Poster Session #2: South UC Ballroom
Dynamic Assessment: Speech Sound Disorders
Presentation Type
Poster
Faculty Mentor’s Full Name
Amy Glaspey
Faculty Mentor’s Department
Communicative Sciences and Disorders
Abstract / Artist's Statement
Children who have speech sound disorders have a limited number of speech sounds that they are able to produce correctly. Speech-language pathologists identify these disorders in children and provide treatment. Static assessment is most commonly used to evaluate a child’s speech abilities. However, this process can often leave out key components of a child’s speech abilities by not considering different environments in which speech is used. The purpose of this study is to examine the use of dynamic assessment, which is used less often, to measure speech changes and treatment effectiveness by providing support to the child throughout the assessment. This research is significant because there are currently no methods of measurement being used that fully encompass a child’s speech abilities. In this study, the researchers used a new type of dynamic assessment, the Glaspey Dynamic Assessment of Phonology (GDAP), where the clinician provides help when needed. This approach is one of the first dynamic assessments that can be used to evaluate and treat a child’s speech production issues. The methods included researchers watching therapy sessions of a six-year old boy with a moderate speech sound disorder. The researchers analyzed and compared his results from both a static assessment and a dynamic assessment. The researchers measured the changes of four target sounds treated over eight therapy sessions using the GDAP. Anticipated results of this study are increased responsiveness to a child’s specific needs, and clinical implications could include increased efficiency of identification and treatment of speech sound disorders in children through the use of dynamic assessment.
Category
Humanities
Dynamic Assessment: Speech Sound Disorders
South UC Ballroom
Children who have speech sound disorders have a limited number of speech sounds that they are able to produce correctly. Speech-language pathologists identify these disorders in children and provide treatment. Static assessment is most commonly used to evaluate a child’s speech abilities. However, this process can often leave out key components of a child’s speech abilities by not considering different environments in which speech is used. The purpose of this study is to examine the use of dynamic assessment, which is used less often, to measure speech changes and treatment effectiveness by providing support to the child throughout the assessment. This research is significant because there are currently no methods of measurement being used that fully encompass a child’s speech abilities. In this study, the researchers used a new type of dynamic assessment, the Glaspey Dynamic Assessment of Phonology (GDAP), where the clinician provides help when needed. This approach is one of the first dynamic assessments that can be used to evaluate and treat a child’s speech production issues. The methods included researchers watching therapy sessions of a six-year old boy with a moderate speech sound disorder. The researchers analyzed and compared his results from both a static assessment and a dynamic assessment. The researchers measured the changes of four target sounds treated over eight therapy sessions using the GDAP. Anticipated results of this study are increased responsiveness to a child’s specific needs, and clinical implications could include increased efficiency of identification and treatment of speech sound disorders in children through the use of dynamic assessment.