RESOURCE PACKET

Assessment of Speech:
Sound Production

SPEECHSOUNDPRODUCTIONSEVERITYRATINGSCALE
DeterminationofSpeechImpairment:Articulation
Student________________________School______________________Grade____DateofRating_______DOB_______Age_____SLT________________________

SoundProduction

Nosound/phonologicalprocess
errorserrorsconsistentwith
normaldevelopment

Sounderrors/phonological
processeslessthanoneyear
belowage

Sounderrors/phonological
processesonetotwoyears
belowage

Sounderrors/phonological
processestwoormoreyears
belowage

Stimulability

Mosterrorsstimulableinseveral Mosterrorsstimulableinatleast
contexts
onecontext

OralMotor
and/or
MotorSequencing

Oralmotorand/orsequencing
adequateforspeechproduction

Oralmotorand/orsequencing
difficultiesareminimalanddo
notcontributetospeech
productionproblems

Oralmotorand/orsequencing
difficultiesinterferewithspeech
production

Oralmotorand/orsequencing
greatlyinterferewithspeech
production,useofcues,gestures
orADneeded

Intelligibility

Connectedspeechisintelligible

Connectedspeechisintelligible
someerrorsnoticeablemore
than80%intelligible

Connectedspeechsometimes
unintelligiblewhencontextis
unknown5080%intelligible

Connectedspeechmostly
unintelligiblegestures/cues
usuallyneededlessthan50%
intelligible

Instructions:

Althoughnotcorrect,most
errorsapproximatecorrect
production

Noerrorsoundsarestimulablefor
correctproduction

1.Donotincluderegionalordialectaldifferenceswhenscoring.
2.Circlethescoreforthemostappropriatedescriptionforeachofthefourcategories,i.e.,SoundProduction,Stimulability,OralMotor,Intelligibility.
3.Computethetotalscoreandrecordbelow.
4.Circlethetotalscoreonthebar/scalebelow.
Note:DisabilitystandardsforPhonologicalProcessingrequireratingsattheModerate,Severe,orProfoundLevelsofSeverity.
3

6
7
8
9
10
11
12
13
14
15
16
MildModerateSeveretoProfound

17

18

TOTALSCORE__________
Basedoncompilationoftheassessmentdata,thisstudentscoresintheMild,ModerateorSevererangeforSpeechSoundProductionon
theratingscaleforSpeechSoundProduction.
Thereisdocumentation/supportingevidenceofadverseeffectsoftheSpeechSoundProductiononeducationalperformance.

qYes qNo
qYes qNo

DeterminationofeligibilityasastudentwithaSpeechand/orLanguageImpairmentismadebytheIEPTeam.

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Speech:SoundProductionResourcePacket

AssessmentGuidelinesforSpeechSoundProduction
SPEECHSOUNDPRODUCTIONCONSIDERATIONS
Anarticulationimpairmentistheatypicalproductionofspeechsoundsthatmay
interferewithintelligibility(ASHA,1993,p.40).Problemswithsoundproductionresult
fromorganic(aknownphysicalcause)orfunctional(noknownphysicalcause)etiologies.
OrganicallybasedproductionerrorsmayberelatedtoHearingImpairment,cleftlipor
palate,cerebralpalsy,ankyloglossia(tonguetie)andothers.Theaccompanying
articulationdeficitsarethedirectresultofstructuralorneurologicanomaliesandarenot
developmentalinnature.Childrenwithfunctionalsoundproductionproblemspresent
withadequatehearingacuityandintellectualabilities.Theyshownosignsofsignificant
structuralabnormalitiesorneurologicaldysfunction.Thespecificerrorsvaryfromone
childtothenextandarenotasreadilypredictableasthosefoundinorganicallybased
disorders.
TheIEPteammaynotidentifyachildasspeechimpairedwhoexhibitsanyofthe
following:
mild,transitory,ordevelopmentallyappropriatesoundproductiondifficultiesthat
studentsexperienceatvarioustimesandtovariousdegrees,
speechdifficultiesresultingfromdialectaldifferences,learningEnglishasasecond
language,temporaryphysicaldisabilitiesorenvironmental,culturaloreconomic
factors,
atonguethrustwhichexistsintheabsenceofaconcomitantimpairmentinspeech
soundproduction,
electiveorselectivemutismorschoolphobiawithoutadocumentedspeechsound
productionimpairment,and
theerrorsdonotinterferewitheducationalperformance.
Productionofsoundsinconnectedspeechisaseriesofcomplexmaneuvers.Oral
communicationrequiresexactplacement,sequencing,timing,directionandforceofthe
articulators.Theseoccursimultaneouslywithpreciseairstreamalteration,initiationor
haltingofphonationandvelopharyngealaction.Consequently,assessmentofspeech
soundproductionisamultifacetedprocedurerequiringagooddealofskilland
knowledge.
Componentsforacomprehensiveassessmentinclude:
articulationassessmentand/orphonologicalprocessesassessment,
developmentalinformation/profile,
stimulabilityprobeoferrors,
oralperipheralexamination,
analysisofintelligibility(mayincludeacombinationorallitemslistedbelow),
o analysisoferrors
numberoferrors/percentageofconsonantscorrect(PCC)
errortypes(substitutions,omissions,distortions,additions)
formoferrors,errorpatterns(phonologicalprocesses)
consistencyoferrors
frequencyoferrors
o rateofspeech
documentationofadverseeffectoneducationalperformance,and
hearingscreening.
Eachofthesecomponentsisdiscussedingreaterdetailinthefollowingsection.
ED4075/Rev.07.09
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Speech:SoundProductionResourcePacket

CONDUCTINGASPEECHEVALUATIONFORARTICULATIONORPHONOLOGICALPROCESSES

Conducthearingandvisionscreenings.
Obtainrelevantinformationfromtheparents(i.e.,concernsaboutcommunication
skills,developmentalhistory,etc.)
Obtaininformationfromteachersrelatedtoprogressinthegeneralcurriculum,
communicationskills,behaviorandsocialinteractions. Informationmustbegathered
fromtwoeducators:thestudentsclassroomteacheraswellasanotherprofessional.
Forpreschoolers,obtainthisinformationfromchildcareprovidersoradultswhosee
thechildoutsidethefamilystructure.
Reviewschoolrecords,e.g.,grades,testscores,specialeducationrecords,
documentationofprereferralstrategies/interventionsanddisciplineandattendance
records.
Completeanoralperipheralexamination.
Administeranarticulationtestand/oratestofphonologicalprocesses. Ifa
preschoolerisunabletoparticipateinassessmentusingstandardizedmeasures,
documenttheattemptandobtainaphonemeinventoryfromaspeechsample.
Conductstimulabilityprobestodeterminehowwellthestudentcanimitatecorrect
productionoferrorsounds.Stimulabilityreferstothestudentsabilitytoproducea
correct(orimproved)productionoftheerredsoundgivenoralandvisualmodeling.
Mostarticulationtestsincludethissteponthetestform.
Obtainandanalyzeaspeechsampletodetermineintelligibilityofconversational
speechandconsistencyoferrorpatterns.
Documenthowsoundproductionerrorsadverselyaffectthestudentseducational
performanceinthegeneraleducationclassroomorthelearningenvironment.
CompletetheSpeechSoundProductionSeverityRatingScaleusingdatafromthe
assessment.
FinalizeandsubmittotheIEPteamaSpeechandLanguageEvaluationReport.
COMPONENTSOFTHEASSESSMENT

ArticulationorPhonologicalProcessesAssessment
Generally,errorsinsoundproductionareclassifiedaseithermotorbasedor
cognitive/linguisticbased(BernthalandBankson,1988).
ArticulationErrors
Articulationerrors(substitutions,distortions,omissions,and/oradditions)aretypically
consideredmotorbasederrors.Articulation,whichreferstotheactualmovementsofthe
articulatorsduringspeechproduction,issubsumedunderthegenerictermphonology.An
articulationproblemmaybedefinedasdifficultyinproducingasingleorafewsoundswith
nopatternorderivablerule.Itisconsideredtobetheresultofphonemic,ratherthan
phonologicalinadequacy(i.e.,theproblemresultsfromthestudentsnothavinglearned
allofthesounds).Articulationtestingisconcernedprimarilywithidentifyingthosesounds
thatthestudenthasdifficultyproducing.Interventionisfocusedoncorrectingindividual
errorsounds,onebyone.

