This document contains notes regarding an SLP's post speech assessment analysis. This discusses how to do a syllable inventory, compute for the PPA, PVC, and whole-word measures.
UNIT 2.3 Post-Assessment Analysis - May be affected by deficits in both feed-
forward/feedback mechanisms
Scoring & Interpretation
- Ngano d klaro ang sinultian sa bata? (Is it
Formal Tests because he doesn’t have the actual skill to
- Have their own scoring produce sounds accurately/clearly? Or is it
- Always partner w/ criterion-referenced tests & because he cannot monitor himself well &
informal tests (big chunk of our clinical correct himself if ever gikaon na niya iyang
judgment) words?)
- Scores & interpretation gathered especially in - Affect child’s communicative effectiveness
Filipino setting is not 100% accurate & culturally - The lower the intelligibility = The higher the
appropriate difficulty of understanding the child’s speech
- Standardized w/ Western children - May cause frustration in both child & listener →
can discourage child from talking more kay d
Articulation Screener man japon masabtan
- Provided by PLS-4, PLS-5
- If there’s poor performance in the sounds Stimulability
expected to be produced of the child’s - For the speech sounds that were not produced
developmental age, it’s an indicator for child’s erroneously during assessment, you check if
further evaluation kaya ba nya ni nga sounds with help (you check
- Ex: child is 4 yrs old and sound is absent after how big/little help the child needs)
you’ve screened → indicator you have to test - Prioritize 1st the sounds the child can produce
further with the lowest possible cue (imitation is the
- Is the child a candidate for further evaluation? highest level of cue) tongue
What constitutes for further evaluation? (when - Ex: sound of “l” maghatag kag cues: put your
there is poor performance from the sound tongue up then say “l” then mabuhat ra nya
expected to be produced) - Makaya niya ug produce and it would
encourage the child more
GFTA
- Own scoring interpretation Speech Analysis
- Relate scores to child’s OPM skills & speech - Informal assessment procedure
perception skills - We gather data then measure those data in
- See if it coincides terms of criterion-reference test
- Ex: child’s speech production is poor due to - Why do we analyse speech sample? (it is an
poor OPM skills/speech perception is also poor important link between assessment & goal
setting; to identify specific abilities to be
Locke’s Speech Perception Task worked on during intervention; necessary to do
- To check if errors are perceptual in nature (is it this before intervention)
possible that the child cannot produce the - How do we separate phonetic errors from
sounds because he/she cannot actually heart it phonemic errors?
in the first place?) ➢ First we collect the sample then if we
- Difficulty in speech perception may indicate a can see let’s say errors in “s” sounds, u
need for Audiological test (refer to Audiologists) have to do a follow-up evaluation
➢ Collect a speech sample wherein u ask
Intelligibility the child to produce minimal pairs, u
- Should u find in your assessment that the child could also ask the child to produce “s”
has no intelligibility, you could also consider in isolation
that if the child is functioning with an ➢ If u present the minimal pairs and the
intelligibility rate of 50%, then you may consider child was unable to distinguish “s”
going back to OPM skills & perception sound from “sh” then that could
, determine limitations in the child’s knowledge; if 2 times lng kay emerging
phonemic inventory (phonemic error) PPK; 3-4 kay developing
➢ If child can’t produce “s” in isolation
there’s a possibility that it is artic in Other factors to consider:
nature BUT artic & phono errors can 1. General observations about a child’s speech
co-occur at once (common in child with production skills
autism who also have childhood apraxia - mannerisms, any behaviors that can give you
of speech, which is motor in nature so clues like groping movements wherein child’s
artic errors are expected; for autism mouth appears to be searching to produce right
expected to have limitations in word
language which can also affect 2. Speech rating
- Personal rate the intelligibility or how natural
What are the types of speech analyses? the child sounds as an unfamiliar listener, ask
parents of the overall quality of child’s speech)
3. Potential constraints in the speech sample
- Ex: you’re video recording your speech sample
or entire assessment; potential constraints to
consider:
o First, you’re a stranger
o It’s an unfamiliar environment
2 types of speech analyses: Independent & Relational therefore the child’s speech may be
different from what it’s like at
1. Independent home/school
- Gather phonetic inventory (lists the speech
sounds that the child can physically articulate in
respective of how she uses with words)
- If there are errors in phonetic inventory, you
test those again by asking the child to produce
in isolation or imitation (stimulability testing
comes in)
2. Relational
- Gather phonemic inventory (lists the speech
sounds that the child is able to use correctly in
speech; also provide basic measure of child’s
productive phonological knowledge)
- productive phonological knowledge (PPK)
o a child is judged to have a PPK of a
certain speech sounds if it is used
correctly at least once within the
speech sample
o can be further analysed from a scale
ranging from no knowledge (phoneme
is never used correctly in words) to full
knowledge (phoneme is always used
correctly in words)
o let’s say u presented 5 five words in the - Children’s Independent and Relational
“s” sound; if maperfect nya kay full Phonological Analysis Tool (CHIRPA)
- In general, American-English
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