Steinhardt School of
Culture, Education and Human Development
Communicative Sciences and Disorders, B.S.
Assessment Report
Spring 2013
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contact: Maria Grigos
I. Program Overview
A. Mission
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B. Program Description
The undergraduate program at NYU Steinhardt combines theoretical and practical aspects of
communicative sciences and disorders to form a distinct and comprehensive learning experience.
Through a lifespan approach to the study of normal communication development and the nature
of disordered communication, the program provides students with foundational knowledge and
skills for graduate study in either speech language pathology or audiology. This training takes
place in both a classroom and clinical setting, with students taking advantage of the department's
new facility on NYU's Washington Square Campus, and the unique educational opportunities
that New York City has to offer.
II. Curriculum, Goals, Instruction, and Student Learning Objectives
A. Curriculum and Goals
A Solid Foundation in the Liberal Arts
The baccalaureate program in communicative sciences and disorders integrates liberal arts
coursework with the study of normal and disordered human communication processes. Required
liberal-arts courses in Western and world cultures, statistics, biological and physical science,
psychology, and writing place specialization coursework within larger social contexts.
Additional courses from related fields such as American Sign Language, psychology, linguistics,
and statistics are also integrated into the program. Additionally, students may use elective
courses in the liberal arts to pursue a special interest in an area related to the discipline, such as
linguistics, foreign language, or psychology, or declare a minor in a variety of subject areas,
ranging from nutrition to art, music to metropolitan studies.
A Focus on Communicative Sciences and Disorders
Students begin taking specialization coursework in Communicative Sciences and Disorders in
their first semester of study with the Introduction to Communicative Disorders course. The
Bachelor of Science degree program provides a firm foundation in communication disorders
across the life span as preparation for specialized graduate study in speech-language pathology,
audiology, or speech and hearing science. Students develop an extensive knowledge base in
anatomy and physiology of the speech and hearing mechanism; normal speech, language, and
hearing development; and disorders that can affect the ability to communicate, such as
neurogenic communication disorders in adults, child language disorders, and articulation
disorders.
Throughout the program, students have the opportunity to pair their theoretical knowledge with
practical application through structured observation in a variety of settings. Students begin
observing speech and language services in our on-campus, state-of-the-art speech language
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pathology and audiology clinic. This experience continues in schools, child development centers,
Head Start programs, hospitals, rehabilitation centers, and skilled nursing facilities throughout
the metropolitan area.
Electives and Minors
The major in Communicative Sciences and Disorders enables students to explore a wide range of
interests through electives. Students may choose from hundreds of courses offered across the
University, or they may deepen their understanding of a specific field by declaring a minor in an
area of study of particular interest, such as linguistics, psychology, sociology, public health,
nutrition, American Sign Language, foreign language, or business.
Study Abroad
NYU undergraduate students who wish to broaden their exposure to other cultures and gain a
global perspective may study abroad at one of eleven NYU global sites around the world.
Students can spend a semester, summer, or winter session pursuing elective or liberal arts
coursework and developing or enhancing foreign language proficiency.
Learning Goals
Through participation in our program, students are expected to develop in the following areas:
1. Understanding of basic human communication and swallowing processes, including their
biological, neurological and acoustic bases in children and adults.
2. Understanding the development of speech and language skills, including cultural
influences on basic human communication and changes across the lifespan.
3. Understanding the nature of speech and language disorders/differences, as well as
swallowing disorders including their etiologies and characteristics in children and adults.
4. Understanding the etiology and characteristics of hearing disorders, including their
impact on speech and language development, and fundamentals of aural rehabilitation in
children and adults.
5. Understanding principles and methods of prevention, assessment and intervention for
individuals with communication disorders.
6. Development of a broad base of knowledge in humanities, social sciences, sciences,
quantitative reasoning, and at least one foreign language
7. Develop written and oral communication skills
8. Understanding and critically analyzing research on normal and disordered
communication processes.
B. Instruction and Assessment of Student Learning Outcomes
For each one of the above student learning goals, specific learning objectives have been drawn
out and the courses and coursework that will address the objectives have been identified. For
example, for learning goal one (understanding of basic human communication and swallowing
processes, including their biological, neurological and acoustic bases in children and adults),
there are 5 courses that reinforce this goal as a primary objective. Specific learning objectives
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range from “defining, comparing, and contrasting speech, language, and communication” to
“describing gross and internal anatomy of the central nervous system.” Development of these
learning objectives is assessed via lecture, readings, quizzes, exams, essays, and more. For the
full break-down of the student learning goals and their assessment, see the attached Learning
Goals Matrix.
III. Assessment Plan
In Spring 2011 semester, the CSD Department conducted an assessment in its course
Introduction to Articulation and Phonological Disorders, examining the departmental student
learning goals:


