Transcript 1. QS Teachers: Identification - Speech

Children’s Speech Sound Disorders
Screening for Teachers
Caroline Bowen PhD
Copyright © 2006 Caroline Bowen – Web Version Revised 2012
Slide Show 1 of 3
Slide Show 1/3
IDENTIFICATION
OF CHILDREN IN NEED OF SPEECH SCREENING
This is the first of three slide shows for
Speech-Language Pathologists / Speech
and Language Therapists to use when
communicating with teachers about
children with speech sound disorders. You
are free to modify it. If you do, please
acknowledge the original work of the
author. Caroline Bowen
Identification strategies
Whose speech needs screening?
Five key indicators:
1. Intelligibility 
2. The ‘Wow! Oh no! Really?’ Test 
3. Developmental and family history 
4. General presentation 
5. Particular speech characteristics 
Copyright © 2006 Caroline Bowen All rights reserved
Expectations of intelligibility to a
child’s own parents:
By 18 months speech is 25% intelligible
By 24 months it is 50 -75% intelligible
By 36 months it is 75-100% intelligible
By 48 months it is 100% intelligible
Copyright © 2006 Caroline Bowen All rights reserved
Expectations of
intelligibility to strangers
 Age in years divided by 4
= % understood by strangers
 1;0 year = 1/4 = 25% intelligible
 2;0 years = 2/4 = 50% intelligible
 3;0 years = 3/4 = 75% intelligible
 4;0 years = 4/4 = 100% intelligible
Copyright © 2006 Caroline Bowen All rights reserved
Intelligibility
 Well before school-age a typically
developing child’s speech can be
expected to be 100% intelligible.
Copyright © 2006 Caroline Bowen All rights reserved
The ‘Wow! Oh no! Really?’ Test
CHILD: [thrilled]: ‘Ip dot hunaza pwettood’
ADULT: ‘Wow!’ {thinks ‘huh?’}
CHILD [sadly]: ‘I wog my gowwuh’
ADULT: ‘Oh no!’ {thinks ‘huh?’}
CHILD [thoughtfuly]:
‘Muh-ee an Duh-ee wiw
bih me uh yay-uh’
ADULT: Really? {thinks ‘huh?’}
Copyright © 2006 Caroline Bowen All rights reserved
Wow! Oh no! Really?
Ip dot hunaza pwettood
It’s got hundreds of freckles
I wog my gowwuh
I lost my dollar
Muh-ee an Duh-ee wiw bih me uh yay-uh
Mummy and Daddy will pick me up later
(Adult relies on intonation and mood as ‘clues’)
Copyright © 2006 Caroline Bowen All rights reserved
Wow! Oh no! Really? 
 Teachers are skilled at decoding young
children’s speech.
 Frequent ‘Wow! Oh no! Really?’ type
responses on a teacher’s part may signal that
a child has significant difficulties with
intelligibility.
 If you constantly respond to what a child says
and THEN try to figure out what s/he said, or
observe other adults doing so, be on the alert!
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
in the child’s developmental history
 late onset of canonical babbling 
 … strings of CV and VC syllables
should be present by 6 months
 early Otitis Media with Effusion 
 … children who have ‘glue ear’
between 12-18 months are a high
risk group for speech impairment
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
in the child’s family history
 Family history of speech disorder 
 Family history of language disorder 
 Family history of language-based learning
difficulties 
 Communication disorders can run in families.
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
in the child’s general presentation
 unduly shy
 unduly silent
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
speech characteristics
glottal replacement
bottle, rattle, cuddle,
Put it up at the top
Pop goes the weasel
Matthew
Rachael
Poppy
Big Bird
A glottal stop replaces
the
parts of the words
indicated here in blue.
Copyright © 2006 Caroline Bowen All rights reserved
BOTTLE sounds
like boh-oo
Red Flags
speech characteristics
initial consonant deletion
Forbes aged 4 is sitting in a packing case in the
middle of a paddock, dangling a line over the side.
Father: What are you doing Forbes?
Forbes: ih-ee
Father: Are you catching any?
Forbes: Oh ee-oo ih, oh ee-oo ee!
ih-ee!
Copyright © 2006 Caroline Bowen All rights reserved
initial consonant deletion
Father: What are you doing Forbes?
Forbes: ih-ee
fishing
Father: Are you catching any?
Forbes: Oh ee-oo ih, oh ee-oo ee!
Not real fish, not real sea!
ih-ee!
Silly!
Copyright © 2006 Caroline Bowen All rights reserved
homonymy
Father: What are you doing Forbes?
Forbes: ih-ee 
fishing
Forbes: Oh ee-oo ih, oh ee-oo ee!
Not real fish, not real sea!
ih-ee! 
Silly!
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
speech characteristics
Backing (note backing may be a sign that a child has had frequent OME)
Daisy, Daisy, give me your answer do
Gaisy, Gaisy, give me your answer goo
Hey diddle diddle the cat and the fiddle
Hey giggle giggle the cak and the figgle
The opposite, fronting, is often seen in typical
development e.g., car = tar, guess = dess
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
speech characteristics
very small phonetic inventory
Very few consonants is always a signal
to refer to speech pathology.
For example, a child may be using only
the consonants b, d, h, w, m, and n
during speech.
Copyright © 2006 Caroline Bowen All rights reserved
Red Flags
speech characteristics
many vowel / diphthong errors
inconsistent vowel / diphthong errors
TARGET
SAID
TARGET
SAID
boy
buy
pool
pill
join
jyne
jewel
jill
choice
chyce
Ruth
Rith
Copyright © 2006 Caroline Bowen All rights reserved
Woy Woy
Why Why
Red Flags
speech characteristics
many vowel / diphthong errors
inconsistent vowel / diphthong errors
TARGET
SAID
TARGET
SAID
bird
bored
back
buck
third
thawed
Jack
juck
burn
born
sack
suck
Copyright © 2006 Caroline Bowen All rights reserved
word
ward
Red Flags
speech characteristics
 Final consonant deletion (FCD) needs
‘watching’ at any age.

Prevalent FCD past about 2;10 is a
strong indicator for referral.

I can get back up all by myself
I ca ge ba
u or by myseh
Copyright © 2006 Caroline Bowen All rights reserved
BIG Red Flags


Speech sound disorder in the severe range
(Percentage of Consonants Correct <50%)
when a child commences reading
instruction  higher risk of literacy related
difficulties.
Persisting speech difficulties at 6;9 
increased vulnerability to deficits in
reading-related processes.
Copyright © 2006 Caroline Bowen All rights reserved
Note for Presenter:
 Run the Quick Screener Picture Show and look at
the data collection forms for teachers and
psychologists (2 pages).
 Then go to Slide Show 2: Screening
 Then go to Slide Show 3: Communication
 Web page (CTRL + click on the link below)
http://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=46:speechax&catid=9:resources&Itemid=117
Copyright © 2006 Caroline Bowen All rights reserved
Caroline Bowen PhD
Speech-Language Pathologist
9 Hillcrest Rd
Wentworth Falls NSW 2782
Australia
www.speech-language-therapy.com
Copyright © 2006 Caroline Bowen All rights reserved