Updates to the most popular articulation test The third edition of the Goldman-Fristoe Test of Articulation offers updated norms, new digital test administration and scoring options. The new test will still be brief to administer and easy to score, while providing you with accurate scores you can count on for making diagnostic and placement decisions.

• Gfta-2 Scoring Manual Pdf

Digital Options Available Q-interactive Q-interactive is Pearson's web- and iPad-based system for interactive, seamless assessment, scoring, and reporting. With Q-interactive, administer interactive assessments with an intuitive, portable system that uses two iPads connected by Bluetooth. The examinee views test stimuli on one iPad; you use the other iPad to access test administration directions and verbal stimuli, control visual stimuli, and record and score responses. Your Q-interactive yearly speech license includes access to five assessments: GFTA-3, KLPA-3, GFTA-3 Spanish, CELF-5, and PPVT-4.

You purchase individual test administrations. Try Q-interactive for free with our.

Learn more at Q-global Q-global is Pearson's web-based system for accessing digital resources for assessment, scoring, and reporting. Use any web-enabled computer or tablet-ideal for face-to-face or telepractice assessments! A GFTA-3 Digital Kit is available (including a digital stimulus book, digital manual, and paper record forms).

Scoring is purchased separately. You have the option to purchase an unlimited-use 1-, 3-, or 5- year scoring subscription or individual score reports. Quantity discounts are available. Important note: Each scoring subscription is per user and will begin on the date the first subscription from the order is allocated to the user(s) in the Q-global account. When your order for the GFTA-3, has been processed, you will receive an email informing you that your GFTA-3 digital Manual, Stimulus Book, and/or scoring are available on the Q-global platform.

The paper Record Forms included in the Digital Kit will be will be shipped to you. Learn more about. Two options for scoring and reporting the GFTA-3 are now available on Q-global. The first option is to pay per-report. Customers who administer the GFTA-3 only a few times each year, or those who want the flexibility to pay only as the assessment is used, may prefer this option.

The second option is to select an 'unlimited use' subscription, where one user of the GFTA-3 gets unlimited scoring and reporting for one, three, or five years depending on the selected term of the subscription. This may be a better option for customers who administer the GFTA-3 several times each year—and don't want to worry about keeping track of their report expenses. In addition to manual scoring, GFTA-3 will be available on Q-global™, Pearson's web-based scoring and reporting platform. Offers:. 24/7 secure, web-based access.

Portability: Q-global can be used on mobile devices such as a laptop or tablet. On-demand, reliable scoring and comprehensive reporting solutions.

Pricing on a per-report basis GFTA-3 Score Reports. Automatically converts total raw scores to test scaled scores, percentile ranks, age equivalents, and growth scale values. Automatically converts sums of scaled scores to composites scores, including the Core Language and numerous index scores. Provides an item analysis of performance on individual test Resources. The word 'yellow' is included for several reasons:. it is word that is consistently and easily elicited from children,. it is one of two words that is a more complex context for /l/-along with 'elephant,.

it is a common word that is correctly produced by most typically-developing children by age 4 1/2 to 5, and. it is a word that has differentiation between typically developing children from those who have a disorder.

Younger children would not be penalized for saying 'yeyo' or 'lelo' because it is a common substitution for them, especially if they produce /l/ correctly in the simpler contexts on the test. Why isn't the medial voiceless /th/ and the medial 'j' as in orange tested? If you want to obtain qualitative information about an examinee's skills, you may administer the Sounds-in-Sentences test for ages 4:0 through 6:11 to students ages 7 and above.

On page 11 of the Manual, you will find a brief summary about Out-of-Age-Range testing administration. Out-of-age-range scores are not available for GFTA-3 (GFTA-3 Manual, page 22). The Sounds-in-Sentences stories have a different number of test items and different content, and the tests were not normed with individuals outside of the target age range. Why are Sounds-in-Sentences scores sometimes higher than the Sounds-in-Words scores? The Sounds-in-Words and Sounds-in-Sentences tests provide information about an individual's accuracy of production, but in different contexts.

The Sounds-in-Words test provides information about spontaneous productions of single words; Sounds-in-Sentences provides information about productions of imitated sentences. The differences in the two scores indicate the difference in requirements of the task and the performance differences of the normative sample when completing the two tasks. Requirements of the task: Sounds-in-Words: spontaneous production of single words. Sounds-in-Sentences: imitated productions in sentences. Performance Differences in the Two Tasks.