To develop written and oral communication skills
To understand and critically analyze research on normal and disordered communication
processes.
Students were asked to complete a research paper and a phonological analysis project as an
assessment of their learning.
Assessment Criteria
A. Students were evaluated using the following assessment criteria for the research paper (see
attached rubric):
 Description of research articles;
 Discussion of phonological theory within each research article;
 Comparison of the two research articles;
 Interpretation of each article;
 Organization and order of ideas;
 Use of APA format;
 Correct use of punctuation
 Sentence structure, grammar and word choice;
B. Students were evaluated using the following assessment criteria for the phonological analysis
project (see attached rubric):
 Description of the client’s history;
 Description of oral examination findings;
 Description of the results of standardized testing;
 Interpretation of standardized test scores;
 Description of phonetic and phonotactic inventories;
 Description of phonological process analysis;
 Report and interpretation of percent consonant correct (PCC) score;
 Description of stimulability results;
 Comparison between formal and informal testing;
 Comparison of speech production across different contexts;
 Impressions of all testing results;
 Recommendations for treatment;
 Development of treatment goals;
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
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Organization, order of ideas, flow;
Grammar, punctuation, word choice;
Use of APA format;
Learning Opportunities (Curriculum and Instruction)
To help students prepare for the research paper, there was class discussion, which included a
review of the theoretical concepts discussed in both research papers. In addition, related research
articles were reviewed during each class meeting, which served as a guide for the reviews
required of students for the research paper.
To prepare for the phonological analysis project, each component of the analysis was reviewed
in class using a case study format. In addition, students completed the project in three parts and
received detailed feedback on drafts of the first two parts of the project. The third portion of the
project required synthesizing information from parts 1 and 2. Students were graded on the final
submission.
IV. Results
Grades on the research project ranged from 14/25 to 25/25 (M = 22.54, SD = 3.25). Overall,
results indicated that students struggled with their understanding and interpretation of the
research articles. Although all students demonstrated an understanding of the theoretical
concepts, they did not clearly relate those concepts to the findings of the research articles. Such
difficulties were evidenced in weak descriptions and unclear comparisons between the papers.
Several students had difficulty organizing and transitioning between ideas throughout the paper.
Errors in grammar and punctuation were also seen. In addition, several students did not use
accurate APA formatting, particularly in reference to citing work.
Grades on the phonological analysis project ranged from 81/100 to 99/100 (M = 91.46, SD =
6.48). Overall, results indicated that students struggled most with interpretation of the testing and
analyses. Several students did not accurately synthesize formal and informal test results. As a
result, it was difficult for these students to form accurate and concise impressions regarding the
client’s phonological skills. Writing mechanics was another area of weakness for several
students, which included errors in grammar, punctuation and word choice. Use of APA
formatting was improved as compared to the research paper.
Explanation of Results
Students performed poorly on the research paper assignment when they did not demonstrate a
solid understanding of the articles. This can result from not reading the articles thoroughly
enough or only reading the articles one time. For several students this was the first research
paper that they were required to write since coming to NYU.
The phonological analysis project was a novel experience for all students. Those who performed
poorly did not have a strong foundation in either phonetic transcription (this is learned in a prerequisite course) or in articulation/phonological analyses (learned in this course). As a result,
they placed a great deal of emphasis on the analysis portion of the project, and less focus on the
interpretation.
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V. Intervention / Action to be Taken
A. The Plan
Changes the department will make to the curriculum and instruction to better support student
achievement of the learning goals include the following:
 Designate select current courses as “writing intensive.” Such courses will each include
several writing assignments.
o Assignments will focus on research and clinical writing.
o Assignments will increase in complexity across the curriculum.
 Review APA guidelines in courses taken during Freshman year and require students to
purchase APA manual;
 Provide written scaffold that students can follow when reading and interpreting research
articles;
 Survey student’s phonetic transcription skills at the onset of the course. Those with
weaknesses in this area will be provided with review material prior to the phonological
analysis project.
 Class meetings will include more case study reviews that focus on interpreting formal
and informal testing results, as well as developing impressions.
B. Results
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Learning Goals Matrix
I. Goals
II. Objectives
III. Educational Opportunities
What will students learn?
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective
I. Understanding of basic
human communication and
swallowing processes,
including their biological,
neurological and acoustic
bases in children and adults.

