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HERE - osspeac

9/11/2015
Disclosures
Comprehensive Articulation and
Phonological Processing Assessment Using
the GFTA-3 and KLPA-3
Financial:
• Chien (Shannon) Wang is an employee of Pearson Clinical Assessment.
• Course content focuses on GFTA-3 and KLPA-3. Pearson Assessment is
the publisher of the GFTA-3 and KLPA-3. No other assessments will be
discussed during this session.
Non-Financial: There are no relevant non-financial relationships to disclose.
Chien (Shannon) Wang, MA CCC-SLP
2015 OSSPEAC Conference
October 11, 2015
1 | Copyright 2015. Pearson. All rights reserved
Agenda
Learning Objectives
Introduction and Overview
GFTA-3 Administration and Scoring
GFTA-3 Interpretation
GFTA-3 Technical Information
KLPA-3 Analysis and Scoring
KLPA-3 Interpretation
KLPA-3 Technical Information
General Q&A
Recording and Scoring Practice
Q&A for Recording and Scoring Practice
1. Describe 3 features new to the GFTA-3 and KLPA-3
GFTA-3.
2. Identify 2 changes to scoring procedures for the GFTA-3.
3. Describe development research for the GFTA-3 and
KLPA-3 relevant to their use as reliable and valid
assessments.
GFTA-3: What’s New?
– Assess consonants in multiple contexts--every
consonant error is scored
– Dialect-sensitive scoring
– Standard scores for connected speech sample
(ages 4+)
– Intelligibility measure--compare an individual’s
intelligibility to same age/same sex peers
– Updated norms
– Age appropriate art for ages 2:0 – 6:11 and
7:0 – 21:11
– Digital administration and scoring options
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Administration and
Scoring Options
Print Kit
Sounds-in-Words test
–
–
–
–
–
–
–
Same test administration format
Two sets of picture stimuli
Suggested cues provided
Stimulability measure
Marking errors
Scoring
New analyses
•Consonant error
•R error
•Vowel error
OR
Two iPads, connected by
Bluetooth
Sounds-in-Words
administration format
Present the picture stimuli and the examinee names
the picture.
If a examinee doesn’t label a picture spontaneously,
provide the suggested cue.
You can provide a different cue that follows the format
provided. If that doesn’t work, the examinee can
imitate the target word.
Two sets of test stimuli:
Example
Two sets of test stimuli
Look at this boy. What is he wearing on his foot? (shoe)
An apple is a fruit; a carrot is a __________
2:0 – 6:11 yrs.
2:0 – 7:11 yrs.
7:0 – 21:11 yrs.
8:0 + yrs.
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Phoneme production is
tested in multiple
contexts
Scoring procedures
All consonant errors are counted in the raw score.
• All consonants are scored
Examples of words testing Initial /p/
• pig
• puzzle
• pajamas
• Dialect-sensitive scoring—do not count consonant
variations attributable to differences from Standard
American English (e.g., African American English, Appalachian English)
or English influenced by another language
Examples of words testing Final /n/
• lion
• green
• crown
• seven
• Stimulability
–Option of checking stimulability on error phonemes only
–Check stimulability after administration of Sounds-inWords or Sounds-in-Sentences
Gender differences
All Consonants Are Scored
• Separate norms for females and males through
the entire age range (2:0 through 21:11)
•Mastery for all phonemes exhibited in singleton
and cluster productions:
–Age 7:11 for females
–Age 8:11 for males
Dialect Sensitive
Scoring
Consonant and Vowel Analyses
• Phonetic Error Analysis
• R Error Analysis
• Vowel Error Analysis
THAT
“DAT”: Southern English; African-American English
LEAF
“WEAF”: English Influenced by some Asian languages
CHEESE
“CHEES”: /z/ produced as /s/: English influenced by Spanish
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Phonetic Error Analysis
Common Error Patterns: Place
Common Error Patterns:
Manner and Voicing
R Error Analysis
Phonetic Error Analysis lists phonemes arranged by stops, then
nasals, fricatives, affricates, liquids, glides, and /h/
Close up of R Error Analysis
Common Error Patterns: R
Vowel Error Analysis
● singletons vs. clusters
● schwar or true r
● facilitating contexts
Close up of Vowel Error Analysis
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Common Patterns: Vowels
● dialectal or diagnostic indicator
● a marker for apraxia
● almost exclusively central vowels indicating low tone
Modified Sounds-in-Sentences
•
•
•
•
New stories
Sentence imitation task
Ages 4+
Report normative scores, including standard scores,
percentile ranks, and age equivalents
• Intelligibility score
Story for Ages 4:0 through 6:11
What Animal Do You Think It Is?
