Concurrent validity between two sound sequencing tasks used to identify childhood apraxia of speech in school-age children

Jonathan L. Preston, Nina R. Benway, Megan C. Leece, Nicole F. Caballero

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: To assess the concurrent validity of two tasks used to inform diagnosis of childhood apraxia of speech (CAS), this study evaluated the agreement between the Syllable Repetition Task (SRT) and the Maximum Repetition Rate of Trisyllables (MRR-Tri). Method: A retrospective analysis was conducted with 80 children 7–16 years of age who were referred for treatment studies. All children had a speech sound disorder, and all completed both the SRT and the MRR-Tri. On each task, children were classified as meeting or not meeting the tool’s threshold for CAS based on the sound sequencing errors demonstrated. Results: The two tasks were in agreement for 47 participants (59% of the sample); both tasks classified 13 children as meeting the threshold for CAS and 34 children as not meeting the threshold for CAS. However, the two tasks disagreed on CAS classification for 33 children (41% of the sample). Overall, the MRR-Tri identified more children as having sound sequencing errors indicative of CAS (n = 39) than did the SRT (n = 20). Conclusions: These two tasks of sound sequencing differ in the children they identify with CAS, possibly due to aspects of the underlying task requirements (e.g., time pressure). The SRT and the MRR-Tri should not be used in isolation to identify CAS but may be useful as part of a balanced CAS assessment battery that includes additional tasks that inform the nature of the impairment and that aid treatment planning.

Original languageEnglish (US)
Pages (from-to)1580-1588
Number of pages9
JournalAmerican journal of speech-language pathology
Volume30
Issue number3s
DOIs
StatePublished - 2021

ASJC Scopus subject areas

  • Otorhinolaryngology
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Speech and Hearing

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