CSCD-UE.17
Define, compare, and contrast speech, language, and
communication
Introduction to
Communicative
Sciences and Disorders
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

Identify and describe the structures and functions of the
speech and hearing mechanisms
Develop a working vocabulary of anatomical and
physiological terms
Improve analytical skills by relating their understanding
of anatomy and physiology to the resulting disorders of
speech and hearing
Develop an understanding of the mechanics of the human
body Improve communication and presentation skills
through in-class projects
CSCD-UE.8
Describe gross and internal anatomy of the central
nervous system
Describe the structure and function of the motor, sensory,
and auditory systems
Identify and describe the neural substrates of language,
cognition, and memory
CSCD-UE.9.
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Anatomy and
Physiology of the
Speech and Hearing
Mechanism
Neuroanatomy and
Physiology of
Communication
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?
 Lecture
 Assigned
Readings
 Quizzes
 Exams
 Paper
 Class Discussion
 Lecture
 Lab
 Assigned
Readings
 Quizzes
 Exams
 Paper
 Oral Presentation
 Class Discussion
 Group work
 Lecture
 Assigned
Readings
 Quizzes
 Exams
 Class Discussion
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective



Identify differences between sounds and letters
Understand sounds and sound patterns in language
Describe the phonetic structure of English and portions of
other languages
Identify sounds and types of sounds
Describe symbols and procedures for transcribing speech
sounds
Understand how speech is physically formed by speakers
Describe how spectrograms and other analytic methods
provide a record of those speech sounds
Understand the range of speech sounds in the world’s
languages
CSCD-UE.61
Describe how sound waves are generated and transmitted
Discuss resonance patterns of speech sounds
Explain the source-filter theory of vowel production
Explain the role of the respiration, phonation, articulation
and resonance (and their interaction) in achieving speech
sounds
Demonstrate an understanding of the spectrographic
analysis of vowels and consonants
CSCD-UE.402
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








Phonetics and
Phonemics of American
English
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?








Acoustic Phonetics





II. Understanding the
development of speech and
language skills, including
cultural influences on basic
human communication and


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
Define and describe the components of language
Describe the precursors of language form, content, and
use
Describe morphological development from case data
Describe and explain cultural and linguistic differences in
the development of language skills
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CSCD-UE.1601


Language Development



Lecture
Assigned
Readings
Quizzes
Exams
Paper
Class
Discussion
Lecture
Assigned
Readings
Quizzes
Exams
Acoustic
Analysis Project
In-class and
out-of-class
assignments
Class
Discussion
Lecture
Assigned
Readings
Quizzes
Exams
Class
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective
changes across the lifespan.
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?





