INSTRUCTOR: Hey everybody.
This tutorial is going to go over
how to use the GFTA, which is one
of the more commonly-used tests for doing
an assessment for speech.
You'll use it a lot in the school system
and, well, lots of other settings as well.
But let's get started with just your basic materials.
So you have your protocol.
What's really great about this one
is that it doesn't matter about the age.
It's just one protocol, regardless of the age.
You have your manual as well, which
is where you're going to find all your scores,
know how to rank the child, and all of your directions.
So I know they're not super fun to read,
but it's definitely really important
to make sure that you look at your protocol.
And then you also have the stimulus book, which
is going to have the pictures in it,
and then your directions as well.
So this is the stimulus book, and you will
start with the sounds in words.
And it is important to note the age range for this.
So while the test is for ages 2 all the way up to 21:11,
if you're doing the sounds in words,
these are your ages for sounds and words.
So the stimulus book is pretty awesome.
You have all of your directions here, which is great.
So you just read the bold part to your client.
So you read, "You're going to see some pictures here.
I want you to tell me about the pictures I show you."
And then you're going to flip away from yourself.
So this is what you're going to see.
And it's great because here is the question
that you're asking the client.
And here are the cues in case they give you
a different answer.
But what your client sees is the picture.
So all they're going to see is the picture.
What's really nice about the way that this is set up
is that when you are actually administering the test,
you can stick your protocol right here behind you,
and you can be marking down right here.
So the client is not able to see what you're marking down.
Keep in mind that it's really important
that the client is not seeing what you're writing down
on the paper.
That can be cause for some anxiety
if they see that you're writing a lot.
And a lot of the times, your clients
will actually know when they've gotten things incorrect.
So it's really important to keep that behind your easel.
So what you'll do is you'll say, "What is this?"
And then you're actually going to point at the same time.
So it's best to sit at an angle, keep the book this way
so you can keep it this way.
If you're left handed, obviously, put it over here.
And then just point to the part of the picture
that you want the client to name,
and then you just flip away from yourself.
And you say, "What is this?"
If the client gives you the wrong answer,
this is the suggested cue.
You'll say, "This is a pig.
It says oink.
What is this?"
And you go through the entire book like that.
So here, you just flip through this way.
And that will be all of your sounds in words.
For the sounds in sentences.
Again, take a look at your age here.
So this is the age for this section.
What you're going to do is you're
going to tell the individual that you're
working with that you're going to read them a story.
You want to make sure, as it says here,
to read at a conversational pace.
That is just good advice for any time
you're administering a test to make sure that you're not
talking too quickly, that you're speaking at a pace
that your client is able to understand you,
but that you're also not talking so slowly that it's
very unnatural.
That is actually a form of cueing or helping the client.
So we want to make sure that we're not speaking that slowly.
So once you've told the story in its entirety--
so here is the story.
The client will see this picture.
So again, you'll have this.
Here is the picture that the client will see.
And you'll go through the entire story.
So there's just a few pages of the story.
And then when you get to the end--
so this is what it'll look like--
you'll go back to the first panel.
And what you will do is you'll show the picture again.
You repeat the story one sentence at a time,
and you ask the client then to repeat that sentence.
Be cautious that when you are testing at different ages
that you take a look at where you're starting.
So if you're doing sounds in words between 7 and 21,
you need to make sure that you go here, and then sounds
in sentences 7 to 21, you need to start here.
So again, the protocol itself is for every age.
But in the book, in the stimulus book,
you want to make sure that you're
starting at the right place.
At times, after you've done your assessment
and you've seen that your client maybe
has had some errors on some of their sounds,
you can go to this part where it's Stimulability,
and what you do is you're going to give the client--
you're going to give them the directions of watch my mouth
and say what I do.
So here's the directions.
"Watch my mouth and listen to me very carefully.
Try to say this just as I do.
Remember to watch and listen."
And then these are the different sounds
that you could help your client to be
able to see if they're stimulable to be able to produce
those sounds, which is very important for goal selection.
Now when it comes to actually recording on the record form,
you want to make sure that you're filling everything
out here at the top.
Make sure that you have the correct age.
And then you're going to be filling
in the raw score, standard score, confidence intervals,
anything that you might need.
And when you open up the protocol, what you will see
is these are all the words from our picture book.
So in the event that the client gets it right,
you can just leave it alone.
You don't need to write anything.
You want to write something when the client gets it incorrect.
So for those of you who really don't like IPA or maybe
have forgotten IPA, you might not like this test
very much because it's really important that you're
writing an IPA for this test because you
want to know what the error patterns are
for this particular client.
If they have omitted it, you would put a line through it.
That's how that particular sound has been omitted.
Be careful when you have clusters that you're
writing what is written there.
You're writing what the client does, whether they
do the cluster or not.
But keep in mind that doesn't count as two.
If the client gets that wrong, that cluster
is only going to count as one.
When you go to score this particular test, what
you're doing is you're counting the errors.
