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Compendium of Auditory and Speech Tasks

Children's Speech and Literacy Difficulties 4 with CD-ROM
Wileyerschienen am01.07.2007
The book summarises research findings from a range of projects using a set of auditory and speech procedures designed for the psycholinguistic framework developed by Stackhouse and Wells (1997). These procedures have been used with children and adolescents with a range of difficulties associated with cleft lip and palate, dysarthria, dyspraxia, phonological impairment, Down syndrome, dyslexia, stammering, autism, semantic-pragmatic difficulties, general learning difficulties, and disadvantaged backgrounds. The procedures have also been used with normally developing children in the age range of 3-7 years. As a result, the book includes descriptions of typical performance on the procedures so that atypical can be identified more easily. In addition, as the materials were used in a longitudinal study of children's speech and literacy development between the age of 4 and 7 years we can highlight which procedures will help in identifying children a) who are likely to persist with their speech difficulties and b) have associated literacy difficulties.


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.mehr
Verfügbare Formate

Produkt

KlappentextThe book summarises research findings from a range of projects using a set of auditory and speech procedures designed for the psycholinguistic framework developed by Stackhouse and Wells (1997). These procedures have been used with children and adolescents with a range of difficulties associated with cleft lip and palate, dysarthria, dyspraxia, phonological impairment, Down syndrome, dyslexia, stammering, autism, semantic-pragmatic difficulties, general learning difficulties, and disadvantaged backgrounds. The procedures have also been used with normally developing children in the age range of 3-7 years. As a result, the book includes descriptions of typical performance on the procedures so that atypical can be identified more easily. In addition, as the materials were used in a longitudinal study of children's speech and literacy development between the age of 4 and 7 years we can highlight which procedures will help in identifying children a) who are likely to persist with their speech difficulties and b) have associated literacy difficulties.


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.
Details
Weitere ISBN/GTIN9780470517499
ProduktartE-Book
EinbandartE-Book
FormatPDF
Verlag
Erscheinungsjahr2007
Erscheinungsdatum01.07.2007
Seiten486 Seiten
SpracheEnglisch
Dateigrösse2536
Artikel-Nr.2769113
Rubriken
Genre9201

Inhalt/Kritik

Inhaltsverzeichnis
1;Compendium of Auditory and Speech Tasks;1
1.1;Contents;9
1.2;Preface;13
1.3;Compendium CD-Rom;17
1.4;Acknowledgements;19
1.5;Conventions;21
1.6;Phonetic Symbols and Diacritics;23
1.7;Chapter One A Psycholinguistic Approach;27
1.7.1;Speech and Literacy Difficulties;28
1.7.2;What is a Psycholinguistic Approach?;31
1.7.3;Principles of a Psycholinguistic Assessment;33
1.7.4;The Speech Processing Profile;37
