ARTICULATION/PHONOLOGY RATING SCALE
Student Information: ____________________________________________________________________________________________________DATE: ______________________
Normative Assessment of
Articulation/Phonology:
SCORE = 1
Within 1 standard deviation
Comprehensive, standardized
from the Mean
measures and scores from
GSSD approved assessment test
For example:
bank.
Standard Score (SS) = 85 when
PERCENTILE SCORES ARE NOT the mean is 100 and the
standard deviation is 15
TO BE USED.
Observational/Informal
Assessment of Articulation1:
Check descriptive tool used:
__ Speech sample
__ Checklist(s)
__ Observations
__Informal Assessment Matrix
__Other______________
__ Formal Assessment (list)
_____________________
1
SCORE = 2
SCORE = 3
>1.0 ‐ 1.5 standard deviations >1.5 – 2.0 standard deviations >2.0 standard deviations from
from the mean
from the mean
the mean
For example:
Standard Score (SS) = 78‐84
when the mean is 100 and the
standard deviation is 15
2
For example:
Standard Score (SS) = 70‐77
when the mean is 100 and the
standard deviation is 15
3
Production of speech is Within Speech sound errors are
Sound productions are
Normal Limits in all educational present and occasionally
noticeably in error and may
settings. Errors are consistent interfere with communication. include the following:
with normal development.
Non‐developmental errors or
phonological patterns;
Sound errors are not found in
age‐matched peers who are
members of the same speech
community;
Substitutions; Distortions;
compensatory or non‐
developmental speech
patterns.
1
SCORE = 4
Please refer to the accompanying documents for information on age‐level expectations of the emergence of speech sounds
For example:
Standard Score (SS) = 69 or
below when the mean is 100
and the standard deviation is
15
4
Deviation may range from
extensive substitutions and
many omissions to extensive
omissions.
Extensive non-developmental
errors include:
o Substitutions,
o Omissions,
o Distortions,
o Phonological patterns
Oral Motor Structure &
Function:
1
2
Oral Structures appear normal
and adequate for speech
production
Minimal difficulties in oral
motor and/or sequencing do
not interfere with speech
production.
1
2
3
E.g., Assessing Intelligibility
Worksheet
Intelligibility is Within Normal
Limits (95 – 100%)
Speech is intelligible (judged
to be 85 – 94%) even when
listener and /or context is
unfamiliar
Speech is frequently
unintelligible (judged to be
65 – 84%) when listener
and/or context is unfamiliar
Consistency, Stimulability
and Self-correction:
1
2
E.g., Examination of Oral
Periphery Mechanism
Worksheet; Structures of Oral
Motor & Function assessment
Intelligibility:
Consistent sound patterns.
Judgments are based on the
student’s performance as
compared to developmental
expectations.
Frequent difficulties in
timing, sequencing and/or
coordination of speed
sound/s are evident
3
Minor inconsistencies in sound Frequent inconsistencies in
production.
sound production.
Stimulable for all sounds within Stimulable for error sound/s in Limited stimulability for error
the developmental norms.
at least one context within the sound/s within the
developmental norms.
developmental norms.
E.g., Stimulability Worksheet or
Informal Articulation Matrix.
Adverse Effect on
Educational Performance:
3
Frequent self‐corrections
noted.
1
Check data gathering tool used:
Speech is adequate for the
__ Questionnaire
student’s participation in
__ Checklist(s)
educational settings.
__ Observations
__Interview
 Use Standardized Form
4
Ability to self‐correct is
inconsistent.
6
4
Consistent difficulties in
timing, sequencing and/or
coordination are evident.
Additional neuromotor and/or
structural deficits may be
present.
4
Speech is consistently
unintelligible (judged to be
below 65%) when listener
and/or context is familiar.
4
Consistent error patterns.
Not stimulable for error
sound/s within the
developmental norms.
No self‐corrections noted.
8
Speech sound/s are developing. Speech error/s frequently
Speech error/s consistently
Speech errors minimally impact impact student’s participation impact student’s participation
the student’s participation in in educational settings.
in educational settings.
educational settings.
ARTICULATION/PHONOLOGY SEVERITY RATING SCALE
Category
Normative (Standardized)
Observational (Descriptive)
Intelligibility
Stimulability
Oral Motor/Structure/Function
Educational Performance
Instructions for Tabulating Severity Rating:
1.)
Record score for each category in table
2.)
Tabulate total score
3.)
Refer to chart below
4.)
Note any variance adjustment
5.)
Indicate Severity & Descriptor
Score
Total Score:
COMPREHENSIVE ARTICULATION/PHONOLOGY ASSESSMENT TOTAL SCORE: Normative
(Standardized); Observational Assessment; Intelligibility, Stimulability and Self-Correction; Oral Motor Structure
and Function; and Adverse Effect
6
/7 8 9 10 11 12 13 14 /15 16 17 18 19 20 21 / 22 23 24 25 26 27 28
No Impairment
Mild
Moderate
Severe
Rating = 1
Rating = 2
Rating = 3
Rating = 4
OR
OBSERVATIONAL ASSESSMENT ONLY - ARTICULATION/PHONOLOGY ASSESSMENT TOTAL
SCORE: Observational Assessment; Intelligibility; Consistency, Stimulability and Self-Correction; Oral Motor
Structure and Function; and Adverse Effect
5
/ 6 7 8 9 10 11 12
No Impairment
Mild
Rating = 1
Rating = 2
/ 13 14 15 16 17 18 / 19 20 21 22 23 24
Moderate
Severe
Rating = 3
Rating = 4
Variance: + / - 1
Overall Articulation/Phonology Severity Rating: ________________________________