0:00:00.000,0:00:00.537 0:00:00.537,0:00:01.620 INSTRUCTOR: Hey everybody. 0:00:01.620,0:00:03.350 This tutorial is[br]going to go over 0:00:03.350,0:00:05.240 how to use the[br]GFTA, which is one 0:00:05.240,0:00:08.780 of the more commonly-used[br]tests for doing 0:00:08.780,0:00:10.500 an assessment for speech. 0:00:10.500,0:00:12.290 You'll use it a lot[br]in the school system 0:00:12.290,0:00:14.190 and, well, lots of[br]other settings as well. 0:00:14.190,0:00:16.740 But let's get started with[br]just your basic materials. 0:00:16.740,0:00:18.613 So you have your protocol. 0:00:18.613,0:00:20.030 What's really great[br]about this one 0:00:20.030,0:00:21.840 is that it doesn't[br]matter about the age. 0:00:21.840,0:00:24.480 It's just one protocol,[br]regardless of the age. 0:00:24.480,0:00:26.000 You have your manual[br]as well, which 0:00:26.000,0:00:27.960 is where you're going[br]to find all your scores, 0:00:27.960,0:00:31.620 know how to rank the child,[br]and all of your directions. 0:00:31.620,0:00:33.420 So I know they're not[br]super fun to read, 0:00:33.420,0:00:35.030 but it's definitely[br]really important 0:00:35.030,0:00:36.990 to make sure that you[br]look at your protocol. 0:00:36.990,0:00:39.560 And then you also have[br]the stimulus book, which 0:00:39.560,0:00:41.160 is going to have[br]the pictures in it, 0:00:41.160,0:00:44.390 and then your[br]directions as well. 0:00:44.390,0:00:46.970 So this is the stimulus[br]book, and you will 0:00:46.970,0:00:48.630 start with the sounds in words. 0:00:48.630,0:00:51.450 And it is important to note[br]the age range for this. 0:00:51.450,0:00:58.020 So while the test is for ages[br]2 all the way up to 21:11, 0:00:58.020,0:00:59.520 if you're doing the[br]sounds in words, 0:00:59.520,0:01:01.890 these are your ages[br]for sounds and words. 0:01:01.890,0:01:04.349 So the stimulus book[br]is pretty awesome. 0:01:04.349,0:01:07.800 You have all of your directions[br]here, which is great. 0:01:07.800,0:01:11.082 So you just read the[br]bold part to your client. 0:01:11.082,0:01:13.290 So you read, "You're going[br]to see some pictures here. 0:01:13.290,0:01:16.260 I want you to tell me about[br]the pictures I show you." 0:01:16.260,0:01:19.020 And then you're going to[br]flip away from yourself. 0:01:19.020,0:01:20.970 So this is what[br]you're going to see. 0:01:20.970,0:01:23.600 And it's great because[br]here is the question 0:01:23.600,0:01:25.200 that you're asking the client. 0:01:25.200,0:01:27.440 And here are the cues[br]in case they give you 0:01:27.440,0:01:28.740 a different answer. 0:01:28.740,0:01:31.598 But what your client[br]sees is the picture. 0:01:31.598,0:01:33.390 So all they're going[br]to see is the picture. 0:01:33.390,0:01:36.260 What's really nice about[br]the way that this is set up 0:01:36.260,0:01:39.390 is that when you are actually[br]administering the test, 0:01:39.390,0:01:42.690 you can stick your protocol[br]right here behind you, 0:01:42.690,0:01:44.760 and you can be marking[br]down right here. 0:01:44.760,0:01:48.210 So the client is not able to[br]see what you're marking down. 0:01:48.210,0:01:50.150 Keep in mind that[br]it's really important 0:01:50.150,0:01:53.000 that the client is not seeing[br]what you're writing down 0:01:53.000,0:01:53.940 on the paper. 0:01:53.940,0:01:56.420 That can be cause[br]for some anxiety 0:01:56.420,0:01:58.200 if they see that[br]you're writing a lot. 0:01:58.200,0:02:00.110 And a lot of the[br]times, your clients 0:02:00.110,0:02:02.730 will actually know when they've[br]gotten things incorrect. 