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Speech:SoundProductionResourcePacket

PhonologicalProcesses
Phonologicalprocessdeviationsareconsideredtobecognitive/linguisticbased.Students
withphonologicalprocessproblemsdemonstratedifficultyinacquiringaphonological
system,notnecessarilyinproductionofthesounds.Thephonologicalsystemofa
languagegovernsthewaysinwhichsoundscanbecombinedtoformwords.A
phonologicalprocessisasystematicsoundchangethataffectsclassesofsoundsor
soundsequencesandresultsinasimplificationofproduction.Errorshavelogicaland
coherentprinciplesunderlyingtheiruse.Theerrorscanbegroupedonsomeprinciple
andthusformpatterns.Thestudentspatternsofsimplificationofsoundusageseverely
affectintelligibility.Incontrasttoarticulationtesting,phonologicalassessmentis
concernednotonlywithproductionskills,butalsowiththewaysoundsaresequenced
andusedincontrasttosignalmeaningdifferences.Philosophy,assessment,andmethod
ofinterventionaddressingphonologicalprocessesmustnecessarilydiffermarkedlyfrom
traditionalapproachestoeitherfunctionalororganicarticulationproblems.Thegoalof
phonologicalinterventionisnottoperfectindividualsounds,butrathertoeliminate
phonologicalprocesses.Itaimsatareorganizationofthestudentsphonologicalsystem,
therebyimprovingintelligibility.
SomeSLTs,aswellassomeoftheprofessionalliterature,classifyphonologicalprocess
errorsasalanguagebasedimpairment.However,forpurposesoftheseguidelines,
phonologicalprocesserrorsareincluded,alongwitharticulationerrors,underthe
categoryofSpeechSoundProduction. Thedecisiontoadministeranarticulationtest
versusaphonologicalprocessanalysisisbasedontheexaminersprofessionaljudgment.
Iftheerrorsarenonorganic(i.e.,notduetostructuraldeviationsorneuromotorcontrol
problems)themostdiscriminatingfactortoaidinthedecisionisthatofintelligibilitythe
moreunintelligiblethestudentsspeech,thegreatertheneedforphonologicalprocess
analysis.Whenevaluatingstudentswhoseintelligibilityfactorismoderatetosevereor
profound,testsofphonologicalprocesseswillprovemorediagnosticallyvaluablethan
traditionalarticulationtests.
Insomecasestheexaminermaycompleteaprocessanalysisafterfirstadministeringan
articulationtest.Somephonologicalprocessescanbedetectedfromtheresultsof
traditionalarticulationtests.Forexample,whenmostofthephonemesinthefinalposition
columnofthearticulationtestformshowadeletionsymbol,perceptiveexaminerscan
recognizethepatternoffinalconsonantdeletion.Mostsubstitutionanddeletion
processescanbeidentifiedinthismanner,particularlyiftheexaminerisfamiliarwith
phonologicalprocessterminologyanddescriptions.Forexample,thestudentwho
produces/p/for/f/,/b/for/v/,/t/ for/s/,and/d/for/z/isreplacingafricativewithastop,a
processcommonlyknownasStopping.Othererrorpatterns,however,arenotaseasily
identifiedfromtraditionalarticulationtestresults.Dependinguponthecomplexityofthe
studentserrors,amoreindepthphonologicalanalysismaybeindicatedinorderto
identifyallprocessesusedbythestudent.Thisindepthanalysisbecomesparticularly
importantindeterminingthehierarchyofinterventiontargets.

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Speech:SoundProductionResourcePacket

Theadvantageofidentifyingphonologicalerrorpatternsisthatthosepatternscanthenbe
targetedforremediation,therebyaffectingmorethanonesoundatatime.Forexample,if
astudentexhibitsafinalconsonantdeletionpattern,youmaychoosetotargetfinal
consonantsingeneralratherthanfocusoneachandeverysoundthatisomittedatthe
endofwords.
Itshouldbenotedthatanarticulationassessmentandphonologicalprocessanalysiscan
bederivedwithouttheuseofapublishedstandardizedassessmentinstrument.
DevelopmentalInformation/Profile
Normsarehelpfulforestimatingapproximatelyhowwellastudentssoundsare
developing.Althoughnormsareextremelyuseful,therearelimitationstooverrelyingon
orusingthemexclusivelytoidentifyasoundproductionimpairment.Severalfactorslimit
theirvalue.Anagenormisonlyanaverageageatwhichabehavioroccurs.Mostnorms
donotreflectnormalandacceptabledevelopmentalvariability.Certainerrorsare
developmentallyappropriatewhileothersarenot.Differentnormsarerarelyinagreement
witheachother.Thedifferencesarecausedbymanyfactors,includingwhenthestudy
wasconducted,wherethestudywasconducted,thesizeandcharacteristicsofthe
sample,theresearchdesignfollowed,andthemasterycriteriaused.
Articulationtestsusuallyelicitphonemesinonlyonephoneticcontextwithinapre
selectedword.Theremaybeothercontextsandwordsinwhichthestudentcan/cannot
producethetargetsoundcorrectly.Mosttestselicitphonemesatthewordlevelforthe
assessmentofinitial,medialandfinalpositionproduction.Conversationalspeech,
however,ismadeupofcomplex,coarticulatedmovementsinwhichdiscreteinitial,
medial,andfinalsoundsmaynotoccur.Thus,soundproductionsinsinglewordsmay
differfromthoseinspontaneousspeech.Keepinmindthatnormativedatatellonlypart
ofthestorywhenassessingforaspeechsoundproductionimpairment.
PhonologicalProcesses
Thefollowingareminimalrequirements forqualifyingasoundchangeerrorasa
phonologicalprocess:
1. Aprocessmustaffectmorethanonesoundfromagivensoundclass.Forexample,
theomissionof[t]fromtheendofwordsdoesnotnecessarilysignaltheprocessof
finalconsonantdeletion.Deletionofatleastoneadditionalplosive[p,b,d,k,g]must
alsobeobserved.
2. Thesoundchangeorprocessmustoccuratleast40%ofthetime.Aninconsistent
soundchangeindicatesonlyapotentialphonologicalprocess.Inotherwords,ifthe
studentutteredtenwordscontainingfinalconsonants,s/hemustdeletetheconsonant
inatleastfourofthosewordsinorderforthepatterntobeconsideredasthatoffinal
consonantdeletion.Aninconsistentsoundchangemayalsosignalthatthestudentis
inatransitionphaseofdevelopment,i.e.,thestudentisgraduallyeliminatingthe
processonhis/herownassoundproductionsbecomemoredevelopmentally
appropriate.

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Speech:SoundProductionResourcePacket

StimulabilityProbeofErrors
Stimulabilityreferstothestudentsabilitytoproduceacorrect(orimproved)productionof
theerredsoundgivenoralandvisualmodeling.Mostarticulationtestsincludethisstep
onthetestform.Itisnotnecessarytoassessstimulabilityforsoundsproducedcorrectly,
onlythoseinerror.
Directionsforassessingstimulability
1. Askthestudenttowatch,listencarefully,andsaywhatyousay.Donotgivespecial
instructionsonthecorrectproduction.
2. Modeltheproductionofeachselectedphonemeinisolationandaskthestudentto
imitate.Beginmodelingforconsonantblendsatthesyllablelevel.
3. Ifthestudentissuccessful,goontothesyllablelevel,modelingforeachposition
(initial,medial,andfinal).
4. Ifthestudentissuccessfulatthesyllablelevel,proceedtothewordlevel,modelingfor
eachposition.
5. Ifthestudentissuccessfulatthewordlevel,youmaywishtoproceedtothe
phrase/sentencelevel,modelingforeachposition.
6. Ifthestudentfailstoimitateastimuluscorrectlyatanylevel(isolation,syllable,or
word),askthestudenttowatchandlistencarefullytothefollowingdirections:
Saythestimulusthreetimes(multiplestimulations).
Havethestudenttryagain.
Ifthestudentrepeatssuccessfully,continuetothenextlevelofcomplexity.
Ifthestudentcannotimitatethestimuluscorrectlyaftermultiplestimulations,
discontinuestimulationwiththatsound.
Theassessmentofstimulabilityprovidesimportantprognosticinformation.Moreover,
thosebehaviorsthataremosteasilystimulatedcanprovideexcellentstartingpointsfor
intervention.Theyoftenleadtointerventionsuccessquickerthanother,lessstimulable
behaviors.
INTERPRETINGANDREPORTINGEVALUATIONRESULTS

Whenassessingarticulationskills,thesoundinquestionmustbeinerrorinatleasttwo
positions(initial,medial,orfinal). Informationgatheredfromtheformal/informal
assessmentinstrument(s)regardingsoundproductionerrorsistobecomparedtothe
developmentalnormsorcharts:
SoundDevelopmentNormschartThecutoffpointisoneyearbeyondthereported
ageofacquisitionforeachsoundposition.
AllotherdevelopmentalnormsorchartsThecutoffpointistheexactageas
reportedforeachphoneme.
AnalysisofIntelligibilityPhonemeProductioninConversationalSpeech
Bythreeyearsofage,achildsspontaneousspeechshouldbeatleast50%intelligibleto
unfamiliaradults.Byfouryearsofage,achildsspontaneousspeechshouldbe
intelligibletounfamiliaradults,eventhoughsomearticulationandphonological
differencesarelikelytobepresent.

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Speech:SoundProductionResourcePacket

Therearemanyfactorsthatcannegativelyinfluenceintelligibility,including:
Numberoferrors(Generally,thegreaterthenumberofsounderrors,thepoorerthe
intelligibility.)
Typesofsounderrors(Phonologicalprocesserrorsaffectintelligibilitytoagreater
degreethansimplearticulationerrors.)
Inconsistencyoferrors
Vowelerrors
Rateofspeech(especiallyifitisexcessivelysloworfast)
Atypicalprosodiccharacteristicsofspeech(i.e.,abnormalintonationorstress)
Lengthandlinguisticcomplexityofthewordsandutterancesused
Studentsanxietyaboutthetestingsituationand/orfatigue(Fatigueparticularlyaffects
veryyoungchildren.)
Almostallpublishedtestinstrumentsprovideguidelinestohelpevaluateinformation
obtainedduringtestadministration.Whilethisinformationishelpful,itiscertainlynotan
allinclusiveanalysis.Acomprehensiveexaminationofspeechsoundproductionwould
generallyincludesomeofthebulleteditemslistedinAnalysisofErrorsbelow.Muchof
thisinformationisgatheredthroughspeechsampling.Thistypeofanalysiscanbetime
consuming.Dependingontheseverity,scope,andimpactofthespeechsound
productionproblem,anindepthanddetailedanalysiswillnotbewarrantedforall
studentsreferredforformalevaluation.Theexaminershoulduseprofessionaljudgment
whendeterminingwhichmeasuresareappropriateforthestudentbeingevaluated.
InformationisincludedhereforeachofthesubsectionslistedintheSpeechSound
ProductionConsiderationssegmentearlierinthissection.Inanycase,theevaluation
mustnecessarilyincludeobservationand/ordatarelatedtospeechintelligibilitysincethis
itemisspecificallyaddressedintheEligibilityStandardsforSpeechImpairment,i.e.,
Evaluationofarticulationabilitiesshallincludeanalysisofphonemeproductionin
conversationalspeech. IntelligibilityisalsospecificallyaddressedontheSpeechSound
ProductionSeverityRatingScale.
AnalysisofErrors
ErrorTypesThetypesoferrorsidentifiedbytraditionalarticulationtestsgenerally
fallintofourmajorcategories:(1)Substitutions(2)Omissions(3)Distortions,and
(4)Additions.Typically,thepresenceofomissionsandadditionsaffectintelligibilityto
agreaterdegreethansubstitutionsanddistortions.Inadditiontoprovidingdescriptive
informationastotheproblem,analyzingerrortypesalsohelpstoselect,prioritizeand
planinterventiontargets.
FormofErrors/ErrorPatternsAninventoryofphonologicalprocessesismost
valuablewhenevaluatingstudentswhohavepoorspeechintelligibilityduetomultiple
articulationerrors.Phonologicalprocessesdescribewhatchildrendointhenormal
developmentalprocessofspeechtosimplifystandardadultproductions.Whena
studentusesmanydifferentprocessesorusesprocessesthatarenottypically
presentforhis/herdevelopmentalage,intelligibilitywillbeaffected.Thefollowinglist
oferrorpatternsisarrangedindescendingorderfrommosttoleasteffecton
intelligibility.
ED4075/Rev.07.09
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Speech:SoundProductionResourcePacket

