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Prosem Lecture: How Well Does the Intelligibility in Context Scale Predict Transcription Intelligibility in Typically Developing Children?
October 3 @ 12:00 pm - 1:00 pm
Jennifer U. Soriano, M.S., CCC-SLP
Doctoral Student & Research Assistant
Wisconsin Intelligibility, Speech, and Communication Laboratory, Waisman Center, UW-Madison
Topic: How Well Does the Intelligibility in Context Scale Predict Transcription Intelligibility in Typically Developing Children?
Speech intelligibility is an important clinical metric for children who are at risk and/or have speech sound disorders. Reduction in speech intelligibility may indicate the need for a comprehensive speech assessment and intervention. Various methods have been developed to measure speech intelligibility, such as orthographic transcription and scaling methods. The Intelligibility in Context Scale (ICS, McLeod et al., 2012) is a widely used clinical tool for measuring speech intelligibility. This questionnaire aims to measure parental perceptions of how well familiar and unfamiliar partners understand a child’s speech during daily communication. Being a rating scale, one of the clinical advantages of the ICS is ease of administration. To date, only three studies have investigated the relationship between ICS scores and orthographic transcription intelligibility scores. These studies focused on children with speech sound disorders. Results varied considerably regarding the strength of the relationship between ICS scores and transcription intelligibility scores (ranging from no statistical relationship to strong correlation), indicating the need for more research in this area. In the current study, we sought to quantify the clinical utility of the ICS at predicting transcription intelligibility of typically developing children and to characterize its use as potential screening tool for speech disorders.
This study was funded by grant R01DC015653 from the National Institute on Deafness and Other Communication Disorders, National Institutes of Health, awarded to Katherine C. Hustad. Support was also provided by a core grant to the Waisman Center, U54 HD090256, from the National Institute of Child Health and Human Development, National Institutes of Health.