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ERIC Number: EJ1107482
Record Type: Journal
Publication Date: 2016-Jun
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1092-4388
EISSN: N/A
Measuring Speech Comprehensibility in Students with Down Syndrome
Yoder, Paul J.; Woynaroski, Tiffany; Camarata, Stephen
Journal of Speech, Language, and Hearing Research, v59 n3 460-467 Jun 2016
Purpose: There is an ongoing need to develop assessments of spontaneous speech that focus on whether the child's utterances are comprehensible to listeners. This study sought to identify the attributes of a stable ratings-based measure of speech comprehensibility, which enabled examining the criterion-related validity of an orthography-based measure of the comprehensibility of conversational speech in students with Down syndrome. Method: Participants were 10 elementary school students with Down syndrome and 4 unfamiliar adult raters. Averaged across-observer Likert ratings of speech comprehensibility were called a "ratings-based" measure of speech comprehensibility. The proportion of utterance attempts fully glossed constituted an "orthography-based" measure of speech comprehensibility. Results: Averaging across 4 raters on four 5-min segments produced a reliable (G = 0.83) ratings-based measure of speech comprehensibility. The ratings-based measure was strongly (r > 080) correlated with the orthography-based measure for both the same and different conversational samples. Conclusion: Reliable and valid measures of speech comprehensibility are achievable with the resources available to many researchers and some clinicians.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100225; P30HD15052