Approaches to Assessment Assessment Approaches Analysis of Phonetic

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, , a. I, 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 • permit or permit • 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 • 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 (Mc. Donald) – 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 - Mc. Donald – 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 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 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 • Mc. Gregor, 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 D 1/L 1 – 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