0:02:02.730,0:02:06.810 So it's really important to[br]keep that behind your easel. 0:02:06.810,0:02:09.360 So what you'll do is[br]you'll say, "What is this?" 0:02:09.360,0:02:12.150 And then you're actually going[br]to point at the same time. 0:02:12.150,0:02:16.413 So it's best to sit at an[br]angle, keep the book this way 0:02:16.413,0:02:17.580 so you can keep it this way. 0:02:17.580,0:02:19.705 If you're left handed,[br]obviously, put it over here. 0:02:19.705,0:02:21.890 And then just point to[br]the part of the picture 0:02:21.890,0:02:24.300 that you want the[br]client to name, 0:02:24.300,0:02:27.620 and then you just flip[br]away from yourself. 0:02:27.620,0:02:29.370 And you say, "What is this?" 0:02:29.370,0:02:31.740 If the client gives[br]you the wrong answer, 0:02:31.740,0:02:33.420 this is the suggested cue. 0:02:33.420,0:02:34.770 You'll say, "This is a pig. 0:02:34.770,0:02:35.850 It says oink. 0:02:35.850,0:02:37.050 What is this?" 0:02:37.050,0:02:40.320 And you go through the[br]entire book like that. 0:02:40.320,0:02:43.280 So here, you just[br]flip through this way. 0:02:43.280,0:02:48.440 And that will be all of[br]your sounds in words. 0:02:48.440,0:02:50.550 For the sounds in sentences. 0:02:50.550,0:02:52.770 Again, take a look[br]at your age here. 0:02:52.770,0:02:55.190 So this is the age[br]for this section. 0:02:55.190,0:02:57.140 What you're going[br]to do is you're 0:02:57.140,0:02:59.600 going to tell the[br]individual that you're 0:02:59.600,0:03:02.160 working with that you're[br]going to read them a story. 0:03:02.160,0:03:04.440 You want to make[br]sure, as it says here, 0:03:04.440,0:03:06.810 to read at a[br]conversational pace. 0:03:06.810,0:03:08.750 That is just good[br]advice for any time 0:03:08.750,0:03:11.570 you're administering a test[br]to make sure that you're not 0:03:11.570,0:03:14.570 talking too quickly, that[br]you're speaking at a pace 0:03:14.570,0:03:17.010 that your client is[br]able to understand you, 0:03:17.010,0:03:22.550 but that you're also not[br]talking so slowly that it's 0:03:22.550,0:03:25.290 very unnatural. 0:03:25.290,0:03:28.920 That is actually a form of[br]cueing or helping the client. 0:03:28.920,0:03:32.100 So we want to make sure that[br]we're not speaking that slowly. 0:03:32.100,0:03:35.130 So once you've told the[br]story in its entirety-- 0:03:35.130,0:03:36.690 so here is the story. 0:03:36.690,0:03:39.000 The client will[br]see this picture. 0:03:39.000,0:03:41.300 So again, you'll have this. 0:03:41.300,0:03:44.330 Here is the picture that[br]the client will see. 0:03:44.330,0:03:47.520 And you'll go through[br]the entire story. 0:03:47.520,0:03:50.390 So there's just a few[br]pages of the story. 0:03:50.390,0:03:53.940 And then when you[br]get to the end-- 0:03:53.940,0:03:55.770 so this is what[br]it'll look like-- 0:03:55.770,0:03:59.570 you'll go back to[br]the first panel. 0:03:59.570,0:04:02.880 And what you will do is[br]you'll show the picture again. 0:04:02.880,0:04:06.540 You repeat the story[br]one sentence at a time, 0:04:06.540,0:04:09.643 and you ask the client then[br]to repeat that sentence. 0:04:09.643,0:04:12.320 0:04:12.320,0:04:15.860 Be cautious that when you[br]are testing at different ages 0:04:15.860,0:04:18.959 that you take a look at[br]where you're starting. 