BeginningofWord
Fronting
InitialVoicing
Stopping
CusterReduction

EndofWord
FinalConsonantDeletion
Fronting
WordFinalDevoicing

ConsistencyofErrorsTheassessmentdataand/orspeechsampleshouldbe
analyzedforconsistencyoferrorsbetweenthespeechsampleandthearticulation
test/phonologicalprocessassessmentwithinthesamespeechsampleandbetween
differentspeechsamples.Astudentmaybeabletoproduceadesignatedsound
correctlyatthesinglewordlevel,yetcorrectproductionsmaybreakdownasthe
lengthandcomplexityofutterancesincrease.Typically,moresounderrorswillbe
identifiedduringtheconnectedspeechsample.
FrequencyofOccurrenceFrequencyofoccurrencereferstotherelativefrequency
orpercentageofoccurrenceofasoundincontinuousspeech.Itshouldbenotedthat
thesounds[n,t,s,r,d,andm],cumulativelyrepresentnearlyonehalfofthetotal
consonantsused.Whenmisarticulated,thesesoundswillhaveagreaternegative
effectonspeechintelligibilitythanthelessfrequentlyoccurringsoundssuchas/zh/,
/ch/,/j/,andvoiceless/th/.

RateofSpeech
Occasionallyastudentsspeechratecandirectlyaffectarticulationandintelligibility.
Speechratesvarytremendouslyamongnormalspeakers,makingitdifficulttoassigna
standardwordperminute(WPM)index.PurcellandRunyan(1980)measuredthe
speakingratesofstudentsinthefirstthroughfifthgradesandfoundaslightincreasein
theiraveragerateateachgradelevel.Thefirstgradersaveraged125wordsperminute,
andthefifthgradersaveraged142wordsperminute.Itisimperativetorecognizethat
somepeoplewhospeakexceedinglyfastorslowstillhaveexcellentintelligibilityand
controloftheirspeech,whileothersexhibitsignificantcommunicationproblemsduetotheir
rate.
Theimportanceofmeasuringrateofspeechdoesnotlieincomparingitwithpre
establishednorms,whichonlyindicatewhetherthespeechrateisnormal,fasterthan
normal,orslowerthannormal.Thevalueofassessingrateofspeechisthatitallows
evaluationofitseffectonthestudentscommunicationabilities.Willtheuseofafasteror
slowerrateresultinbettercommunication?Canabetterspeechratebeelicited?Canit
bemaintained?Theseareimportantquestionstoconsiderwhenassessingthe
implicationsofspeechrateonintelligibility.

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Speech:SoundProductionResourcePacket

Intelligibility,althoughacriticalconceptintheevaluationofarticulationandphonological
processdisorders,isnotoriouslydifficulttomeasureobjectively.Inmostcasesthereare
multiplefactorsthatinfluenceoverallintelligibility.Keepthefollowingtipsinmindwhen
rating/determiningintelligibility:
Identifyfactorsthataffectintelligibility.
Viewtheintelligibilityratingasbeingapproximate,ratherthanabsoluteordefinitive.
Reportintelligibilityinranges(e.g.,6575%),particularlywhenintelligibilityvaries.A
studentmaybe90100%intelligiblewhenspeakinginutterancesofonetothree
syllables.Thesamestudent,however,maybeonly50%intelligibleinutterancesof
fourormoresyllables.
Takemorethanoneconversationalsampleandseekvariedenvironmentswhen
possible.
USINGTHESPEECHSOUNDPRODUCTIONSEVERITYRATINGSCALE
TheSpeechSoundProductionSeverityRatingScaleistobeusedasatoolaftera
completeassessmentofthestudentssoundproductionperformance.Thescaleis
designedtoassisttheexaminerwithinterpretationanddocumentationoftheresultsof
assessmentfindingsintermsofseverityorintensity.Thisisnotadiagnosticinstrument
andshouldnotbeusedintheabsenceofassessmentdata.
Inordertobeidentifiedasastudentwithaspeechimpairmentinarticulation,the
deviation(s)insoundproductionmustbedeterminedtohaveanadverseeffecton
educationalperformance.Theratingscaleservesthreepurposes:
1. todocumenttheabsenceorpresenceofaspeechsoundproductiondeviationandto
whatdegree(Mild,ModerateorSevere).
2. toindicatetheabsenceorpresenceofadverseeffectoneducationalperformance.
3. todeterminewhetherornotthestudentmeetseligibilitystandardsforaSpeech
ImpairmentinArticulation.
Educationalperformancereferstothestudentsabilitytoparticipateintheeducational
processandmustincludeconsiderationofthestudentssocial,emotional,academic,and
vocationalperformance.Thepresenceofanydeviationinspeechsoundproductiondoes
notautomaticallyindicateanadverseeffectonthestudentsabilitytofunctionwithinthe
educationalsetting.Thedeviationmustbeshowntointerferewiththestudentsabilityto
performintheeducationalsettingbeforeadisabilityisdetermined.Theeffecton
educationalperformanceis,therefore,bestdeterminedthroughclassroomobservations,
consultationwithclassroomandspecialeducationteachers,andinterviewswithparents
andthestudent.Teacherchecklistsareusefulfordeterminingspecificallyhowthesound
productionproblemaffectseducationalperformance.

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Speech:SoundProductionResourcePacket

TEACHERINPUT SPEECHSOUNDPRODUCTION
Student:___________________School:_______________Teacher:_______________Grade:_____
Yourobservationsandresponsesconcerningtheabovestudentwillhelpdetermineifasoundproductionproblemwhichadversely
affectseducationalperformance.PleasereturnthecompletedformtotheSpeechLanguageTeacher

Isthisstudentsintelligibilityreducedtotheextentthatyoufinditdifficult
tounderstandhim/her?
IfYes,checkappropriatedescription:
qOccasionalDifficulty
qFrequentDifficult
qConsiderableDifficult
Studentsspeechisintelligibleeventhoughsomesounderrorsmaybepresent.

Checkone.

Yes

No

Sometimes

N/A

___

___

___

___

___

___

___

___

q50%q70%q80%q90%q100%

Doesthisstudentappearfrustratedorembarrassedbecauseofhis/her
productionerrors?

___

___

___

___

Doesthestudentavoidspeakinginclassorinothersituationsbecauseof
his/herproductionerrors?

___

___

___

___

Hasthisstudenteverexpressedconcernabouthis/herproductionerrors?

___

___

___

___

Doesthestudentsspeechdistractlistenersfromwhatthestudentis
saying?

___

___

___

___

Doesthestudenthaveageappropriateawarenessofsoundsinwords
andabilitytorhyme,segment,andmanipulatesoundsinwords?

___

___

___

___

Doesthestudentmakethesameerrorswhenreadingaloudass/hedoes
whenspeaking?

___

___

___

___

Doesthestudenthavedifficultydiscriminatingsoundsand/orwordsfrom
eachother?

___

___

___

___

Doesthestudentmakespellingerrorsthatappeartobeassociatedwith
speakingerrors?

___

___

___

___

Doesthestudentselfcorrectarticulationerrors?

___

___

___

___

Doesthestudenthavereadingproblemsduetoarticulationproblems?

___

___

___

___

___

___

___

___

Doesthestudentmispronounceduringreadingofwordscontainingerror
sounds?
Ratetheimpactofthestudentsspeecherrorsonhis/hersocial,
emotional,academicand/orvocationalfunctioning.Checkone:
qdoesnotinterfere qminimalimpact
q interferes
qseriouslylimits

Doyouhaveanyotherobservationsrelatingtothearticulationskillsofthisstudent?_______________________
__________________________________________________________________________________________
Itismyopinionthatthesebehaviorsadverselyaffectthestudentseducationalperformance. qYES qNO

Ifyes,provideexplanation:______________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_________________________________________
ClassroomTeacherSignature
ED4075/Rev.07.09
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________________
Date
Speech:SoundProductionResourcePacket

GFTSoundDevelopmentNorms
AGE

INITIALPOSITION

MEDIALPOSITION

FINALPOSITION

/b/, /d/, /h/, /m/, /n/, /p/

/b/, /m/, /n/

/m/, /p/

/f/, /g/, /k/, /t/, /w/

/f/, /g/, /k/, //, /p/, t/

/b/, /d/, /g/, /k/, /n/, /t/

/kw/

/d/

/f/

//, //, //, /s/, //, ///,

//, //, //, /s/, //, /z/

//, //, // // /s/, / /

/bl/

/r/, /v/, /z/

/r/, /v/, /br/, /dr/, /fl/, /fr/,

/r/, /v/

/gl/, /gr/, /kl/, /kr/, /pl/,

/st/, /tr/

/z/, /sl/, /sp/, /sw/, //, //

//

//

//

ThisinformationwasobtainedfromtheGoldmanFristoeTestofArticulation2.Thedataisbasedontheageatwhich85%ofGFTA2standardizationsamplecorrectly
producedconsonantandconsonantclustersounds.Theabovedataincludesthe38consonantsandconsonantclustersassessedintheSoundsinWordsportionofthe
GFTA2.

