Johannisson Tove B, Lohmander Anette, Persson Christina
The Sahlgrenska Academy at the University of Gothenburg , Göteborg , Sweden.
Logoped Phoniatr Vocol. 2014 Dec;39(4):159-68. doi: 10.3109/14015439.2013.820487. Epub 2013 Aug 2.
The aim of this study was to investigate the impact of different assessment methods on intelligibility scores and to examine the validity and reliability of those methods. Four assessment methods were used: multiple-choice and transcription of single words (read out), transcription of sentences (read out), and spontaneous speech. The results showed a statistically significant difference between outcomes for the different assessment methods. Reliability was high for all methods. Validity was low for all three reading-based methods. The method using transcription of spontaneous speech had low validity for the population included. It was concluded that reading is not a suitable elicitation technique for 10-year-olds and that the assessment procedure used for spontaneous speech needs to be further developed and investigated.
本研究的目的是调查不同评估方法对可懂度得分的影响，并检验这些方法的有效性和可靠性。使用了四种评估方法：单项选择题和单个单词的转录（读出）、句子的转录（读出）以及自发言语。结果显示，不同评估方法的结果存在统计学上的显著差异。所有方法的可靠性都很高。基于阅读的所有三种方法的有效性都很低。对于所纳入的人群，使用自发言语转录的方法有效性较低。得出的结论是，阅读对于10岁儿童不是一种合适的诱发技术，并且用于自发言语的评估程序需要进一步开发和研究。