0:04:18.959,0:04:23.510 So if you're doing sounds[br]in words between 7 and 21, 0:04:23.510,0:04:26.450 you need to make sure that[br]you go here, and then sounds 0:04:26.450,0:04:31.070 in sentences 7 to 21,[br]you need to start here. 0:04:31.070,0:04:36.300 So again, the protocol[br]itself is for every age. 0:04:36.300,0:04:38.365 But in the book, in[br]the stimulus book, 0:04:38.365,0:04:39.740 you want to make[br]sure that you're 0:04:39.740,0:04:42.290 starting at the right place. 0:04:42.290,0:04:44.547 At times, after you've[br]done your assessment 0:04:44.547,0:04:46.130 and you've seen that[br]your client maybe 0:04:46.130,0:04:48.780 has had some errors on[br]some of their sounds, 0:04:48.780,0:04:51.540 you can go to this part[br]where it's Stimulability, 0:04:51.540,0:04:54.500 and what you do is you're[br]going to give the client-- 0:04:54.500,0:04:58.190 you're going to give them the[br]directions of watch my mouth 0:04:58.190,0:04:59.888 and say what I do. 0:04:59.888,0:05:00.930 So here's the directions. 0:05:00.930,0:05:03.630 "Watch my mouth and listen[br]to me very carefully. 0:05:03.630,0:05:05.930 Try to say this just as I do. 0:05:05.930,0:05:08.190 Remember to watch and listen." 0:05:08.190,0:05:09.920 And then these are[br]the different sounds 0:05:09.920,0:05:11.540 that you could help[br]your client to be 0:05:11.540,0:05:14.150 able to see if they're[br]stimulable to be able to produce 0:05:14.150,0:05:19.250 those sounds, which is very[br]important for goal selection. 0:05:19.250,0:05:22.753 Now when it comes to actually[br]recording on the record form, 0:05:22.753,0:05:24.920 you want to make sure that[br]you're filling everything 0:05:24.920,0:05:26.280 out here at the top. 0:05:26.280,0:05:28.232 Make sure that you[br]have the correct age. 0:05:28.232,0:05:29.690 And then you're[br]going to be filling 0:05:29.690,0:05:32.190 in the raw score, standard[br]score, confidence intervals, 0:05:32.190,0:05:34.100 anything that you might need. 0:05:34.100,0:05:38.480 And when you open up the[br]protocol, what you will see 0:05:38.480,0:05:42.240 is these are all the words[br]from our picture book. 0:05:42.240,0:05:45.090 So in the event that the[br]client gets it right, 0:05:45.090,0:05:46.350 you can just leave it alone. 0:05:46.350,0:05:47.820 You don't need to[br]write anything. 0:05:47.820,0:05:51.270 You want to write something when[br]the client gets it incorrect. 0:05:51.270,0:05:54.110 So for those of you who[br]really don't like IPA or maybe 0:05:54.110,0:05:57.020 have forgotten IPA, you[br]might not like this test 0:05:57.020,0:05:59.300 very much because it's[br]really important that you're 0:05:59.300,0:06:02.150 writing an IPA for[br]this test because you 0:06:02.150,0:06:03.920 want to know what the[br]error patterns are 0:06:03.920,0:06:05.700 for this particular client. 0:06:05.700,0:06:08.700 If they have omitted it, you[br]would put a line through it. 0:06:08.700,0:06:12.320 That's how that particular[br]sound has been omitted. 0:06:12.320,0:06:15.200 Be careful when you have[br]clusters that you're 0:06:15.200,0:06:16.548 writing what is written there. 0:06:16.548,0:06:18.590 You're writing what the[br]client does, whether they 0:06:18.590,0:06:20.130 do the cluster or not. 0:06:20.130,0:06:22.650 But keep in mind that[br]doesn't count as two. 0:06:22.650,0:06:24.860 If the client gets that[br]wrong, that cluster 0:06:24.860,0:06:27.440 is only going to count as one. 0:06:27.440,0:06:30.920 When you go to score this[br]particular test, what 0:06:30.920,0:06:33.090 you're doing is you're[br]counting the errors. 