Even though the word task is based on spontaneous productions and the sentence task is based on imitated productions, the word task is an “easier” task than the sentence task—typically developing children make proportionally fewer errors on Sounds-in-Words than on Sounds-in-Sentences. The raw scores are not comparable. Children have fewer opportunities to produce individual sounds on the Sounds-in-Sentences task so the total error scores are very different from the Sounds-in-Words task. Although the standard scores for Sounds-in-Words and Sounds-in-Sentences are on the same scale (mean of 100, SD of 15), the differences in the performance of the normative sample on the two tasks are apparent in the standard scores for the 7-year-old girl tested. Sounds-in-Words A female who is 7:11 who cannot produce a single “-er”, /r/, or /r/ blend in any single word context performs extremely low compared to peers. A standard score of 45 indicates that almost all females at age 7 were able to produce /r/ in almost all contexts—to miss every single /r/ at that age is grossly atypical.

If you refer to the Manual, Table D.1 on page 238, you will see that 50% of children age 2:0 through 2:5 in the GFTA-3 normative sample produced 'er' one or more times correctly. About 75% of children 2:0 through 2:5 produced /r/ correctly one or more times, and 90% of children ages 2;6 through 2:11 produced /r/ one or more times correctly. These ages represent emergence of correct productions, not mastery. Even so, these numbers show that even very young children can produce an /r/ or '-er' correctly in one or more contexts. From age 2 through age 6, an increasing percentage of female children produce /r/ correctly. Mastery of the sound (90% of the normative sample producing a phoneme correctly with at least 85% accuracy) occurs later.

Table D.2 shows that females master /r/ and /r/ blends from age 6:0 to 6:11. Because the child you tested did not correctly produce a single /r/, her performance is significantly different from same age, same sex peers. Sounds-in-Sentences In contrast, a female who cannot produce a single “-er”, /r/, or /r/ blend in Sounds-in-Sentences still performs low (SS of 79, just short of 1 ½ SDs below the mean), but not extremely low compared to other 7 year old girls. Why are the standard scores so much lower on the Sounds-in-Words and Sounds-in-Sentences tests in a case where a 7-year-old girl misses every /r/ on both tasks? Even though Sounds-in-Sentences is an imitation task, producing sentences is expected to be more difficult than producing single words. The standard scores show that in the sentence task, even when a child misses every single /r/, she is not performing as poorly on the Sounds-in-Sentences task as she did on the Sounds-in-Words task compared to same age, same sex peers.

This means that while most 7-year-old girls produce /r/ sounds correctly in sentences, there are some girls who make a few errors in sentence productions. The 7-year-old girl’s performance (while still poor) did not result in a score as low as in Sounds-in-Words, a test in which girls much younger than the child you tested would be expected to produce at least a few /r/ correctly in some contexts. Record Form.

Is there any chance that the test protocol will be altered to make it more user friendly is sharing data and results with the parents? If the sounds produced are distorted, these are counted as errors. If the tongue placement error does not negatively impact perception of the sound (it is acoustically accurate), note the tongue protrusion in your report, but do not count the incorrect placement of the tongue as an error.

How do you suggest scoring for distortion errors of sibilants, such as lateralized /s, z/ (lateral lisp) or interdentalized or dentalized /s, z/ (frontal lisp).or lateral distortion of 'sh', 'ch', and 'j'? All distortions are counted as errors (see response above).

Tongue Thrust. How do you take into account if a child presents with a forward tongue protrusion / tongue thrust? If the sounds produced are distorted, these are counted as errors. If the tongue placement error does not negatively impact perception of the sound (it is acoustically accurate), note the tongue protrusion in your report, but do not count the incorrect placement of the tongue as an error. If a child has a significant number of dentalized errors (due to tongue thrusting) on the GFTA-3, do these errors count toward the raw score or are they only noted on the form, but not counted as a raw score error?

In other words, are the dentalized errors considered a diacritical mark and therefore, not counted in the raw score or are the dentalized sounds considered a distortion and therefore counted in the raw score? If the sound production is distorted by dentalization or there is a substitution error such as th/s, you would score the response as an error and count it toward the child’s raw score. If the child dentalizes a phoneme, but the production “sounds OK, but placement is off slightly”, you might choose to note the child’s placement with a diacritical mark, but not count the production as a speech sound error.