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Speech:SoundProductionResourcePacket

SoundDevelopmentChartFemales
Listedbelowaretherecommendedagesofacquisitionforphonemesandclusters,basedgenerallyontheageatwhich90%
ofthechildrencorrectlyproducedthatsound.Theserecommendedagesareforphoneticacquisitiononly.

Phoneme

yrs:mo

3:0 3:6 4:0 4:6 5:0 5:6 6:0 6:6 7:0 7:6 8:0 8:6 9:0

m
hinitial
winitial
p
b
d
f
k
g
n
jinitial
t
thvoiced
l
ffinal
v
sh
ch
lfinal
th
dz
r
rfinalvoiced
ngfinal
s
z
Wordinitialclusters

3:0 3:6 4:0 4:6 5:0 5:6 6:0 6:6 7:0 7:6 8:0 8:6 9:0

twkw
plbpklglfl
prbrtrdrkrgrfr
spstsk
smsn
sw
sl
skw
spl
sprstrskr
thr
Source:

IowaNebraskaArticulationNorms

ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

SoundDevelopmentChartMales
Listedbelowaretherecommendedagesofacquisitionforphonemesandclusters,basedgenerallyontheageatwhich90%of
thechildrencorrectlyproducedthatsound.Theserecommendedagesareforphoneticacquisitiononly.

Phoneme

yrs:mo

3:0

3:6

4:0

4:6

5:0

5:6

6:0

6:6

7:0

7:6

8:0

8:6

9:0

3:0

3:6

4:0

4:6

5:0

5:6

6:0

6:6

7:0

7:6

8:0

8:6

9:0

m
hinitial
winitial
p
b
n
d
f
k
t
g
jinitial
ffinal
v
l
sh
ch
lfinal
thvoiced
dz
th
r
rfinalvoiced
ngfinal
s
z
Wordinitialclusters
twkw
plbpklglfl
prbrtrdrkrgrfr
spstsk
smsn
sw
sl
skw
spl
sprstrskr
thr
Source:

IowaNebraskaArticulationNorms.

ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

AgeRangesofNormalConsonantDevelopment1
AgeLevel
23456

78

/p/
/m/
/h/
/n/
/w/
/b/
/k/
/g/
/d/
/t/
//
/f/
/j/
/r/
/l/
/s/
//
//
/z/
//
/v/
//
/
//
Averageageestimatesandupperagelimitsofcustomaryconsonantproduction..Thesolidbarcorrespondingtoeachsoundstartsat
themedianageofcustomaryarticulationitstopsatagelevelatwhich90%ofallchildrenareproducingthesound(datafromTemplin,
1957Wellmanetal.,1931).FromE.Sander(1972),WhenAreSpeechSoundsLearned?JournalofSpeechandHearingDisorders,
37,5563.
_______________________________
1
AssessmentinSpeechLanguagePathologyCDROM.Copyright1998bySingularPublishingGroup.

ED4075/Rev.07.09
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ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

FiveCommonlyCitedNormsforConsonantDevelopment
Consonant

Wellmanetal.

Pool

Templin

Sander

Pratheretal.

1931

1934

1957

1972

1975

before2

before2

before2

before2

24

before2

28

34

before2

28

24

24

24

24

24

38

48

38

Source: ReprintedwiththepermissionofMerrill,animprintofMacmillanPublishingCompanyfromAssessmentand
RemediationofArticulatoryandPhonologicalDisorders

ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

Source:

ED4075/Rev.07.09
DepartmentofEducation

DevelopmentalArticulationandPhonologyProfile.AcademicCommunicationAssociates(1997)

Speech:SoundProductionResourcePacket

ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

NormativeData:
Theseguidelinesfordeterminingifaprocessshouldbeaconcernarereprintedwithpermissionfrom
RulesPhonologicalEvaluation(WebbandDuckett,1990a).Theseguidelinesarebasedonnormativedatacollectedfrom
theliteratureandfromfieldtesting(WebbandDuckett,1990b,1992).Eachhorizontalbarinthechartaboveidentifiesthe
agerangeswhenphonologicalprocessesdisappearinnormallydevelopingchildren

ED4075/Rev.07.09
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ED4075/Rev.07.09
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ED4075/Rev.07.09
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PhonologicalProcesses
Definition:

Systematicchangesthataffectentirephonemeclassesorphonemesequences.Thesechangesareage
appropriateuptotheageslistedbelow.
Page1of3

Ages

DELETIONS

2
3
4

1. InitialConsonantDeletion
2. FinalConsonantDeletion
3. ConsonantClusterReduction

3 5
3
36
45
56

1.
2.
3.
4.
5.

34
34
or
3
34
4
3

1. Progressive
2. Regressive

34
4
7
5
2
2

3.
4.
5.
6.

1.
2.
3.
4.
5.
6.

Stopping
Voicing/Devoicing
Gliding
Fronting/Backing
Affrication/Deaffrication

VelarAssimilation
LabialAssimilation
AlveolarAssimilation
NasalAssimilation

Vocalization(vowelization)
WeakSyllableDeletion
Transposition(Metathesis)
VowelNaturalization
CCDeletion
Reduplication

at/hat
no/noze
tap/stop(deletingoneormore)
SUBSTITUTIONS
ton/sundus/juice
die/tiecrip/crib
ju/shoe
wef/leafweed/read
dum/gumsue/shoe/cop/top
chew/shoeship/chip
ASSIMILATION
beb/bed
dod/dog
lellow/yellowfwim/swim
gog/dog
beb/bedfwim/swim
lellow/yellowdod/dog
neon/pencil
OTHER(infrequent)
bado/bottleka/cartefon/telephone
asks/ask
mud/mother
op/stopk/cats
wawa/waterddu/thankyou

Bennett(11/85:9/87)AdaptedfromHodson(1980)Ingram(1981)Shribert&Kwiakowski(1981)Kahn(1982).

ED4075/Rev.07.09
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PhonologicalProcesses
Page2of3

Phonological
Process
A.

B.

SyllableStructure
Processes
1. DeletionofFinal
Consonant
2.

ClusterReduction

3.

WeakSyllableDeletion

4.

GlottalReplacement

HarmonyProcesses
1. LabialAssimilation

2.

AlveolarAssimilation

3.

VelarAssimilation

4.

PrevocalicVoicing

5.

FinalConsonant
Devoicing

Description

Example

ReductionofCVCwordsor
syllablestoCVform,notusually
soundspecific

book /b

Simplificationofclustersof
consonantsusuallybydeleting
theonethatismostdifficultto
produce
Deletionofunstressedsyllables

tree /ti/

Replacementoffinalconsonant
ofasyllable,usuallyinthe
intervocalicposition,byaglottal
stopmaymarktheplaceofa
consonantthatisdeleted.
Substitutionofalabialphoneme
foranonlabialphonemedueto
influenceofadominantlabial
phonemecontainedwithinthe
word
Substitutionofaphoneme
whichisproducedwithalveolar
placementforanonalveolar
phonemeduetoinfluenceofa
dominantalveolarphoneme
withintheword
Substitutionofaphoneme
whichisproducedwithvelar
placementforanonvelar
phonemeduetoinfluenceofa
dominantvelarphonemewithin
theword
Substitutionofavoicedstopfor
itsvoicelesscognatedueto
influenceofthefollowingvowel
Substitutionofavoicelessstop
foritsvoicedcognatedueto
influenceofthesilence
followingtheword

kitchen /kin/

telephone /t fon/

Developmental
Information
Childrenwhoaredeveloping
languagenormallywillbeginto
includefinalconsonantsbyage
1
3 .
Mostchildren(90%)donotuse
1
clusterreductionafterage4.

Processdoesnotexistin
speechofnormallydeveloping
1
childrenbeyondage4

thum /wm/

yellow /llo/

dog /gg/

pig /big/
bed /bt/

Devoicingoffinalconsonants
doesnotoccurafterage3in
normalphonological
1
development

Source:FromSpeechandLanguageServicesinMichigan:SuggestionsforIdentification,DeliveryofServiceandExitCriteria,editedby
Elizabeth Loring Lockwood and Kathleen Pistano. East Lansing: the Michigan SpeechLanguageHearing Association 1991. Used with
permission.
1

PhonologicalDisabilityinChildrencitedbyLindaM.LailaKhan.AReviewof16MajorPhonologicalProcesses.Language,Speech,and
HearingServicesinSchools.(April1982).pp.7785.

ED4075/Rev.07.09
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PhonologicalProcesses
Page3of3

Phonological
Process
C. FeatureContrast
Processes
1. Stopping
2.

Affrication

3.

Fronting

4.

GlidingofFricatives

5.

GlidingofLiquids

6.

Vocalization

7.

