测量唐氏综合征学生的言语可懂度。
Measuring Speech Comprehensibility in Students with Down Syndrome.
作者信息
Yoder Paul J, Woynaroski Tiffany, Camarata Stephen
出版信息
J Speech Lang Hear Res. 2016 Jun 1;59(3):460-7. doi: 10.1044/2015_JSLHR-S-15-0149.
PURPOSE
There is an ongoing need to develop assessments of spontaneous speech that focus on whether the child's utterances are comprehensible to listeners. This study sought to identify the attributes of a stable ratings-based measure of speech comprehensibility, which enabled examining the criterion-related validity of an orthography-based measure of the comprehensibility of conversational speech in students with Down syndrome.
METHOD
Participants were 10 elementary school students with Down syndrome and 4 unfamiliar adult raters. Averaged across-observer Likert ratings of speech comprehensibility were called a ratings-based measure of speech comprehensibility. The proportion of utterance attempts fully glossed constituted an orthography-based measure of speech comprehensibility.
RESULTS
Averaging across 4 raters on four 5-min segments produced a reliable (G = .83) ratings-based measure of speech comprehensibility. The ratings-based measure was strongly (r > .80) correlated with the orthography-based measure for both the same and different conversational samples.
CONCLUSION
Reliable and valid measures of speech comprehensibility are achievable with the resources available to many researchers and some clinicians.
目的
持续需要开发针对自然言语的评估，重点关注儿童的话语对听众而言是否可理解。本研究旨在确定一种基于评分的言语可理解性稳定测量方法的属性，该方法能够检验基于正字法的唐氏综合征学生对话言语可理解性测量方法的标准关联效度。
方法
参与者为10名患有唐氏综合征的小学生和4名不熟悉的成年评分者。言语可理解性的观察者平均李克特评分被称为基于评分的言语可理解性测量方法。完全注释的话语尝试比例构成了基于正字法的言语可理解性测量方法。
结果
对4名评分者在四个5分钟片段上的评分进行平均，得出了一种可靠的（G = .83）基于评分的言语可理解性测量方法。对于相同和不同的对话样本，基于评分的测量方法与基于正字法的测量方法都有很强的相关性（r > .80）。
结论
许多研究人员和一些临床医生可用的资源能够实现可靠且有效的言语可理解性测量。
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