Speech Therapy -> Intelligibility

Intelligibility

Speech intelligibility refers to how well someone can be understood when they're speaking. Speech-Language Pathologists often qualify this by examining the percentage of speech understood in conversation; children age 2 should be understood 50% of the time, age 3 should be understood 75% of the time and age 4 should be understood 100% in conversation with context unknown to a familiar listener.

Minor focus areas

Reference links

  • Speech Intelligibility: How Clear is Your Child’s Speech? 1
    www.andalusiaspeech.com     Author: Andalusia Speech Therapy - Have you ever found it difficult to understand your child’s speech?A Speech Language Pathologist (SLP) can help you understand if your child’s speech intelligibility is at an appropriate level for their age.
  • The Complexity Approach to Phonological Treatment: How to Select Treatment Targets 3
    pubs.asha.org     Author: Holly L. Storkel - There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language pathologists are not equally familiar with all evidence-based treatment alternatives, particularly the complexity approach. The goal of this clinical tutorial is to provide coaching on the implementation of the complexity approach in clinical practice, focusing on treatment target selection. Incorporating the complexity approach into clinical practice will expand the range of evidence-based treatment options that clinicians can use when treating preschool children with phonological disorders.
  • Multilingual, Multicultural, Bilingual Resource Link For SLPs 1
    www.asha.org     Author: ASHA - Link includes ASHA resources and information related to evaluation and treatment of clients from linguistically and culturally diverse backgrounds. Link includes ASHA resources to: Accent Modification Bilingual Service Delivery Collaborating With Interpreters, Transliterators, and Translators Cultural Competence Voice and Communication Services for Transgender and Gender Diverse Populations Dynamic Assessment Micro Course Cultural Competence Self Assessment Phonemic Inventories and Cultural and Linguistic Information Across Languages Collaboration With Interpreters: Securing Positive Outcomes Practical Assessment and Treatment Strategies for English Language Learners with Language Impairments Serving Clients From Diverse Backgrounds: Speech-Language Difference vs. Disorder Langu Continuing the Dialogue on Dialect: Positive Steps Toward Less Biased Assessments of Children Who Speak African American Englishage and Identity--Shifting Away from a Deficit Perspective on African American English Información en español
  • Language Difference vs Language Disorder: Assessing English Learners 1
    digitalcommons.odu.edu     Author: Carol Westby and Kimberly Murphy - Video available Language Difference vs Language Disorder: Assessing English Learners Carol Westby, Bilingual and Multicultural Services, Albuquerque, NM Kimberly Murphy (Host), Old Dominion UniversityFollow Document Type Presentation Publication Date 5-20-2020 Abstract To a large extent, determining whether an English learner has a language/learning disability is a process of elimination. There are no tests that can definitely tell us whether the student has a language/learning disability. Inappropriately identifying an EL student as having a language/learning disability can result in stigmatization or reduced access to academic content, but waiting too long to identify a student who truly has a language/learning disability can be the beginning or the extension of a cycle of communicative, academic, and/or social failure. Assessment of EL learners requires collaboration between classroom teachers and speech/language pathologists. This session will cover (1) factors that complicate the assessment of English learners; (2) multi-tiered systems of support (MTSS) and performance-based assessment; (3) process assessments, and (4) dynamic narrative assessment. Comments This professional development webinar was presented by Dr. Carol Westby for speech-language pathologists in Virginia. It was funded by the Virginia Department of Education and hosted by Dr. Kimberly Murphy, Old Dominion University.
  • Learning Two Languages: Bilingualism 1
    www.asha.org     Author: ASHA - Information and resources for SLPs and parents of bilingual children
  • Bilingual (Spanish/English) Evaluation Resources 1
    bilinguistics.com     Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations
  • Articulation and Intelligibility Norms For Spanish and English 1
    bilinguistics.com     Author: Bilinguistics - Articulation and Intelligibility Norms for Spanish and English by Bilinguistics
  • Bilingual Service Delivery 1
    www.asha.org     Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
  • Evaluation of Bilingual Children- Considerations 1
    leader.pubs.asha.org     Author: Alejandro E. Brice and Roanne G. Brice - An overview of considerations when evaluating bilingual (Spanish/English) children
  • Bilingual Language Development Video 1
    www.youtube.com     Author: Kathy Kohnert - YouTube Video on Bilingual Language Development by Kathy Kohnert
  • Bilingual (English/Spanish) Therapy Materials By Bilinguistics 1
    bilinguistics.com     Author: Bilinguistics - Downloads and resources for providing bilingual therapy (Spanish/English)
  • Children's Consonant Acquisition In 27 Languages: A Cross-Linguistic Review 2
    pubs.asha.org     Author: Sharynne McLeod and Kathryn Crowe - The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. https://www.theinformedslp.com/review/that-one-time-a-journal-article-on-speech-sounds-broke-the-slp-internet

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Social communication disorders - Social communication disorder (SCD) is a condition that makes it hard to talk with other people. It's not a problem with speech or with the mechanics of language, like using grammar. But it does impact other areas of language. People with SCD have trouble communicating in ways that are socially appropriate.
  • Motor Speech Disorders - Dysarthria can be related to neurological damage, however it can be related to many other causes. Dysarthria is a motor speech disorder above all. A dysarthria diagnoses can come from a weakened Parkinson’s patient, a anatomy damaged TBI patient, a stroke patient with cranial nerve and strength deficits, etc).
  • Childhood apraxia of speech - Childhood apraxia of speech (CAS) is a disorder that involves difficulty in making speech sounds voluntarily and stringing these sounds together in the correct order to make words. A person with childhood apraxia of speech is not intellectually impaired. Speech pathologists assess, diagnose and support people with CAS.
  • Neurological Conditions - Types of neurological conditions may include: Alzheimer’s Disease, Dementias, Brain Cancer, Epilepsy and Other Seizure Disorders, Mental Disorders, Parkinson’s and Other Movement Disorders, and Stroke and Transient Ischemic Attack (TIA).

Goal Bank

  • When not understood, Caroline, with fading modeling, will independently use communication repair strategies (e.g., restate what they said, increase volume, use slow rate, stress multisyllabic words, use precise articulation) across a 3 month treatment period. 1
  • Jane will increase overall speech intelligibility with unfamiliar listeners over a 4 month therapy period. 1
  • Jane will increase speech intelligibility of 3 -4 word phrases from less than 50% in known contexts with known listeners to 80% in unfamiliar contexts with unfamiliar listeners. 1

Therapists

Therapists who selected this major focus area as their top area of expertise.