Frequency of /s, l, r/ on GFTA-3. Why does GFTA-3 penalize preschoolers by giving them so many /s, l, r/ occurrences. This is problematic. They are not penalized as heavily for /k, g, f/ errors which we would expect in many of our preschoolers. The GFTA-3 normative scores take into account that preschoolers have not mastered later developing sounds such as /r, s, l/.

Beginning at age 2, the percentage of typically developing children who are producing these sounds in a one or more contexts ranges from 50% (for -er) to 90% (for /s/ and /l). The percent of correct production of these sounds increases with age. This developmental pattern is seen long before the age of mastery (where 90% of children produce the sound correctly at least 85% of the time on the GFTA-3).

This developmental pattern is built into the normative scores. Very young children are not expected to produce 85% of /s, l, r/ sounds correctly, but the data show that there should an increasingly high percent of correct productions long before mastery at ages 7 and 8. Dialectal Variations. Are there different norms tables for examinees who speak a variation of English? And if so, are there tables describing dialectical differences in the manual? Appendix E in the Examiner's Manual provides common phonemic contrasts for speakers of African-American English and Spanish-influenced English.

Common phonological patterns that may be seen for speakers of Asian-influenced English are also included. When the child is identified by the clinician (through parent interview, evaluation of dialect, observation of the child's speech patterns) as being a speaker of a dialect other than Standard American English, responses that reflect a dialect variation are scored as correct. If you listen to the May 11, 2016 GFTA-3 webinar posted online, the presenter's explanation of Slide 20 is correct, but the slide text is incorrect-the incorrect text reads 'Dialectal variations are counted as errors in GFTA-3 norms.' The text should have read 'Dialectal variations are NOT counted as errors in GFTA-3 norms.'

When scoring GFTA-3, do not count sound productions that are dialectal variations as errors. The slide text error will be corrected in the 9-15-16 presentation 'Identifying Typical and Atypical Speech Patterns Using the GFTA-3' available online in mid-September. Are dialectal variations counted as errors?

That is what it says on the slides posted online. That is an error on the slide. Dialectal variations are NOT counted as errors on GFTA-3 (see Manual, pages 10-11). The voice recording online is correct, but the slide text is not. The slide text error will be corrected in the 9-15-16 presentation 'Identifying Typical and Atypical Speech Patterns Using the GFTA-3' available online in mid-September. Sound Additions.

How should we account for sound additions? If a child says 'drump' for 'drum,' do we count the final /m/ correct or incorrect? Q-global does not allow us to account for sound additions. The developmental ages for speech sound mastery has not changed significantly over time. The GFTA-3 data showing the ages at which children demonstrate one or more correct productions of a phoneme are comparable to the ages listed in the GFTA-2 Supplemental Developmental Norms booklet.

However, on GFTA-3, children with certain error patterns and at certain ages may earn scores much lower than their same age/gender peers on they would have on GFTA-2. So what is causing the differences in scores? GFTA-2 Premise: if a phoneme is counted as correct, the child has mastered production of that phoneme.

The GFTA-2 assesses one occurrence of a sound in each position of a word (if applicable). If a child makes an error on a sound not targeted in that word, the error is not counted toward the raw score. A GFTA-2 raw score does not include errors in other phonetic contexts. Performance on GFTA-2 reflects emergence of phoneme production (one instance) rather than mastery (correct production in 85% or more contexts). If you used GFTA-2 and have the Supplemental Developmental Norms book, you can see on page 8, Sound number 17 that 30% of children 2:0 to 2:5 produced /r/ correctly in initial position, 57% of children in medial position, and 57% in final position. Those percentages increase across age groups until you get to about 85% of the children correctly producing that /r/ at age 5 1/2 and 95% of children at age 7 producing /r/ in all positions. GFTA-3 Premise: Phonemes should be tested in multiple contexts because productions can be affected by surrounding vowels and consonants and the complexity of the word structure.

In addition, research shows that there is a range of phoneme acquisition, with a time period between emergence and mastery of sounds. Phoneme mastery occurs gradually, with increasing ability to produce the sound in multiple and more complex contexts. On GFTA-3, all errors are counted toward the raw score.

