Which Speech Sound Norms Are Used in U.S. Public Schools? A Retrospective Survey Analysis

Abstract

Normative data concerning speech sound acquisition are widely and heavily used in the United States to determine eligibility for services. Normative studies differ in the age and geographic location of participants, which can limit applicability across the United States. In 2016, we queried school-based speech-language pathologists (SLPs) in the United States using a web-based survey to determine which speech sound norms are used. Nine regions from the U.S. census were represented. The Iowa–Nebraska norms were most commonly reported. However, many SLPs were unable to name the source of the data that they used. More than 60% of the sample indicated that they referred to one source of normative data. Results of a logistic regression indicated that region of the United States predicted if SLPs used one or multiple sources. Specifically, SLPs in the West North Central region of the United States (which includes Iowa and Nebraska) were more likely to use only one source of data, the Iowa–Nebraska norms. We recommend that speech sound norms are less heavily relied upon for eligibility decisions, particularly due to the substantial variations in culture and dialect throughout the various regions of the United States.

Keywords

speech sound acquisition - speech sound disorders - eligibility - school-based practice

Disclosures

No relevant financial or nonfinancial relationships exist for either author.

Publikationsverlauf

Artikel online veröffentlicht:
02. November 2021

• References

• 1 The Informed SLP. That one time a journal article on speech sound norms broke the SLP internet. 2018 . Accessed June 28, 2021 at: https://www.theinformedslp.com/how-to/that-one-time-a-journal-article-on-speech-sound-norms-broke-the-slp-internet
• 2 Storkel HL. Using developmental norms for speech sounds as a means of determining treatment eligibility in schools. Perspect ASHA Spec Interest Groups 2019; 4 (01) 67-75
• 3 Sander EK. When are speech sounds learned?. J Speech Hear Disord 1972; 37 (01) 55-63
• 4 Wellman BL, Case IM, Mengert IG, Bradbury DE. Speech Sounds by Young Children. University of Iowa Studies; 1931
• 5 Templin MC. Certain Language Skills in Children: Their Development and Interrelationships. University of Minnesota Press; 1957
• 6 Prather EM, Hedrick DL. Articulation development in children aged two to four years. J Speech Hear Disord 1975; 40 (02) 179-191
• 7 Smit AB, Hand L, Freilinger JJ, Bernthal JE, Bird A. The Iowa Articulation Norms Project and its Nebraska replication. [published correction appears in J Speech Hear Disord 1991; 34(2):446] J Speech Hear Disord 1990; 55 (04) 779-798
• 8 Smit AB. Ages of speech sound acquisition: comparisons and critiques of several normative studies. Lang Speech Hear Serv Sch 1986; 17 (03) 175-186
• 9 Montana Office of Public Instruction. Rule 10.16.3020. Accessed August 30, 2021 at: http://www.mtrules.org/gateway/ruleno.asp?RN=10%2E16%2E3020
• 10 Farquharson K. It might not be “just artic”: The case for the single sound error. Perspect ASHA Spec Interest Groups 2019; 4 (01) 76-84
• 11 McLeod S, Crowe K. Children's consonant acquisition in 27 languages: a cross-linguistic review. Am J Speech Lang Pathol 2018; 27 (04) 1546-1571
• 12 Farquharson K, Boldini L. Variability in interpreting “educational performance” for children with speech sound disorders. Lang Speech Hear Serv Sch 2018; 49 (04) 938-949
• 13 Stewart SR, Weybright G. Articulation norms used by practicing speech-language pathologists in Oregon: results of a survey. J Speech Hear Disord 1980; 45 (01) 103-111
• 14 Farquharson K, Tambyraja SR. Describing how school-based SLPs determine eligibility for children with speech sound disorders. Semin Speech Lang 2019; 40 (02) 105-112
• 15 Crowe K, McLeod S. Children's English consonant acquisition in the United States: a review. Am J Speech Lang Pathol 2020; 29 (04) 2155-2169
• 16 Campbell TF, Dollaghan C, Janosky JE, Adelson PD. A performance curve for assessing change in Percentage of Consonants Correct Revised (PCC-R). [published correction appears in J Speech Lang Hear Res 2008;51(1):301] J Speech Lang Hear Res 2007; 50 (04) 1110-1119
• 17 Shriberg LD. Four new speech and prosody-voice measures for genetics research and other studies in developmental phonological disorders. J Speech Hear Res 1993; 36 (01) 105-140
• 18 MacLeod AA, Laukys K, Rvachew S. The impact of bilingual language learning on whole-word complexity and segmental accuracy among children aged 18 and 36 months. Int J Speech Lang Pathol 2011; 13 (06) 490-499
• 19 Morrow A, Goldstein BA, Gilhool A, Paradis J. Phonological skills in English language learners. Lang Speech Hear Serv Sch 2014; 45 (01) 26-39
• 20 Burrows L, Goldstein BA. Whole word measures in bilingual children with speech sound disorders. Clin Linguist Phon 2010; 24 (4-5): 357-368