Recording Responses for
Sounds-in-Sentences
Scoring Sounds-in-Sentences
Interpreting Intelligibility Rating
Score
Calculating Intelligibility Rating Score
Story for Ages 7:0 to 21:11
A Terrible Day
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Psychometric Characteristics and Technical
Information: Initial Development
Technical Information
• Test Development
• Standardization Sample Characteristics
• Evidence of Validity
• Evidence of Reliability
• Test feedback
–GFTA-3 test users
–Content and bias review panel
–Field test examiner feedback
• Literature review
–Review of current best practices, including the ASHA Scope of
Practice
–Review of the research literature, especially information related
to articulation assessment
Copyright © 2015. NCS Pearson Inc. All rights reserved.
Information: Research Phases
• Pilot
– February and March 2013
– N = 31, ages 2:0-5:11 and 7:0-17:11
– Test site: San Antonio, TX
– Primary objectives: reduce initial word list of 126 words
• Tryout
– June 2013 through January 2014
– N = 316, including children from 2:0-8:11
– Test sites: more than 150 sites nationwide
– Primary objectives:
•Evaluate how speakers of dialects other than Mainstream
American English produce the target words
•Determine the target words to be included for the standardization
research phase
Psychometric Characteristics and
Technical Information: Standardization
• Over 1500 individuals tested for standardization and
related reliability and validity studies
• Sample representative of the US population (within 5% of
US Census figures) stratified by
–Parent Education Level
–Race/Ethnicity
–Region of the US
• 50% male; 50% female, with gender norms
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Languages Reported:
13% of the sample was bilingual
Scores Provided
Languages reported
–Filipino/Tagalog
–French
–German
–Greek
–Hebrew
–Hmong
–Hungarian
–Kanda
–Mandarin
37
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–Other Chinese languages
–Portuguese
–Potawatomi
–Cherokee
–Russian
–Spanish
–Tamil
–Telugu
–Vietnamese
All rights reserved.
Sounds-in-Words and Sounds-in-Sentences
• Standard scores
• Confidence intervals
• Percentiles
• Age equivalents
• Growth scale values
Reliability: Test-Retest
Stability
Reliability: Internal Consistency
Tested same day or within 21 days (mean: 2.6 days)
n = 62
39
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Validity evidence: correlation with
GFTA-2
• n = 68
• Ages 4:0 to 12:11
• Corrected r = .83
41
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Evidence of Validity:
Mean Performance Differences
• n = 54
• Ages 4:0 to 8:11
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Validity evidence: Sensitivity &
Specificity
What is Q-interactive?
• n = 54
• Ages 4:0 to 8:11
GFTA-3 Score
Standard Deviation
• Use two iPads: one for the examiner; one for the examinee
Cut Score
Sensitivity
Specificity
• Guides you through the assessment process
• Obtain scores automatically and immediately after test
administration
-1 SD
85
.91
.81
-1.5 SD
77
.87
.89
-2 SD
70
.78
.98
43
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Q-interactive
Digital administration and
scoring on Q-global
View of examiner and
examinee iPad screens
•
•
•
•
•
Use any web-enabled device
Digital stimulus book and manuals
Use paper record forms
Digital scoring
Use “share screen” for telepractice
Examinee screen
Examiner screen for response capture and scoring
Obtain a KLPA-3 phonological
process analysis on Qinteractive or Q-global...
with the press of a button!
After completing a GFTA-3
administration on Q-interactive, you
have the option to purchase a KLPA-3
phonological process analysis.