Denasalization

Description

Example

Developmental
Information

Substitutionofastopfora
fricative

sun/t/

Substitutionofaffricativesfor
fricatives:usuallyoccursmore
oftenwithsibilantfricativesthan
others
Substitutionofphonemesby
otherswhichareproduced
anteriortothetargetphonemes
occurscommonlywithvelar
stops
Substitutionofglidesfor
fricativephonemes
Substitutionof/w/,and/j/forl/l
or/t/,simplificationprocess

sun/ts/

Mostfricativesshouldbe
1
correctlyproducedbyage4.

wago/wadn/

Reportedtonolongerbe
evidentbyage4innormally
1
developingchildren.

Substitutionofvowelsfor
syllableconsonants,most

table/tebo/

soap/jop/
Majorityofchildrenreportedto
producecorrectliquidsbyage
1
4.
Syllabicsareusuallyacquired
1
byage4 .

red/wed/

frequently // and /o/

Substitution of stops for nasals

usually affects word-initial and
word-medial nasals more than
word-final nasals

smoke/bok/

Source: From Speech and Language Services in Michigan: Suggestions for Identification, Delivery of Service and Exit Criteria, edited by
Elizabeth Loring Lockwood and Kathleen Pistano. East Lansing: the Michigan SpeechLanguageHearing Association 1991. Used with
permission.
1

PhonologicalDisabilityinChildrencitedby Linda M.LailaKhan.AReview of16MajorPhonologicalProcesses.Language,Speech,and

HearingServicesinSchools.(April1982).pp.7785.

NaturalProcessAnalysis.citedbyLindaM.LailaKhan,AReviewof16MajorPhonologicalProcesses.Language,Speech,andHearing
ServicesinSchools.(April1982).pp.7785

ED4075/Rev.07.09
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AssessingIntelligibilityWorksheet1
Name____________________________________

Age_______

Date___________

Examiner_________________________________
TestingSituation
Stimuli(conversation,materialsused,etc.)_______________________________________________
Clientslevelofanxiety_______________________________________________________________
Talkative/Nottalkative_______________________________________________________________
Promptsused______________________________________________________________________
Representativenessofsample_________________________________________________________

Instructions
I.

Writeouteachwordineachutterance(usephoneticsifpossible).

2.

Useadash()toindicateeachunintelligibleword.

3.

Anutteranceisconsideredintelligibleonlyiftheentireutterancecanbeunderstood.

4. Calculateintelligibilityforwordsandutterances.

Example:
1. hi w nt horn
2. ar ju tu go
3. - - m
4. pwiz pwe wrf mi
5. r wnt to go
hom

#Intelligible
Words
3
4
1
1
5

Totals
14
Intelligiblewords:
14
Totalwords:20

Total
Words
3
5
3
4
5

70%

#Intelligible
Utterances
1
1
0
1
1

Total
Utterances
1
1
1
1
1

20
4
Intelligibleutterances:
4
Totalutterances:5

5
80%

AssessnientinSpeechLanguagePathologyCDRUM,SingularPublishingGroup

ED4075/Rev.07.09
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AssessingIntelligibilityWorksheet
PAGE1of2

Utterances

#Intelligible
Words

Total
Words

#Intelligible
Utterances

Total
Utterances

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

AssessingIntelligibilityWorksheet
PAGE2OF2

Utterances

#Intelligible
Words

Total
Words

#Intelligible
Utterances

Total
Utterances

_____

_____

_____

_____

27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
TOTALS

FINDINGS
Average#WordsperUtterance____________________
%Intelligibility:Words_______________
%Intelligibility:Utterances____________
ED4075/Rev.07.09
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Speech:SoundProductionResourcePacket

StimulabilityWorksheets
Name_______________________________________ School_________________________________
Date______________ DOB/Age__________/_____ Examiner_______________________________
Instructions:Circleeachsoundcheckedforstimulability.Recordresultsundertheappropriatecategoryusingacheck
()orplus(+)forsuccessandzero(0)orminus()forfailure.Ifasoundrequiresmultiplestimulation,indicatethiswith
anasterisk(*)nexttotheplusorminus.

SoundLevel

SyllableLevel

WordLevel

WordLevel

p _________

___

___

___

___

___

___

___

___

___

b _________

___

___

___

___

___

___

___

___

___

t _________

___

___

___

___

___

___

___

___

___

d _________

___

___

___

___

___

___

___

___

___

k _________

___

___

___

___

___

___

___

___

___

g _________

___

___

___

___

___

___

___

___

___

f _________

___

___

___

___

___

___

___

___

___

v _________

___

___

___

___

___

___

___

___

___

_________

___

___

___

___

___

___

___

___

___

th _________

___

___

___

___

___

___

___

___

___

s _________

___

___

___

___

___

___

___

___

___

z _________

___

___

___

___

___

___

___

___

___

sh _________

___

___

___

___

___

___

___

___

___

___

___

___

___

___

___

___

___

zh _________
h _________

___

___

___

___

ch _________

___

___

j _________

___

___

___

___

___

___

___

___

___

___

___

___

___

___

___

___

w _________

___

___

___

___

___

___

y _________

___

___

___

___

___

___

l _________

___

___

___

___

___

___

___

___

___

r _________

___

___

___

___

___

___

___

___

___

m _________

___

___

___

___

___

___

___

___

___

n _________
ng_________

___

___

___

___

___

___

___

___

___

___

___

___

___

ED4075/Rev.07.09
DepartmentofEducation

___ ___

Speech:SoundProductionResourcePacket

WordsandPhrasesforAssessingStimulability
Page1of6

Age

Sound

Initial

Medial

Final

/p/

28

/b/

28

/t/

24

/d/

24

/k/

24

/g/

24

/f/

pin
person
pool
Pieisgood.
Petedidntgo.
Peggyisnice.
bake
bird
boot
Billisverytall.
Buysomemilk.
Baconisgood.
tan
touch
tooth
Timwenthome.
Tastethis.
Tonyisnice.
dim
dump
duty
Dotheyknow?
Debbiewenthome.
Diverightin.
cat
cup
call
CanIhelpyou?
Caketastesgood.
Cutitout.
give
gum
ghost
Goaway.
Getsomemore.
Goodjob.
fish
fun
fall
Findtheotherone.
Feelthispaper.
Foodisgood.

happy
puppy
soapy
Thehippoisbig.
Whathappened?
Itwasasupereffort.
rabbit
cupboard
robin
Itsabovethesink.
Therobberisquiet.
Thelabelwastorn.
guitar
attend
hotel
Themotelwasfull.
Nodetailsareknown.
Thecartoonisfunny.
ladder
muddy
soda
Heshidinginthere.
Theradiowasloud.
Theweddingisfun.
bacon
bucket
rocket
Hesmakingamess.
Thepocketisfull.
Heslookingforher.
tiger
again
soggy
Readthemagazine.
Thesugarissweet.
Itisfoggyoutside.
safety
muffin
coffee
Gobeforedinner.
Itwassaferinside.
Thecafwasfull.

sleep
cup
soup
Letsmoveup.
Ifoundmycap.
Getthesoap.
grab
tub
knob
Shehasarobe.
Heneedsajob.
Hehurthisrib.
sat
mutt
got
Theywerelate.
Herestheboot.
Itsagoat.
need
word
food
Itstooloud.
Plantaseed.
Shehasabraid.
music
truck
look
Hesawaduck.
Itisblack.
Theylikesteak.
fig
rug
dog
Hefoundafrog.
Sitontherug.
Theyliketodig.
stiff
rough
goof
Slicetheloaf.
Dontlaugh.
Helikesbeef.

ED4075/Rev.07.09
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WordsandPhrasesforAssessingStimulability
Page2of6

Age

Sound

Initial

Medial

Final

/v/

//

//

/s/

/z/

38

//

vase
verdict
vote
Visithim.
Valueyourtime.
Victoryissweet.
thin
third
thought
Thinkaboutit.
Thankyou.
Thunderisloud.
that
there
those
Theseareold.
Theydidntlikeit.
Thisisnotright.
sand
sunny
soap
Siplemonade.
Surprisesarefun.
Soupisgood.
zip
zero
zone
Zipthecoat.
Zootripsarefun.
Zebrasarebig.
ship
shirt
show
Shallwego?
Shoesgetlost.
Shellsarepretty.

have
curve
stove
Theywillarrive.
Heworeaglove.
Hemightmove.
math
earth
tooth
Ineedabath.
Itsamyth.
Tellthetruth.
breathe
bathe
soothe
Hecanbreathe.
Itfeelssmooth.
Wesunbathe.
chase
fuss
moose
Itsamess.
Shehasahorse.
Hisdogisloose.
peas
does
chose
Touchthetoes.
Helikescheese.
Hearthenoise.
fish
rush
push
Heusedcash.
Itisfresh.
Makeawish.

/ /

beaver
oven
over
Themoviewasgood.
Itsaheavybox.
Itsintheovaloffice.
bathtub
nothing
author
Theathletewon.
Saysomething.
Thecathedralisbig.
feather
mother
bother
Iwouldrathergo.
Theweatherishot.
Herfatherisnice.
hassle
mercy
bossy
Leaveamessage.
Theysawacastle.
Theyarechasingus.
easy
cousin
closet
Theywillvisitus.
Theclosetwasfull.
Thedessertwasgood.
special
brushes
bushy
Thedisesaredry.
Theoceanisnear.
Themachinebroke.
measure
version
fusion
Burythetreasure.
Wearcasualclothes.
Hisvisionisgood.

ED4075/Rev.07.09
DepartmentofEducation

Speech:SoundProductionResourcePacket

WordsandPhrasesforAssessingStimulability
Page3of6

Age

Sound

Initial

Medial

/h/

hiss
hut
hop
Hurryfordinner.
Heisgoing.
Haveyoudoneit?

38

//

//

cheese
chunk
choose
Chinaisfaraway.
Chuckisafriend.
Chewyourfood.
jeep
jug
joke
Jetsarefast.
Jumpthefence.
Jellyisgood.

