Embedded Files
Articulation
Articulation
The article cited below has an Appendix with a set of 36 sentences that I use in a sentence imitation task to track progress in the Percent Consonants Correct (PCC) in a student's speech. I use the following scale for determining severity of speech delay or reduction in intelligibility using this sentence imitation task.
>90% correct = mild
65 - 85% correct = mild - moderate
50 - 64% correct = modereate - severe
<50% = severe
An objective and time-efficient method for determining severity of childhood speech delay.
Johnson CA, Weston AD, Bain BA.
Am J Speech Lang Pathol. 2004 Feb;13(1):55-65.
Abstract: To address the need for an efficient and valid approach to determining the severity of a child's speech delay, this study compared 2 types of sampling procedures to derive a measure of percentage of consonants correct (PCC; L. D. Shriberg and J. Kwiatkowski, 1982). PCC scores of twenty-one 4- to 6-year-old children with speech delay derived from both an imitative sentence task and a conversational task were compared. Scores did not differ significantly and corresponded favorably with a reference criterion (S. M. Benner, 1992) for determining clinical equivalence. The imitative approach required considerably less time to complete. Thus, the sentence imitation procedure offers a valid and efficient alternative to conversational sampling. However, clinicians should consider individual child characteristics when choosing an imitative approach.
Irregular Past Tense Verbs
Irregular Past Tense Verbs
These two forms provide stimuli for producing irregular past tense verbs and can be used in therapy or sent home with a student for additional practice at home. The age of mastery (80%) is based on an article by Shipley et. al (1991) from Language, Speech & Hearing Services in the Schools.
IPT Verbs 7-8 8-9.docxIPT Verbs 6-7.docxThe verbs "bent, chose, fought, held, sang, sank, stood, swang" and "swept" did not reqach criterion by age 8 years, 5 months through 8 years, 11 months in the Shipley study.
Children's Development of Irregular Past Tense Verb Forms
Kenneth G. Shipley, Mary A. Maddox, & Joyce E. Driver
Language, Speech, and Hearing Services in Schools Vol.22 115-122 July 1991.
Abstract: In Brown's (1973) classic studies of language development, he found that irregular past tense verbs developed rather early in the developmental sequence. Several other researchers have also noted this early development of irregular verb forms. However,other researchers and clinicians have suggested that irregular verbs continue developing much later into the school-age years.The purpose of this study was to gain a preliminary view of children's development of 49 irregular verbs. One hundred and twenty children between 3:0 and 9:0 were examined as they responded to a picture of the target verb with a sentence-completion task.It was found that some irregular verbs (e.g., hit) were correctly produced by the three year olds, but other irregulars (e.g.,bent) were still not mastered by age 9. A preliminary order of development of the irregular verbs and possible clinical implications are offered.
Skill-Based Assessment of Core Communication Skills
Skill-Based Assessment of Core Communication Skills
The Skill-Based Assessment of Core Communication Standards: K-2 and 3-5 (SACCS: K-2, SACCS: 3-5) are non-standardized tools which measure performance on phonological awareness, speaking & listening and language skills from the Common Core State Standards. These skills are required for students to master grade-level content in the regular education setting. Available from Dynamic Resources, the SACCS: K-2 & 3-5 were designed to provide speech-language pathologists with a tool that assists with efficient skill-based or functional assessment, such as that needed for special education assessments, writing present levels of performance for IEPs, special education progress monitoring and RtI monitoring.
The test manuals include reproducible administration protocols and summary forms, so you never need to spend additional money for test protocols. Summary forms allow you to compare a student's performance over multiple administrations, so that you are able to easily document progress and demonstrate improvements to parents, teachers, and administrators. View the SACCS: K-2 Detailed Progress Monitoring form here:
Progress-Monitoring-Detailed-Summary.pdfGoogle Sites
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