It was also concluded that certain factors should be considered before using a traditional articulation test for phonological analysis: a) child interest b) administration time c) number of items on the test and its effect on the Composite Phonological Deviancy Score and d) adequate representation of each process by the test items. Additional analysis of the data revealed the following: a) agreement between the tests increased as the subjects' ages increased and b) agreement between the tests increased when miscellaneous and assimilation process points were excluded. This indicates that traditional articulation tests can be used to analyze phonological simplification processes. Results revealed high correlations between scores obtained on the Goldman-Fristoe and the APP for all age groups and between scores obtained on the Fisher-Logemann and the APP for all age groups at the. Correlations comparing the two articulation tests with the APP were computed for the entire group of subjects, as well as by age groups. Utterances are instantly scored for phonological deviations and a report-including suggested goals-is generated. Composite Phonological Deviancy Scores were obtained for all tests and compared statistically using the Pearson Product Moment Correlation Coefficient. Each of the three test instruments was administered to all 24 subjects. Twenty-four phonologically delayed children, eight 3-year-olds, eight 4-year-olds, and eight 5-year-olds, served as subjects. The articulation tests were modified to analyze the phonological simplification processes found on Hodson's test (APP). The instructor will take participants through an overview of delivery and scoring of the Hodson Assessment of Phonological Processes-3 (HAPP-3).
Hodson assessment of phonological processes how to#
This study compared results obtained on two traditional articulation tests, the Goldman-Fristoe Test of Articulation (Goldman and Fristoe, 1972) and the Fisher-Logemann Test of Articulation Competence (Fisher and Logemann, 1971), with those obtained on a phonological assessment tool, the Assessment of Phonological Processes (Hodson, 1980). SLPs and SLPAs will learn how to target patterns of sounds rather than individual sounds in each place (initial, medial, final) and type of utterance (word, phrase, sentence, conversation). The purpose of this study was to determine if traditional articulation tests employing a phonological analysis procedure are a valid measure of phonological simplification processes. If articulation tests could be modified to assess phonological simplification processes, speech-language pathologists may be more likely to use this method of speech analysis. However, many practicing speech-language pathologists have not incorporated this procedure into their diagnostic batteries and continue to use traditional articulation tests because of convenience and familiarity of the tests (Garber, 1984). Phonological analysis is an established, comprehensive, and effective means of assessing the speech patterns of unintelligible children.
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