Approaches to Assessment
Assessment Approaches
• Analysis of Phonetic Inventories– Consonant Inventory– Vowel Inventory
• Stress Patterns• Syllable Sequence/Structure Analysis• Consonant Cluster Production• Distinctive Feature Analysis• Place and Manner Analysis• Phonological Process Analysis• Contextual Testing
Analysis of Phonetic Inventories
• Performed with children in Stage 2 and early Stage 3 See Bliele page 32 for table
• Describes ability to pronounce– Distinctive features– Sounds– Syllables– Stress patterns
• Does not specify if person speaks correctly
Table II.1
Consonant Inventories/Production Analysis
• Performed on children Stages 2 to 4• Attached to age norms• Norms exist for consonant inventories of
unintelligible and intelligible speech (page 34) Table 5.1 and 5.2
• For analysis of intelligible speech, a consonant is established when it occurs in at least two different words.
• For analysis of unintelligible speech, a consonant is established when it occurs in at list three different words.
Table 5.1
Table 5.2
Consonant Inventory
• The developmental level of a client’s consonant inventory is that most closely approximating the number and type of client’s established consonants. (see page 106 Bliele, tables 11.1 and 11.2)
• Categories for acquisition of consonants and consonant clusters– Categories Percentage Chances (5) Chances (10)– Mastered 75-100 4/5-5/5 8/10-10/10
words– Acquired 50-74 3/5 5/10-7/10– Emerging 10-49 2/5 1/10 – 4/10– Rare 1-10 0/5 1/10– Absent 0 0/5 0/10 Bliele (pg 106)
Table 11.1
Table 11.2
Most frequently misarticulated sounds
/s, z, , , , , t, d, v, r, w/
Vowel Inventory
Pollock (1991) recommends vowels and dipththongs to be assessed:
Non-rhotic/I, I, ei, , ae, u, , ou, , , , aI, au, i)
Rhotic (vowel = shwar)/, I , , , /
Stress Patterns
• Beat of words– Primary stress is indicated by placing a
line above the vowel or beginning of syllable
• peٰrmit or ٰpermit• permiٰt or perٰmit
• Only include an aspect of a child’s phonetic inventory if it occurs in two or more words
Syllable Sequence/Structure Analysis
• Analyze syllable sequences in words.– Describe words in terms of
• Syllable boundaries• Sequences of consonants and vowels
– Use period to indicate syllable boundaries• CCV.CV.CV
• Syllable Structure– Describe two levels of syllable structure
• Syllable level• Consonant and vowel level
S C V
Consonant Cluster Production
•Performed with clients Stages 2-4•Categories for acquisition of
consonants and consonant clusters– Categories Percentage Chances (5) Chances
(10)– Mastered 75-100 4/5-5/5 8/10-10/10
words– Acquired 50-74 3/5 5/10-7/10– Emerging 10-49 2/5 1/10 – 4/10– Rare 1-10 0/5 1/10– Absent 0 0/5 0/10 Bliele (pg 106)
Distinctive Feature for Consonants
• Sounds are categorized into classes• Natural classes are groups of sounds in a
language that share the same features– Articulatory– Acoustic or– Auditory
• Each sound is analyzed in terms of constituent features. These features and not the phonemes are the smallest and most basic unit of phonological analysis
• Features are theoretical constructs• System aims at providing a limited set of
universal features that is adequate for describing the phonological constrasts of all languages in the world
Distinctive Feature Approaches
• Speech sample should satisfy the following criteria– Describe patterns used by the speaker– Identify the ways in which these
patterns differ from those used by normal speakers
– Determine the implications of these disordered patterns for effective communication
– Provide a basis for assessing changes during treatment
Distinctive Feature Approaches
• DF theory groups sounds into classes according to the common features which define them
• Singh and Polen (1972) features are more related to speech production – See table 4.5– Front/Back– Nonlabial/labial– Nonsonorant/sonorant– Nonnasal/nasal– Nonsibilant/sibilant– Voiceless/voiced
Table Singh and Polen (1972)
Distinctive Feature Analysis Chart
Distinctive Feature Approaches
• You can use– Tests and subtests
• Traditional phonetic description can be used in much the same manner– Manner and place tables
