Compendium of Auditory and Speech Tasks (eBook)

Professor Joy Stackhouse, Professor of Human Communication Sciences. Professor Bill Wells, Professor/Head of Department. Dr Michelle Pascoe, ESRC/MRC Research Fellow; All of Department of Human Communication Sciences, University of Sheffield, U.K. Dr Maggie Vance, Lecturer and Research Fellow, Department of Human Communication Sciences, University College London.

Compendium of Auditory and Speech Tasks 1
Contents 9
Preface 13
Compendium CD-Rom 17
Acknowledgements 19
Conventions 21
Phonetic Symbols and Diacritics 23
Chapter One A Psycholinguistic Approach 27
Speech and Literacy Difficulties 28
What is a Psycholinguistic Approach? 31
Principles of a Psycholinguistic Assessment 33
The Speech Processing Profile 37
Theoretical Speech Processing Models 43
Box-and-Arrow Model 43
Developmental Phase Model 46
Using the Psycholinguistic Framework in Practice and Research 49
Intra-Child Comparison 49
Inter-Child Perspective 50
Conclusion 50
Summary 51
Chapter Two Development of the Assessment Tasks and Normative Data 53
The Cross–Sectional Study 56
Participants 56
Stimuli 57
The Tasks 57
Procedure 59
Results 59
The Longitudinal Study 60
Participants 61
Assessments 63
Data from the Typically Developing Children 64
Results 66
Using Psycholinguistic Procedures 66
Accent Warning! 67
Who Can the Procedures be Used With? 67
When Not to Use the Procedures 68
Interpreting Children’s Responses 68
Outline of the Following Chapters 69
Conclusion 70
Summary 70
Chapter Three Auditory Discrimination Tasks 73
Auditory Discrimination Task 1: Same/Different, S-Cluster Sequences,Words and Non-words (from Bridgeman & Snowling, 1988)
Aims 76
Description of the Task 77
Use of the Task 77
Psycholinguistic Analysis of the Task 77
‘What do tests really test’ questions 78
Level on Speech Processing Profile 79
Stimuli 79
Materials 80
Procedure 80
Scoring 81
Normative Data 81
Questions to Consider 82
Other Same/Different Assessments Tapping Processing at Level D, Auditory Discrimination of Real Words 82
Other Same/Different Assessments Tapping Processing at Level B, Auditory Discrimination of Non-words 83
Auditory Discrimination Task 2: Complex Non-words (from Stackhouse, 1989) 83
Aims 83
Description of the Task 83
Use of the Task 83
Psycholinguistic Analysis of the Task 84
‘What do tests really test’ questions 84
Level on Speech Processing Profile 84
Stimuli 84
Materials 84
Procedure 84
Scoring 86
Normative Data 86
Questions to Consider 86
Other Same/Different Assessments Tapping Processing at Level B, Auditory Discrimination of Non-words 87
Auditory Discrimination Task 3: ABX Non-word Task (from Vance, 1995) 87
Aims 87
Description of the Task 87
Use of the Task 88
Psycholinguistic Analysis of the Task 88
‘What do tests really test’ questions 88
Level on Speech Processing Profile 89
Stimuli 89
Materials 91
Procedure 91
Scoring 92
Normative Data 93
Questions to Consider 93
Other Tasks 93
Auditory Discrimination Task 4: Legal vs Illegal Words (from Dry, 1997 and Darili, 1994) 94
Aims 94
Description of the Task 94
Use of the Task 94
Psycholinguistic Analysis of the Task 95
‘What do tests really test’ questions 95
Level on Speech Processing Profile 95
Stimuli 95
Materials 96
Procedure 96
Scoring 96
Normative Data 97
Questions to Ask 97
Summary 97
Chapter Four Auditory Lexical Discrimination Tasks 99
Auditory Lexical Discrimination Task 1: Mispronunciation Detection (from Vance, 1995) 101
Aims 101
Description of the Task 101
Use of the Task 101
Psycholinguistic Analysis of the Task 102
Level on Speech Processing Profile 102
Stimuli 102
Materials 103
Procedure 104
Scoring 105
Normative Data 105
Questions to Ask 106
