Intelligibility Assessment in Developmental Phonological Disorders
Fifteen caregivers each glossed a simultaneously videotaped and audiotaped sample of their child with speech delay engaged in conversation with a clinician. One of the authors generated a reference gloss for each sample, aided by (a) prior knowledge of the child’s speech-language status and error patterns, (b) glosses from the child’s clinician and the child’s caregiver, (c) unlimited replays of the taped sample, and (d) the information gained from completing a narrow phonetic transcription of the sample. Caregivers glossed an average of 78 of the utterances and 81 of the words. A comparison of their glosses to the reference glosses suggested that they accurately understood an average of 58 of the utterances and 73 of the words. Discussion considers the implications of such findings for methodological and theoretical issues underlying children’s moment-to-moment intelligibility breakdowns during speech-language processing.