![]() #SOUND REFERENCE DV 100 FULL#Although the ICS has proven very useful as a descriptive index of intelligibility,Īge-based normative expectations for ICS scores across a full range of ages have notīeen established thus, the ICS cannot be used to identify definitively whether aĬhild's intelligibility is age appropriate. Point on a 5-point scale (i.e., mean ICS score for typical children between 48 andĥ4 months was 4.3 mean ICS score for typical children between 54 and 59 months wasĤ.4). However, effect sizes were very small, with age groups separated by one tenth of a (2015) found that the oldest children had significantly better ICS scores than younger children. Study examining children between 4 and 5.5 years, McLeod et al. Notable finding from research on the ICS, however, is that parents tend to rate theirĬhild's intelligibility as highest for themselves and lowest for strangers. However, normativeĭata for the ICS are limited, covering only a narrow age range (4–5.5 years). The Intelligibility in Context Scale (ICS McLeod et al., 2015) is widely used clinically and has been translated to many languages. (2012, 2015) developed a seven-item parent report measure to characterize intelligibility in contextįor children. Therefore, the extent to whichĬhildren objectively reach 50%, 75%, and 100% intelligibility by the ages of 22, 37,Īnd 47 months is unknown. Intelligibility data obtained directly from children. However, these findings were not examined relative to empirically measured (b) 75% intelligible by 37 months of age, and (c) nearly 100% intelligible by 47 months Of parents felt that their children were (a) 50% intelligible by 22 months of age, Results indicated that, for children between 12 months and 5 years, the majority Of their child's speech they believed a stranger would be able to understand ( Coplan & Gleason, 1988). Typical children were identified using categorical ratings by parents of how much In the case of speech intelligibility, the most widely referenced standards for Of developmental milestones are widely used, a common criticism of such measures isĪ lack of normative data upon which milestones are based ( Sheldrick et al., 2019). Whereas parent report–based tools for characterizing acquisition Current standards for speech intelligibility development are based on parent To identify children who fall outside the range of typical expectations for theirĪge. Speech are not, however, available at the present time, thus limiting our ability Accurate and early identification of children with speech intelligibility thatįalls outside the range of age-based typical expectations is critical to ensure thatĬhildren receive intervention to improve intelligibility.Ĭomprehensive, objective, empirically derived milestones for acquisition of intelligible Participation, educational engagement and achievement, and quality of life ( Dickinson et al., 2007 Fauconnier et al., 2009). Of the cause, speech intelligibility deficits can have a negative impact on social Have developmental speech sound disorders ( Bishop, 2010), and many may experience reduced speech intelligibility as a result. Even without other risk factors, about 10% of children Syndromes), or hearing impairment (including children with cochlear implants or otherĪssistive hearing devices). Range of neurodevelopmental disorders, genetic syndromes (e.g., Down syndrome, craniofacial Many children are at risk for intelligibility deficits, including those with a wide ![]()
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