So in a lot of other tests, you count how many they get.
But in the Goldman Fristoe you're
counting how many the client made errors on.
So you want to know how many errors
did they make in the initial, medial, and final.
You'll do that for both columns.
And then you're going to do your raw score
as the total number of errors.
And then that score will get transferred right here
onto the front, so raw score for sounds and words.
And then the same thing for sounds in sentences--
so when you look, for this one, you
want to make sure that you're starting at the right spot.
So here, see here for the sounds in words--
it's all the same age.
But for sounds in sentences, you have different spots
that you would start on the protocol.
But it's all one protocol.
You don't need a different one.
So again, counting the errors and then putting
those on the front.
Once you've calculated your raw score, the number of errors,
then it's going to be time to go to Appendix A in your manual
to be able to transfer those to standard scores.
So some of the most common mistakes
that I see students make are instead
of looking at the sounds in words,
they go to the sounds in sentences, which is much later
in the book right here.
So that's one of the biggest mistakes I see.
And then the other one is not making a distinction
between male and female.
These are super easy mistakes to make.
So just be really cautious when you're doing
this, when you're scoring, that you're paying attention
to make sure you're looking at the right category,
and then you're looking at male or female
because there are vast differences between males
and females, especially at the younger
ages, when it comes to speech.
So we want to make sure that we're giving
the child the correct score.
So the way that you score it is you're
going to find the child's raw scores, so again, those number
of errors that child makes.
And that raw score is going to be here.
And then you're going to find the standard score that
coordinates with that and then choose the confidence interval.
Most people will use the 95% confidence interval.
I should say most people within the clinic
that I work in the university here will use that 95.
But you might find people who like that 90% more.
And then percentile rank just tells you
where that particular client is sitting as far as how they're
doing compared to others.
One of the little tricks that I learned in grad school,
and I still use it today, is using a piece of paper
to help line up.
So if your raw score is 52, just putting that paper right
underneath, knowing that your standard score,
then, would be 108.
If you want to use the 95% confidence interval,
it would be 104 to 112, and 70th percentile.
So that just helps.
And this would be for a child who's
two years to two years, one month.
And that would be a female versus the male--
see how the scores are different.
So we do want to make sure that we're keeping that in mind.
So that little paper, that's just
a little trick that I use to help me to not go off
of the lines.
And then that is exactly the same
for when you want to do sounds in sentences, also
your raw score, standard score, percentile, and your confidence
intervals as well.
You also will see on the front of the record form
that there is an age equivalent.
A lot of people don't like this, but if you
do want to get that age equivalent,
it is here in Table B. And that's actually
Appendix B after all of your standard scores.
You'll have that gross scale, and you'll
have that age equivalence.
Again, there are a lot of people who
don't like the age equivalence, so you might not
need to report that.
But you're going to find the raw score
and then find the age that corresponds, again,
selected from male and female, and make
sure you're in the right age.
So make sure that you are sounds in words, sounds in sentences,
and here are the age ranges, so again,
just making sure that you're paying attention to that.
So those are your age equivalents.
And the next page over is your growth scale values as well.
Another really great tool that can be found in the manual
as well, on page 38, you will see
that there are guidelines for the severity rating,
so being able to describe the severity
of this particular client's speech.
So take a look here.
You can see that these are your test scores and then
the classification for those particular scores.
And then it gives you that relationship to the mean,
so where are they falling within the standard deviation.
So that is going to be really good for when you're
writing your report as well.
One last thing to wrap up the Goldman Fristoe--
it's also really important to make
sure that you take note of differences in our languages,
so making sure that you take into account language
differences and cultural differences, which can be found
in Appendix E. And that is really great
because it will give you examples of differences that
are prevalent in different kinds of multilingual speakers or just
bilingual speakers.
But it lets you know the differences that are permitted.
So, for example, that [VOCALIZATION] sound
can be unaspirated in the medial position
if you are talking about African-American
English versus a standard American English.
So just keep in mind that before you mark a child as producing
something incorrectly that you are thinking about,
is this Spanish influenced?
Is there some kind of Asian influence?
And making sure that, if that is not in this book,
if your child speaks a different language,
that you do your due diligence and you look up
and make sure that you are not counting a child for producing
something incorrectly when, in reality, it's
nothing more than a language difference.
So hopefully that was helpful.
Hopefully, that gives you a good idea
of how to administer the Goldman Fristoe.
It's a really easy test to administer.
And one little thing that I like to say
to kids who are a little resistant to get them going
is I say, oh my goodness, I'm going
to look at how incredibly smart you are.
So we are going to look at pictures,
and you're going to show off how so totally smart you are.
So while this works with little bitty kids,
I obviously do not recommend doing this with older kids
or with your adult clients.
But that's just one little trick I've learned with my little peds
that if you ask them to show you how smart they are,
they generally are more prone to get involved and start
naming off pictures.
Hopefully, that helps.
Let me know if you have any questions.