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INSTRUCTOR: Hey everybody.

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This tutorial is
going to go over

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how to use the
GFTA, which is one

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of the more commonly-used
tests for doing

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an assessment for speech.

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You'll use it a lot
in the school system

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and, well, lots of
other settings as well.

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But let's get started with
just your basic materials.

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So you have your protocol.

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What's really great
about this one

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is that it doesn't
matter about the age.

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It's just one protocol,
regardless of the age.

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You have your manual
as well, which

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is where you're going
to find all your scores,

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know how to rank the child,
and all of your directions.

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So I know they're not
super fun to read,

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but it's definitely
really important

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to make sure that you
look at your protocol.

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And then you also have
the stimulus book, which

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is going to have
the pictures in it,

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and then your
directions as well.

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So this is the stimulus
book, and you will

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start with the sounds in words.

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And it is important to note
the age range for this.

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So while the test is for ages
2 all the way up to 21:11,

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if you're doing the
sounds in words,

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these are your ages
for sounds and words.

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So the stimulus book
is pretty awesome.

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You have all of your directions
here, which is great.

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So you just read the
bold part to your client.

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So you read, "You're going
to see some pictures here.

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I want you to tell me about
the pictures I show you."

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And then you're going to
flip away from yourself.

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So this is what
you're going to see.

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And it's great because
here is the question

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that you're asking the client.

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And here are the cues
in case they give you

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a different answer.

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But what your client
sees is the picture.

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So all they're going
to see is the picture.

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What's really nice about
the way that this is set up

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is that when you are actually
administering the test,

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you can stick your protocol
right here behind you,

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and you can be marking
down right here.

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So the client is not able to
see what you're marking down.

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Keep in mind that
it's really important

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that the client is not seeing
what you're writing down

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on the paper.

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That can be cause
for some anxiety

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if they see that
you're writing a lot.

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And a lot of the
times, your clients

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will actually know when they've
gotten things incorrect.

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So it's really important to
keep that behind your easel.

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So what you'll do is
you'll say, "What is this?"

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And then you're actually going
to point at the same time.

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So it's best to sit at an
angle, keep the book this way

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so you can keep it this way.

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If you're left handed,
obviously, put it over here.

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And then just point to
the part of the picture

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that you want the
client to name,

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and then you just flip
away from yourself.

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And you say, "What is this?"

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If the client gives
you the wrong answer,

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this is the suggested cue.

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You'll say, "This is a pig.

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It says oink.

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What is this?"

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And you go through the
entire book like that.

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So here, you just
flip through this way.

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And that will be all of
your sounds in words.

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For the sounds in sentences.

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Again, take a look
at your age here.

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So this is the age
for this section.

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What you're going
to do is you're

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going to tell the
individual that you're

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working with that you're
going to read them a story.

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You want to make
sure, as it says here,

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to read at a
conversational pace.

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That is just good
advice for any time

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you're administering a test
to make sure that you're not

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talking too quickly, that
you're speaking at a pace

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that your client is
able to understand you,

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but that you're also not
talking so slowly that it's

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very unnatural.

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That is actually a form of
cueing or helping the client.

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So we want to make sure that
we're not speaking that slowly.

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So once you've told the
story in its entirety--

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so here is the story.

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The client will
see this picture.

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So again, you'll have this.

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Here is the picture that
the client will see.

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And you'll go through
the entire story.

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So there's just a few
pages of the story.

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And then when you
get to the end--

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so this is what
it'll look like--

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you'll go back to
the first panel.

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And what you will do is
you'll show the picture again.

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You repeat the story
one sentence at a time,

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and you ask the client then
to repeat that sentence.

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Be cautious that when you
are testing at different ages

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that you take a look at
where you're starting.

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So if you're doing sounds
in words between 7 and 21,

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you need to make sure that
you go here, and then sounds

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in sentences 7 to 21,
you need to start here.

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So again, the protocol
itself is for every age.

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But in the book, in
the stimulus book,

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you want to make
sure that you're

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starting at the right place.

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At times, after you've
done your assessment

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and you've seen that
your client maybe

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has had some errors on
some of their sounds,

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you can go to this part
where it's Stimulability,

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and what you do is you're
going to give the client--

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you're going to give them the
directions of watch my mouth

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and say what I do.

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So here's the directions.

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"Watch my mouth and listen
to me very carefully.

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Try to say this just as I do.

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Remember to watch and listen."

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And then these are
the different sounds

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that you could help
your client to be

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able to see if they're
stimulable to be able to produce

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those sounds, which is very
important for goal selection.

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Now when it comes to actually
recording on the record form,

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you want to make sure that
you're filling everything

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out here at the top.

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Make sure that you
have the correct age.

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And then you're
going to be filling

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in the raw score, standard
score, confidence intervals,

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anything that you might need.

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And when you open up the
protocol, what you will see

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is these are all the words
from our picture book.

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So in the event that the
client gets it right,

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you can just leave it alone.

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You don't need to
write anything.

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You want to write something when
the client gets it incorrect.

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So for those of you who
really don't like IPA or maybe

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have forgotten IPA, you
might not like this test

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very much because it's
really important that you're

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writing an IPA for
this test because you

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want to know what the
error patterns are

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for this particular client.

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If they have omitted it, you
would put a line through it.

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That's how that particular
sound has been omitted.

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Be careful when you have
clusters that you're

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writing what is written there.

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You're writing what the
client does, whether they

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do the cluster or not.

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But keep in mind that
doesn't count as two.

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If the client gets that
wrong, that cluster

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is only going to count as one.

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When you go to score this
particular test, what

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you're doing is you're
counting the errors.

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So in a lot of other tests,
you count how many they get.

