Evaluating Communicative Abilities of a Highly Unintelligible Preschooler Procedures to examine the communication abilities of a highly unintelligible 4-year-old during a 90-minute evaluation session are explained in this article. Phonology, metaphonology, speech rate, stimulability, and receptive language are evaluated formally and informally. A conversational speech sample is used to provide information for assessing intelligibility/understandability, fluency, voice quality, prosody, ... Clinical Forum
Clinical Forum  |   August 01, 2002
Evaluating Communicative Abilities of a Highly Unintelligible Preschooler
 
Author Affiliations & Notes
  • Barbara W. Hodson, PhD
    Wichita State University, Kansas
  • Julie A. Scherz
    Wichita State University, Kansas
  • Kathy H. Strattman
    Wichita State University, Kansas
  • Contact author: Barbara W. Hodson, PhD, Wichita State University, 1845 Fairmount, Wichita, KS 67260-0075. E-mail: Barbara.Hodson@Wichita.edu
Article Information
Speech, Voice & Prosodic Disorders / Normal Language Processing / Speech, Voice & Prosody / Clinical Forum: Phonology
Clinical Forum   |   August 01, 2002
Evaluating Communicative Abilities of a Highly Unintelligible Preschooler
American Journal of Speech-Language Pathology, August 2002, Vol. 11, 236-242. doi:10.1044/1058-0360(2002/025)
History: Received November 13, 2000 , Accepted April 5, 2002
 
American Journal of Speech-Language Pathology, August 2002, Vol. 11, 236-242. doi:10.1044/1058-0360(2002/025)
History: Received November 13, 2000; Accepted April 5, 2002
Web of Science® Times Cited: 11

Procedures to examine the communication abilities of a highly unintelligible 4-year-old during a 90-minute evaluation session are explained in this article. Phonology, metaphonology, speech rate, stimulability, and receptive language are evaluated formally and informally. A conversational speech sample is used to provide information for assessing intelligibility/understandability, fluency, voice quality, prosody, and mean length of response. Methods for determining treatment goals are discussed in the final section.

Acknowledgments
The authors would like to thank Ken Bleile for conceptualizing this clinical forum and for inviting us to participate. We also appreciate the editorial suggestions and comments of Lynn Williams, Marc Fey, Gregg Lof, and David and Kelly Ingram.
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