Table 1. Eligibility criteria from Stages 1, 2 and 3 for inclusion in stage 4 (intervention/control) of the Sound Start Study Stage Skill Criteria Assessment tool Informant Stage 1: Screening for eligibility Speech talking and making Parent Evaluation of Parent “Difficulty by parents/teacher speech sounds” (yes or Developmental Status (PEDS, and/or a little concerned) Glascoe, 2000) teacher Speech Speech not to family Parent questionnairea Parent and/or others and/or teacher Medical and Reported no persistent hearing Parent questionnairea Parent developmental loss, lip/palate or and/or history developmental delay teacher English language English language skills had to Parent questionnaire Parent use be equivalent to or better than skills in the other language Stage 2: Assessed for eligibility Speech Percentage of consonants Diagnostic Evaluation of Direct following direct screening correct (PCC) standard score Articulation and Phonology assessment ≤6 – assessment by SLP (i.e., greater than one standard Phonology subtest (DEAP, deviation below the mean) Dodd et al., 2002) Had a phonological pattern that could be treated by PFSS Nonverbal Year 1: Nonverbal Score Primary Test of Nonverbal Direct intelligence >79 (%ile rank of >8). Year Intelligence Ehrler & assessment NVI >70 (%ile rank of >2). McGhee, 2008); 3: Assessed for eligibility Receptive Receptive vocabulary score less Peabody Picture Vocabulary Direct following direct comprehensive vocabulary than 2 SD below the mean Test - Fourth Edition assessment assessment by SLP Dunn & Dunn, 2007) Hearing Passed hearing screening of all Pure-tone audiometry (500, Direct frequencies at 40dB during 1000, 2000, 4000 Hz) at 40dB assessment Stage 2 or Stage 3
Table 1. Eligibility criteria from Stages 1, 2 and 3 for inclusion in stage 4 (intervention/control) of the Sound Start Study Stage Skill Criteria Assessment tool Informant Stage 1: Screening for eligibility by parents/teacher Speech “Difficulty talking and making speech sounds” (yes or a little concerned) Parent Evaluation of Developmental Status (PEDS, Glascoe, 2000) Parent and/or teacher Speech Speech not to family and/or others Parent questionnairea Parent and/or teacher Medical and developmental history Reported no persistent hearing loss, lip/palate or developmental delay Parent questionnairea Parent and/or teacher English language use English language skills had to be equivalent to or better than skills in the other language Parent questionnaire Parent Stage 2: Assessed for eligibility following direct screening assessment by SLP Speech Percentage of consonants correct (PCC) standard score ≤6 (i.e., greater than one standard deviation below the mean) Had a phonological pattern that could be treated by PFSS Diagnostic Evaluation of Articulation and Phonology – Phonology subtest (DEAP, Dodd et al., 2002) Direct assessment Nonverbal intelligence Year 1: Nonverbal Score >79 (%ile rank of >8). Year NVI >70 (%ile rank of >2). Primary Test of Nonverbal Intelligence Ehrler & McGhee, 2008); Direct assessment 3: Assessed for eligibility following direct comprehensive assessment by SLP Receptive vocabulary Receptive vocabulary score less than 2 SD below the mean Peabody Picture Vocabulary Test - Fourth Edition Dunn & Dunn, 2007) Direct assessment Hearing Passed hearing screening of all frequencies at 40dB during Stage 2 or Stage 3 Pure-tone audiometry (500, 1000, 2000, 4000 Hz) at 40dB Direct assessment