Discuss normal development of articulation and
phonology
Describe and explain cultural and linguistic differences in
the development of articulation and phonological skills
CSCD-UE.1101


Articulation Disorders






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Discussion
Speech and
Language
Acquisition
Project
Research Paper
Class
Presentations
Lecture
Assigned
Readings
Quizzes
Exams
Class
Discussion
Research Paper
Phonological
Analysis Project
Class
Presentations
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective

CSCD-UE.1045



Describe and explain abstract structures and cognitive
processes underlying normal language use
Compare approaches to studying language knowledge
and use from a variety of disciplines
Discuss factors influencing language variation and
language change
Summarize current methodologies for investigating
brain/behavior relationships in language and speech in
normal speakers
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?


Science of Language






III. Understanding the nature
of speech and language
disorders/differences, as well
as swallowing disorders
including their etiologies and
characteristics in children and
adults.
CSCD-UE.17







Introduction to
Communicative
Sciences and Disorders
Discuss etiologies of speech and language
disorders/differences.
Discuss etiologies of swallowing disorders.
Discuss etiologies of articulation/phonological disorders
Execute a diagnostic evaluation of an individual with an
articulation/phonological disorder
Perform a detailed independent and relational
phonological analysis.
Describe phonological processes.
Describe general and specific treatment approaches for
individuals with articulation/phonological impairments
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CSCD-UE.1101








Articulation Disorders




Lecture
Assigned
Readings
Quizzes
Exams
Class
Discussion
Textbook
Exercises
Oral
Presentation
Research Paper
Lecture
Assigned
Readings
Quizzes
Exams
Paper
Class
Discussion
Lecture
Assigned
Readings
Quizzes
Exams
Class
Discussion
Oral
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?


a. Courses with this
outcome as primary
objective
Plan treatment for a client with an
articulation/phonological disorder
Describe assessment and treatment approaches for
individuals with articulation differences








c. How will you
accomplish each
goal?


CSCD-UE.1207

b. Courses that
reinforce this
outcome
Discuss communication, language and speech and
demonstrate understandings of the differences
Describe the general characteristics (including causal and
behavioral factors) of different clinical categories as well
as the language disorders associated with these clinical
categories
Describe principles of language assessment and
intervention related to the different clinical categories
Language Disorders in
Children
Identify basic neuroanatomical structures and describe
their functions
Describe the neuropathology associated with common
neurogenic communication disorders
Describe the classic aphasia syndromes relative to
behavioral manifestations and lesion location
Identify behaviors associated with right hemisphere
impairment and traumatic brain injury
Identify neurological and behavioral correlates of
progressive language disorders and dementia
Describe techniques for maximizing communication with
individuals with neurogenic communication disorders
CSCD-UE.1012
11







Neurogenic
Communication
Disorders







Presentation
Research Paper
Phonological
analysis project
Lecture
Assigned
Readings
Quizzes
Exams
Class
Discussion
Group
presentations
Class
participation
Final exam
Lecture
Assigned
Readings
Quizzes
Exams
Class
Discussion
Book report
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective

CSCD-UE.1045






Describe the expected changes in national demographics
and their impact as the U.S. population ages
Identify common myths of aging and the portrayal of
aging through American popular culture, film, and media
Describe the normal physical aging process in relation to
normal communication and swallowing
Identify age-related changes in speech, voice, and
swallowing mechanisms
Identify age-related changes in language, cognition and
mental status as they affect communication disorders
Describe tools for assessing communication in the older
adult
Identify innovative intervention programs for
communication disorders in the aged in a variety of care
settings, e.g., hospitals, the community, residential
facilities
Communication
Disorders and Aging
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?








IV. Understanding the
etiology and characteristics of
hearing disorders, including
their impact on speech and
language development, and
fundamentals of aural
rehabilitation in children and





Discuss the nature of sound and methods of measurement
Describe normal anatomy and physiology of the hearing
and vestibular mechanisms
Explain the components of a full audiological assessment
for both pediatric and adult populations
CSCD-UE. 1230
Identify methods of assessing patient candidacy for
hearing aids
Describe the process of obtaining a cochlear implant,
from candidacy through implementation and therapy.
CSCD-UE.1205
Lecture
Reading and
analyzing
readings
Quizzes
Exams
Class
Discussion
Service
commitment of
2 hours/week
for 9 weeks at a
local senior
center
Completing
logs of
observations
during service
commitment,
with
accompanying
presentation
Research paper
Introduction to
Audiology
Audiology Intervention
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contact: Maria Grigos
I. Goals
II. Objectives
III. Educational Opportunities
What will students learn?
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective
adults.

