PPSA Questions by

2025-07-03 10:47:03 UTC

Trying to fill this out feels like a lot! What is the best way to tackle it? Would you go through the realisation of each of the words and mark down all of the parts of it e.g., pIg = p(WI 1), g(WF 1) or go through each sound at a time and identify how many times they are used within the words? e.g., p (WI 1) (WM 1) (WF 1), b (WI3) (WM2) (WF2) etc.

2025-07-03 11:49:30 UTC

What specific examples would you use from Zayn's data to suggest that he does have CAS and an articulatory disorder?

2025-07-05 13:28:04 UTC

I thought potentially phonological delay and consistent atypical phonological disorder. He is making consistent errors such as 'ch' and 'j' and I thought delay because the correct use of 'ch' and 'j' usually develops around aged 4 so it shows a phonological delay. We did not hear him repeat the words multiple times, so hard to say if consistent or inconsistent across multiple words with those sound. He was able to plan, sequence and excute speech and prosody was typical, so I would use this as rationale for the diagnosis not being CAS and speech rate was typical, as well as tongue movement so it's not dysarthria.

PPSA

2025-07-05 13:29:51 UTC

Could we go over the more complex diacritics and how to fill this in again in class? I get the concept, but a little confused about how to layout certain words.

PPSA analysis following DEAP Phonology subtest

2025-07-16 15:32:32 UTC

Age-appropriate processes:
Gliding [ɹ --> w] in WMP and WFP
Gliding [l --> j] in WMP
Gliding [l -->ɹ] in WMP
Gliding [ɹ --> j] in WIP

Delayed processes:
Fronting [ŋ --> n]
Fronting [θ -->f]
Palatal fronting [ʃ -->s]
Stopping [s --> d]
Stopping [ð -->d]
Cluster reduction [sn -->n]

Unusual:
Backing [ð -->d]
Gliding fricative [ð --> r]
Affrication of cluster [tr --> tʃ]
Devoicing [v -->f]

Possible Hypothesis: Presenting with Consistent Phonological Disorder characterised by unusual processes (backing, gliding fricative, affrication, devoicing) and a combination of delayed processes.

Assessment observation:
Nice social communication skills: eye contact, reciprocal conversation, discussion on topic, facial expressions
Good receptive and expressive language
? Attention difficulties
Unintelligible in connected speech
Confident talker
‘I can’t say that word’ x1 self-reported difficulty

Current information:
Inconsistency score: 20% (?rule out inconsistency diagnosis as 40% score required)

Next steps:
? Query articulation disorder, assess stimulability for [ð], [tʃ] and [dʒ] in CV, VC and CVC position.
Oro motor assessment

2025-07-16 15:34:28 UTC

How would you navigate next steps in a speech assessment if a child had a high inconsistency score but didn't quite meet the 40% threshold e.g. scored 38%?