1.7.5;Theoretical Speech Processing Models;43
1.7.5.1;Box-and-Arrow Model;43
1.7.5.2;Developmental Phase Model;46
1.7.6;Using the Psycholinguistic Framework in Practice and Research;49
1.7.6.1;Intra-Child Comparison;49
1.7.6.2;Inter-Child Perspective;50
1.7.7;Conclusion;50
1.7.8;Summary;51
1.8;Chapter Two Development of the Assessment Tasks and Normative Data;53
1.8.1;The Cross-Sectional Study;56
1.8.1.1;Participants;56
1.8.1.2;Stimuli;57
1.8.1.3;The Tasks;57
1.8.1.4;Procedure;59
1.8.1.5;Results;59
1.8.2;The Longitudinal Study;60
1.8.2.1;Participants;61
1.8.2.2;Assessments;63
1.8.2.3;Data from the Typically Developing Children;64
1.8.2.4;Results;66
1.8.3;Using Psycholinguistic Procedures;66
1.8.3.1;Accent Warning!;67
1.8.3.2;Who Can the Procedures be Used With?;67
1.8.3.3;When Not to Use the Procedures;68
1.8.3.4;Interpreting Children´s Responses;68
1.8.4;Outline of the Following Chapters;69
1.8.5;Conclusion;70
1.8.6;Summary;70
1.9;Chapter Three Auditory Discrimination Tasks;73
1.9.1;Auditory Discrimination Task 1: Same/Different, S-Cluster Sequences,Words and Non-words (from Bridgeman & Snowling, 1988);76
1.9.1.1;Aims;76
1.9.1.2;Description of the Task;77
1.9.1.3;Use of the Task;77
1.9.1.4;Psycholinguistic Analysis of the Task;77
1.9.1.5; What do tests really test´ questions;78
1.9.1.6;Level on Speech Processing Profile;79
1.9.1.7;Stimuli;79
1.9.1.8;Materials;80
1.9.1.9;Procedure;80
1.9.1.10;Scoring;81
1.9.1.11;Normative Data;81
1.9.1.12;Questions to Consider;82
1.9.1.13;Other Same/Different Assessments Tapping Processing at Level D, Auditory Discrimination of Real Words;82
1.9.1.14;Other Same/Different Assessments Tapping Processing at Level B, Auditory Discrimination of Non-words;83
1.9.2;Auditory Discrimination Task 2: Complex Non-words (from Stackhouse, 1989);83
1.9.2.1;Aims;83
1.9.2.2;Description of the Task;83
1.9.2.3;Use of the Task;83
1.9.2.4;Psycholinguistic Analysis of the Task;84
1.9.2.5; What do tests really test´ questions;84
1.9.2.6;Level on Speech Processing Profile;84
1.9.2.7;Stimuli;84
1.9.2.8;Materials;84
1.9.2.9;Procedure;84
1.9.2.10;Scoring;86
1.9.2.11;Normative Data;86
1.9.2.12;Questions to Consider;86
1.9.2.13;Other Same/Different Assessments Tapping Processing at Level B, Auditory Discrimination of Non-words;87
1.9.3;Auditory Discrimination Task 3: ABX Non-word Task (from Vance, 1995);87
1.9.3.1;Aims;87
1.9.3.2;Description of the Task;87
1.9.3.3;Use of the Task;88
1.9.3.4;Psycholinguistic Analysis of the Task;88
1.9.3.5; What do tests really test´ questions;88
1.9.3.6;Level on Speech Processing Profile;89
1.9.3.7;Stimuli;89
1.9.3.8;Materials;91
1.9.3.9;Procedure;91
1.9.3.10;Scoring;92
1.9.3.11;Normative Data;93
1.9.3.12;Questions to Consider;93
1.9.3.13;Other Tasks;93
1.9.4;Auditory Discrimination Task 4: Legal vs Illegal Words (from Dry, 1997 and Darili, 1994);94
1.9.4.1;Aims;94
1.9.4.2;Description of the Task;94
1.9.4.3;Use of the Task;94
1.9.4.4;Psycholinguistic Analysis of the Task;95
1.9.4.5; What do tests really test´ questions;95
1.9.4.6;Level on Speech Processing Profile;95
1.9.4.7;Stimuli;95
1.9.4.8;Materials;96
1.9.4.9;Procedure;96