Explain the use of various assistive listening devices and
their appropriateness to various settings.
Strategies Across the
Lifespan
V. Understanding principles
and methods of prevention,
assessment and intervention
for individuals with
communication disorders.

Identify appropriate qualitative and quantitative
diagnostic methods for screening and assessment of
speech and language disorders.
Demonstrate accurate test administration and scoring
techniques for published standardized assessment
instruments commonly used in the field.
Interpret non-standard instruments and communication
samples based on taped clinical sessions.
Integrate knowledge of cultural and linguistic differences
into diagnostic procedures and processes.
Formulate clearly written summaries of components of
the diagnostic assessment and integrate into a cohesive
diagnostic report.
CSCD-UE. 1066

Diagnostic Methods in
Communicative
Sciences and Disorders

Explain the various treatment approaches available for
children with speech/language disorders
Explain classroom modifications which may assist
children with speech/language disorders
Develop therapy session plans
Complete 25 hours of speech/language therapy/diagnostic
observations
CSCD-UE.1065
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
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


b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?



Introduction to
Methods and Materials
for Diagnosis and
Therapy in
Communication
Disorders







13
Oral
Mechanism
Examination
Test
Administration
Exams
Class
Discussions
Written
diagnostic
reports
Lecture
Assigned
Readings
Class
Discussion
25 observation
hours
Diagnostic
presentation
Materials
presentation
Group therapy
presentation
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?


VI. Development of a broad
base of knowledge in
humanities, social sciences,
sciences, quantitative
reasoning, and at least one
foreign language

VII. Develop written and oral
communication skills




Observation
paper
Final exam




CSCD-UE.61
Use APA format accurately
Write in a clearly and concise manner.
Write using smooth transitions across topics.
Use accurate written and oral sentence structure,
grammar and word choice.
Use accurate written and oral punctuation.
Provide clear and concise oral presentations.
Phonetics and
Phonemics of American
English



Research Paper
Diagnostic
Report Writing
Individual and
group
presentations
CSCD-UE.1101
Articulation Disorders
CSCD-UE. 1066
Diagnostic Methods in
Communicative
Sciences and Disorders
14
contact: Maria Grigos
I. Goals
II. Objectives
III. Educational Opportunities
What will students learn?
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective
VIII. Understanding and
critically analyzing research
on normal and disordered
communication processes.


CSCD-UE.1207
Describe and evaluate research
Compare and contrast different theoretical approaches in
relation to normal and disordered communication
processes
Language Disorders in
Children
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?


