Goldman-Fristoe Test of Articulation, Second Edition

Goldman, Ron; Fristoe, Macalyne

doi:10.1037/t15098-000

Cited by 726 publications

(966 citation statements)

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“…The 'general language' factor included 7 of the 9 measures, tapping expressive semantics (MSCA Word Knowledge, MSCA Verbal Fluency (McCarthy, 1972), Bus Story Test (Renfrew, 1997a); expressive syntax (Action Picture Test grammar score (Renfrew, 1997b)), receptive syntax (BAS verbal comprehension subtest (Elliot, Smith, & McCulloch, 1996)), verbal memory (MSCA Verbal Memory Words and Sentences (McCarthy, 1972)), and receptive phonology (Phonological Awareness task (Viding et al, 2003)). The 'speech' factor included the remaining two measures in the battery, a test of articulation and a test of phonological memory (Sounds-in-Words Subtest (Goldman & Fristoe, 1986), and the Children's Test of Nonword Repetition (Gathercole & Baddeley, 1996)). This broad grouping, whereby there is a clear differentiation between measures of language versus speech but relatively little differentiation within these domains, is consistent with other reports in the literature (Tomblin & Zhang, 1999;Tomblin, Zhang, Weiss, Catts & Ellis Weismer, 2003).…”

Section: Speech and Language: Etiology Of The Relationshipmentioning

confidence: 99%

Genetic and environmental influences on early speech, language and literacy development

Hayiou‐Thomas

2008

Journal of Communication Disorders

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The genetic and environmental etiology of speech and broader language skills was examined in terms of their concurrent relationships in young children; their longitudinal association with reading; and the role they play in defining the 'heritable phenotype' for specific language impairment (SLI). The work was based on a large sample of 4½-year-old twins, who were assessed at home on a broad range of speech and language measures as part of the Twins Early Development Study. We found that genetic factors strongly influence variation in young children's speech in typical development as well as in SLI, and that these genetic factors also account for much of the relationship between early speech and later reading. In contrast, shared environmental factors play a more dominant role for broader language skills, and in relating these skills to later reading; isolated impairments in language as opposed to speech appear to have largely environmental origins.Learning Outcomes-1) Readers will be able to discuss some of the ways in which behavioural genetic methods can make a useful contribution to the field of communication disorders. 2) Readers will be able to compare the genetic and environmental contributions to general language versus speech skills in young children. 3) Readers will be able to describe the likely relationship between early speech and language and later reading development, in terms of shared genetic and environmental resources. 4) Readers will be able to discuss how different ascertainment methods for clinical samples may lead to very different understandings of the nature of a disorder such as specific language impairment. Keywords etiology; genes; environment; speech; language; reading; SLI The current paper explores the relationship between speech and language skills in young children, using a behavioural genetics approach. I will illustrate this theme using three recently completed studies: the first examines the nature of the relationship between speech and language in terms of the shared genetic and environmental factors that influence them; the second looks at the extent to which genes and environments that are important for speech and language skills in preschool also have long term impact on children's reading; and the third study considers how a differentiation between speech and broader language skills may be useful for clarifying the 'heritable phenotype' in specific language impairment. Background on TEDS and the twin method

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Section: Speech and Language: Etiology Of The Relationshipmentioning

confidence: 99%

Genetic and environmental influences on early speech, language and literacy development

Hayiou‐Thomas

2008

Journal of Communication Disorders

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“…Only participants showing a severely restricted phonemic repertoire, including errors of sound class, place and manner of production, voicing, and vowel errors met screening criteria for the diagnosis. Evidence for restriction in phonemic production included a score below the fifth percentile on the Goldman-Fristoe Test of Articulation (GFTA; Goldman & Fristoe, 1986), the presence of at least three phonological processing errors in the moderate to severe range, and an overall rating of 4 (severe) on the Khan-Lewis Phonological Analysis (KLPA; Khan & Lewis, 1986). Screening eliminated 11 children from the sample, including all of the 9 children over 6 years of age and 2 of the younger children.…”

Section: Probands With Casmentioning

confidence: 99%

“…They had a moderate to severe expressive speech-sound disorder as defined by (a) a score of 1 S.D. or greater below the mean on the Goldman-Fristoe Test of Articulation-Sounds in Words Subtest (GFTA; Goldman & Fristoe, 1986) prior to enrollment in speech-language therapy, and (b) commission of at least three phonological error types as identified by the KhanLewis Phonological Analysis (Khan & Lewis, 1986). Additionally, the Oral and Speech Motor Control Protocol (Robbins & Klee, 1987) confirmed a normal peripheral speech mechanism.…”

Section: Probands With Speech-sound Disordersmentioning

confidence: 99%

Family pedigrees of children with suspected childhood apraxia of speech

Lewis

Freebairn

Hansen

et al. 2004

Journal of Communication Disorders

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Forty-two children (29 boys and 13 girls), ages 3-10 years, were referred from the caseloads of clinical speech-language pathologists for suspected childhood apraxia of speech (CAS). According to results from tests of speech and oral motor skills, 22 children met criteria for CAS, including a severely limited consonant and vowel repertoire, difficulty sequencing syllables, and inconsistent and unusual errors. Family pedigrees for these children were constructed through parent interviews and direct testing of nuclear family members. Familial aggregation for speech-sound and language disorders was demonstrated with 86% reporting at least one nuclear family member affected. Based on parent report, 13 of the 22 children (59%) had at least one affected parent. However, CAS was evident in only two siblings of probands with CAS and two probands with other speech-sound disorders. Based on testing, overall affection rates of speech-sound/language disorders were higher in families of children with CAS than in families of children with other speech-sound disorders.Mothers of children with CAS demonstrated a higher affection rate than mothers of children with other speech-sound disorders. A sex-related threshold model of transmission was also supported with brothers more often affected than sisters for male probands only. If our inclusionary criteria for CAS are valid, these findings support a general verbal trait deficit hypothesis. Learning outcomes: (1) As a result of this activity, the participant will understand potential familial risk factors for CAS; (2) will differentiate aggregation for speech-sound and language disorders in families with CAS from families of children who have other speech-sound disorders; (3) will

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“…However, where sounds are sampled in sentences, either limited or no normative data are provided (Dodd, Hua, Crosbie, Holm & Ozanne, 2006;Goldman & Fristoe, 2000) or samples are obtained through imitation rather than spontaneous production (Lowe, 2000;Secord, Donohue & Johnson, 2002).…”

Section: Introductionmentioning

confidence: 99%