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 Mastered Acquired Emerging Rare Absent Percentage 75-100 50-74 10-49 1-10 0 Chances (5) Chances (10) 4/5-5/5 8/10-10/10 words 3/5 5/10-7/10 2/5 1/10 – 4/10 0/5 1/10 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 (10) – Mastered 75-100 10/10 words – Acquired 50-74 7/10 – Emerging 10-49 4/10 – Rare 1-10 – Absent 0 Chances (5) Chances 4/5-5/5 8/10- 3/5 5/10- 2/5 1/10 – 0/5 1/10 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 – Auditory or • 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 analysis Newman, 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 Repertoire 1. 2. 3. 4. Used correctly all the time: w, h Used correctly in some context: p, b, m, w, t, d, n, h Appearing; not used correctly: none 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 • Processes 1.Final consonant deletion – all phonemes 2. Stopping 3. Liquid simplification 4. Vocalization 5. Cluster reduction 6. 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