Midterm Project The impetus behind this project is to give you the opportunity to look at data from a speech evaluation and draw conclusions that would lead to a diagnosis (and eventually therapy plan). For this project, you will be given the results of a Goldman-Fristoe Test of Articulation - 3 (GFTA-3), and you will look for patterns and draw conclusions. 1. What is the Goldman-Fristoe Test of Articulation and why do we use it? Discuss the population it targets and the information that we get from it. The Goldman Fristoe Test of Articulation is a standardized test used to look at a child’s pronunciation/articulation by assessing multiple occurrences of different phonemes. The test starts with background information on the examinee such as, age, grade, gender, home language, and dialect. The Sounds-in-Words assessment uses questions and pictures to prompt a certain word from the examinee, the test is not concerned with the word itself, but rather the pronunciation. When the examinee uses the target word their response is noted down in IPA transcription, focusing on errors. The test includes 60 words to pronounce in this section. The phonetic error analysis views every instance of single consonants, consonant clusters, “R” errors, and vowels used. The consonants are also divided into initial, medial, and final consonants. The test also examines articulation in continued speech through sentence repetition in the Sound-inSentences section. The examiner says a story sentence (accompanied by pictures) and will then have the examinee repeat the sentence back; the examiner is only looking to analyze the key words. The examiner will note down the IPA transcription for the examinee’s key word responses only. The Soundin-Sentences will also have a phonetic error analysis, and at the end an “Intelligibility” score can be calculated. The population the test targets ranges from younger children to older students (according to the GFTA3). Normative information is based on age and gender and the test can even accommodate to different dialects. 2. What errors do you see? Please submit as a table, see below for an example to show you the format you should use (this is not representative of the data you have been given). You should not list each item on the test, rather, if there are multiple words where the child substitutes an initial /b/ with a /p/, you would only need to list it once. However, if they make this error in the initial and final position, you would need to put it in initial box and the final box. Also, if the child makes an error in a cluster, think about how to record that. You MUST use IPA symbols here; if you use non-IPA symbols, that response will not count. Initial Medial Final /b/ for /p/ /ɡ/ for /k/ /d/ for /t/ /ɬ/ for /s/ /ɬ/ for /ʃ/ /t ɬ/ for / ʧ/ /ɬ/ for /s/ /ɬ/ for /ʧ/ /ɬ/ for /ʃ/ /ɬ/ for /s/ /ɬ/ for /ʃ/ /tɬ/ for /ʧ/ /-/ for /s/ /-/ for /r/ /b-/ for /pl/ /- ɬ/ for /sl/ /- ɬ/ for /sw/ /g-/ for /gl/ /b-/ for /bl/ /b-/ for /br/ /b-/ for /pr/ /f-/ for /fr/ /g-/ for /gr/ /g-/ for /kr/ /t-/ for /tr/ /-d/ for /st/ 3. Are there any patterns in these errors? If so, what are they? Think about errors that affect certain manners of sounds, positions in words, or some other consistent aspect of sounds. You are looking for errors across place, manner, etc. Initial /p/, but not medial or final /p/, always replaced with /b/ Initial /k/, but not medial or final /k/, always replaced with /g/ Initial /t/, but not medial or final /k/, always replaced with /d/ Struggles with the voiceless stops in the initial position, replaces with the voiced version Struggles with consonant clusters with /l/ or /r/ (alveolar and palatal liquids) and will omit those sounds Struggles with / ʧ/ (unvoiced palatal affricate), /s/ (unvoiced alveolar fricative), /ʃ/ (unvoiced palatal fricative) in the initial, medial, and final, simplifies all 3 into just /ɬ/ (unvoiced alveolar lateral fricative). In the case of /s/, sometimes will omit.