Other Assessments Tapping Processing at Level E, Accuracy of Phonological Representations 106
Auditory Lexical Discrimination Task 2: With and Without Pictures (from Constable, Stackhouse & Wells, 1997)
Aims 107
Description of the Tasks 107
Use of the Task 107
Psycholinguistic Analysis of the Task 108
Level on Speech Processing Profile 108
Stimuli 108
Materials 109
Procedure 109
Scoring 110
Normative Data 110
Questions to Ask 110
Other Assessments Tapping Processing at Level E, Accuracy of Phonological Representations 110
Auditory Lexical Discrimination Task 3: Mispronunciation Detection for Individual Children (from Locke, 1980b) 111
Aim 111
Description of the Task 111
Use of the Task 111
Psycholinguistic Analysis of the Task 112
Level on Speech Processing Profile 113
Stimuli 113
Materials 113
Procedure 113
Scoring 113
Normative Data 113
Questions to Ask 114
Other Tasks Assessing a Child’s Own Mispronunciation Errors 114
Auditory Lexical Discrimination Task 4: Words in Sentences (from Cassidy, 1994) 114
Aims 114
Description of the Task 114
Use of the Task 114
Psycholinguistic Analysis of the Task 115
Level on Speech Processing Profile 115
Stimuli 115
Materials 116
Procedure 116
Scoring 118
Normative Data 118
Questions to Ask 119
Other Assessments of Connected Speech 119
Summary 120
Chapter Five Speech Production: Single Words 121
Picture Naming 121
Repetition Tasks 123
Task Comparisons 124
Speech Production: Single Words – Picture Naming Task 1 (from Vance, Stackhouse & Wells, 2005)
Aims 127
Description of the Task 127
Use of Task 127
Psycholinguistic Analysis of the Task 127
Level on Speech Processing Profile 129
Stimuli 129
Materials 129
Procedure 130
Scoring 130
Normative Data 130
Questions to Consider 130
Other Naming Assessments Tapping Processing at Level G, Indicating Accuracy of Motor Programmes 131
Speech Production: Single Words – Picture Naming Task 2 (from Snowling, van Wagtendonk & Stafford, 1988)
Aims 132
Description of the Task 132
Use of the Task 132
Psycholinguistic Analysis of the Task 132
‘What do tests really test’ questions 133
Level on Speech Processing Profile 133
Stimuli 133
Materials Required 133
Procedure 134
Scoring 134
Normative Data 135
Questions to Consider 135
Other Assessments Tapping Expressive Vocabulary and Access to Lexical Representations 135
Speech Production: Single Words – Word Repetition Task (from Vance, Stackhouse & Wells, 2005 and Nathan et al., 2004a)
Aims 136
Description of the Task 136
Use of the Task 136
Psycholinguistic Analysis of the Task 136
‘What do tests really test’ questions 137
Level on the Speech Processing Profile 137
Stimuli 138
Materials 139
Procedure 139
Scoring 140
Normative Data 140
Questions to Consider 142
Other Tasks 142
Speech Production: Single Words – Non-word Repetition Task (from Vance, Stackhouse & Wells, 2005 and Nathan et al., 2004a)
Aims 142
Description of the Task 142
Use of the Task 143
Psycholinguistic Analysis of the Task 143
‘What does this test really test’ questions 144
Level on the Speech Processing Profile 144
Stimuli 144
Materials 145
Procedure 145
Scoring 146
Normative Data 147
Questions to Consider 148
Other Assessments of Non-word Repetition 148
Mispronunciation Self-Correction 148
Aims 148
Description of the Task 149
Use of the Task 149
Psycholinguistic Analysis of the Task 149
‘What do tests really test’ questions 150
Level on Speech Processing Profile 150
Stimuli 150
Materials 150
Procedure 150
Scoring 151
Normative Data 152
Questions to Ask 152
Other Tasks Reflecting Children’s Responses to Their Own Speech Errors 152
A Comparison of Performance Across Different Speech Output Tasks 153
Summary 155
Chapter Six Speech Production: Connected Speech 157
