An Evidence-Based Assessment Model for Foreign-Accented Speech

30 Pages·2010·0.95 MB·English

by  Amee P. Shah

A E -B
N VIDENCE ASED
A M
SSESSMENT ODEL FOR
F -A S
OREIGN CCENTED PEECH
Amee P. Shah, Ph.D., CCC-SLP
Associate Professor,
Director, Research Laboratory in
Speech Acoustics & Perception
Cleveland State University
Contact: [email protected]
Websites: http://academic.csuohio.edu/shah_a/
http://academic.csuohio.edu/shah_a/rlsap/index.htm
American Speech & Language Association Annual Convention,1 hour Seminar, Sat. Nov
20, 2010, 2.30-3.30 pm, Session Number 2060, Room 203B, Penn Convention Center
A : A
SURVEY OF THE SCENE CCENT
MODIFICATION IN THE SLP PROFESSION
ASHA’s CCC mandate for evidence-based practice (EBP,

Standard III-F), including knowledge & skills regarding
cultural and linguistic diversity
Changing population demographics:

In 2000: 28.4 million immigrants in U.S, 1.2 million growth

every year
By 2006: 37.5 million immigrants

In 2010: 78.6 million diverse population

Need in graduate programs: Nationwide survey findings

of 237 accredited SLP programs (Shah, 2005)
ASHA’s position: ASHA position papers 1983, 1985a,

2007
Elective; not disorder

Huge need for research, resources, and knowledge

towards EBP dialect- and accent-related services
T ’
ODAY S AGENDA
Understand the need for EBP in accent

modification
Understand what EBP framework is

Understand how to apply EBP framework to

dialect- and accent-modification
Learn an EBP, data-based model to assess

dialect-and accent-related communication
difficulties
Learn the broad areas of assessment

Evaluate measures of success of the assessment

model
Learn how to receive further training

E -
VIDENCE BASED PREMISE
Best Evidence:
-Practice guided by theory
-Informed by empirical research &
clinical studies ASHA’s Evidence-based Model
-Accessible literature
-Statistically-tested assessment &
therapy procedures
Clinical Expertise:
-Observations, experiences,
intuitions
-ability to interpret, translate, and apply
theory to practice
-gauge context and individual situations
Client Values:
(American Speech-Language
-specific needs and goals Hearing Association: Asha.org)
-individual challenges in incorporating
therapy strategies in real-life
-personal judgments of progress and
eventual success
A EBP
PPLYING FRAMEWORK TO
/
ASSESSMENT OF DIALECT ACCENT CONCERNS
Some criteria for assessments:
Theory-driven

Comprehensive in scope

Objective & Quantitative

Qualitative information included

Diagnostic

Uses norms or comparative reference measures

Prognostic

Helps decide goals and outcomes

Data-based measure of success in therapy

Statistically reliable and valid

Ecologically-strong & applicable: user friendly

T EBP: T CAAI A
OWARDS HE PPROACH
(S , 2007)
HAH
B CAAI….
EFORE
Portions of
Informal Foreign
Unrelated
measures accent tests
tests
Based on Nationwide survey
Reading Compton's
GFTA
sample Test of 237 accredited programs:
1) Clinicians used mixed bag
Rainbow Photo Artic.
POEC of informal and formal
passage Test
measures
Fairbanks Psycholingu- 2) Adapted unrelated tests to
isticsof
Sentence PPVT
Foreign assess accented speech,
List
Accent
e.g. Goldman-Fristoe Test
Fisher-
Logemann SPEAK of Articulation (GFTA)
Test
3) Few formal tests of
Arizona
Nonnative accented speech available;
Articulation
English
Proficiency
Test insufficient to
Scale
represent all areas within
Sentence
Intelligibility one test
Test
Assessment
of
Intelligibility
Wepman
Audtory
Discrimination
Since CAAI….
Due to the limitations of existing tests in
being comprehensive enough, the CAAI was
specifically developed to:
•Test all areas within one test
•Reduce clinicians’ frustrations with
having to be creative in adapting tests for
their own needs or to have to shop around
to create a battery of tests, and thus,
•Allow consistency in testing accented
speech across clinical settings
•Incorporate psychometric criteria and
standards
C A A
OMPREHENSIVE SSESSMENT OF CCENTEDNESS
& I (CAAI)
NTELLIGIBILITY
B C
ATTERY ONTENTS
The test is composed of six items:

1) Spiral-bound “Test Manual”

2) Individual copies of a “Case history, Interview, and

Language Background Questionnaire” for use during
initial interview of the client
3) Spiral-bound “Administration Stimuli” book

4) Spiral-bound “Response sheets” book

5) A cut-out laminated response-masker

6) Individual Scoring Form including a Diagnostic

Profile Sheet
Bonus: A Detailed “Grammar Guide” is included to

provide an overview to help with the analysis of
grammatical skills