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Question For 3031 Assignment - CT

This document contains responses to 17 questions about the requirements and expectations for an assignment on phonological assessment and analysis. Key points addressed include: - Either one or two tables can be used for the phonemic inventory - Consider the reader's perspective for marking correct/incorrect productions - Separating or combining initial/final consonant PCC calculations are both acceptable - A variety of literature should be cited beyond just the PMA table - Compare the child's system and discuss severity in relation to norms or other factors - White cells only vs all cells for PCC/severity calculations were discussed in multiple lectures - Severity rating should not solely be based on occurrence rates - Evidence-based means conclusions are

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24 views

Question For 3031 Assignment - CT

This document contains responses to 17 questions about the requirements and expectations for an assignment on phonological assessment and analysis. Key points addressed include: - Either one or two tables can be used for the phonemic inventory - Consider the reader's perspective for marking correct/incorrect productions - Separating or combining initial/final consonant PCC calculations are both acceptable - A variety of literature should be cited beyond just the PMA table - Compare the child's system and discuss severity in relation to norms or other factors - White cells only vs all cells for PCC/severity calculations were discussed in multiple lectures - Severity rating should not solely be based on occurrence rates - Evidence-based means conclusions are

Uploaded by

Sarah Suen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1. Is there a sample of cover sheet for the assignment?

>>>>> No

2. For the phonemic inventory, do we need to separate two tables for syllable initial and
final or just one table including both will be fine?
>>>>> Either will be fine.

3. For the phonemic inventory, do we need to mark both the correct and wrong production
like the picture below or only mark the correct one?
>>>>> Think from a reader’s perspective. Your answer represents the one you consider
the most appropriate.

4. Regarding the PCC and severity rating part, do we need to calculate the PCC for initial
consonant and final consonant respectively or just the PCC as a whole in HKCAT result
(including both initial consonant errors and final consonant errors)?
>>>>> You can separate. Include your assumptions clearly.

5. According to the rubric, a range of literature should be cited for the PMA table part, but
what kind of literature is expected to be cited except for the table?
>>>>> Adequate reference related.

6. Regarding ranking severity of phonological process, what standard should we use when
ranking their severity? Is it their occurrence rate in the HKCAT result (white cells only) or
is there other standards?
>>>>> Compare among the child’s system first – to see which one more pervasive.
Then discuss why u think the child’s not serious or serious in relation to the norm or
other factors (e.g., language feature)

7. What is the difference between using the white cells only and using all of the cells to
calculate the PCC and severity rating? Which of them are more preferred?
>>>>> I am sure I mentioned more than 5 times in the lecture. Pls ask around

8. Should the severity rating be based on the occurrence rate in the HKCAT result?
>>>>> Again, it has been discussed in the lectures and in the lecture notes.

9. How should we evaluate whether the assessments are evidence-based?


>>>>> Evidence-based means based on the best available evidence to draw a
conclusion.

10. I noticed that for the HKCAT, the syllable-final consonants for item 12 and item 28 were
not recorded. Is it ok if I regard them as correct?
>>>>> Pls assume they are correct.

11. Regarding phonological processes, if the error includes more than one process, e.g., ts → k is
both stopping and backing, do we have to indicate both processes or just include either one?
>>>>> you can do both, depending on what you want to characterize (Consider the rest
of the errors)
12. /j/ was pronounced as [w] and [l] respectively, should it be considered as an inconsistent
error? Yet, the assessment report mentioned that all errors were consistent.
>>>>> This happens very often in reality. The variation s possible. Here consistent can
also mean upon different trials.

13. For some processes that are regarded as sound changes (e.g. /ng/ -> [n] and /n/ -> [l]),
do we include them or not for calculation of the % occurrence of their corresponding
processes?
>>>>> They are considered as deviate from the standard production. It needs to be
considered in calculation but whether it needs clinical attention is a separate issue.

14. If the child can use a certain sound (e.g. /n/) correctly in all situations of HKCAT except
those undergoing sound changes (e.g. /n/ -> [l]), do we still categorize that sound as a
phonetic inventory?
>>>>> Not sure what you mean.

15. How do we know if there is a need to do assessments that examine the child’s
phonological processing? (e.g. nonword repetition test for testing phonological memory,
tests of phonological awareness) or is it necessary for all children with suspected SSD?
>>>>> all assessments should have a purpose. Even for those so-called automatic
indicators also have a rationale (e.g., stimulability test tells u how ready the child can say
a sound and it is essential in your management planning). Think about what is the
rationale of doing these metalinguistic tests before you conduct.
16. It comes to my concern that point 28 spacing, which is more than Double-spacing (point
24), may not leave much space for our content. We usually use 1.5X spacing for SHSC
course assignment.
>>>>> Use point 28 spacing which is the standard manuscript format in APA.
17. Should we follow the table below to determine whether the alveolarization of /ng/ -> [n] is
counted as error?
>>>>> why and why not?

18. According to rubric, we need to write the decision on disorder type, however, the
guideline just asks us to judge the therapy targets. Which one should we follow?

>>>>> I am not sure what you are asking here. Item 3 is related.

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