After administering GFTA-3 and entering the
GFTA-3 item level information in Q-global, you
have the option of purchasing GFTA-3 only scores
or GFTA-3 and KLPA-3 scores with no additional
data entry.
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What has Stayed the Same?
Clinician-to-Clinician Tool
• Developed as companion tool to GFTA-3
• KLPA-3 was developed by
clinicians for clinicians
• Enables clinicians to complete a
phonological process analysis based on
the single-word productions elicited via the
GFTA-3
• Constructed to be an efficient
yet reliable manner to derive
a speech sound production &
phonological process profile
for individuals with speech
sound disorders
• Results in a comprehensive speech sound
production profile that is achievable within
most clinical/school settings
• Includes the Sound Change Map and
Consonant Phonetic Inventory
• Designed to facilitate
treatment planning and
progress monitoring
• Reports normative data for individuals from
2 years to 21:11
• Normative data set derived from U.S.
standardization sample based on current
census figures
KLPA-3: What’s New?
KLPA-3: What’s New?
Data-driven determination of the phonological processes that were
frequently occurring and developmental in nature
• Reflect the changes made in the GFTA-3
–Updated item set
–Current normative data
• Updated analysis to identify Core and Supplemental Phonological
Processes
• Incorporate changes based on changing best practices and
clinician feedback
• Introduce a digital edition of the analysis
• 12 Core Phonological Processes
̶
̶
̶
̶
̶
̶
Deaffrication
Gliding of Liquids
Stopping
Stridency Deletion
Vocalization of Liquids
Palatal Fronting
̶
̶
̶
̶
̶
̶
Velar Fronting
Cluster Simplification
Deletion of Final Consonant
Syllable Reduction
Final Devoicing
Initial Voicing
Core Phonological Processes: New
Normative Data
Core Phonological Processes
• Derived Scores based on the performance of individuals
in the standardization sample
–Standard Scores
–Percentile Ranks
–Age-Equivalent
–Confidence Intervals
–Scores for females and males
• Core Phonological Process Analysis
• Plus qualitative data
Close Up of Processes
•Percent of Occurrence
•Processes per Word (PPW)
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Supplemental Phonological
Processes
Data-driven determination of the phonological processes
that were more clinical in nature
• 12 Supplemental Phonological Processes
Affrication
Frication
Gliding (other than Liquids)
Glottal Replacement
Liquidization
Stopping (Other than Fricative/Affricates)
̶
̶
̶
̶
̶
̶
̶
̶
̶
̶
̶
̶
Backing to Velars
Deletion of Initial Consonants
Deletion of Medial Consonants
Initial Devoicing
Medial Devoicing
Medial Voicing
Processes
• Use of the 12 Supplemental Phonological
Processes are recorded, tallied and converted to
Percent of Occurrence
• Generally, Supplemental Phonological Processes
occur less frequently in typical development
• Clinical signs that could be diagnostic or prognostic
and may be red flags for further consideration
• Contribute to the Processes per Word (PPW)
calculation
Processes
Other Phonological Processes
• Individuals may use phonological processes that
are not included in the Core or Supplemental
Processes
• The KLPA-3 Sound Change Booklet, just like the
Second Edition, provides possible phonological
processes involved in possible sound changes
that an individual makes on the GFTA-3 Stimulus
Words
Close Up of Supplemental Processes
• Other Phonological Processes may be recorded
on the KLPA-3 Analysis Form and may
contribute to the PPW
Copyright © 2015.Nancy Lewis
Sound Change Booklet
Sound Change Booklet
Close up of page
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Consonant Analysis
Front Page/Summary Data
• Consonant Analysis Summary Page
–Phonetic Inventory for Consonant Sounds in Word-Initial,
Word-Medial and Word-Final position
–Consonant Clusters
–Phonological Process Item Analysis
–Identification of Core, Supplemental and Other Phonological
Processes used frequently by individual
–Processes per Word (PPW)
Treatment Planning Tool
Consonant Analysis: Phonetic
Inventory
Consonant Analysis
Includes:
Phonetic Inventory for Consonants
Core Phonological Process Analysis
