Lecture 5- Pediatric Speech Testing

Question 1

What are internal variables that can affect results and other considerations?

Answer 1

• Developmental age
• Receptive vocabulary
• Language competency
• Cognitive abilities

Question 2

What are external variables that can affect results and other considerations?

Answer 2

• Designation of appropriate response task
• Effective reinforcement
• Controlling memory load inherent in the task

Question 3

Describe the PBK Word Lists.

Answer 3

Phonetically balanced word lists

Based on receptive vocabulary of kindergarten children

Normal hearing preschoolers at 3.5 years of age yielded scores substantially lower on the PB-K words than older children

Children with limited vocab. skills may score poorly because the words on the test are too difficult

Question 4

Describe the WIPI.

Answer 4

• Takes into consideration children with restricted vocabularies who cannot read
• 25 picture plates
• Closed set of six items per picture plate
• Four of the illustrations have words that rhyme, other two are presented as distractors to decrease the probability of a correct guess

Question 5

Describe the NU-CHIPS.

Answer 5

Northwestern University Children’s Perception of Speech test

• 50 monosyllabic words documented to be in recognition vocab of children with normal hearing as young as 3 years of age
• Children with HL and a receptive language age of at least 2.5 years demonstrate familiarity of the words and pictures
• Closed set of 4, picture-pointing response
• Test items are representative of the most frequently occurring phonemes of English (with exception of initial /r/)

Question 6

Describe the LNT and MLNT.

Answer 6

Lexical Neighborhood Test (LNT) & Multisyllabic Lexical Neighborhood Test (MLNT)

Lexical characteristics, such as word frequency and lexical similarity have been shown to affect accuracy of spoken word recognition in NH listeners
- “Lexical neighbors”–phonetically similar words that differ by one phoneme from the target words
E.g.: cat, cap, bat, scat, cut, etc.

Words that occur frequently and have few lexical neighbors are considered “easy”
- Words with many lexical neighbors that occur less frequently are considered “hard”

LNT contains 2 lists of “easy” and 2 lists of “hard” monosyllabic words
- MLNT contains 1 “easy” list and 1 “hard” list
- Tests are open-set response format
Scored as percent correct for words and phonemes identified as a function of lexical difficulty
children who have NH

Question 7

What should audiologists do to assess individuals with limited word rec abilities?

Answer 7

Monosyllabic, Trochee, Spondee (MTS) Test

• 2 presentations of 12 pictured words (4 monosyllables, 4 trochees, 4 spondees)
• Picture pointing task
• 2 scores obtained (# of times correct stress pattern was identified; # of words correctly identified)

Glendonald Auditory Screening Procedure

• Closed set of 12 words, similar to MTS
• 3 monosyllables, 3 trochees, 3 spondees, 3 polysyllables
• 10 common everyday sentences
• Phoneme detection task

Early Speech Perception (ESP) Test
3 sections
- Pattern perception subtest and 2-word identification subtests
- 12-item spondee identification test with each word featuring a different vowel sound
- 12-item monosyllabic word identification test containing similar words
- Low-verbal version of the test is the 4-choice spondee subtest
- Skill Categories: No pattern perception, Consistent pattern perception, Inconsistent word identification, Open-set word recognition

Minimal Auditory Capabilities (MAC) Battery

• 13 auditory tests and 1 speechreading test
• Evaluates phonemic discrimination, sentence identification, suprasegmental features, environmental sounds, and visual enhancement with and without amplification