alexa Development and Validation of a Brief Assessment of Pre
ISSN: 2375-4427

Journal of Communication Disorders, Deaf Studies & Hearing Aids
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Research Article

Development and Validation of a Brief Assessment of Preschoolers’ Articulation

Jason L. Anthony1*, Martha Dunkelberger2 and Rachel G. Aghara1

1Children’s Learning Institute, University of Texas Health Science Center at Houston, USA

2Department of Communication Sciences and Disorders, University of Houston, USA

*Corresponding Author:
Jason L. Anthony
Children’s Learning Institute
University of Texas Health Science Center at Houston
7000 Fannin Street, Suite 2377,Houston, TX 77030-1501, USA
Tel: 15124713434
E-mail: [email protected]

Received date: August 22, 2014; Accepted date: October 31, 2014; Published date: November 07, 2014

Citation: Anthony JL, Dunkelberger M, Aghara RG (2014) Development and Validation of a Brief Assessment of Preschoolers’ Articulation. Commun Disord Deaf Stud Hearing Aids 2:120. doi:10.4172/2375-4427.1000120

Copyright: © 2014 Anthony JL, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

Abstract

Objective: The Houston Sentence Repetition Test of Articulation (HSRTA) was developed as a screener and brief outcome measure of articulation abilities of 3- to 5-year-old children. The HSRTA employs a sentence repetition task, which theoretically combines all of the advantages of the traditional citation method of assessing articulation with many of the advantages of the continuous speech method. The aim of this study was to examine the psychometric properties of the new measure.
Methods: A sample of 175 children was assessed twice, with approximately five months between assessment waves. The sample was ethnically diverse and ranged in age from 2 years and 11 months to 5 years and 4 months (mean age=4 years 6 months, SD=5 months). At each wave, children were administered the HSRTA and standardized tests of speech, language, and memory.
Results: The HSRTA demonstrated good internal consistency at both assessment waves (alphas=.84 and .86, respectively). Similarly, factor analysis clearly indicated it indexed a single latent ability. The HSRTA demonstrated moderate stability across the five month time span (r=.57, p<.0001). The new measure demonstrated convergent validity with a standardized articulation test (rs=.71 and .68, ps<.0001) and discriminant validity with standardized vocabulary and auditory memory tests (rs from -.32 to -.47). The HSRTA demonstrated internal consistencies and test-retest reliabilities that were equivalent to those of a standardized, norm referenced test of articulation, but the HSRTA was more sensitive to the effects of time (F[1,160]=11.26, p<.01).
Conclusion: Psychometric analyses indicated that the new measure is a reliable, valid, and sensitive tool for assessing individual differences in articulation skills among 3- to 5-year-old children. Collectively, results indicate the HSRTA surpasses minimum standards for a screener and brief outcome measure. Potential uses for researchers and practitioners are discussed.

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