the collection of data

• testing, interacting with client 

• the collection of too little data will not provide enough information for an adequate diagnosis
• the collection of too much data wastes the clinicians and clients/ familys time 

• gathering a case history- send "history questionaires" 
• the clinical interview- primarily get information from parents 
• previous records- school, medical, etc
• the actual evaluation by the clinician 

1. determine the presents/ absence of a phonetic disorder 
2. determine the presence/ absence of a phonemic disorder
3. determine the possible treatment goals if either of the 2 above disorders are present 

(1 &2 so that later in the diagnosis pwart we can determine them) 

1. articulation & or phonology test 
2. stimulability measures
3. conversational speech assessment (spontaneous speech sample) 
4. oral mechanism exam 
5. hearing screening 
6. other measures if needed 

• usually consist of naming pictures 
• childs productions are recorded and error patterns are analyzed 
• will discuss how to look at error patterns in the "diagnostic" selection 

1. relatively easy to adminster 
2. time expediture is min
3. results tell us which sounds are "incorrect" in different word positions 
4. test may provide standardized scores to compare results to (so we can compare to other children of similar age) 

1. most look at productions in isolated words

• may not be representive of productions in connected speech 

1. may not give enough information about the phonological system

• why? are sound production tasks, so they look at phonetic realizations 
• however, some tests that are phonological in makeup do attempt to look at phonology, by  examining patterns of sound errors that are present 

3. do not test all sounds in all the contexts that occur in general american english

• e.g. may not assess vowels, or consonant clusters 
• typically look at sounds most often in error 

4. sounds that are tested are usually not context controlled 

• words that contain the sounds may very in length and complexity 
• the sounds before & after the tested consonants are different from word to word 
• the tests dont test phonemes in every coarticularitory context 

5. examines a small part of a childs total articulatory behavior 

• at that time, on that particulary day