Spat Articulation Test

[Danielle Just]

Theaim is to be as comprehensive as possible in the table below. Inclusion in the table does not indicate endorsement or guarantee availability of an assessment. Some assessments can only be purchased by people who live in the country of publication, after attending a seminar, or upon providing professional qualifications.

Vidsj, I., Hauglid, J., Kloster-Jensen, M. & Skei, A. (1983). Norsk Logopedlags Sprklydsprve [The Norwegian Association of Speech Therapist's Speech Sound Test] [Norwegian]. Oslo: Universitetsforlaget.

Stow, C. & Pert, S. (1998). Rochdale Assessment of Mirpuri Phonology with Punjabi, Urdu and English: A Speech and Language Therapy Resource for the Phonological Assessment of Bilingual Children. Rochdale: Pert.

Lohmander, A., Borell, E., Henningsson, G., Havstam, C., Lundeborg, I. and Persson, C. (2015). SVANTE- Svenskt artikulations- och Nasalitets Test [Swedish Articulation and Nasality Test] [Swedish]. Lund, Sweden: Studentlitteratur.

Vasanta, D. (1990). Maximizing phonological information from picture word articulation test. In S. V. Kacker & V. Basavaraj (Eds.). The ISHA test battery. Indian Speech Language and Hearing Association.

Topbaş, S. (1998). Konuşma sorunlu ocukların sesbilgisel zmleme yntemi ile değerlendirilmesi [Assessment of Speech Disordered Children by Phonological Analysis][Turkish]. Eskişehir, Turkey: Anadolu University Press.

Purpose: The purpose of this article was to review the psychometric characteristics of articulation assessments (single-word). The study was to determine if tests have improved since the original study in 1984 where no tests passed the review.

Validity findings: 5 tests had a formal process of item analysis; 6 tests provided concurrent validity, diagnostic accuracy data was available for 6 tests, and 4 tests included findings from group-wise comparisons (typical vs non-typical). 4 of the tests did not address dialect, 3 tests included formal vowel analysis, and 6 of the tests had phonological processes/patterns analysis.

Reliability findings: 8 tests included test-retest reliability findings (but only 3 met the rule that all coefficients were at least .90), 7 of the tests included inter-examiner reliability (with 4 of them meeting the .90 rule). All 10 tests were determine to have clear administration, and 9 of them specifically stated examiner qualifications.

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Once your order has been processed, you will receive an email informing you that your GFTA-3 digital manual, stimulus book, and/or scoring are available on the Q-global platform. The paper record forms included in the digital kit will be will be shipped to you.

Score reports automatically convert total raw scores to test scaled scores, percentile ranks, age equivalents, and growth scale values, and provide an item analysis of performance on individual tests.

Because the test stimuli are the same for all ages of examinees, you may use either the cartoon pictures or the realistic pictures with a child of any age and still use the standard scores. The set for children ages 2:0 through age 6:11 were selected for that age because the art is designed for younger children. Children as young as age 7:0 showed a preference for the more realistic art.

During the development process, the authors decided that not all blends needed to be included in the test. In addition, other singleton consonants such as the zh" sound, as in "measure" is not tested.

Medial "j" is tested in Items # 39 and 50 in Sounds-in-Words (pajamas, vegetable); medial voiceless "th" is not tested. In the Sounds-in-Sentences Story 1, medial "th" is tested in "something". Some words are difficult to represent in a spontaneous naming task.

On GFTA-3, all /r/ productions are scored as correct or incorrect. You are able to view the contexts in which an examinee can correctly or incorrectly produce consonantal and vocalic /r/ using the Vowel Error Analysis in the Record Form.

If you want to obtain qualitative information about an examinee's skills, you may administer the Sounds-in-Sentences test for ages 4:0 through 6:11 to students ages 7 and above. On page 11 of the Manual, you will find a brief summary about Out-of-Age-Range testing administration. Out-of-age-range scores are not available for GFTA-3 (GFTA-3 Manual, page 22). The Sounds-in-Sentences stories have a different number of test items and different content, and the tests were not normed with individuals outside of the target age range.

The Sounds-in-Words and Sounds-in-Sentences tests provide information about an individual's accuracy of production, but in different contexts. The Sounds-in-Words test provides information about spontaneous productions of single words; Sounds-in-Sentences provides information about productions of imitated sentences. The differences in the two scores indicate the difference in requirements of the task and the performance differences of the normative sample when completing the two tasks.

The raw scores are not comparable. Children have fewer opportunities to produce individual sounds on the Sounds-in-Sentences task so the total error scores are very different from the Sounds-in-Words task.

Although the standard scores for Sounds-in-Words and Sounds-in-Sentences are on the same scale (mean of 100, SD of 15), the differences in the performance of the normative sample on the two tasks are apparent in the standard scores for the 7-year-old girl tested.

An updated Record Form became available for all new kit and record form purchases beginning in late July 2016. The new record forms were included in all kit and record form package orders, along with instructions and additional information about interpreting test results on GFTA3.com (see the Resources tab).

A distortion of any phoneme is counted as an error. If the sound the child produces is acoustically accurate, but the articulator placement is not quite on target, the phoneme is not counted as an error.

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