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.