Childhood Speech Sound Disorders Assessment

Interview Questions:

1. How are they doing in school?
2. Are they able to be understood by an unfamiliar listener?
3. Are they able to communicate and interact with their peers?
4. What percentage of your child’s speech would you say you, as parents and familiar listeners, are able to understand?
5. Are there specific sounds/words you notice your child struggles with?

Formal Tests:

• Goldman-Fristoe Test of Articulation (GFTA)
• Hodson Assessment of Phonological Processes (HAPP)
• Clinical Assessment of Articulation and Phonology (CAAP)
• Comprehensive Test of Phonological Processing (CTOPP)
•  The Apraxia Profile
• Screening Test for Developmental Apraxia of Speech (STDAS)
• Kaufman Speech Praxis Test (KSPT) for Children – to determine presence of motor speech problems

*Screen for language as well since there is a high correlation of language problems and phonological deficits*

Informal Assessment Tools:

• Speech sample – reading sample or play
• Speech sound inventory – determine patterns of error
• Probe for different abilities and stimulability of different sounds

http://www.playingwithwords365.com/2011/09/phonological-processes-and-phonological-delay/

http://ilovecharts.tumblr.com/post/3424671278/these-are-the-typical-ages-by-which-children-in

Verbal Apraxia	Phonological Disorder
No weakness, incoordination or paralysis of speech musculature	No weakness, incoordination or paralysis of speech musculature
No difficulty with involuntary motor control for chewing, swallowing, etc. unless there is also an oral apraxia	No difficulty with involuntary motor control for chewing and swallowing
Inconsistencies in articulation performances – the same word may be produced several different ways	Consistent errors that can usually be grouped into categories (fronting, stopping, etc.)
Errors include substitutions, omissions, additions and repetitions, frequently includes simplification of word forms. Tendency for omissions in initial position. Tendency to centralize vowels to /ə/	Errors may include substitutions, omissions, distortions, etc. Omissions in final position more likely than initial position. Vowel distortions not as common.
Number of errors increases as length of word/phrase increases	Errors are generally consistent as length of words/phrases increases
Well-rehearsed, automatic speech is easiest to produced, while volitional speech is most difficult	No differences in how easily speech is produced based on situation
Receptive language skills are usually significantly better than expressive skills	Sometimes differences between receptive and expressive language skills
Rate, rhythm and stress of speech are disrupted, some grouping for placement may be noted	Typically no disruption of rate, rhythm or stress
Generally good control of pitch and loudness, may have limited inflectional range for speaking	Good control of pitch and loudness, not limited in inflectional range for speaking
Age-appropriate voice quality	Age-appropriate voice quality

Adapted from http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788447&ct=464135