Oral Motor Structure & 1 2 3 4 Function: Oral Structures appear normal Minimal difficulties in oral Frequent difficulties in Consistent difficulties in E.g., Examination of Oral and adequate for speech motor and/or sequencing do timing, sequencing and/or timing, sequencing and/or Periphery Mechanism production not interfere with speech coordination of speed coordination are evident. Worksheet; Structures of Oral production. sound/s are evident Additional neuromotor and/or Motor & Function assessment structural deficits may be present. Intelligibility: 1 2 3 4 E.g., Assessing Intelligibility Intelligibility is Within Normal Speech is intelligible (judged Speech is frequently Speech is consistently Worksheet Limits (95 – 100%) to be 85 – 94%) even when unintelligible (judged to be unintelligible (judged to be listener and /or context is 65 – 84%) when listener below 65%) when listener unfamiliar and/or context is unfamiliar and/or context is familiar. Consistency, Stimulability 1 2 3 4 and Self-correction: Consistent sound patterns. Minor inconsistencies in sound Frequent inconsistencies in Consistent error patterns. Judgments are based on the production. sound production. student’s performance as compared to Stimulable for all sounds within Stimulable for error sound/s in Limited stimulability for error Not stimulable for error expectations. the developmental norms. at least one context within the sound/s within the sound/s within the developmental norms. developmental norms. developmental norms. E.g., Stimulability Worksheet or Informal Articulation Matrix. Frequent self‐corrections Ability to self‐correct is No self‐corrections noted. noted. inconsistent. Adverse Effect on 1 4 6 8 Educational Performance: Check data gathering tool used: Speech is adequate for the Speech sound/s are developing. Speech error/s frequently Speech error/s consistently __ Questionnaire student’s participation in Speech errors minimally impact impact student’s participation impact student’s participation __ Checklist(s) educational settings. the student’s participation in in educational settings. in educational settings. __ Observations educational settings. __Interview Use Standardized Form
Oral Motor Structure & Function: E.g., Examination of Oral Periphery Mechanism Worksheet; Structures of Oral Motor & Function assessment 1 Oral Structures appear normal and adequate for speech production 2 Minimal difficulties in oral motor and/or sequencing do not interfere with speech production. 3 Frequent difficulties in timing, sequencing and/or coordination of speed sound/s are evident 4 Consistent difficulties in timing, sequencing and/or coordination are evident. Additional neuromotor and/or structural deficits may be present. Intelligibility: E.g., Assessing Intelligibility Worksheet 1 Intelligibility is Within Normal Limits (95 – 100%) 2 Speech is intelligible (judged to be 85 – 94%) even when listener and /or context is unfamiliar 3 Speech is frequently unintelligible (judged to be 65 – 84%) when listener and/or context is unfamiliar 4 Speech is consistently unintelligible (judged to be below 65%) when listener and/or context is familiar. Consistency, Stimulability and Self-correction: Judgments are based on the student’s performance as compared to expectations. E.g., Stimulability Worksheet or Informal Articulation Matrix. 1 Consistent sound patterns. Stimulable for all sounds within the developmental norms. 2 Minor inconsistencies in sound production. Stimulable for error sound/s in at least one context within the developmental norms. Frequent self‐corrections noted. 3 Frequent inconsistencies in sound production. Limited stimulability for error sound/s within the developmental norms. Ability to self‐correct is inconsistent. 4 Consistent error patterns. Not stimulable for error sound/s within the developmental norms. No self‐corrections noted. Adverse Effect on Educational Performance: Check data gathering tool used: __ Questionnaire __ Checklist(s) __ Observations __Interview Use Standardized Form 1 Speech is adequate for the student’s participation in educational settings. 4 Speech sound/s are developing. Speech errors minimally impact the student’s participation in educational settings. 6 Speech error/s frequently impact student’s participation in educational settings. 8 Speech error/s consistently impact student’s participation in educational settings.
GSSD-Speech-Sound-Severity-Rating-Scale.docx