1.9.4.10;Scoring;96
1.9.4.11;Normative Data;97
1.9.4.12;Questions to Ask;97
1.9.5;Summary;97
1.10;Chapter Four Auditory Lexical Discrimination Tasks;99
1.10.1;Auditory Lexical Discrimination Task 1: Mispronunciation Detection (from Vance, 1995);101
1.10.1.1;Aims;101
1.10.1.2;Description of the Task;101
1.10.1.3;Use of the Task;101
1.10.1.4;Psycholinguistic Analysis of the Task;102
1.10.1.5;Level on Speech Processing Profile;102
1.10.1.6;Stimuli;102
1.10.1.7;Materials;103
1.10.1.8;Procedure;104
1.10.1.9;Scoring;105
1.10.1.10;Normative Data;105
1.10.1.11;Questions to Ask;106
1.10.1.12;Other Assessments Tapping Processing at Level E, Accuracy of Phonological Representations;106
1.10.2;Auditory Lexical Discrimination Task 2: With and Without Pictures (from Constable, Stackhouse & Wells, 1997);107
1.10.2.1;Aims;107
1.10.2.2;Description of the Tasks;107
1.10.2.3;Use of the Task;107
1.10.2.4;Psycholinguistic Analysis of the Task;108
1.10.2.5;Level on Speech Processing Profile;108
1.10.2.6;Stimuli;108
1.10.2.7;Materials;109
1.10.2.8;Procedure;109
1.10.2.9;Scoring;110
1.10.2.10;Normative Data;110
1.10.2.11;Questions to Ask;110
1.10.2.12;Other Assessments Tapping Processing at Level E, Accuracy of Phonological Representations;110
1.10.3;Auditory Lexical Discrimination Task 3: Mispronunciation Detection for Individual Children (from Locke, 1980b);111
1.10.3.1;Aim;111
1.10.3.2;Description of the Task;111
1.10.3.3;Use of the Task;111
1.10.3.4;Psycholinguistic Analysis of the Task;112
1.10.3.5;Level on Speech Processing Profile;113
1.10.3.6;Stimuli;113
1.10.3.7;Materials;113
1.10.3.8;Procedure;113
1.10.3.9;Scoring;113
1.10.3.10;Normative Data;113
1.10.3.11;Questions to Ask;114
1.10.3.12;Other Tasks Assessing a Child´s Own Mispronunciation Errors;114
1.10.4;Auditory Lexical Discrimination Task 4: Words in Sentences (from Cassidy, 1994);114
1.10.4.1;Aims;114
1.10.4.2;Description of the Task;114
1.10.4.3;Use of the Task;114
1.10.4.4;Psycholinguistic Analysis of the Task;115
1.10.4.5;Level on Speech Processing Profile;115
1.10.4.6;Stimuli;115
1.10.4.7;Materials;116
1.10.4.8;Procedure;116
1.10.4.9;Scoring;118
1.10.4.10;Normative Data;118
1.10.4.11;Questions to Ask;119
1.10.4.12;Other Assessments of Connected Speech;119
1.10.5;Summary;120
1.11;Chapter Five Speech Production: Single Words;121
1.11.1;Picture Naming;121
1.11.2;Repetition Tasks;123
1.11.3;Task Comparisons;124
1.11.4;Speech Production: Single Words - Picture Naming Task 1 (from Vance, Stackhouse & Wells, 2005);127
1.11.4.1;Aims;127
1.11.4.2;Description of the Task;127
1.11.4.3;Use of Task;127
1.11.4.4;Psycholinguistic Analysis of the Task;127
1.11.4.5;Level on Speech Processing Profile;129
1.11.4.6;Stimuli;129
1.11.4.7;Materials;129
1.11.4.8;Procedure;130
1.11.4.9;Scoring;130
1.11.4.10;Normative Data;130
1.11.4.11;Questions to Consider;130
1.11.4.12;Other Naming Assessments Tapping Processing at Level G, Indicating Accuracy of Motor Programmes;131
1.11.5;Speech Production: Single Words - Picture Naming Task 2 (from Snowling, van Wagtendonk & Stafford, 1988);132
1.11.5.1;Aims;132
1.11.5.2;Description of the Task;132
1.11.5.3;Use of the Task;132