28

/w/

well
won
wood
Winterishere.
Wakeupnow.
Whydidhedoit?

24

/j/

yell
yummy
yacht
Yellowisbright.
Yogurtisgood.
Youcannow.

34

/l/

leap
learn
loop
Lindawenthome.
Layitonthetable.
Letmesee.

behave
rehearse
forehead
Theplayhouseis
large.
Gounhookit.
Lookbehindyou.
matches
merchant
nachos
Theketchupspilled.
Heispitching.
Hesanatural.
magic
budget
project
Thepigeonflew.
Thepajamasare
red.
Itwasragingfire.
freeway
away
mower
Thesidewalkishot.
Therewardwas
paid.
Hehasapower
saw.
kayak
royal
coyote
Thetortillawas
warm.
Heisaloyalfriend.
Thelawyercalled.
jelly
color
pillow
Sheissilly.
Thepalacewas
large.
Thejellowasgood.

ED4075/Rev.07.09
DepartmentofEducation

Final

beach
much
watch
Sitonacouch.
Strikeamatch.
Sheateapeach.
age
budget
dodge
Turnthepage.
Crossthebridge.
Shelikesfudge.

fell
pearl
ball
Itisfull.
Wewill.
Walkamile.

Speech:SoundProductionResourcePacket

WordsandPhrasesforAssessingStimulability
Page4of6

Age

Sound

Initial

Medial

Final

34

/r/

rip
run
row
Raketheleaves.
Rubitin.
Ruthisnice.

steer
hair
car
Itwasnotfar.
Heatethepear.
Gotothestore.

/m/

/n/

make
money
moon
Meetmelater.
Markisnice.
Mydogisbrown.
net
nothing
new
Neverdothat.
Nancysaidyes.
Nobodywashome.

//

erase
carrot
borrow
Theparadeistoday.
Heissorryaboutit.
Herearringwas
lost.
hammer
summer
human
Itslemonpie.
Hescomingback.
LetJimmyseeit.
many
sonny
phony
Hesapianoplayer.
Wecannotgo.
Thebunnyiswhite.
finger
hungry
longer
Thesingerisshort.
Putthehanger
away.
Itsajungleanimal.

Blend

Word

Phrase

/bl/

black
blunt
blue
brave
brush
broke
drink
drum
draw
free
front
frog

ablackshoe
abluntpencil
abluecar
thebravehero
Thebrushfell.
Hebrokeit.
Dontdrinkitall.
thedrumbeat
Letsdrawapicture.
setfree
inthefront
abigfrog

/br/
/dr/
/fr/

ED4075/Rev.07.09
DepartmentofEducation

same
hum
boom
Youarewelcome.
Playthedrum.
Theylikeham.
mean
learn
soon
Davidishisson.
Didyouwin?
Shehasgrown.
ring
hung
song
Hewasyoung.
Hewaswrong.
Playonaswing.

Speech:SoundProductionResourcePacket

WordsandPhrasesforAssessingStimulability
Page5of6

Blend

Word

Phrase

/fl/

fly
flurry
float
glad
glow
glue
green
grudge
grow
clam
club
closet
cry
crumb
cruise
place
plum
plot
price
protect
prove
sky
scare
scoop
screen
scrub
scroll
slam
slush
slow
spy
spurt
spoon
split
splurge
splotch

aflyswatter
thesnowflurry
arootbeerfloat
agladboy
aglovebox
stickyasglue
thegreentree
holdagrudge
Theygrowcorn.
aclambake
theclubhouse
theclosetdoor
Donotcry.
thecrumbcake
thecruiseliner
firstplaceribbon
plumpudding
Theplotthickens.
Thepricewashigh.
Hewillprotectus.
Canyouproveit?
Theskyisblue.
Dontscareme.
ascoopoficecream
ascreendoor
Hewillscrubthesink.
thescrollcards
aslamdunk
Thesnowwasslush.
Sheshouldslowdown.
thesecretspy
aspurtofenergy
asoupspoon
abananasplit
Theysplurgedforit.
asplotchofink

/gl/
/gr/
/kl/
/kr/
/pl/
/pr/
/sk/
/skr/
/sl/
/sp/
/spl/

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WordsandPhrasesforAssessingStimulability
Page6of6

Blend

Word

Phrase

/spr/

spray
sprung
sprout
smell
smug
smooth
snack
snuggle
snow
stiff
stunt
stop
stray
struggle
strong
shrimp
shrunk
shrewd
tray
trumpet
true
three
thrust
throw

aspraybottle
Theysprungup.
analfalfasprout
anicesmell
asmuglook
babysmoothskin
Thesnackwasgood.
asnugglebear
thesnowshovel
astiffshirt
atrickystunt
Dontstopyet.
astraydog
astruggletowin
astrongman
Theshrimpwaslarge.
Itshrunkinthewash.
Hewasshrewd.
thebreakfasttray
atrumpetsolo
hertruecolors
thethreeblindmice
theinitialthrust
Letsthrowtheball.

/sm/
/sn/
/st/
/str/
/r/
/tr/
/r/

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Speech:SoundProductionResourcePacket

CharacteristicsofApraxiaofSpeech1
Thenumberofmisarticulationsincreasesasthecomplexityofthespeechtask
increases.
Misarticulationsoccuronbothconsonantsandvowels.Articulationerrorsoccur
morefrequentlyonconsonantclustersthanonsingletons.Vowelsaremisarticulated
lessfrequentlythanconsonants.
Soundsintheinitialpositionareaffectedmoreoftenthansoundsinthemedialor
finalpositions.
Thefrequencyofspecificsounderrorsisrelated,atleastinpart,tothefrequencyof
occurrenceinspeech.Moreerrorsarenotedwithlessfrequentlyoccurringsounds.
Soundsubstitutions,omissions,distortions,andadditionsareallobserved.The
mostfrequentmisarticulationsaresubstitutionsandomissions.
Articulationerrorsandstrugglebehaviorsincreaseasthelengthandcomplexityof
thetargetword,phrase,orsentenceincreases.
Speechproductionisvariable.Itiscommonforapersonwithapraxiaofspeechto
produceasound,syllable,word,orphrasecorrectlyononeoccasionandthen
incorrectlyonanother.Itisalsocommontoobserveseveraldifferent
misarticulationsforthesametargetsound.
Strugglingbehaviors(suchasgropingtopositionthearticulatorscorrectly)are
observedinmanypatientswithapraxiaofspeech.
Automaticspeechactivities(suchascountingto10ornamingthedaysoftheweek)
tendtobeeasierandmoreerrorfreethanvolitionalspeech.Reactivespeech(such
asthankyouorImfine)isalsoeasierforstudentswithapraxiaofspeechto
produce.
Metatheticerrors(errorsofsoundorsyllabletransposition)arecommon.For
example,thestudentmaysaysnapknack forknapsackorguspettiforspaghetti.

11Darley(1982)Darley,Aronson,andBrown(1975)Duffy(1995)Haynes(1985)Rosenbek0985)Rosenbek.Kent,andLaPointe(1984)
Shipley.Recor.andNakamura(1990). AssessmentinSpeechLanguagePathologyCDROMCopyright01998bySingularPublishingGroup.

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Speech:SoundProductionResourcePacket

 Syllablecollapsesmayoccur.Syllablecollapsesarenotcommonlyreportedin
theliterature,butareacommoncharacteristic.Thestudentreducesand/or
disruptsthenumberofsyllablesinmotoricallycomplexwordsorphrases.For
example,astudentmightsayglostgersforLosAngelesDodgersorbeneers
forTampaBayBuccaneers.Inbothexamples,thenumberofsyllablesis
collapsedandtheremainingsyllablesareinaccuratelyproduced.
Receptivelanguageabilitiesareoften,butnotalways,superiortoexpressive
abilities.However,thelanguageskillsareseparatefromtheapraxia.
Peoplewithapraxiaofspeechareusuallyawareoftheirincorrectarticulatory
productions.Therefore,theymaybeabletoidentifymanyoftheirowncorrect
andincorrectproductionswithoutfeedbackfromtheSpeechLanguage
Therapist.
Apraxiaofspeechcanoccurinisolationorincombinationwithother
communicativedisorderssuchasdysarthria,delayedspeechorlanguage
development,aphasia,and/orhearingloss.
Oralapraxiaand/orlimbapraxiamayormaynotbepresentwithapraxiaof
speech.Frequentlyanindividualwithoralapraxiawillalsohaveapraxiaof
speech.
Severityvariesfromstudenttostudent.Somestudentscannotvolitionally
produceatargetvowelsuchas/a/,andothersexhibitspeechthatisfineuntil
theyattempttoproducemotoricallychallengingphrasessuchasstatistical
analysisortheoreticalimplications.