Summary of Consonant Analysis:
• Phonetic Inventory
• Core Phonological Processes
• Supplemental Phonological Processes
• Other Phonological Processes
• Processes per Word (PPW)
Consonant Analysis:
Core Phonological Process Analysis
65
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Consonant Analysis: Summary
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Vowel Analysis: Definitions
Vowel Analysis
–Analysis Form includes
column for Vowel
Alterations
–Vowel Phonetic Inventory
–Vowel Production
Summary page
–Eight phonological
processes that impact
vowel production
68
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Vowel Analysis
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Vowel Analysis: Summary
70
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Interpretation and Treatment Planning
• KLPA-3 provides quantitative data and
qualitative data
–Both play a part in treatment plans
Quantitative Scores
• Allow you to compare client’s
performance to others of same
gender and age
• Reliability and validity provide
evidence that a test is a reliable
instrument and it measures the
intended construct
12 Core Phonological Processes
Interpretation and Treatment Planning
Qualitative Scores for Core, Supplemental,
Other and Vowel Phonological Processes
•
•
•
Percent of Occurrence
Processes per Word
Phonetic Inventory for Consonants and Vowels
72 |Copyright
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Inter
Interpretation & Treatment Planning
Articulation Approach
Phonological Approach
• Targets each sound error
• Child's errors are assumed to
be motor-based
• The aim is correct production
of the target sound(s)
• Target a group of sounds with
similar error patterns, or
phonological processes
• Phonological approaches are
often selected in an effort to
help the child internalize
phonological rules and
generalize these rules to other
sounds within the pattern (e.g.,
Final Consonant Deletion,
Cluster Reduction)
• Not a sound-by-sound strategy
Planning for Treatment
Treatment Planning
Treatment Considerations
• Target Selection
• Treatment Strategies
• Treatment Approaches
• Dosage
• Format
• Provider
• Setting
• Timing
http://www.asha.org/PRPSpecificTopic.aspx?folderid=858
9935321&section=Treatment#Target_Selection.
Reliability: Internal Consistency
Reliability: Test-Retest Stability
Tested same day or within 31 days (mean: 2.6 days)
n = 58
75
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Reliability: Inter-rater agreement
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Inter-rater agreement was excellent, with all
values above .95 (range from .96 to 1.0)
• Measured using a team of 7 scorers using the Sound
Change Booklet to score the KLPA-3
• Each protocol was scored twice independently; once
by a trained scorer using the Sound Change Booklet;
once by a pre-programmed automated system
• Scored as absolute agreement in the judgement of
phonological errors between the scorer and
automated system
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Validity evidence: correlation with KLPA-2
• N= 50
• Ages 4:0 to 12:11
• Corrected r = .73
79
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Sensitivity and Specificity
KLPA-3 Score
Standard Deviation
Standard Score
Cut
Sensitivity
Specificity
-1 SD
85
.93
-1.5 SD
77
.81
.94
-2 SD
70
.67
1.0
80
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.83
Recording and Scoring Practice
Sounds-in-Words
14. /wɑʧ/  [wɑs]
Questions & Answers
15. /spaIdɚ/  [spaIdo]
17. /drʌm/  [dwʌm]
18. /ɡətɑr/  [ɡəta]
25. /ʧɛr/  [sɛo]
33. /ɛləfənt/  [ɛləfən]
36. /tiʧɚ/  [tiʃo]
38. /ʤərӕf/  [wӕf]
39. /vɛʤtəbəl/  [vɛtəbo]
43. /brʌðɚ/  [bwʌde]
52. /prInsɛs/  [pInɛs]
53. /kraʊn/  [taʊn]
Spanish edition
• Interested in signing up to participate in field
testing?
Questions & Answers
Go to PearsonClinical.com. Select: Contact Us, Contact Forms,
Interest in becoming an Examiner/Field Tester.
• Questions about participating in field testing?
Contact
– Marie Sepulveda, MA CCC-SLP, Research Director
marie.sepulveda@pearson.com
– Ruth Fernandez, PhD CCC-SLP, Research Director
ruth.fernandez@pearson.com
14
9/11/2015
Thank you
Shannon Wang
shannon.wang@pearson.com
15

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