Ashley Sakash1, Tristan Mahr2, Katherine C Hustad1. 1. Waisman Center, University of Wisconsin , Madison, WIS, USA. 2. Waisman Center,Department of Communication Sciences and Disorders, University of Wisconsin , Madison.
Abstract
Aim: To examine the relationship between subjective parent ratings of intelligibility and objectively measured intelligibility scores for children with cerebral palsy (CP) with differing levels of speech severity. Method: Fifty children (84-96 months) with CP were classified into groups based on intelligibility scores during a speech elicitation task - high intelligibility (90% or higher), mild-moderate intelligibility reduction (61-89%), and severe intelligibility reduction (60% or lower). Parent ratings of understandability (on a 7-point scale) were compared to intelligibility scores gathered from 100 naïve listeners. Results: For children with mild-moderate and severe intelligibility reduction, there was a large range of variability in parent ratings. For children with high intelligibility, ratings were consistent with intelligibility scores. There was a range of intelligibility scores within each rating, especially in the middle of the scale. Conclusions: For children with mild-moderate intelligibility deficits, parent ratings may best be used in conjunction with objective measurement of intelligibility.
Aim: To examine the relationship between subjective parent ratings of intelligibility and objectively measured intelligibility scores for children with cerebral palsy (CP) with differing levels of speech severity. Method: Fifty children (84-96 months) with CP were classified into groups based on intelligibility scores during a speech elicitation task - high intelligibility (90% or higher), mild-moderate intelligibility reduction (61-89%), and severe intelligibility reduction (60% or lower). Parent ratings of understandability (on a 7-point scale) were compared to intelligibility scores gathered from 100 naïve listeners. Results: For children with mild-moderate and severe intelligibility reduction, there was a large range of variability in parent ratings. For children with high intelligibility, ratings were consistent with intelligibility scores. There was a range of intelligibility scores within each rating, especially in the middle of the scale. Conclusions: For children with mild-moderate intelligibility deficits, parent ratings may best be used in conjunction with objective measurement of intelligibility.
Authors: Katherine C Hustad; Ashley Sakash; Phoebe E M Natzke; Aimee Teo Broman; Paul J Rathouz Journal: J Speech Lang Hear Res Date: 2019-05-20 Impact factor: 2.297
Authors: Ann-Christin Eliasson; Lena Krumlinde-Sundholm; Birgit Rösblad; Eva Beckung; Marianne Arner; Ann-Marie Ohrvall; Peter Rosenbaum Journal: Dev Med Child Neurol Date: 2006-07 Impact factor: 5.449
Authors: Heather O Dickinson; Kathryn N Parkinson; Ulrike Ravens-Sieberer; Giorgio Schirripa; Ute Thyen; Catherine Arnaud; Eva Beckung; Jérôme Fauconnier; Vicki McManus; Susan I Michelsen; Jackie Parkes; Allan F Colver Journal: Lancet Date: 2007-06-30 Impact factor: 79.321