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But in the Goldman
Fristoe you're

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counting how many the
client made errors on.

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So you want to know
how many errors

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did they make in the
initial, medial, and final.

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You'll do that for both columns.

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And then you're going
to do your raw score

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as the total number of errors.

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And then that score will
get transferred right here

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onto the front, so raw
score for sounds and words.

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And then the same thing
for sounds in sentences--

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so when you look,
for this one, you

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want to make sure that you're
starting at the right spot.

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So here, see here for
the sounds in words--

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it's all the same age.

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But for sounds in sentences,
you have different spots

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that you would start
on the protocol.

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But it's all one protocol.

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You don't need a different one.

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So again, counting the
errors and then putting

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those on the front.

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Once you've calculated your raw
score, the number of errors,

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then it's going to be time to
go to Appendix A in your manual

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to be able to transfer
those to standard scores.

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So some of the most
common mistakes

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that I see students
make are instead

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of looking at the
sounds in words,

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they go to the sounds in
sentences, which is much later

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in the book right here.

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So that's one of the
biggest mistakes I see.

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And then the other one is
not making a distinction

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between male and female.

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These are super easy
mistakes to make.

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So just be really
cautious when you're doing

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this, when you're scoring,
that you're paying attention

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to make sure you're looking
at the right category,

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and then you're looking
at male or female

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because there are vast
differences between males

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and females, especially
at the younger

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ages, when it comes to speech.

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So we want to make
sure that we're giving

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the child the correct score.

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So the way that you
score it is you're

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going to find the child's raw
scores, so again, those number

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of errors that child makes.

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And that raw score
is going to be here.

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And then you're going to
find the standard score that

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coordinates with that and then
choose the confidence interval.

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Most people will use the
95% confidence interval.

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I should say most
people within the clinic

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that I work in the university
here will use that 95.

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But you might find people
who like that 90% more.

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And then percentile
rank just tells you

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where that particular client is
sitting as far as how they're

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doing compared to others.

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One of the little tricks that
I learned in grad school,

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and I still use it today,
is using a piece of paper

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to help line up.

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So if your raw score is 52,
just putting that paper right

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underneath, knowing that
your standard score,

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then, would be 108.

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If you want to use the
95% confidence interval,

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it would be 104 to 112,
and 70th percentile.

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So that just helps.

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And this would be
for a child who's

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two years to two
years, one month.

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And that would be a
female versus the male--

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see how the scores
are different.

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So we do want to make sure that
we're keeping that in mind.

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So that little
paper, that's just

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a little trick that I use
to help me to not go off

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of the lines.

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And then that is
exactly the same

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for when you want to do
sounds in sentences, also

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your raw score, standard score,
percentile, and your confidence

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intervals as well.

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You also will see on the
front of the record form

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that there is an age equivalent.

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A lot of people don't
like this, but if you

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do want to get that
age equivalent,

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it is here in Table
B. And that's actually

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Appendix B after all of
your standard scores.

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You'll have that gross
scale, and you'll

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have that age equivalence.

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Again, there are a
lot of people who

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don't like the age
equivalence, so you might not

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need to report that.

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But you're going to
find the raw score

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and then find the age
that corresponds, again,

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selected from male
and female, and make

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sure you're in the right age.

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So make sure that you are sounds
in words, sounds in sentences,

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and here are the age
ranges, so again,

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just making sure that you're
paying attention to that.

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So those are your
age equivalents.

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And the next page over is your
growth scale values as well.

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Another really great tool that
can be found in the manual

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as well, on page
38, you will see

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that there are guidelines
for the severity rating,

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so being able to
describe the severity

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of this particular
client's speech.

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So take a look here.

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You can see that these are
your test scores and then

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the classification for
those particular scores.

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And then it gives you that
relationship to the mean,

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so where are they falling
within the standard deviation.

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So that is going to be
really good for when you're

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writing your report as well.

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One last thing to wrap
up the Goldman Fristoe--

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it's also really
important to make

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sure that you take note of
differences in our languages,

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so making sure that you
take into account language

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differences and cultural
differences, which can be found

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in Appendix E. And
that is really great

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because it will give you
examples of differences that

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are prevalent in different kinds
of multilingual speakers or just

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bilingual speakers.

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But it lets you know the
differences that are permitted.

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So, for example, that
[VOCALIZATION] sound

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can be unaspirated in
the medial position

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if you are talking
about African-American

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English versus a standard
American English.

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So just keep in mind that before
you mark a child as producing

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something incorrectly that
you are thinking about,

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is this Spanish influenced?

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Is there some kind
of Asian influence?

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And making sure that, if
that is not in this book,

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if your child speaks
a different language,

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that you do your due
diligence and you look up

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and make sure that you are not
counting a child for producing

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something incorrectly
when, in reality, it's

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nothing more than a
language difference.

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So hopefully that was helpful.

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Hopefully, that
gives you a good idea

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of how to administer
the Goldman Fristoe.

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It's a really easy
test to administer.

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And one little thing
that I like to say

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to kids who are a little
resistant to get them going

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is I say, oh my
goodness, I'm going

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to look at how
incredibly smart you are.

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So we are going to
look at pictures,

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00:12:49,290 --> 00:12:53,020
and you're going to show off
how so totally smart you are.

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So while this works
with little bitty kids,

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I obviously do not recommend
doing this with older kids

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or with your adult clients.

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But that's just one little trick
I've learned with my little peds

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that if you ask them to
show you how smart they are,

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00:13:05,770 --> 00:13:09,180
they generally are more prone
to get involved and start

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00:13:09,180 --> 00:13:10,570
naming off pictures.

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Hopefully, that helps.

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Let me know if you
have any questions.