PURPOSE: Assessments of the intelligibility of speech produced by children who are deaf or hard of hearing (D/HH) provide unique insights into functional speaking ability, readiness for mainstream classroom placements, and intervention effectiveness. The development of sentence lists for a wide age range of children and the advent of handheld digital recording devices have overcome two barriers to routine use of this tool. Yet, difficulties in recruiting adequate numbers of adults to judge speech samples continue to make routine assessment impractical. In response to this barrier, it has been proposed that children who are 9 years or older might be adequate substitutes for adult listener-judges (Ertmer, 2011). METHOD: To examine this possibility, 22 children from the 3rd, 4th, and 5th grades identified words from speech samples previously judged by adults. RESULTS: Children in the 3rd and 4th grades identified fewer words than adults, whereas scores for 5th graders were not significantly different from those of the adults. All grade levels showed increasing scores across low, mid, and high levels of intelligibility. CONCLUSIONS: Children who are functioning at a 5th grade level or higher can act as listener-judges in speech intelligibility assessments. Suggestions for implementing assessments and scoring child-listeners' written responses are discussed.
PURPOSE: Assessments of the intelligibility of speech produced by children who are deaf or hard of hearing (D/HH) provide unique insights into functional speaking ability, readiness for mainstream classroom placements, and intervention effectiveness. The development of sentence lists for a wide age range of children and the advent of handheld digital recording devices have overcome two barriers to routine use of this tool. Yet, difficulties in recruiting adequate numbers of adults to judge speech samples continue to make routine assessment impractical. In response to this barrier, it has been proposed that children who are 9 years or older might be adequate substitutes for adult listener-judges (Ertmer, 2011). METHOD: To examine this possibility, 22 children from the 3rd, 4th, and 5th grades identified words from speech samples previously judged by adults. RESULTS:Children in the 3rd and 4th grades identified fewer words than adults, whereas scores for 5th graders were not significantly different from those of the adults. All grade levels showed increasing scores across low, mid, and high levels of intelligibility. CONCLUSIONS:Children who are functioning at a 5th grade level or higher can act as listener-judges in speech intelligibility assessments. Suggestions for implementing assessments and scoring child-listeners' written responses are discussed.
Authors: P J Blamey; J Z Sarant; L E Paatsch; J G Barry; C P Bow; R J Wales; M Wright; C Psarros; K Rattigan; R Tooher Journal: J Speech Lang Hear Res Date: 2001-04 Impact factor: 2.297