March 4, 2008
Barlow, J.A. (2001). Epilogue: Recent advances in phonological theory and treatment.
Language, Speech, and Hearing Services in Schools, 32, 295-297.
| Record
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| Main Point:
The purpose of the article is to inform the reader of the role of complexity in theory and treatment and to provide further analysis of the recommendations made throughout the forum.
| Relevance:
This article is relevant to students, clinicians, and researchers in the field of speech-language pathology because it provides an analysis of several articles about theory and treatment of phonological disorders. It provides an in-depth look at the role of complexity in treatment. As well as an analysis of recommendations of analysis and treatment procedures of phonological disorders. The article aims to provide better understanding of phonological theory and how to apply the theories to assessment and treatment.
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| Concepts:
The main concepts presented in this article include: · As new theories develop about phonology research needs to be completed to investigate the efficacy of the theory and treatment. · It is important to develop an understanding of how different levels of the phonological system interact with one another and how error patterns interact with one another in order to better treat the phonological disorder.
| Connections:
Being a future speech-language pathologist I realize that learning is continuous and as the field grows and develops practicing clinicians should do the same. I believe that research is a very important aspect of the field and as more theories develop and new techniques arise they need to be tested in order to provide the most efficacious treatment to clients. The great thing about the field is that as we grow and evolve we find more treatment options so if one approach does not work with a particular client there are more approaches available to use with the client. Also being a future professional I realize the importance of understanding theory and incorporating that understanding into the treatment and assessment processes. The importance of understanding error patterns is vital to treatment and goal selection. The type of treatment approach selected will be dependent on the error patterns. If there is a sound preference present minimal pair therapy would not be the ideal treatment approach. However, a multiple oppositions approach would be a good way to begin treatment. In order to best serve the client, clinicians need to have knowledge and understanding of how the phonological system develops and interacts. This is how we fix the rules not just cover up the problem with sound production. |
| Summarize:
The article provides insight into target selection and the complexity of the sounds selected. All of the articles agree that in order to provide the most efficacious treatment a clinician should choose the most complex sounds to target. I also agree with this because as the complex sounds develop the earlier developing sounds begin to develop. The article ultimately calls for more research to be completed on the theories and recommendations. | Confusions:
I pose the one question: Should a clinician select a complex target with an easier target so that the client has success and becomes more motivated or should the clinician only select more complex targets? |
March 4, 2008
Barlow, J.A. (2001). Prologue: Recent advances in phonological theory and treatment.
Language,Speech, and Hearing Services in Schools, 32, 225-228.
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| Main Point:
The purpose of this article is to inform the reader of advances in treatment and theory of phonological disorders, which can help guide clinical work with clients who have phonological disorders.
| Relevance:
This article is relevant to students, clinicians, and researchers in the field of speech-language pathology because it provides an overview of the advances in theory and treatment in the sub-discipline of phonology. I think this article is important because it allows professionals to gain knowledge and perspective on phonological theory and treatment. |
| Concepts:
The main concepts in this article are: as new theoretical frameworks develop both treatment and assessment of phonological disorders will continue to be improved upon and target selection for treatment should be made with the goal of selecting targets that will allow for the most change to be made in the most time efficient manor.
| Connections:
This article introduces several theories of phonological development as well as treatment approaches. As I have learned through my years of study treatment is based upon theory. Treatment further develops as theories of phonological development come about. In my opinion the appropriate treatment approach should be based upon the theory of phonological development, and the theory chosen by the clinician to best treat a client should be based upon that client’s specific errors. Theory and treatment approaches should also be considered when selecting targets for treatment. As previously stated this selection should be based on the individual client and the processes that the client uses in speech production. I think that this is difficult in the university clinical setting because the clinician who assesses the client usually does not see the client for therapy, but the assessing clinician will set the goals for therapy. This will begin to guide the therapy based on the goals that the assessing clinician chooses. I think that the treating clinician and the assessing clinician should set the goals of therapy together and base them on a particular treatment approach in order to best serve the client. |
| Summarize:
This article provides an overview of the clinical forum in the journal that is based on theory and treatment of phonological disorders. The article gives an overview of target selection, new theories, analysis, and data. The article tells the reader that when treating a phonological disorder that targeting the most complex sound will result in the most gains in treatment. | Confusions:
I have always heard that age-appropriate targets should be selected, but in this article it tells the reader that the most complex sound should be targeted. What are your thoughts on this? |
March 2, 2008
Weiner, F.F. (1981). Treatment of phonological disability using the method of meaningful
minimal contrasts: Two case studies. Journal of Speech and Hearing Disorders, 46,
97-103.
Record | React |
| Main Point:
The purpose of the article is to report the results of using the treatment method of minimal contrasts in the treatment of two children with a phonological disorder.
| Relevance:
This article is relevant to professionals and students in the field of speech-language pathology because it reviews the effectiveness of the meaningful minimal contrast method of treatment of a phonological disorder. The article reveals that the method was successful in treating two children who exhibited the following phonological processes: final consonant deletion, stopping of fricatives, and fronting of velars. The method proved to be successful in treatment and in generalization.