1.11.5.4;Psycholinguistic Analysis of the Task;132
1.11.5.5; What do tests really test´ questions;133
1.11.5.6;Level on Speech Processing Profile;133
1.11.5.7;Stimuli;133
1.11.5.8;Materials Required;133
1.11.5.9;Procedure;134
1.11.5.10;Scoring;134
1.11.5.11;Normative Data;135
1.11.5.12;Questions to Consider;135
1.11.5.13;Other Assessments Tapping Expressive Vocabulary and Access to Lexical Representations;135
1.11.6;Speech Production: Single Words - Word Repetition Task (from Vance, Stackhouse & Wells, 2005 and Nathan et al., 2004a);136
1.11.6.1;Aims;136
1.11.6.2;Description of the Task;136
1.11.6.3;Use of the Task;136
1.11.6.4;Psycholinguistic Analysis of the Task;136
1.11.6.5; What do tests really test´ questions;137
1.11.6.6;Level on the Speech Processing Profile;137
1.11.6.7;Stimuli;138
1.11.6.8;Materials;139
1.11.6.9;Procedure;139
1.11.6.10;Scoring;140
1.11.6.11;Normative Data;140
1.11.6.12;Questions to Consider;142
1.11.6.13;Other Tasks;142
1.11.7;Speech Production: Single Words - Non-word Repetition Task (from Vance, Stackhouse & Wells, 2005 and Nathan et al., 2004a);142
1.11.7.1;Aims;142
1.11.7.2;Description of the Task;142
1.11.7.3;Use of the Task;143
1.11.7.4;Psycholinguistic Analysis of the Task;143
1.11.7.5; What does this test really test´ questions;144
1.11.7.6;Level on the Speech Processing Profile;144
1.11.7.7;Stimuli;144
1.11.7.8;Materials;145
1.11.7.9;Procedure;145
1.11.7.10;Scoring;146
1.11.7.11;Normative Data;147
1.11.7.12;Questions to Consider;148
1.11.7.13;Other Assessments of Non-word Repetition;148
1.11.8;Mispronunciation Self-Correction;148
1.11.8.1;Aims;148
1.11.8.2;Description of the Task;149
1.11.8.3;Use of the Task;149
1.11.8.4;Psycholinguistic Analysis of the Task;149
1.11.8.5; What do tests really test´ questions;150
1.11.8.6;Level on Speech Processing Profile;150
1.11.8.7;Stimuli;150
1.11.8.8;Materials;150
1.11.8.9;Procedure;150
1.11.8.10;Scoring;151
1.11.8.11;Normative Data;152
1.11.8.12;Questions to Ask;152
1.11.8.13;Other Tasks Reflecting Children´s Responses to Their Own Speech Errors;152
1.11.9;A Comparison of Performance Across Different Speech Output Tasks;153
1.11.10;Summary;155
1.12;Chapter Six Speech Production: Connected Speech;157
1.12.1;Prosodic Features in the Psycholinguistic Framework;158
1.12.2;Segmental Juncture within a Psycholinguistic Framework;158
1.12.3;Connected Speech Task 1: Word-in-Sentence Repetition (Vance, Stackhouse & Wells, 1995);159
1.12.3.1;Aims;159
1.12.3.2;Description of the Task;160
1.12.3.3;Use of the Task;160
1.12.3.4;Psycholinguistic Analysis of the Task;160
1.12.3.5; What do tests really test´ questions;161
1.12.3.6;Level on Speech Processing Profile;161
1.12.3.7;Stimuli;161
1.12.3.8;Materials;163
1.12.3.9;Procedure;163
1.12.3.10;Scoring;163
1.12.3.11;Normative Data;163
1.12.3.12;Questions to Consider;164
1.12.3.13;Other Assessments that Include a Measure of Speech Production in Connected Speech;164
1.12.4;Connected Speech Task 2: Connected Speech Processes (CSP) Repetition (Newton, 1999);165
1.12.4.1;Aims;165
1.12.4.2;Description of the Task;165
1.12.4.3;Use of the Task;165