0:06:33.090,0:06:36.180 So in a lot of other tests,[br]you count how many they get. 0:06:36.180,0:06:37.970 But in the Goldman[br]Fristoe you're 0:06:37.970,0:06:40.710 counting how many the[br]client made errors on. 0:06:40.710,0:06:42.290 So you want to know[br]how many errors 0:06:42.290,0:06:45.120 did they make in the[br]initial, medial, and final. 0:06:45.120,0:06:47.870 You'll do that for both columns. 0:06:47.870,0:06:50.030 And then you're going[br]to do your raw score 0:06:50.030,0:06:52.290 as the total number of errors. 0:06:52.290,0:06:54.710 And then that score will[br]get transferred right here 0:06:54.710,0:06:59.210 onto the front, so raw[br]score for sounds and words. 0:06:59.210,0:07:02.550 And then the same thing[br]for sounds in sentences-- 0:07:02.550,0:07:04.550 so when you look,[br]for this one, you 0:07:04.550,0:07:08.250 want to make sure that you're[br]starting at the right spot. 0:07:08.250,0:07:11.230 So here, see here for[br]the sounds in words-- 0:07:11.230,0:07:13.890 it's all the same age. 0:07:13.890,0:07:16.770 But for sounds in sentences,[br]you have different spots 0:07:16.770,0:07:19.660 that you would start[br]on the protocol. 0:07:19.660,0:07:21.310 But it's all one protocol. 0:07:21.310,0:07:23.190 You don't need a different one. 0:07:23.190,0:07:26.880 So again, counting the[br]errors and then putting 0:07:26.880,0:07:29.760 those on the front. 0:07:29.760,0:07:33.130 Once you've calculated your raw[br]score, the number of errors, 0:07:33.130,0:07:36.360 then it's going to be time to[br]go to Appendix A in your manual 0:07:36.360,0:07:39.130 to be able to transfer[br]those to standard scores. 0:07:39.130,0:07:40.920 So some of the most[br]common mistakes 0:07:40.920,0:07:43.290 that I see students[br]make are instead 0:07:43.290,0:07:45.910 of looking at the[br]sounds in words, 0:07:45.910,0:07:50.790 they go to the sounds in[br]sentences, which is much later 0:07:50.790,0:07:53.230 in the book right here. 0:07:53.230,0:07:56.410 So that's one of the[br]biggest mistakes I see. 0:07:56.410,0:07:59.730 And then the other one is[br]not making a distinction 0:07:59.730,0:08:01.300 between male and female. 0:08:01.300,0:08:03.370 These are super easy[br]mistakes to make. 0:08:03.370,0:08:05.340 So just be really[br]cautious when you're doing 0:08:05.340,0:08:07.710 this, when you're scoring,[br]that you're paying attention 0:08:07.710,0:08:10.300 to make sure you're looking[br]at the right category, 0:08:10.300,0:08:12.280 and then you're looking[br]at male or female 0:08:12.280,0:08:14.700 because there are vast[br]differences between males 0:08:14.700,0:08:16.620 and females, especially[br]at the younger 0:08:16.620,0:08:18.362 ages, when it comes to speech. 0:08:18.362,0:08:20.070 So we want to make[br]sure that we're giving 0:08:20.070,0:08:22.030 the child the correct score. 0:08:22.030,0:08:23.850 So the way that you[br]score it is you're 0:08:23.850,0:08:26.670 going to find the child's raw[br]scores, so again, those number 0:08:26.670,0:08:28.680 of errors that child makes. 0:08:28.680,0:08:30.970 And that raw score[br]is going to be here. 0:08:30.970,0:08:33.179 And then you're going to[br]find the standard score that 0:08:33.179,0:08:36.580 coordinates with that and then[br]choose the confidence interval. 0:08:36.580,0:08:40.289 Most people will use the[br]95% confidence interval. 0:08:40.289,0:08:43.440 I should say most[br]people within the clinic 0:08:43.440,0:08:46.450 that I work in the university[br]here will use that 95. 