Research Paper
Oral
Presentations
CSCD-UE.61
Phonetics and
Phonemics of American
English
CSCD-UE.1101
Articulation Disorders
CSCD-UE.1045
Communication
Disorders and Aging
15
contact: Maria Grigos
I. Goals
What will students learn?
II. Objectives
III. Educational Opportunities
What, specifically, will students know or be able to do?
a. Courses with this
outcome as primary
objective
b. Courses that
reinforce this
outcome
c. How will you
accomplish each
goal?
CSCD-UE.1045
Science of Language
16
contact: Maria Grigos
DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS
INTRODUCTION TO ARTICULATION AND PHONOLOGICAL DISORDERS
GRADING RUBRIC FOR RESEARCH ARTICLE REVIEW (25 POINTS)
Summary and Analysis (15)
______
The articles are accurately described.
A theory is accurately related to each article.
The articles are clearly and concisely compared.
The student provides their own interpretation of the articles in relation to theories of
continuity and discontinuity.
Organization and Order of Ideas (5) _______
Ideas are presented clearly and accurately.
Thoughts have a logical flow with smooth transitions.
APA format is accurate.
Grammar and Clarity (5) _______
Correct use of punctuation.
Sentence structure, grammar and word choice are accurate.
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contact: Maria Grigos
DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS
INTRODUCTION TO ARTICULATION AND PHONOLOGICAL DISORDERS
PHONOLOGICAL ANALYSIS PROJECT (100 POINTS)
Client: R.D. (Ria)
C.A.: 3 years 11 months
Referral source: nursery school teacher
Reason for referral: teachers and peers have difficult understanding her speech
Additional Information:
 Parents report that they have difficulty understanding the child at times, particularly if they
are not familiar with the context. They also note that Ria does not appear to be aware of
her speech difficulties. Parents report that RIa’s older siblings (ages 6 and 9) often have
difficulty understanding her speech.
 The teacher reports that Ria “mumbles” at times and her peers have difficulty
understanding her when she speaks. Ria’s academic performance was described by her
teacher as being “age appropriate.”
 Developmentally, speech and motor milestones were noted to be within normal limits.
 Medical history is significant for four ear infections between the ages of 12 and 24
months. The client is not currently taking any medication. The child has not had a
complete audiological evaluation.
 Family history is unremarkable for speech or language disorders.
 The child is a monolingual speaker of English. No other languages are spoken in the
home.

You are provided with the following information:
 Results from the Goldman-Fristoe Test of Articulation (Goldman & Fristoe, 2000)
 50 word speech sample of Ria’s speech during a play activity. The sample includes the
intended production, as well as the child’s production.
 Results of an oral peripheral examination.
Timeline
Submit the following:
Independent analysis:
Relational Analysis:
Completed Project:
April 6th
April 20th
May 4th
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contact: Maria Grigos
Complete independent and relational analyses on the sample. Follow these steps:
1. Transcribe the intended utterance.
2. Perform an Independent Analysis
 Complete a phonetic inventory on the single words produced in the Goldman-Fristoe
Test of Articulation and the speech sample.
 Examine syllable and word shapes. Include types of syllable shape (ex. V, CV, CVC,
etc.) and types of word shape (ex. CVCV, CVCVCV, VCV). State the # of occureces
of each syllable and word shape, in addition to the percentage of occurrence.
3. Perform a Relational Analysis:
 Analyze the child’s production in the speech sample, one word – one utterance at a
time.

Perform a phonological process analysis on the speech sample. This should include
the following:
o Clearly identify the possible phonological processes in the speech sample
o Use McReynolds and Elbert’s (1981) criteria for validating the presence of a
phonological process
o Provide a list of phonological processes (include all examples)
o Determine the frequency of each phonological process (# of occurrences &
percentage). Show results in a table format.
o You should also include the word position that the error occurred in, and the
syllable structure of the word.
Hints: You can do this by creating a phonological process chart. Include the
intended & actual productions and all phonological processes. For each
word within the utterance, check off the phonological processes that may
apply. Also look for patterns within the words of an utterance.
4. Score the results of the Goldman-Fristoe Test of Articulation.
5. Examine speech intelligibility
 Determine a Percent Consonant Correct (PCC) based on the speech sample.
Writing up your Results (Use these headings):
1. Background Information
 Include detailed information regarding:
o Referral source
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o
o
o
o
o
o
Reason for referral
Information reported by the parents and teacher
Developmental milestones
Medical history
Family history
Language background
2. Oral Peripheral Examination
 Present results of the oral peripheral examination and remarkable findings. Do not
indicate that all areas are WNL. Be specific.
3. Articulation and Phonology
 Use results of the speech sample and the Goldman-Fristoe Test of Articulation-2
(GFTA-2, Goldman & Fristoe, 2000)
 Include detailed information regarding (use these headings):
o Goldman-Fristoe Test of Articulation-2
 Detailed results of the Sounds-in-Words subtest of the GFTA-2
 Report standard score, percentile, and confidence interval. Use the
normative data provided in your packet.
 Suggestion: present the findings in a table format – clearly label all
tables
o Independent Analysis
 Detailed description of Phonetic Inventory
 Detailed description of Phonotactic Inventory
 Suggestion: present in a table format – clearly label all tables
o Relational Analysis (use the speech sample)
 Detailed description of phonological process analysis
 PCC: report and interpret score
 Suggestion: present results of your phonological process analysis in a
table format. Remember to describe all tables in your report.
o Stimulability
 Describe results of stimulability testing
4. Contextual Analysis
 Compare the findings of the GFTA-2 and the speech sample
 State how the single word vs. connected speech contexts impact speech
production
5. Impressions
 Include a statement or two about each of the following:
o Diagnosis
o Severity
o Summary of results
o Integration of results from single word test and speech sample
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o Results of stimulability testing
6. Recommendations
 State recommendations for speech therapy according to findings
 Include 1 Long-Term, 1 Short-Term Goal, and 1 Session Goal