1.12.5;Psycholinguistic Analysis of the Task;167
1.12.5.1; What do tests really test´ questions;168
1.12.5.2;Level on Speech Processing Profile;168
1.12.5.3;Stimuli;168
1.12.5.4;Materials;168
1.12.5.5;Procedure;168
1.12.5.6;Scoring;169
1.12.5.7;Normative Data;169
1.12.5.8;Questions to Consider;169
1.12.5.9;Other Assessments of Connected Speech Processes;171
1.12.6;Connected Speech Task 3: Final Consonant Juncture Repetition (Pascoe, Stackhouse & Wells, 2006);171
1.12.6.1;Aims;171
1.12.6.2;Description of the Task;171
1.12.6.3;Use of the Task;171
1.12.6.4;Psycholinguistic Analysis of the Task;172
1.12.6.5; What do tests really test´ questions;173
1.12.6.6;Level on the Speech Processing Profile;173
1.12.6.7;Stimuli;173
1.12.6.8;Materials;175
1.12.6.9;Procedure;175
1.12.6.10;Scoring;175
1.12.6.11;Normative Data;176
1.12.6.12;Questions to Consider;176
1.12.7;Summary;176
1.13;Chapter Seven Speech Accuracy, Rate and Consistency;179
1.13.1;Speech Accuracy, Rate and Consistency Task 1: Oral Movements and Silent DDK Rates (from Williams & Stackhouse, 2000);183
1.13.1.1;Aims;183
1.13.1.2;Description of the Task;183
1.13.1.3;Use of the Task;183
1.13.1.4;Psycholinguistic Analysis of the Task;183
1.13.1.5; What do tests really test´ questions;183
1.13.1.6;Level on the Speech Processing Profile;183
1.13.1.7;Stimuli;183
1.13.1.8;Materials;184
1.13.1.9;Procedure;184
1.13.1.10;Scoring;184
1.13.1.11;Accuracy measure;184
1.13.1.12;Rate measure;184
1.13.1.13;Normative Data;185
1.13.1.14;Questions to Ask;186
1.13.1.15;Other Assessments of Oro-motor Movement;186
1.13.2;Speech Accuracy, Rate and Consistency Task 2: Repetition and Spoken DDK Rates (from Williams & Stackhouse, 2000);186
1.13.2.1;Aims;186
1.13.2.2;Description of the Task;186
1.13.2.3;Use of the Task;186
1.13.2.4;Psycholinguistic Analysis of the Task;187
1.13.2.5; What do tests really test´ questions;187
1.13.2.6;Level on the Speech Processing Profile;187
1.13.2.7;Stimuli;187
1.13.2.8;Materials;187
1.13.2.9;Procedure;188
1.13.2.9.1;Timed real word repetition;188
1.13.2.9.2;Timed non-word repetition;188
1.13.2.9.3;Timed syllable sequence repetition;189
1.13.2.10;Scoring;189
1.13.2.11;Accuracy measures;189
1.13.2.12;Consistency measures;189
1.13.2.13;Example 1;190
1.13.2.14;Example 2;190
1.13.2.15;Example 3;190
1.13.2.16;Rate measure;191
1.13.2.17;Normative Data;191
1.13.2.18;Questions to Ask;193
1.13.2.19;Other Assessments of Speech Rate and Consistency over Several Repetitions;194
1.13.2.19.1;Rate;194
1.13.2.19.2;Consistency;194
1.13.3;Speech Accuracy and Consistency Task 3 (from Coffield, 1994);194
1.13.3.1;Aim;194
1.13.3.2;Description of the Task;195
1.13.3.3;Use of the Task;195
1.13.3.4;Psycholinguistic Analysis of the Task;195
1.13.3.5; What do tests really test´ questions;195
1.13.3.6;Level on the Speech Processing Profile;195
1.13.3.7;Stimuli;196
1.13.3.8;Materials;196
1.13.3.9;Procedure;196
1.13.3.10;Scoring;196
1.13.4;Summary;198
1.14;Chapter Eight Predicting Persisting Speech Difficulties;201
1.14.1;Children with and without Speech Difficulties;202
1.14.2;Severity of Speech Difficulty;203
1.14.3;Presence of an Additional Language Difficulty;203
