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TN Speech Packet

TN Speech Packet

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www.tennessee.gov/education/speced/doc/sespchsndprodpkt.pdf
www.tennessee.gov/education/speced/doc/sespchsndprodpkt.pdf

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Published by: nataliebeach3053 on Mar 27, 2009
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01/30/2013

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ED –4075 / 2003: Speech: Sound Production Resource PacketDepartment of Education
RESOURCE PACKETAssessment of Speech:Sound Production
 
ED –4075 / 2003: Speech: Sound Production Resource PacketDepartment of Education
A
SSESSMENT
G
UIDELINES FOR
S
PEECH
-S
OUND
P
RODUCTION
SPEECH SOUND PRODUCTION CONSIDERATIONS
An articulation impairment is the “atypical production of speech sounds…that mayinterfere with intelligibility” (ASHA, 1993, p. 40). Problems with sound production resultfrom
organic 
(a known physical cause) or 
functional 
(no known physical cause) etiologies.Organically based production errors may be related to Hearing Impairment, cleft lip or palate, cerebral palsy, ankyloglossia (tongue-tie) and others. The accompanyingarticulation deficits are the direct result of structural or neurologic anomalies and are notdevelopmental in nature. Children with functional sound production problems presentwith adequate hearing acuity and intellectual abilities. They show no signs of significantstructural abnormalities or neurological dysfunction. The specific errors vary from onechild to the next and are not as readily predictable as those found in organically baseddisorders.
The IEP team may not identify a child as speech impaired who exhibits any of thefollowing:
mild, transitory, or developmentally appropriate sound production difficulties thatstudents experience at various times and to various degrees,
speech difficulties resulting from dialectal differences, learning English as a secondlanguage, temporary physical disabilities or environmental, cultural or economicfactors,
a tongue thrust which exists in the absence of a concomitant impairment in speechsound production,
elective or selective mutism or school phobia without a documented speech soundproduction impairment, and
the errors do not interfere with educational performance.Production of sounds in connected speech is a series of complex maneuvers. Oralcommunication requires exact placement, sequencing, timing, direction and force of thearticulators. These occur simultaneously with precise airstream alteration, initiation or halting of phonation and velopharyngeal action. Consequently, assessment of speechsound production is a multi-faceted procedure requiring a good deal of skill andknowledge.Components for a comprehensive assessment include:
articulation assessment and/or phonological processes assessment,
developmental information/profile,
stimulability probe of errors,
oral peripheral examination,
analysis of intelligibility (may include a combination or all items listed below),
o
analysis of errors
number of errors/percentage of consonants correct (PCC)
error types (substitutions, omissions, distortions, additions)
form of errors, error patterns (phonological processes)
consistency of errors
frequency of errors
o
rate of speech
documentation of adverse effect on educational performance, and
hearing screening.Each of these components is discussed in greater detail in the following section.
Assessment Guidelines for Speech-Sound Production

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