If a child's production of a sound is perceptually accurate, but the placement is incorrect (i.e. interdentalization of /t, d, n/, how would that be scored?
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As correct. I would certainly note placement in comments.
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If a child does not have an /s/ in his or her repertoire, marking all the /s/ blends as incorrect seems to skew the score somewhat. Have I been scoring this correctly?
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This is a good point, but the norms do account for this. Also the /s/ and its blends are important for intelligibility.
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The target sound in the picture balloons is the medial /l/. However, if the child has difficulty producing the /s/ sound, do you count that error when finding the raw score or only the target sound for each picture?
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We only count the errors on target sounds. I would however note the inconsistency which can be useful in intervention.
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The raw score is determined from the Sounds in Words section of the test. If a child scored 0 for their raw score but had 6 errors on Sounds in Sentences--could those errors be counted for a 'raw score'?
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There are no norms for Sounds-in-Sentences so you cannot count those errors when calculating scores using the norm tables. It is certainly an important observation and should be noted.
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How do recommend interpreting scores for a child around age 2 ½ who is administered the test but responds to very few pictures, even in imitation. His non-responses are not counted as errors, so his score is inflated.
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In this case I would probably stop the test administration after a few non-responses and reschedule so child might be more comfortable and familiar with the examiner and the test environment. The score you currently obtained would be meaningless. You may also evaluate vocal development based on the child’s vocalizations in play activities, noting the child’s phoneme repertoire and syllable shapes in spontaneous productions rather than administering a standardized assessment.
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I’m still not sure how to use the Supplemental Developmental Norms to interpret child's performance.
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Basically, you can look at a child’s error sounds and positions in which errors occur and use the Tables to determine what percent of normal children correctly use these at the different age levels. If you want to know at what age 85% of children have the sound you would follow the chart across until you reach .85 or better.
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In reference to the normative table for sound development, what is the exact chronological age for which the sample correctly produced the sounds? For example /b/ in initial position words, is it delayed at two years, zero months?
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You are correct. 98% of 2 year olds produce /b/ correctly in the initial position of words; 99% of typically developing 2 ½ year olds do (see Table 1, page 7 of the Supplemental Developmental Norms booklet.)
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Table 2.1 states age at which 85% participants accurately produced by age. You indicated that there was a chart available for medial and final. Can you give the table and/or reference for that?
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Look at Table 6.6 on page 56 of the Manual.
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