1.14.4;Speech Input Processing Skills;204
1.14.5;Relationship between Severity of Speech Difficulties, Language Development and Speech Input Skills;205
1.14.6;Children with Resolved vs Persisting Speech Difficulties;205
1.14.6.1;Defining Resolved´;206
1.14.6.2;Which Tasks Differentiated the Resolved vs Persisting Speech Difficulties Subgroups?;207
1.14.6.3;Speech Input and Output;207
1.14.6.4;Language Skills;209
1.14.6.5;Non-verbal Skills;209
1.14.6.6;Phonological Awareness and Literacy Measures;210
1.14.7;Examples of Children Who Have/Have Not Resolved Their Speech Difficulties;210
1.14.8;Which Tasks Predict Speech Outcome?;211
1.14.9;Speech vs Language Skills as Predictors of Literacy Outcome;213
1.14.10;Conclusion;214
1.14.11;Summary;215
1.15;Chapter Nine Assessing Risk Factors Through Questionnaires;217
1.15.1;Questionnaire 1: Developmental History;220
1.15.1.1;Birth and general health details;220
1.15.1.2;Physical development;221
1.15.1.3;Hearing;221
1.15.1.4;Speech and Language;221
1.15.1.5;Vision;221
1.15.1.6;Reading;221
1.15.1.7;Spelling;221
1.15.1.8;Additional information;222
1.15.2;Questionnaire 2: Family Information;224
1.15.3;Questionnaire 3: Psychosocial Strengths and Difficulties Questionnaire (Goodman, 1997);226
1.15.4;Questionnaire 4: Educational Information;227
1.15.5;Questionnaire 5: Speech and Language Therapy;228
1.15.6;Conclusion;232
1.15.7;Summary;232
1.16;Chapter Ten Using Auditory and Speech Tasks in Practice;235
1.16.1;Developing Assessment Procedures;236
1.16.2;Interpreting Assessment Data;237
1.16.2.1;Speech Tasks;238
1.16.2.1.1;Naming (Level G);238
1.16.2.1.2;Word repetition task (Level I);238
1.16.2.1.3;Non-word repetition task (Level J);238
1.16.2.2;Auditory Tasks (no pictures);239
1.16.2.2.1;Non-word same/different task (Level B);239
1.16.2.2.2;Word same/different task (Level D);239
1.16.2.2.3;Lexical discrimination task: mispronunciation detection (Level E);239
1.16.2.2.4;Responses on the Auditory and Speech Tasks;240
1.16.2.2.4.1;George;240
1.16.2.2.4.2;Ben;240
1.16.2.2.4.3;Harry;240
1.16.2.2.4.4;Cleo;242
1.16.3;ACTIVITY 10.1;242
1.16.3.1;Aims:;242
1.16.4;Planning Intervention;244
1.16.5;ACTIVITY 10.2;245
1.16.5.1;Aim:;245
1.16.5.2;Therapy for George;245
1.16.5.3;Therapy for Ben;246
1.16.5.4;Therapy for Harry;246
1.16.5.5;Therapy for Cleo;246
1.16.6;Predicting Speech and Literacy Outcomes;247
1.16.7;ACTIVITY 10.3;247
1.16.7.1;Aim:;247
1.16.8;Defining Resolved Speech Difficulties;248
1.16.9;Specifying Discharge Criteria;249
1.16.10;Training Others;250
1.16.11;A Psycholinguistic Approach;251
1.16.11.1;Steps in a Psycholinguistic Approach for Children in Need of Intervention;253
1.16.12;Summary;254
1.17;References;257
1.18;Appendix A.1 Tasks for Each Question in the Psycholinguistic Assessment Framework;269
1.18.1;INPUT;269
1.18.2;OUTPUT;270
1.19;Appendix A.2 Speech Processing Profile;273
1.20;Appendix A.3 Speech Processing Model;275
1.21;Appendix B Standardised Assessments used in the Longitudinal Study;277
1.22;Appendix C.1 Auditory Discrimination Task 1: Same/Different, S-Cluster Sequences, Words and Non-words - Reduced Version (from Bridgeman & Snowling, 1988);279