Prosodic Features in the Psycholinguistic Framework 158
Segmental Juncture within a Psycholinguistic Framework 158
Connected Speech Task 1: Word-in-Sentence Repetition (Vance, Stackhouse & Wells, 1995)
Aims 159
Description of the Task 160
Use of the Task 160
Psycholinguistic Analysis of the Task 160
‘What do tests really test’ questions 161
Level on Speech Processing Profile 161
Stimuli 161
Materials 163
Procedure 163
Scoring 163
Normative Data 163
Questions to Consider 164
Other Assessments that Include a Measure of Speech Production in Connected Speech 164
Connected Speech Task 2: Connected Speech Processes (CSP) Repetition (Newton, 1999) 165
Aims 165
Description of the Task 165
Use of the Task 165
Psycholinguistic Analysis of the Task 167
‘What do tests really test’ questions 168
Level on Speech Processing Profile 168
Stimuli 168
Materials 168
Procedure 168
Scoring 169
Normative Data 169
Questions to Consider 169
Other Assessments of Connected Speech Processes 171
Connected Speech Task 3: Final Consonant Juncture Repetition (Pascoe, Stackhouse & Wells, 2006)
Aims 171
Description of the Task 171
Use of the Task 171
Psycholinguistic Analysis of the Task 172
‘What do tests really test’ questions 173
Level on the Speech Processing Profile 173
Stimuli 173
Materials 175
Procedure 175
Scoring 175
Normative Data 176
Questions to Consider 176
Summary 176
Chapter Seven Speech Accuracy, Rate and Consistency 179
Speech Accuracy, Rate and Consistency Task 1: Oral Movements and Silent DDK Rates (from Williams & Stackhouse, 2000)
Aims 183
Description of the Task 183
Use of the Task 183
Psycholinguistic Analysis of the Task 183
‘What do tests really test’ questions 183
Level on the Speech Processing Profile 183
Stimuli 183
Materials 184
Procedure 184
Scoring 184
Accuracy measure 184
Rate measure 184
Normative Data 185
Questions to Ask 186
Other Assessments of Oro-motor Movement 186
Speech Accuracy, Rate and Consistency Task 2: Repetition and Spoken DDK Rates (from Williams & Stackhouse, 2000)
Aims 186
Description of the Task 186
Use of the Task 186
Psycholinguistic Analysis of the Task 187
‘What do tests really test’ questions 187
Level on the Speech Processing Profile 187
Stimuli 187
Materials 187
Procedure 188
Timed real word repetition 188
Timed non-word repetition 188
Timed syllable sequence repetition 189
Scoring 189
Accuracy measures 189
Consistency measures 189
Example 1 190
Example 2 190
Example 3 190
Rate measure 191
Normative Data 191
Questions to Ask 193
Other Assessments of Speech Rate and Consistency over Several Repetitions 194
Rate 194
Consistency 194
Speech Accuracy and Consistency Task 3 (from Coffield, 1994) 194
Aim 194
Description of the Task 195
Use of the Task 195
Psycholinguistic Analysis of the Task 195
‘What do tests really test’ questions 195
Level on the Speech Processing Profile 195
Stimuli 196
Materials 196
Procedure 196
Scoring 196
Summary 198
Chapter Eight Predicting Persisting Speech Difficulties 201
Children with and without Speech Difficulties 202
Severity of Speech Difficulty 203
Presence of an Additional Language Difficulty 203
Speech Input Processing Skills 204
Relationship between Severity of Speech Difficulties, Language Development and Speech Input Skills 205
Children with Resolved vs Persisting Speech Difficulties 205
Defining ‘Resolved’ 206
Which Tasks Differentiated the Resolved vs Persisting Speech Difficulties Subgroups? 207
Speech Input and Output 207
Language Skills 209
Non-verbal Skills 209
Phonological Awareness and Literacy Measures 210
Examples of Children Who Have/Have Not Resolved Their Speech Difficulties 210
Which Tasks Predict Speech Outcome? 211