Place and Manner Analysis
Traditional Chart
Place and Manner Analysis
Distinctive Feature for Vowels
• See Bliele, 1.2 pg.4 and Bankson, 1.1 pg.13 Place
Height
Phonological Process Analysis
• Simplifies groups of sounds and eliminate sound contrasts
• Processes– Natural– Idiosyncratic
Phonological Process Analysis
• Methods developed– Procedures for the analysis of
children’s language (Ingram, 1976)– Phonological analysis: A multifaceted
approach (Lund and Duchan (1978, 1983)
– Natural process analysis (Shriberg and Kwiatkowski (1980)
– Assessment of phonological processes (Hodson, 1980)
Contextual Testing
• Purposes– Influence of surrounding phones– Consistency of misarticulations
• Deep Test of Articulation (McDonald)– Objected to three position testing because
• Word and speech appear in sequence of syllables• Sounds do not appear in initial, medial and final positions
but as releasers and arrestors in syllables• Too small a sample
Contextual Testing - McDonald
– Types of consonant connections• Simple = CV, VC, CVC• Double =
– Between two vowels (VCV)– Across word boundaries– Perform both arresting and releasing functions
in a sequential manner• Compound = consonant cluster• Abutting = two adjacent consonants are
components of two different syllables
• Finally, stimulability may be a better predictor for therapy
A procedure for completing phonological analysis and error
pattern analysisNewman, et. al. Assessment and Remediation of Articulatory and
Phonological Disorders. Columbus, OH: Charles E. Merrill
Transcribe
• Transcribe the sample phonetically as a list of words
• You can group according to their initial and final consonants
Example
Analyze
• Analyze the syllable structures • A list of the different word
structures of in the sample should be made
• Write the syllable structure next to the word
Example
Analyze
• Analyze substitutions and distortions
• Syllable initial and syllable final• Errors should try to be coded as
substitutions instead of distortions whenever possible
• In these cases try to use narrow transcription
Example
List
• Phonemes used correctly • Phonemes used correctly
somewhere/anywhere in the sample (note word position), in some context
• Phonemes appearing in the sample as substitutions, but never used correctly
• Phonemes that were not represented in the sample words
Summaries
Summary Word Structures
• V• CV• CVCV• CVCVCV• VVCV
Summary of Substitutions, Omissions, Distortions
Example
• Phonemic Repertoire1. Used correctly all the time: w, h2. Used correctly in some context: p, b, m, w, t, d, n,
h3. Appearing; not used correctly: none4. Not represented in sample words:
Examine
• Examine the substituting and omission columns for phonological processes
• Scan the omission column for final consonant deletion, number of times it does and does not occur and phonemes for which it applies
• Scan the substitutions for stopping, fronting of palatals and/or velars, gliding or liquid simplification, cluster reduction, assimilation, voicing or devoicing and other processes
Examine (continued)
• Notation should be made of which phonemes are affected
Distinctive Feature Analysis Chart
Traditional Description of Consonants Chart
Correct Sounds and Substitutions Chart
Example
• Processes1.Final consonant deletion – all phonemes2. Stopping3. Liquid simplification4. Vocalization5. Cluster reduction6. Fronting
Contrastive Analysis
• Used for– Dialect speakers– Second language learners
• McGregor, Williams, Hearst and Johnson (1997)
Contrastive Analysis Process
• Become familiar with the linguistic variety– Literature– Compare speech with other members of family– Collect local norms– Interviews
• Collect data for contrastive analysis• Identify true errors
– List all nonstandard patterns– Evaluate if patterns consistent with D1/L1– If patterns are inconsistent they are true errors
• Some inconsistent errors may indicate the person is in process of acquiring
– Interpret the results• Use other information to verify your judgments, to
validate
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