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