Inclusion of multiple occurrences of /r/, for example, does not penalize a young child who is not expected to master /r/. Data collected during standardization show that /r/ is produced correctly by 90% of children in one or more contexts (not mastered) starting at age 2:6 to 2:11 (males) and 3:6 to 3:11 (females).

Young children who demonstrate a few instances of a correct /r/ production will earn standard scores in the average range. Low standard scores indicate that a child’s speech is not comparable to age/gender peers.

Table D1 shows the ages at which 50%, 75%, and 90% of typically developing children use each phoneme in one or more contexts. You can compare the information to the examinee’s performance. Table D2 shows age of mastery for each sound by gender.

For example, males master /r/ in initial and final position of words at age 7:0 to 7:11; females master /r/ at age 6:0 to 6:11. If an older 6-year-old child does not produce a single /r/ correctly on GFTA-3, this is atypical compared to same age/gender peers, and the child will earn a very low standard score. A norm referenced test like GFTA-3 gives you information about how a child performs compared to peers. Your other assessment data (stimulability, performance of children in your area, and your clinical expertise) guide your decision to re-evaluate the child later, monitor the child, or enroll the child in therapy. Emergence vs Mastery of Speech Sounds. Please explain the criterion applied to indicate 'emergence' vs. 'mastery' of speech sounds.

On the GFTA-3, 'emergence' of speech sounds is defined as the age at which 50%, 75%, and 90% of the children in the GFTA-3 nromative sample produced phonemes corectly one or more times during test administration. 'Mastery' of speech sounds indicates the age at which 90% of the children in the GFTA-3 normative sample articulated the phonemes in initial, medial, and final positions of words with at least 85% accuracy.

The developmental chart I use shows the ages of speech sound mastery as different from both Tables D1 and D2. Table D1 indicates the age at which 50%, 75%, and 90% of children in the GFTA-3 normative sample produced phonemes correctly one or more times during test administration. It does not indicate mastery of the phoneme. The age at which mastery is demonstrated (defined on GFTA-3 as the ages at which 90% of the children in the GFTA-3 normative sample articulated the phonemes in initial, medial, and final word positions with at least 85% accuracy. GFTA-3 Research. Were there any bilingual speakers included in the norming sample (i.e., non-monolingual English speakers)? Were these children exposed to English from birth or was there a variety of first language exposure?

If you use Q interactive, you obtain scores automatically with the press of a button once testing is concluded. Q-interactive is an interactive assessment that uses two iPads connected via Bluetooth. You use one iPad to access test administration directions, score and record responses, and control visual stimuli. At the end of the test, you automatically obtain test scores and a score report. To use Q-interactive, you would purchase a yearly license that gives you access to CELF-5, GFTA-3, KLPA-3, and PPVT-4. A usage fee is charged each time you administer a test to a client-this fee includes administration of the test to the child, access to the Manual, and automated scoring.

If you use Q-global, when you complete testing, you would use your purchased paper Record Form and enter either raw score totals or individual item scores in the Q-global platform to obtain a score report. You may purchase individual score reports or a 1-, 3-, or 5-year subscription. See helloQ.com for more information. How should we account for sound additions on Q-global? If a child says 'drump' for 'drum,' do we count the final /m/ correct or incorrect?

Recognizing that there are many variables that can influence a decision to update to the newest edition of a test (e.g., test content and design, funding, appropriateness/acceptance of test results based on outdated editions of tests), the Standards for Educational and Psychological Testing (2014) does not specify a required time interval. While that is the case, local government, employers, agencies, or funding entities often establish requirements for using the most current editions of tests. Best practice guidelines suggest that clinicians should use the most recent test edition available because the most recent version incorporates current best practices in assessment, current research, and norms based on a sample that matches the most recent demographic characteristics of the population. It is now common that tests in a clinician's toolbox are updated within 1-2 years following publication of the new edition. GFTA-3 on Q-interactive at a Glance: Available With Subtest Pricing Scoring and Reporting Materials Needed Standard, Speech, Classroom, & Experiential Licenses Score Report None!.Cost per usage between $1.00 and $1.50 depending on volume discounts Benefits of GFTA-3 on Q-interactive.