Speech vs Language Skills as Predictors of Literacy Outcome 213
Conclusion 214
Summary 215
Chapter Nine Assessing Risk Factors Through Questionnaires 217
Questionnaire 1: Developmental History 220
Birth and general health details 220
Physical development 221
Hearing 221
Speech and Language 221
Vision 221
Reading 221
Spelling 221
Additional information 222
Questionnaire 2: Family Information 224
Questionnaire 3: Psychosocial Strengths and Difficulties Questionnaire (Goodman, 1997) 226
Questionnaire 4: Educational Information 227
Questionnaire 5: Speech and Language Therapy 228
Conclusion 232
Summary 232
Chapter Ten Using Auditory and Speech Tasks in Practice 235
Developing Assessment Procedures 236
Interpreting Assessment Data 237
Speech Tasks 238
Naming (Level G) 238
Word repetition task (Level I) 238
Non-word repetition task (Level J) 238
Auditory Tasks (no pictures) 239
Non-word same/different task (Level B) 239
Word same/different task (Level D) 239
Lexical discrimination task: mispronunciation detection (Level E) 239
Responses on the Auditory and Speech Tasks 240
George 240
Ben 240
Harry 240
Cleo 242
ACTIVITY 10.1 242
Aims: 242
Planning Intervention 244
ACTIVITY 10.2 245
Aim: 245
Therapy for George 245
Therapy for Ben 246
Therapy for Harry 246
Therapy for Cleo 246
Predicting Speech and Literacy Outcomes 247
ACTIVITY 10.3 247
Aim: 247
Defining Resolved Speech Difficulties 248
Specifying Discharge Criteria 249
Training Others 250
A Psycholinguistic Approach 251
Steps in a Psycholinguistic Approach for Children in Need of Intervention 253
Summary 254
References 257
Appendix A.1 Tasks for Each Question in the Psycholinguistic Assessment Framework 269
INPUT 269
OUTPUT 270
Appendix A.2 Speech Processing Profile 273
Appendix A.3 Speech Processing Model 275
Appendix B Standardised Assessments used in the Longitudinal Study 277
Appendix C.1 Auditory Discrimination Task 1: Same/Different, S-Cluster Sequences, Words and Non-words – Reduced Version (from Bridgeman & Snowling, 1988)
REDUCED VERSION: NON-WORDS 280
REDUCED VERSION: REAL-WORDS 281
SUMMARY TABLE 281
Appendix C.2 Auditory Discrimination Task 1: Same/Different, S-Cluster Sequences, Words and Non-words – Shortest Form (from Bridgeman & Snowling, 1988)
SHORTEST FORM: NON-WORDS 284
SHORTEST FORM: REAL WORDS 284
Appendix C.3 Auditory Discrimination Task 2: Complex Non-words (from Stackhouse, 1989) 285
Appendix C.4 Auditory Discrimination Task 3: ABX Task – Full Version (Vance, 1996) 289
FULL VERSION: LIST A 290
FULL VERSION: LIST B 291
Appendix C.5 Auditory Discrimination Task 3: ABX Task – Short Form (Nathan et al., 2004) 293
LIST A 294
LIST B 294
Appendix C.6 Auditory Discrimination Task 4: Legal versus Illegal Non-words 295
Appendix D.1 Auditory Lexical Discrimination Task 1: Mispronunciation Detection – Full Version (from Vance, 1995) 297
FULL VERSION: LIST A 298
FULL VERSION: LIST B 301
Appendix D.2 Auditory Lexical Discrimination Task 1: Mispronunciation Detection – Short Form (from Nathan et al., 2004) 305
SHORT FORM: LIST A 306
SHORT FORM LIST B 307
Appendix D.3 Auditory Lexical Discrimination Task 2: Without Pictures (from Constable, Stackhouse & Wells, 1997)
WITHOUT PICTURES 310
Appendix D.4 Auditory Lexical Discrimination Task 2: With Pictures (from Constable, Stackhouse & Wells, 1997)
WITH PICTURES 314
Appendix D.5 Auditory Lexical Discrimination Task 3: Mispronunciation Detection for Individual Children (after Locke, 1980) 317
EXAMPLE SCORE SHEET: 318
Appendix D.6 Auditory Lexical Discrimination Task 4: Words in Sentences (from Cassidy, 1994) 321
SCORE SHEET 1: SINGLE WORD NAMING 321
SCORE SHEET 2: SINGLE WORD DISCRIMINATION 322
SCORE SHEET 3: WORDS IN SENTENCES 324