1.22.1;REDUCED VERSION: NON-WORDS;280
1.22.2;REDUCED VERSION: REAL-WORDS;281
1.22.3;SUMMARY TABLE;281
1.23;Appendix C.2 Auditory Discrimination Task 1: Same/Different, S-Cluster Sequences, Words and Non-words - Shortest Form (from Bridgeman & Snowling, 1988);283
1.23.1;SHORTEST FORM: NON-WORDS;284
1.23.2;SHORTEST FORM: REAL WORDS;284
1.24;Appendix C.3 Auditory Discrimination Task 2: Complex Non-words (from Stackhouse, 1989);285
1.25;Appendix C.4 Auditory Discrimination Task 3: ABX Task - Full Version (Vance, 1996);289
1.25.1;FULL VERSION: LIST A;290
1.25.2;FULL VERSION: LIST B;291
1.26;Appendix C.5 Auditory Discrimination Task 3: ABX Task - Short Form (Nathan et al., 2004);293
1.26.1;LIST A;294
1.26.2;LIST B;294
1.27;Appendix C.6 Auditory Discrimination Task 4: Legal versus Illegal Non-words;295
1.28;Appendix D.1 Auditory Lexical Discrimination Task 1: Mispronunciation Detection - Full Version (from Vance, 1995);297
1.28.1;FULL VERSION: LIST A;298
1.28.2;FULL VERSION: LIST B;301
1.29;Appendix D.2 Auditory Lexical Discrimination Task 1: Mispronunciation Detection - Short Form (from Nathan et al., 2004);305
1.29.1;SHORT FORM: LIST A;306
1.29.2;SHORT FORM LIST B;307
1.30;Appendix D.3 Auditory Lexical Discrimination Task 2: Without Pictures (from Constable, Stackhouse & Wells, 1997);309
1.30.1;WITHOUT PICTURES;310
1.31;Appendix D.4 Auditory Lexical Discrimination Task 2: With Pictures (from Constable, Stackhouse & Wells, 1997);313
1.31.1;WITH PICTURES;314
1.32;Appendix D.5 Auditory Lexical Discrimination Task 3: Mispronunciation Detection for Individual Children (after Locke, 1980);317
1.32.1;EXAMPLE SCORE SHEET:;318
1.33;Appendix D.6 Auditory Lexical Discrimination Task 4: Words in Sentences (from Cassidy, 1994);321
1.33.1;SCORE SHEET 1: SINGLE WORD NAMING;321
1.33.2;SCORE SHEET 2: SINGLE WORD DISCRIMINATION;322
1.33.3;SCORE SHEET 3: WORDS IN SENTENCES;324
1.33.4;SUMMARY SHEET: AUDITORY LEXICAL DISCRIMINATION TASK (WORDS IN SENTENCES);333
1.34;Appendix E.1 Picture Naming Task 1 - Full Version (from Vance, Stackhouse & Wells, 2005);335
1.34.1;FULL VERSION: SET A;336
1.34.2;FULL VERSION: SET B;337
1.34.3;SUMMARY SHEET: FULL VERSION;337
1.35;Appendix E.2 Picture Naming Task 1 - Short Form;339
1.35.1;SHORT FORM;340
1.36;Appendix E.3 Guidelines for Scoring Full Versions and Short Forms of Speech Production Tasks;341
1.37;Appendix E.4 Speech Production: Single Words - Picture Naming Task 2 (from Snowling, van Wagtendonk & Stafford, 1988);343
1.37.1;SHEET ONE: LEXICAL SCORE;344
1.37.2;SHEET TWO: SPEECH SCORE;345
1.38;Appendix E.5 Word Repetition Task - Full Version (from Vance, Stackhouse & Wells, 2005);347
1.38.1;FULL VERSION: LIST A;348
1.38.2;FULL VERSION: LIST B;349
1.38.3;SUMMARY SHEET: WORD REPETITION, FULL VERSION;350
1.39;Appendix E.6 Word Repetition Task - Short Form (from Nathan et al., 2004a);351
1.39.1;SHORT FORM LIST A;352
1.39.2;SHORT FORM - LIST B;352
1.40;Appendix: E.7 Word Repetition Task: Low-Frequency Words (from Nathan et al., 2004a);353
1.40.1;LIST A;354
1.40.2;LIST B;355
1.40.3;SUMMARY SHEET: LOW-FREQUENCY WORD REPETITION NUMBER OF CONSONANTS CORRECT;355