**************************NOTE: SUBMIT ALL WORK*********************************
YOUR REPORT SHOULD FOLLOW THIS OUTLINE USING THIS EXACT FORMAT:
1. Background Information
2. Oral Peripheral Examination
3. Articulation and Phonology
a. Goldman Fristoe Test of Articulation-2
b. Independent analysis
c. Relational analysis
d. Stimulability
4. Contextual Analysis
5. Impressions
6. Recommendations
Clearly state your recommendations
Oral peripheral examination:
An oral peripheral examination was performed. Results are reported below:
 Facial symmetry
 Labial, lingual and mandibular structures appear normal and symmetrical at rest.
 Short lingual frenulum
 Class I normal occlusion. Dentition appears intact.
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








Hard and soft palates appear intact. Palpation of the hard palate is unremarkable
Tonsils appear normal in size.
Labial retraction and protrusion are WNL
Lingual lateralization, elevation, depression, retraction and protrusion are WNL. Overall
good lingual range of motion
Mandibular depression and elevation are WNL
Labial, lingual and mandibular strength are good – tested against resistance.
Buccal strength is good.
Lingual, labial, mandibular, palatal and facial sensation appear to be WNL – assessed
using point discrimination.
Client was asked to drink a think liquid (water) and chew a solid (cracker). The client
managed both consistencies well.
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DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS
INTRODUCTION TO ARTICULATION AND PHONOLOGICAL DISORDERS
GRADING RUBRIC FOR PHONOLOGICAL ANALYSIS PROJECT (100 POINTS)
1. Background Information
 Description of all areas of the client’s history;
(3pts) ______
2. Oral Peripheral Examination (3pts)
 Description of oral peripheral examination findings;
(3pts) ______
3. Articulation and Phonology
 Goldman-Fristoe Test of Articulation-2
o
Description of results of the Sounds-in-Words subtest of the GFTA-2;
o Reporting of standard score, percentile, and confidence interval;
o Comparison of scores to normative data;



(7pts)______
(5pts)______
(5pts)______
Independent Analysis
o Description of Phonetic Invetory;
o Description of Phonotactic Invetory;
(6pts)______
(6pts)______
Relational Analysis
o Description of phonological proess analysis;
o Report and interpretation of PCC;
(8pts)______
(4pts)______
Stimulability
o Description of stimulability testing results;
(4pts)______
4. Contextual Analysis
 Comparison between GFTA-2 and the speech sample;
 Description of how single word vs. connected speech
contexts impact speech production;
(10pts)_____
(5pts)______
5. Impressions
 Description of diagnosis, severity, summary of results,
integration of results from single word test and speech sample,
results of stimulability testing;
(10pts)_____
6. Recommendations
 Recommendations for speech therapy;
 Goal writing;
(5pts)______
(7pts)______
Other:
 Organization, order of ideas, flow
 Grammar, punctuation, word choice
 APA format
(4pts)______
(4pts)______
(4pts)______
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