluster Simplification 65%; and Deletion of Final Consonant: 27%.
(
Goldman-Fristoe Test of Articulation 3
, n.d.).
Connected Speech Sample: A connected speech sample was obtained during a story retelling
task where he read a story about a little blue truck to determine if any speech sound errors from
the single-word assessment presented themselves within his connected speech. Cameron
demonstrated the same phonological processes that appeared during the single-word testing.
(American Speech-Language-Hearing Association, n.d.).
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SEVERITY
SLP judgment was used to determine severity. The decision was made based on Prezas and
Hodson’s (2010) scale of severity, which goes from mild (very few mistakes) to severe (many
mistakes and very limited phonemic and phonotactic skills. This criterion-referenced approach is
deemed appropriate based on ASHA comprehensive assessment guideline (ASHA,n.d).
Cameron’s speech received a severity rating of severe.
INTELLIGIBILITY:
Intelligibility was determined to be 10% based on SLP judgment using a scale of 1 to 10. On this
scale, he received a rating of 9, which is deemed highly unintelligible. The rating scales
according to Ertmer, (2010) generates a numerical rating from 1 for totally intelligible to 10 for
unintelligible to describe how well speech is understood (ASHA, n.d.).This criterion-referenced
qualitative measure is appropriate based on ASHA’s comprehensive assessment guidelines
(ASHA, n.d.).
PHONOLOGICAL PROCESSING:
Phonological processing skills were assessed using Metaphonological Skills - Preschool.
Syllable segmentation, rhyme-matching, and blending syllables were assessed, and he scored
6/20 correct or 30%. Based on age, Cameron should have obtained a higher score (Hodson,
2009).
LANGUAGE:
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Expressive language skills were assessed by the Clinical Evaluation of Language Fundamentals-
Preschool 2nd Ed. Expressive Language Index. Cameroon received a standard Score: 98 ranking
in the 45th percentile. Receptive language skills were assessed using Clinical Evaluation of
Language Fundamentals- Preschool 2nd Ed. Receptive Language Index which is a
norm-referenced test Cameron received a standard score of 100 in the 50th percentile. Scores
from the CELF-P2 indicated language skills within normal limits and average language skills for
client's age (
Clinical Evaluation of Language Fundamentals Preschool-3
. n.d.). These
assessments are appropriate based on the tests 3-6:11 age range.
MISSING COMPONENTS:
STIMULABILITY:
Stimulability would be assessed using the norm referenced GFTA-preschool stimulability subtest
assessment. This assessment will aid in determining the level of cueing necessary for production
of speech sounds during imitation and which contexts he is able to produce it in (Goldman, R., &
Fristoe, M, n.d.). This test is appropriate for Cameron based on the 2-21:11 year age range from
the assessment.
SPEECH PERCEPTION:
For speech perception, we would administer a picture identification assessment where Cameron
would be shown two to four pictures that represent words with minimal phonetic differences.
The clinician will say one of the words and the child would then need to point to the correct
picture. (ASHA, n.d.). This will measure Camerons ability to distinguish differences between
speech sounds.
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ALTERNATE ASSESSMENTS:
The Clinical Assessment of Articulation and Phonology —2nd Edition can be used as an
alternate assessment of Cameron’s speech sounds. This assessment is appropriate for ages 2;6
through 11;11. It is a norm referenced test and provides standard scores
for single word articulation and phonology. This picture naming assessment would be suitable
for a child of Cameron’s age and abilities because it is time efficient and includes familiar
pictures to produce accurate scoring for articulation targets as well as ten phonological processes.
(Clinical Assessment of Articulation and Phonology - 2nd Edition, 2013).
References
American Speech-Language-Hearing Association. (n.d.).
Speech Sound Disorders: Articulation
and Phonology
.
https://www.asha.org/practice-portal/clinical-topics/articulation-and-phonology/
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Clinical Assessment of Articulation and Phonology-2nd Edition. (2013).
https://www.superduperinc.com/caap2-clinical-assessment-of-articulation-and-phonology
.html#pdp_description.
Clinical Evaluation of Language Fundamentals Preschool-3
. (n.d.).
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessm
ents/Developmental-Early-Childhood/Clinical-Evaluation-of-Language-Fundamentals-Pr
eschool-3/p/100002031.html
Ertmer, D. J. (2010). Relationship between speech intelligibility and word articulation scores in
children with hearing loss.
Journal of Speech, Language, and Hearing Research, 53,
1075–1086.
Goldman, R., & Fristoe, M. (2015). Goldman-Fristoe test of articulation-3 (GFTA-3).
Circle Pines, MN: American Guidance Service.
Semel, E., Wiig, E., & Secord, W. (2003). Clinical evaluation of language fundamentals (4th ed.;
CELF-4). San Antonio, TX: Pearson Assessments.