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| Concepts:
The main concept presented in this article is in order to follow the theory of Natural Phonology a clinician must use a conceptual strategy rather than a motoric strategy.
| Connections:
I really like to use the minimal contrast method. I have used this method with two previous clients and both clients were successful. I found that the clients took the concept taught and ran with it. Generalization of the concept occurred rather quickly once the concept was learned. I like this method because it is easy to use in the therapeutic setting with a client. I have found this method to be efficacious when I have used it. One of the clients that I used this method excelled rather quickly through treatment for stopping of fricatives. She really liked the games we played to eliminate the process when we used the minimal pair cards. However, I do believe that this method would not be the most beneficial if the client demonstrated several phonological errors or a sound preference substitution. I think this method should be used with children who have minimal errors. I think this method is really good to use with clients who use the process of stopping and final consonant deletion. These are the two processes I have targeted with this treatment approach and I have found it to be a wonderful strategy.
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| Summarize:
The article provides information on two clients who had exhibited the phonological processes of final consonant deletion, stopping of fricatives, and fronting of velars and the clients advancements once the minimal contrast was employed in therapy. The data shows that the treatment was efficacious and that generalization occurred. Generalization was exhibited by producing non-target words that contained the sounds that were targeted or that the processes could be used on to simplify the child’s speech. | Confusions:
I have used this treatment method and found it to be beneficial. Because we have been talking about using theory to guide treatment and assessment, how could the natural phonology theory be used in the assessment of a suspected phonological disorder? |
March 1, 2008
Williams, A.L. (2002). Epilogue: Perspectives in the assessment of children’s speech. American Journal of Speech-Language Pathology, 11, 259-263.
Record | React |
| Main Point:
The purpose of this article is to discuss the previous articles approach to assessment and to review the information based upon old and new developments, assessment options, limitations of current assessments, and the role of theory in assessment.
| Relevance:
This article is relevant to professionals and students in the field of speech-language pathology because it provides a comprehensive review of assessment of phonological disorders. The article uses the ideas of a phonological assessment provided by the previous articles and reviews the assessments based upon old and new developments, assessment options, limitations of assessments, and the role of theory in the assessment process.
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| Concepts:
The main concept addressed in this article is the importance of using theory in the assessment of a phonological disorder.
| Connections:
Theory is sometimes hard for students to grasp. I think that theory is very complex and that we use it in assessment and treatment without even thinking about it. However, I believe that it is important for us to determine how to use theory in assessment prior to the evaluation process. Using theory in the assessment of phonological disorders will help provide a better framework for the treatment of the phonological disorder. I recently evaluated a little girl with a phonological disorder. I now think that if I would have went into the evaluation with some idea of what theory I would have based the assessment on I could have done a better job in the selection of goals and the guidance of treatment. After reading this article and reflecting on the experience I now understand the importance of theory in assessment and treatment.
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| Summarize:
The article reviews the previous assessments and relates them to old and new developments, assessment options, limitations of current assessments, and the role of theory in assessment. I think the article really spoke to the importance of theory in the assessment process. The article points to the fact that using theory in assessment will provide for more efficacious treatment of the phonological disorder. | Confusions:
I really think that theory is complex. How could we better relate theory to assessment and treatment of phonological disorders? What would you recommend? |
March 1, 2008
Ingram, K., & Ingram, D. (2002). Commentary on “Evaluating articulation and phonological
disorders when the clock is running.” American Journal of Speech-Language Pathology,
11, 257-258.
Record | React |
| Main Point:
The purpose of the article is to provide an overview and additional thoughts and ideas related to the previous articles written within the special forum on phonological assessment. The extent of a phonological assessment needed in order to evaluate the child’s system and the need to address intelligibility at the word level. | Relevance:
The article is relevant to professionals and students in speech-language pathology because it provides an overview of the previous articles on phonological/articulation assessment and the authors provide additional information on assessment as well as different ideas. The authors of this article provide information on technology available which were not approached in the previous articles.
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| Concepts:
The main concepts of the article include: - How to completely evaluate the phonological system of a preschool aged child.
- The importance of evaluating intelligibility during an assessment.
- The use and importance of computer technology in the assessment process.
| Connections:
The article provides clinicians an overview of how thoroughly the authors believe the phonological system should be evaluated in order to appropriately review the system and determine if the system is disordered. The article also reviews the importance of evaluating intelligibility within an assessment. I think that this is very important because it will reveal to the clinician if results on an expressive language assessment accurately reflect the child’s abilities or if the child’s abilities are hindered by the phonological disorder present. I also think that with emerging technology the field should become more apt to use the technology available in the assessment process. This could make the scoring and collection of data easier and more convenient. It would also allow for more time efficiency.