SUMMARY SHEET: AUDITORY LEXICAL DISCRIMINATION TASK (WORDS IN SENTENCES) 333
Appendix E.1 Picture Naming Task 1 – Full Version (from Vance, Stackhouse & Wells, 2005)
FULL VERSION: SET A 336
FULL VERSION: SET B 337
SUMMARY SHEET: FULL VERSION 337
Appendix E.2 Picture Naming Task 1 – Short Form 339
SHORT FORM 340
Appendix E.3 Guidelines for Scoring Full Versions and Short Forms of Speech Production Tasks 341
Appendix E.4 Speech Production: Single Words – Picture Naming Task 2 (from Snowling, van Wagtendonk & Stafford, 1988)
SHEET ONE: LEXICAL SCORE 344
SHEET TWO: SPEECH SCORE 345
Appendix E.5 Word Repetition Task – Full Version (from Vance, Stackhouse & Wells, 2005)
FULL VERSION: LIST A 348
FULL VERSION: LIST B 349
SUMMARY SHEET: WORD REPETITION, FULL VERSION 350
Appendix E.6 Word Repetition Task – Short Form (from Nathan et al., 2004a) 351
SHORT FORM LIST A 352
SHORT FORM – LIST B 352
Appendix: E.7 Word Repetition Task: Low-Frequency Words (from Nathan et al., 2004a) 353
LIST A 354
LIST B 355
SUMMARY SHEET: LOW-FREQUENCY WORD REPETITION NUMBER OF CONSONANTS CORRECT 355
Appendix E.8 Non-Word Repetition Task – Full Version (from Vance, Stackhouse & Wells, 2005)
FULL VERSION: SET A 358
FULL VERSION: SET B 359
Appendix E.9 Non-Word Repetition Task – Short Form (from Nathan et al., 2004) 361
SHORT FORM LIST A 362
SHORT FORM – LIST B 362
Appendix E.10 Non-word Repetition Task: Matched to Low-Frequency Words (from Nathan et al., 2004a) 363
LIST A 364
LIST B 364
SUMMARY SHEET: NON-WORDS MATCHED WITH LOWFREQUENCY WORDS NUMBER OF CONSONANTS CORRECT 365
Appendix E.11 Mispronunciation Self-Correction 367
CHILD’S VIEWPOINT 369
Appendix F.1 Connected Speech Task 1: Words in Sentences (from Vance, Stackhouse & Wells, 1995)
Appendix F.2 Connected Speech Task 2: Connected Speech Processes (CSP) Repetition (from Newton, 1999) 375
SUMMARY SHEET 379
Appendix F.3 Connected Speech Task 3: Final Consonant Juncture Repetition (from Pascoe, Stackhouse & Wells, 2006)
Appendix G.1 Speech Accuracy, Rate and Consistency Task 1: Oral Movements and Silent DDK Rates (from Williams & Stackhouse, 2000)
Appendix G.2 Speech Accuracy, Rate and Consistency Task 2a: Repetition and Spoken DDK Rates: Words (from Williams & Stackhouse, 2000)
PRACTICE ITEMS: 391
TEST ITEMS: 392
SUMMARY SHEET 403
EXAMPLES OF SCORE SHEET COMPLETION 404
Appendix G.3 Speech Accuracy, Rate and Consistency Task 2b: Repetition and Spoken DDK Rates: Non-Words (from Williams & Stackhouse, 2000)
PRACTICE ITEMS: 409
TICK CHART 409
TEST ITEMS: 410
SUMMARY SHEET 420
Appendix G.4 Speech Accuracy, Rate and Consistency Task 2c: Repetition and Spoken DDK Rates: Syllable Sequences (from Williams & Stackhouse, 2000)
PRACTICE ITEMS: 425
TICK CHART 425
TEST ITEMS: 426
SUMMARY SHEET 437
Appendix G.5 Speech Accuracy and Consistency Task 3 (from Coffield, 1994) 439
LIST A: REPETITION OF 1-SYLLABLE NON-WORDS REPETITION OF 2-SYLLABLE WORDS
REAL WORD REPETITION 443
LIST B: NON-WORD REPETITION, 2 SYLLABLES WORD REPETITION, 3–4 SYLLABLES
LIST C: NON-WORD REPETITION, 3–4 SYLLABLES WORD REPETITION, 1 SYLLABLE
SUMMARY SHEET 464
Appendix H.1 Questionnaire 1: Developmental History 465
I. BIRTH AND GENERAL HEALTH DETAILS 465
II. DEVELOPMENT SINCE BIRTH 466
III. FINAL SECTION 468
THANK YOU VERY MUCH FOR COMPLETING THIS QUESTIONNAIRE 468
Appendix H.2 Questionnaire 2: Family Information 469
PARENTAL QUESTIONNAIRE: A SEPARATE QUESTIONNAIRE SHOULD BE COMPLETED BY EACH PARENT 469
I. GENERAL DETAILS 469
II. EDUCATIONAL DETAILS 469
III. OCCUPATIONAL DETAILS 469
IV. SELF AND FAMILY 470
V. FINAL SECTION 470
Appendix H.3 Questionnaire 3: Educational History 471
Appendix H.4 Questionnaire 4: Speech and Language Therapy 473
Index 477
Other Titles in this Series 488