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Speech:SoundProductionResourcePacket

IdentifyingApraxiaofSpeech1
Name:______________________Age:____Date:________Examiner:_____________________

Instructions:
Evaluateeachbehaviorinautomaticspeech,spontaneousspeech,andoral
reading.Markaplus(+)ifthechildhasnodifficulty.Usetheseverityscaleifthechilddoes
exhibitproblemswithproduction.Addcommentsontherighthandsideasneeded.
1 =
2 =
3 =

milddifficulties
moderatedifficulties
severedifficulties

Automatic
Speech

Oral
Reading

Spontaneous
Speech

Comments

phonemicanticipatoryerrors
(e.g.,kreencrayonforgreencrayon)____________
phonemicperseravatoryerrors
(e.g.,babybforbaby)________________________
phonemictranspositionerrors
(e.g.,snapknackforknapsack)_________________
phonemicvowelerrors
(e.g.,Paulforball)___________________________
phonemicvowelerrors
(e.g.,mightformeet)_________________________
visibleoraudiblesearch_______________________

numerousandvariedofftargetattempts__________

highlyinconsistenterrors______________________

errorsincreasewithphonemiccomplexity_________

fewererrorsinautomaticspeech________________

markeddifficultiesinitiatingspeech_______________

intrudesaschwasound//_____________________

abnormalprosodicfeatures_____________________

awarenessoferrorswithreducedability___________

receptiveexpressivelanguagegap______________

AdaptedfromB.Dabul,ApraxiaBatteryforAdults.Austin,TX:PROED.Copyright1986andusedbypermission.
AssessmentinSpeechLanguagePathologyCDROM,1998SingularPublishingGroup
ED4075/Rev.07.09
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Speech:SoundProductionResourcePacket

ChecklistsforLimb,Oral,&VerbalApraxia1
Name:____________________________________Age:_________Date:______________
Examiner:__________________________________________________________________
Instructions:
Selectseveralitemsfromeachsectionandaskthestudenttocompletethetaskorrepeattheutterance.
Manyitemsareprovidedtoofferawiderangeoftasksyoudonotneedtocompleteeachitem.Scoreeachpresenteditemas
correct(+or)orincorrect(or).Transcribeerrorsphoneticallyontherighthandside.Alsonoteaccompanyingbehaviors
suchasdelayswithinitiation,struggling,groping,orfacialgrimacing.Thediagnosisofapraxiaismadebyevaluatingthenature
andaccuracyofmovement,aswellasthetypeandseverityoferrorpatternspresent.

LimbApraxia

Comments

___________wavehelloorgoodbye_______________________________________________________________
___________makeafist________________________________________________________________________
___________makethethumbsupsign____________________________________________________________
___________maketheokaysign________________________________________________________________
___________pretendyourezippingyourcoat_______________________________________________________
___________pretendyourecombingyourhair_______________________________________________________
___________pretendyourepettingadog___________________________________________________________
___________pretendyoureturningadoorknob______________________________________________________
___________pretendyourehittingabaseball(orgolfball)______________________________________________
___________pretendyouretyingashoe____________________________________________________________
___________pretendyoureusingscissorstocutapieceofpaper________________________________________
___________pretendyoureknockingonthedoor_____________________________________________________
___________pretendyourewriting_________________________________________________________________
___________pretendyouaregoingtomakeafire_____________________________________________________
___________pretendyouaregoingtomakecoffee____________________________________________________
___________pretendyouaregoingtodriveacaroutofadriveway_______________________________________

OralApraxia

Comments

___________smile___________________________________________________________________________
___________openyourmouth__________________________________________________________________
___________blow_____________________________________________________________________________
___________whistle___________________________________________________________________________

1Duffy

(1995), Darley, Aronson, and Brown (1975). CD ROM, 1998 by Singular Publishing Group.

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Speech:SoundProductionResourcePacket

ChecklistsforLimb,Oral,&VerbalApraxia
PAGE2
___________puffoutyourcheeks___________________________________________________________________
___________showmeyourteeth____________________________________________________________________
___________chatteryourteethasifyouarecold________________________________________________________
___________puckeryourlips_______________________________________________________________________
___________biteyourlowerlip______________________________________________________________________
___________smackyourlips________________________________________________________________________
___________lickyourlips__________________________________________________________________________
___________stickoutyourtongue___________________________________________________________________
___________touchyournosewiththetipofyourtongue__________________________________________________
___________moveyourtongueinandout_____________________________________________________________
___________wiggleyourtonguefromsidetoside________________________________________________________
___________clickyourtongue______________________________________________________________________
___________clearyourthroat_______________________________________________________________________
___________cough_______________________________________________________________________________
___________alternatelypuckerandsmile______________________________________________________________

VerbalApraxia

CommentsorTranscription

___________lovelovinglovingly__________________________________________________________________
___________jabjabberjabbering___________________________________________________________________
___________zipzipperzippering_________________________________________________________________
___________softsoftensoftening_________________________________________________________________
___________hopehopefulhopefully_______________________________________________________________
___________hardhardenhardening_______________________________________________________________
___________thickthickenthickening______________________________________________________________
___________pleasepleasingpleasingly_____________________________________________________________
___________sitcitycitizencitizenship____________________________________________________________
___________catcatnipcatapultcatastrophe________________________________________________________
___________strengthstrengthenstrengthening_______________________________________________________
___________doordoorknobdoorkeeperdormitory__________________________________________________
___________tornado______________________________________________________________________________
___________radiator______________________________________________________________________________
___________artillery______________________________________________________________________________
___________linoleum_____________________________________________________________________________
___________inevitable____________________________________________________________________________
___________delegation____________________________________________________________________________
___________probability___________________________________________________________________________
___________cauliflower___________________________________________________________________________
___________declaration__________________________________________________________________________
___________refrigeration_________________________________________________________________________
___________unequivocally________________________________________________________________________
___________thermometer_________________________________________________________________________
___________parliamentarian_______________________________________________________________________
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Page3

VerbalApraxia

CommentsorTranscription

___________catastrophically_______________________________________________________________________
___________disenfranchised______________________________________________________________________
___________statisticalanalysis____________________________________________________________________
___________alternativeopinion____________________________________________________________________
___________regulatoryauthority___________________________________________________________________
___________ruthlesslymalicious___________________________________________________________________
___________barometricpressure___________________________________________________________________
___________indescribablydelicious_________________________________________________________________
___________MississippiRiver_____________________________________________________________________
___________Tallahassee,Florida__________________________________________________________________
___________Kalamazoo,Michigan_________________________________________________________________
___________Boston,Massachusetts________________________________________________________________
___________Sacramento,California_________________________________________________________________
___________MadisonSquareGarden________________________________________________________________
___________Minneapolis,Minnesota________________________________________________________________
___________Chattanooga,Tennessee_______________________________________________________________
___________EncyclopediaBritannica________________________________________________________________
___________Saskatchewan,Saskatoon_______________________________________________________________
___________Philadelphia,Pennsylvania______________________________________________________________
___________OaklandAlamedaColiseum_____________________________________________________________
___________Vancouver,BritishColumbia____________________________________________________________
___________NuclearRegulatoryCommission__________________________________________________________

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Speech:SoundProductionResourcePacket

DifferentialCharacteristicsofDysarthriaandApraxiaofSpeech1
Page1of2

Dysarthria:
Allprocessesofspeechareaffected
(includingrespiration,phonation,
resonance,articulationandprosody).

ApraxiaofSpeech:
Thespeechprocessforarticulationis
primarilyaffected.Prosodymayalso
beabnormal.

Thereisachangeinmuscletone
secondarytoneurologicinvolvement
thatresultsindifficultywithvoluntary
andinvoluntarymotortasks(suchas
swallowing,chewing,andlicking).

Thereisachangeinmotor
programmingforspeechsecondaryto
neurologicinvolvement,butmuscle
toneisnotaffected.Involuntarymotor
taskstypicallyarenotaffected.

Speecherrorsresultfroma
disruptioninmuscularcontrolofthe
centraland/orperipheralnervous
system.

Speecherrorsresultfromadisruption
ofthemessagefromthemotorcortex
totheoralmusculature.

Errorsofspeechareconsistentand
predictable.Therearenoislandsof
clearspeech.

Errorsofspeechareinconsistentand
unpredictable.Islandsofclear,well
articulatedspeechexist.

Articulatoryerrorsareprimarily
distortionsandomissions.

Articulatoryerrorsareprimarily
substitutions,repetitions,additions,
transpositions,prolongations,
omissions,anddistortions(whichare
leastcommon).Mosterrorsareclose
approximationsofthetargeted
phoneme.Errorsareoften
perserveratoryoranticipatory.

AssessmentsinSpeechLanguagePathologyCDROM1998bySingularPublishingGroup.

Durley,Aronson,andBrown(1975),LaPointeandWentz(1974),Weiss,Gordon,andLillywhite(1987),andWertz,
LaPointe,andRosenbek(1991)
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Page2of2

Dysarthria:
Consonantproductionsare
consistentlyimprecisevowelsmay
beneutralized.

ApraxiaofSpeech:
Consonantsaremoredifficultthan
vowelsblendsaremoredifficultthan
singletonsinitialconsonantsaremore
difficultthanfinalconsonantsfricatives
andaffricatesarethemostdifficult
consonants.Errorsincreaseasthe
complexityofthemotorpattern
increases.

Thespeechrateisslowandlabored:
strain,tension,andpoorbreath
supportmaybeapparent.

Aprosodicdisordermayoccurasa
resultofcompensatorybehaviors
(stopping,restarting,anddifficulty
initiatingphonationand/orcorrect
articulatorypostures).

Speechintelligibilityisreducedas
thespeakingrateincreases.

Speechintelligibilitysometimes
increasesasthespeakingrate
increases.

Increasesinword/phrasecomplexity
resultinpoorerarticulatory
performance.

Increasesinword/phrasecomplexity
resultinpoorerarticulatory
performance.

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IdentifyingDysarthria1
Page1of2

Name:_______________________________Age:__________Date:______________
Examiner:______________________________________________________________
Instructions: Identifythespeechcharacteristicsnotedduringthespeechsample.
FlaccidDysarthria(lowermotorneuroninvolvement)
___________Hypernasality
___________Impreciseconsonants
___________Breathiness
___________Monopitch
___________Nasalemission
SpasticDysarthria(uppermotorneuroninvolvement)
___________Impreciseconsonants
___________Monopitch
___________Harshvoicequality
___________Monoloudness
___________Lowpitch
___________Slowrate
___________Hypernasality
___________Strainedstrangledvoicequality
___________Shortphrases
MixedDysarthria(upperandlowermotorneuroninvolvement)
___________Impreciseconsonants
___________Hypernasality
___________Harshvoicequality
__________________
1

FromJ.C.RosenbekandL.L.LaPointe,TheDysarthrias:Diagnosis,Description,andTreatment.InD.F.Johns(Ed.),
nd
ClinicalManagementofNeurogenicCommunicationDisorders(2 ed.,p.100).Boston:Little,BrownandCo.