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| Summarize:
The article provides an overview of the opinions expressed in the special forum on phonological assessment. The article explains how new technology could be used in order to help evaluation be more time efficient. | Confusions:
This article pulled together a lot of the information expressed throughout the previous articles. What are your thoughts on emerging technologies? Do you think we should have some of the programs available to us to use? I have used the scoring program for the GFTA-2 and the KLPA-2 and I thought they were very helpful. What are your thoughts? |
March 1, 2008
Khan, L. (2002). The sixth view: Assessing preschooler’s articulation and phonology from the trenches. American Journal of Speech-Language Pathology, 11, 250-254.
Record | React |
| Main Point:
The main point of this article is to review the previous procedures used by other authors to evaluate the preschool aged child in a University clinic and compare them to the evaluation of a child in the school setting.
| Relevance:
The article is relevant to students and professionals because it provides a look at how the assessment of a preschooler with a suspected articulation/phonological disorder could be performed in the school setting. For the professional in the school the time to evaluate a child is minimal whereas the other participants allotted 90-minutes of time for the assessment, Khan has only used 45-minutes. Khan also uses many formal test because of qualification for services in school depend upon standardized test scores.
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| Concepts:
The concepts provided in this article include: - It is important to obtain information required for eligibility when evaluating a child in the school system.
- Due to time constraints initial assessment in the school setting should be focused on the suspected problem.
| Connections:
Unlike Bliele (2002), Khan emphasizes that assessment should be focused around the suspected problem. Due to the additional constraints of the school setting Khan’s assessment is not as thorough as the other assessments provided in the review. In Khan’s own words it is “Quick and dirty” (Khan, 2002). Because I have completed a school practicum I can agree with her. Most evaluations are quick and focus on the suspected problems. Eligibility criteria in the schools for services especially for language are hard to meet so if we had articulation/phonological clients with some delayed language abilities we would do language based articulation activities, because the clients did not meet the eligibility requirements for language services. In the school setting I do believe it is important to focus on the problem in order to enroll in therapy and then look at the complete picture during the first few therapy sessions. |
| Summarize:
This article provided an overview of the assessment of a preschool aged child with a suspected articulation/phonological disorder in the school setting. Khan expresses her belief that in this setting assessment should be focused on the problem in order to enroll the child in treatment as soon as possible. | Confusions:
After reading this article I can see how it is hard to perform a comprehensive assessment in the school setting. I understand the importance of enrolling the child in therapy as soon as possible in order to treat the problem, however I do believe all aspects of language should be assessed during the first few therapy sessions in order to better determine a treatment plan. Would you agree with this statement? |
Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is running. American Journal of Speech-Language Pathology, 11, 243-249.
March 1, 2008
Hodson, B.W., Scherz, J.A., & Strattman, K.H. (2002). Evaluating communicative abilities of a highly unintelligible preschooler. American Journal of Speech-Language Pathology, 11,
236-242.
Record | React |
| Main Point:
The purpose of this article is to provide professionals with an outline of an evaluation of an unintelligible preschool aged child with a suspected phonological disorder.
| Relevance:
The article is relevant to the field of speech-language pathology because it provides professionals with a detailed look at how one could assess an unintelligible preschool aged child. The article highlights what areas of communication should be evaluated and how the professional should evaluate the particular area (i.e. informal measures or formal measures). The authors comment that an assessment of a preschool age child should include: phonology, metaphonology, speech rate, stimulability, and receptive language skills. The authors also believe that a conversational speech sample should be taken and analyzed to inform the clinician of the child’s mean length of utterance, intelligibility, fluency, voice, quality, and prosody.
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| Concepts:
The main concepts presented in this article include: - Assessment of a preschool aged child should be comprehensive.
- Assessment is not complete unless it can help guide in the treatment of the child who was assessed.
| Connections:
Like Bleile (2002), the authors of this article believe that assessment should be comprehensive and lead to the discovery of the nature of the problem. I think that this is an important part of assessment and should be one of the most important goals of assessment. As a future professional I believe that we should treat the problem not just cover up the problem. In order to treat the problem in the most efficacious manor we must determine the nature of the problem. The authors also point out the importance of assessment in guiding treatment. Due to reimbursement issues it is important to determine goals for the client directly after the assessment is complete. Based on the data collected the clinician who assessed the client is able to determine the strengths and weaknesses of the client and set goals based on the data. Determining the nature of the problem will help guide goal selection as well as treatment.
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| Summarize:
The article outlines a 90-minute assessment of a preschool aged child who is highly unintelligible. The child has a suspected articulation/phonological disorder. Determining the nature of the problem by completing a comprehensive assessment will help guide the goal selection and treatment of the client. The article emphasizes the importance of using assessment to help guide the treatment process. | Confusions:
Although the authors did complete a thorough assessment, I do not believe the assessment was complete. The authors did not assess expressive language skills in any other way except for a conversational speech sample. I think that this is a good start but if the child is highly unintelligible the clinician will not be able to collect a lot of data. The authors allude to later assessing expressive language skills in depth after the treatment plan and goals are established. I think the authors should have completed some expressive language tasks in order for the assessment to be more comprehensive. |
Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is running. American Journal of Speech-Language Pathology, 11, 243-249.