1.41;Appendix E.8 Non-Word Repetition Task - Full Version (from Vance, Stackhouse & Wells, 2005);357
1.41.1;FULL VERSION: SET A;358
1.41.2;FULL VERSION: SET B;359
1.42;Appendix E.9 Non-Word Repetition Task - Short Form (from Nathan et al., 2004);361
1.42.1;SHORT FORM LIST A;362
1.42.2;SHORT FORM - LIST B;362
1.43;Appendix E.10 Non-word Repetition Task: Matched to Low-Frequency Words (from Nathan et al., 2004a);363
1.43.1;LIST A;364
1.43.2;LIST B;364
1.43.3;SUMMARY SHEET: NON-WORDS MATCHED WITH LOWFREQUENCY WORDS NUMBER OF CONSONANTS CORRECT;365
1.44;Appendix E.11 Mispronunciation Self-Correction;367
1.44.1;CHILD´S VIEWPOINT;369
1.45;Appendix F.1 Connected Speech Task 1: Words in Sentences (from Vance, Stackhouse & Wells, 1995);371
1.46;Appendix F.2 Connected Speech Task 2: Connected Speech Processes (CSP) Repetition (from Newton, 1999);375
1.46.1;SUMMARY SHEET;379
1.47;Appendix F.3 Connected Speech Task 3: Final Consonant Juncture Repetition (from Pascoe, Stackhouse & Wells, 2006);381
1.48;Appendix G.1 Speech Accuracy, Rate and Consistency Task 1: Oral Movements and Silent DDK Rates (from Williams & Stackhouse, 2000);387
1.49;Appendix G.2 Speech Accuracy, Rate and Consistency Task 2a: Repetition and Spoken DDK Rates: Words (from Williams & Stackhouse, 2000);389
1.49.1;PRACTICE ITEMS:;391
1.49.2;TEST ITEMS:;392
1.49.3;SUMMARY SHEET;403
1.49.4;EXAMPLES OF SCORE SHEET COMPLETION;404
1.50;Appendix G.3 Speech Accuracy, Rate and Consistency Task 2b: Repetition and Spoken DDK Rates: Non-Words (from Williams & Stackhouse, 2000);407
1.50.1;PRACTICE ITEMS:;409
1.50.2;TICK CHART;409
1.50.3;TEST ITEMS:;410
1.50.4;SUMMARY SHEET;420
1.51;Appendix G.4 Speech Accuracy, Rate and Consistency Task 2c: Repetition and Spoken DDK Rates: Syllable Sequences (from Williams & Stackhouse, 2000);423
1.51.1;PRACTICE ITEMS:;425
1.51.2;TICK CHART;425
1.51.3;TEST ITEMS:;426
1.51.4;SUMMARY SHEET;437
1.52;Appendix G.5 Speech Accuracy and Consistency Task 3 (from Coffield, 1994);439
1.52.1;LIST A: REPETITION OF 1-SYLLABLE NON-WORDS; REPETITION OF 2-SYLLABLE WORDS; NAMING OF PICTURES OF 3-4-SYLLABLE WORDS.;440
1.52.2;REAL WORD REPETITION;443
1.52.3;LIST B: NON-WORD REPETITION, 2 SYLLABLES; WORD REPETITION, 3-4 SYLLABLES; NAMING, 1 SYLLABLE;448
1.52.4;LIST C: NON-WORD REPETITION, 3-4 SYLLABLES; WORD REPETITION, 1 SYLLABLE; NAMING 2 SYLLABLES;455
1.52.5;SUMMARY SHEET;464
1.53;Appendix H.1 Questionnaire 1: Developmental History;465
1.53.1;I. BIRTH AND GENERAL HEALTH DETAILS;465
1.53.2;II. DEVELOPMENT SINCE BIRTH;466
1.53.3;III. FINAL SECTION;468
1.53.4;THANK YOU VERY MUCH FOR COMPLETING THIS QUESTIONNAIRE;468
1.54;Appendix H.2 Questionnaire 2: Family Information;469
1.54.1;PARENTAL QUESTIONNAIRE: A SEPARATE QUESTIONNAIRE SHOULD BE COMPLETED BY EACH PARENT;469
1.54.2;I. GENERAL DETAILS;469
1.54.3;II. EDUCATIONAL DETAILS;469
1.54.4;III. OCCUPATIONAL DETAILS;469
1.54.5;IV. SELF AND FAMILY;470
1.54.6;V. FINAL SECTION;470
1.55;Appendix H.3 Questionnaire 3: Educational History;471
1.56;Appendix H.4 Questionnaire 4: Speech and Language Therapy;473
1.57;Index;477
1.58;Other Titles in this Series;488mehr