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IdentifyingDysarthria
Page2of2

___________Slowrate
___________Monopitch
___________Shortphrases
___________Distortedvowels
___________Lowpitch
___________Monoloudness
___________Excessandequalstress
___________Prolongedintervals
AtaxicDysarthria(cerebellarinvolvement)
___________Impreciseconsonants
___________Excessandequalstress
___________Irregulararticulatorybreakdowns
___________Distortedvowels
___________Harshvoice
___________Loudnesscontrolproblems
___________Variablenasality
HypokineticDysarthria(Parkinsonism)
___________Monopitch
___________Reducedstress
___________Monoloudness
___________Impreciseconsonants
___________Inappropriatesilences
___________Shortrushesofspeech
___________Harshvoice
___________Breathyvoice
HyperkineticDysarthria(DystoniaandChoreathetosis)
___________Impreciseconsonants
___________Distortedvowels

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Speech:SoundProductionResourcePacket

DifferentiatingtheSixDysarthrias1
PrimaryType

CiteofLesion

PossibleCauses

SpeechCharacteristics

Flaccid

Lowermotorneuron

Hypernasality
Impreciseconsonants
Breathiness
Monopitch
Nasalemissions

Spastic

Uppermotorneuron

Viralinfection
Tumor
CVA
Congenitalcondition
Disease
Palsies
Trauma
CVA
Tumor
Trauma
Congenitalcondition

Mixed
(flaccidandspastic)

Upperandlowermotor
neuron

Amyotrophiclateral
Sclerosis
Trauma
CVA

Ataxic

Cerebellarsystem

Hypokinetic

Extrapyramidalsystem

CVA
Tumor
Trauma
Congenitalcondition
Infection
Toxiceffects
Loudness/controlproblems
Parkinsonism
Druginduced

Hyperkinetic

Extrapyramidalsystem

Chorea
Infection
GillesdelaTourette
Syndrome
Balism
Anthetosis
Infection
CVA
Tumor
Dystonia
Druginduced
Dyskinesia

ImpreciseConsonants
Monopitch
Harshvoicequality
Monoloudness
Lowpitch
Slowrate
Hypernasality
Strainedstrangledvoice
Shortphrases
Impreciseconsonants
Hypernasality
Harshvoicequality
Slowrate
Monopitch
Shortphrases
Distortedvowels
Lowpitch
Monoloudness
Excessandequalstress
Prolongedintervals
Impreciseconsonants
Excessandequalstress
Irregulararticulatory
breakdowns
Distortedvowels
Harshvoice
Variablenasality
Monopitch
Reducedstress
Monoloudness
Impreciseconsonants
Inappropriatesilences
Shortrusesofspeech
Harshvoice
Breathyvoice
Impreciseconsonants
Distortedvowels
Harshvoicequality
Irregulararticulatory
breakdowns
Strainedstrangledvoice
Monopitch
Monoloudness

InformationisbasedonmaterialspresentedinDarley,Aronson,andBrown(1975).ThistableisfromR.T.Wertz,
NeuropathologiesofSpeechandLanguage:AnIntroductiontoPatientManagement.InD.F.Johns(Ed.),Clinical
ManagementofNeurogenicCommunicationDisorders(2nded.,pp.7677).Boston:Little,BrownandCo.
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Speech:SoundProductionResourcePacket

ChecklistfortheAssessmentofChildrenwithClefts1
Name:_____________________________Age:___________Date:_________________
Primarycarephysician:______________________________________________________
Typeofcleft:______________________________________________________________
Dateofsurgery:____________________________________________________________
Otherconditionsandmedicalhistory:___________________________________________
_________________________________________________________________________
_________________________________________________________________________
Examiner:_________________________________________________________________
OralFacialExamination
Instructions: Administerastandardoralfacialexamination.Additionally,makeobservationsaboutthefollowing
oralfacialfeatures.Checkandcircleeachitemnoted.Includedescriptivecommentsintherighthandmargin

Comments
_____Typeofcleft:lip/palate/lipandpalate(describe)____________________________________
_____Adequacyofcleftrepair:good/fair/poor__________________________________________
_____Otherfacialabnormalities:absent/present(describe)_______________________________
_____Submucosalcleft:absent/present______________________________________________
_____Labialpitsinlowerlip:absent/present__________________________________________
_____Labiodentalfistulas:absent/present____________________________________________
_____Alveolarfistulas:absent/present________________________________________________
_____Palatalfistulas:absent/present_________________________________________________
_____Velarfistulas:absent/present__________________________________________________
_____Perceivedlengthofvelum:normal/short/long______________________________________
_____Shapeofthealveolarridge:notched/cleft/wide/collapsed____________________________
Notesfromstandardoralfacialexamination______________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

AssessmentinSpeechLanguagePathology.SingularPublishingGroup

ED4075/Rev.07.09
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Speech:SoundProductionResourcePacket

ChecklistfortheAssessmentofChildrenwithClefts
(Continuedpg.2)

AssessmentofVoice
Instructions: Evaluate the childs voice, paying particular attention to possible cleftrelated problems. Check
deficitsthatarepresentandindicateseverity.Recordalladditionalnotesintherighthandmargin.

1. =
2. =
3. =

mild
moderate
severe

Comments
_____Pitchvariationisreduced._______________________________________________________
_____Vocalintensityisreduced._______________________________________________________
_____Vocalqualityishoarse/harsh/breathy(circle).________________________________________
_____Vocalqualityisstrangled.________________________________________________________
_____Childproducesglottalstopsinplaceofplosivesandfricatives.___________________________
_____Childattemptstomaskhypernasalityandnasalemission._______________________________
_____Childstrainsvoicetoachieveadequatepitchchangeandloudness._______________________
_____Childstrainsvoiceinattempttoincreasespeechintelligibility.____________________________
AssessmentofResonanceandVelopharyngealIntegrity
Instructions: Evaluatethechildsvoice,listeningforthefollowingqualitiesofresonance.Checkeachcharacteristic
thechildexhibitsandindicateseverity.Recordalladditionalnotesintherighthandmargin.

1 =
2 =
3 =

mild
moderate
severe
Comments

_____Hypernasality_______________________________________________________________
_____Nasalemission_______________________________________________________________
_____Culdesacresonance_________________________________________________________
_____Hyponasality________________________________________________________________

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Speech:SoundProductionResourcePacket

ChecklistfortheAssessmentofChildrenwithClefts
(Continuedpg.3)

Instructions: InstructthechildtocompletetheModifiedTongueAnchorProcedure.Checkyourobservation
below:

_____Velopharyngealfunctionisadequate(nonasalomission).
_____Velopharyngealfunctionisadequate(nasalemissionpresent).
_____Furthertestingusingobjectiveinstrumentationisnecessary.

Instructions:Askthechildtoproducethepressure /p/, /b/, /k/, /g/, /t/,/d/, /f/, /v/, /s/, /z/, //, //,

//, //, and / /(seeThePressureConsonantsforsuggestedstimuluswordsandphrases),andlistenfor

hypernasalityandnasalemissions.Checktheappropriateobservationsbelow.

_____Velopharyngealfunctionisadequate(nonasalemissionsorhypernasality).
_____Velopharyngealfunctionisinadequate(nasalemissionsorhypernasalitypresent).
_____Furthertestingusingobjectiveinstrumentationisnecessary.
_____Nasalemissionsandhypernasalityareconsistent.
_____Nasalemissionsandhypernasalityareinconsistent.
AssessmentofArticulationandPhonology
Instructions: Listentothechildsarticulatoryaccuracy.Payparticularattentiontothechildsproductionofstop
plosives,fricatives,andaffricates,whicharemostlikelytobenegativelyaffectedbyacleft.Indicateseverityand
makeadditionalcommentsintherighthandmargin.

1. =
2. =
3. =

mild
moderate
severe

Comments
_____Stopplosiveerrors_________________________________________________________
_____Fricativeerrors____________________________________________________________
_____Affricateerrors____________________________________________________________
_____Glideerrors_______________________________________________________________
_____Liquiderrors______________________________________________________________
_____Nasalerrors______________________________________________________________
_____Vowelerrors______________________________________________________________
_____Errorpatternsareconsistent_________________________________________________
_____Errorpatternsareinconsistent________________________________________________
_____Furtherassessmentisrecommended________________________________________

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ChecklistfortheAssessmentofChildrenwithClefts
(Continuedpg.4)

Instructions: Checkthefollowingcompensatorystrategiesthechildusesduringspeechproductionand
indicateseverity.Makeadditionalcommentsintherighthandmargin.

_____Glottalstops___________________________________________________________
_____Pharyngealstops________________________________________________________
_____Middorsumpalatalstops_________________________________________________
_____Pharyngealfricatives_____________________________________________________
_____Velarfricatives__________________________________________________________
_____Nasalfricatives_________________________________________________________
_____Posteriornasalfricatives__________________________________________________
_____Nasalgrimaces_________________________________________________________
Summary
Instructions: Checkareasthatrequirefurtherassessment.Makeadditionalcommentsintherighthand
margin.

Comments
_____ArticulationCleftrelated________________________________________________
_____ArticulationNoncleftrelated_____________________________________________
_____Cognition_____________________________________________________________
_____Hearing_______________________________________________________________
_____Language______________________________________________________________
_____Velopharyngealintegrity__________________________________________________
_____Voice_________________________________________________________________

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Speech:SoundProductionResourcePacket