Easy-to-use phonetic keypad for recording examinee's speech sound errors. Engage children by displaying stimuli on the iPad. Listen to your client's responses after the assessment session via our audio recording feature.

Automatically generate score reports and purchase the KLPA-3 phonological analysis with the click of a button!. Create a custom battery by combining the GFTA-3 with other tests such as the CELF-5 and PPVT-4. Obtain scaled scores immediately after finishing a subtest, to increase scoring speed and accuracy. How Can I Buy GFTA-3 on Q-interactive? New customers: Annual Q-interactive licenses can be purchased using our or by calling Customer Support at 1-800-627-7271. See the for more information on license options. Current Q-interactive customers: If you want to add the GFTA-3 to your account, visit our and select the 'Add Test(s) to Existing Account' option.

You may also call Customer Support at 1-800-627-7271. Pricing & Ordering.

What does the GFTA-2 do? By: Amanda Rohling The Goldman Fristoe-2 Test of Articulation Sounds In Words Section This part uses. 34 picture plates 53 target words to elicit articulation of 61 consonants Sounds in Sentences Section Provides a semi-structured observation of the examinee's ability to produce spontaneous speech and retell one to two picture based stories that the examiner previously read aloud. The primary purpose: Provide a SLP with a method to assess an individual's articulation of consonant sounds. A basic description Assesses the articulation of consonants in Standard American English.

It samples both spontaneous and imitative speech production by dividing the test into 3 sections to obtain descriptive information: Sounds in Words, Sounds in Sentences, and Stimulability 16 consonant clusters in the initial position Stimulability Section In this section, the examiner will model a previously misarticulated sound produced by the examinee in the previous sections. After the sound is modeled, the examinee will produce that sound. Sample of the Sounds in Words section Is it hard to administer? The Goldman Fristoe-2 is relatively easy to administer. Each section of GFTA-2 comes with instructions.

It is advised to read through the manual, and then within the easel there are quick instructions that are easy to follow. As long as the examiner reads these instructions before administering the test, there should be little to no confusion on how to use it. Did I find it reliable? Based on the data presented in the manual, the reliability of this assessment is good and has high test-retest reliability, internal consistency, and interrater reliability. Its wide usage since the 1960s speaks volumes for how useful this assessment is in the field of Speech-Language Pathology The Norms of the GFTA-2 The Goldman Fristoe started as a Criterion-Referenced Test only.

Gfta-2 Scoring Manual Pdf

Its purpose is to compare an examinee's performance to the correct consonant sounds. This is the information that helps in therapy planning. HOWEVER, Normative information was added beginning in 1972 because funding sources demanded the norm-referenced comparisons to justify the need for someone to receive services. Thus, the GFTA-2 is both a criterion referenced test and a norm referenced test. What about its Validity? Content validity: 23 of the 25 consonants are present in the GFTA-2. Construct validity: evidence that sounds-in-words measures articulation is found in Developmental progression of raw scores GFTA-2 Facts The GFTA-2 is the second edition It was published in 2000 Age Range: 2-21 years It is the latest edition There is no reading required of the examinee Its sole target is the English speaking population It was last revised in 1999, and published in 2000.

As it is now 2013, the subject matter and pictures could be updated to include more current material. The Instructions Weaknesses Takes 5-15 minutes to administer How are the scores reported/interpreted? The Report form allows you to compare the findings of each section side by side simultaneously. It is colored coded to represent initial, medial, and final word position. Below, is the report form.

More on Interpretation Interpretation is based on the assumption that the criterion for comparison for each sound is correct. Knowing which sound the examinee produces incorrectly and in what position is more useful in planning therapy then using quantitive scores to compare the examinee to other individuals. Normative scores are available for the sounds in words section if needed by funding sources, research, or for supplemental diagnostic interpretation Standardization of Norms Standardization was completed in 1999. 2,350 examinees between the ages of 2-0 and 21-11, were tested at 300 sites nationwide Normative information was based off: geographic region mother's education level race/ethnicity gender age The standardization of norms is only available for the Sounds-In-Words section of the GFTA. Aged based scores are available. The number of errors can be converted to standard scores. Aged based standard scores have a mean of 100 and a standard deviation of 15.

This is also the only section that contains normative scoring Scores Available: Test-Age Equivalents, Percentiles, and Aged-Based Standard Score The test can be score by hand or through Scoring Assist (Computer).