0:08:46.450,0:08:49.480 But you might find people[br]who like that 90% more. 0:08:49.480,0:08:51.480 And then percentile[br]rank just tells you 0:08:51.480,0:08:55.290 where that particular client is[br]sitting as far as how they're 0:08:55.290,0:08:57.000 doing compared to others. 0:08:57.000,0:08:59.800 One of the little tricks that[br]I learned in grad school, 0:08:59.800,0:09:03.120 and I still use it today,[br]is using a piece of paper 0:09:03.120,0:09:04.270 to help line up. 0:09:04.270,0:09:07.290 So if your raw score is 52,[br]just putting that paper right 0:09:07.290,0:09:09.550 underneath, knowing that[br]your standard score, 0:09:09.550,0:09:12.040 then, would be 108. 0:09:12.040,0:09:14.900 If you want to use the[br]95% confidence interval, 0:09:14.900,0:09:21.080 it would be 104 to 112,[br]and 70th percentile. 0:09:21.080,0:09:22.040 So that just helps. 0:09:22.040,0:09:23.560 And this would be[br]for a child who's 0:09:23.560,0:09:26.240 two years to two[br]years, one month. 0:09:26.240,0:09:29.150 And that would be a[br]female versus the male-- 0:09:29.150,0:09:31.370 see how the scores[br]are different. 0:09:31.370,0:09:33.980 So we do want to make sure that[br]we're keeping that in mind. 0:09:33.980,0:09:35.355 So that little[br]paper, that's just 0:09:35.355,0:09:38.260 a little trick that I use[br]to help me to not go off 0:09:38.260,0:09:40.570 of the lines. 0:09:40.570,0:09:42.370 And then that is[br]exactly the same 0:09:42.370,0:09:45.310 for when you want to do[br]sounds in sentences, also 0:09:45.310,0:09:49.930 your raw score, standard score,[br]percentile, and your confidence 0:09:49.930,0:09:52.420 intervals as well. 0:09:52.420,0:09:55.960 You also will see on the[br]front of the record form 0:09:55.960,0:09:57.950 that there is an age equivalent. 0:09:57.950,0:10:00.160 A lot of people don't[br]like this, but if you 0:10:00.160,0:10:02.150 do want to get that[br]age equivalent, 0:10:02.150,0:10:05.950 it is here in Table[br]B. And that's actually 0:10:05.950,0:10:09.740 Appendix B after all of[br]your standard scores. 0:10:09.740,0:10:12.510 You'll have that gross[br]scale, and you'll 0:10:12.510,0:10:13.800 have that age equivalence. 0:10:13.800,0:10:15.300 Again, there are a[br]lot of people who 0:10:15.300,0:10:17.760 don't like the age[br]equivalence, so you might not 0:10:17.760,0:10:19.060 need to report that. 0:10:19.060,0:10:20.760 But you're going to[br]find the raw score 0:10:20.760,0:10:23.400 and then find the age[br]that corresponds, again, 0:10:23.400,0:10:25.980 selected from male[br]and female, and make 0:10:25.980,0:10:27.460 sure you're in the right age. 0:10:27.460,0:10:32.230 So make sure that you are sounds[br]in words, sounds in sentences, 0:10:32.230,0:10:34.930 and here are the age[br]ranges, so again, 0:10:34.930,0:10:37.240 just making sure that you're[br]paying attention to that. 0:10:37.240,0:10:39.970 So those are your[br]age equivalents. 0:10:39.970,0:10:46.170 And the next page over is your[br]growth scale values as well. 0:10:46.170,0:10:49.050 Another really great tool that[br]can be found in the manual 0:10:49.050,0:10:51.750 as well, on page[br]38, you will see 0:10:51.750,0:10:54.400 that there are guidelines[br]for the severity rating, 0:10:54.400,0:10:57.210 so being able to[br]describe the severity 0:10:57.210,0:10:59.320 of this particular[br]client's speech. 