Assessment Tasks (S&W)

Question 1

What are the input assessment tasks associated with the Stackhouse and Wells model? (A → F)

Answer 1

A: Does the child have adequate auditory perception?
B: Can the child discriminate between speech sounds without reference to lexical representations?
C: Does the child have language-specific representations of word structure?
D: Can the child discriminate between real words?
E: Are the child’s phonological representations accurate?

Question 2

What are the output assessment tasks associated with the Stackhouse and Wells model? (G → K)

Answer 2

G: Can the child access accurate motor programs?
H: Can the child manipulate phonological units?
I: Can the child articulate real words?
J: Can the child articulate speech sounds without reference to lexical representation?
K: Does the child have adequate sound production skills?

Question 3

A: Does the child have adequate auditory perception?

Answer 3

INPUT task: can the child hear adequately? Have they had a history of ear infections?

Question 4

B: Can the child discriminate between speech sounds without reference to lexical representations?

Answer 4

INPUT task: use non-words with target sounds (e.g. minimal pairs).
“Put your hands on your head if I say a r sound and put your hands on your hips if I say a w sound”

Question 5

C: Does the child have language specific representations of word structure?

Answer 5

E.g. have they been exposed to another language? (Japanese = no discrimination between r and l sounds)

Question 6

D: Can the child discriminate between real words?

Answer 6

Minimal pairs activity: show me the rock/wok (pointing) – correct answer is followed with pragmatically appropriate response

Question 7

E: Are the child’s phonological representations accurate?

Answer 7

This is on a WHOLE-WORD basis – i.e. ask the child “is this rang?” and point to a ring

Question 8

F: Is the child aware of the internal structure of phonological representations?

Answer 8

PHONOLOGICAL AWARENESS tasks:
Point to the word that’s starts with/ends with /s/.
Do these two words rhyme? Do they start with the same sound?

Question 9

G: Can the child access accurate motor programs?

Answer 9

OUTPUT TASK
What’s this? (Point to picture)
“Go fish” game with /r/ and /w/ sounds
“Loaded picture scenes”

Question 10

H: Can the child manipulate phonological units?

Answer 10

What word starts with r and rhymes with wok?
If I have the word ‘sit’ and I take out the /s/ sound, what do I have now?
What’s another word that starts with /r/?

Question 11

I: Can the child articulate real words accurately?

Answer 11

Elicit the child’s production of real words (i.e. imitation context)

Question 12

J: Can the child articulate speech without reference to lexical representations?

Answer 12

Use a non-word imitation task, i.e. “can you say ribe?”

Question 13

K: Does the child have adequate sound production skills?

Answer 13

Imitation tasks of the sound in isolation? Try on its own, in CV, VC: “Can you say the r sound?”