0:10:59.320,0:11:00.510 So take a look here. 0:11:00.510,0:11:04.080 You can see that these are[br]your test scores and then 0:11:04.080,0:11:07.870 the classification for[br]those particular scores. 0:11:07.870,0:11:10.300 And then it gives you that[br]relationship to the mean, 0:11:10.300,0:11:12.970 so where are they falling[br]within the standard deviation. 0:11:12.970,0:11:15.060 So that is going to be[br]really good for when you're 0:11:15.060,0:11:17.970 writing your report as well. 0:11:17.970,0:11:21.250 One last thing to wrap[br]up the Goldman Fristoe-- 0:11:21.250,0:11:23.160 it's also really[br]important to make 0:11:23.160,0:11:28.660 sure that you take note of[br]differences in our languages, 0:11:28.660,0:11:31.170 so making sure that you[br]take into account language 0:11:31.170,0:11:34.350 differences and cultural[br]differences, which can be found 0:11:34.350,0:11:37.350 in Appendix E. And[br]that is really great 0:11:37.350,0:11:40.860 because it will give you[br]examples of differences that 0:11:40.860,0:11:46.740 are prevalent in different kinds[br]of multilingual speakers or just 0:11:46.740,0:11:47.740 bilingual speakers. 0:11:47.740,0:11:51.010 But it lets you know the[br]differences that are permitted. 0:11:51.010,0:11:53.850 So, for example, that[br][VOCALIZATION] sound 0:11:53.850,0:11:56.740 can be unaspirated in[br]the medial position 0:11:56.740,0:11:59.190 if you are talking[br]about African-American 0:11:59.190,0:12:02.530 English versus a standard[br]American English. 0:12:02.530,0:12:06.630 So just keep in mind that before[br]you mark a child as producing 0:12:06.630,0:12:09.700 something incorrectly that[br]you are thinking about, 0:12:09.700,0:12:11.470 is this Spanish influenced? 0:12:11.470,0:12:13.680 Is there some kind[br]of Asian influence? 0:12:13.680,0:12:16.840 And making sure that, if[br]that is not in this book, 0:12:16.840,0:12:18.610 if your child speaks[br]a different language, 0:12:18.610,0:12:21.810 that you do your due[br]diligence and you look up 0:12:21.810,0:12:24.990 and make sure that you are not[br]counting a child for producing 0:12:24.990,0:12:27.570 something incorrectly[br]when, in reality, it's 0:12:27.570,0:12:29.650 nothing more than a[br]language difference. 0:12:29.650,0:12:31.060 So hopefully that was helpful. 0:12:31.060,0:12:33.150 Hopefully, that[br]gives you a good idea 0:12:33.150,0:12:35.500 of how to administer[br]the Goldman Fristoe. 0:12:35.500,0:12:37.930 It's a really easy[br]test to administer. 0:12:37.930,0:12:39.870 And one little thing[br]that I like to say 0:12:39.870,0:12:42.880 to kids who are a little[br]resistant to get them going 0:12:42.880,0:12:45.120 is I say, oh my[br]goodness, I'm going 0:12:45.120,0:12:47.790 to look at how[br]incredibly smart you are. 0:12:47.790,0:12:49.290 So we are going to[br]look at pictures, 0:12:49.290,0:12:53.020 and you're going to show off[br]how so totally smart you are. 0:12:53.020,0:12:55.060 So while this works[br]with little bitty kids, 0:12:55.060,0:12:58.470 I obviously do not recommend[br]doing this with older kids 0:12:58.470,0:13:00.130 or with your adult clients. 0:13:00.130,0:13:02.850 But that's just one little trick[br]I've learned with my little peds 0:13:02.850,0:13:05.770 that if you ask them to[br]show you how smart they are, 0:13:05.770,0:13:09.180 they generally are more prone[br]to get involved and start 0:13:09.180,0:13:10.570 naming off pictures. 0:13:10.570,0:13:11.620 Hopefully, that helps. 0:13:11.620,0:13:14.150 Let me know if you[br]have any questions.