VIDBE-Q Volume 65 Issue 3
For the purposes of this study, the GFTA-2 was modified for use with
children with VI by implementing a delayed imitation technique. The protocol
employed was for the examiner to state the target word aloud, read the alternate
cue given by the GFTA-2 administration guidelines, then ask for the target word.
GFTA-2 guidelines give allowable cues to provide children when the preferred
method of elicitation (spontaneous production) is not achieved on the first attempt.
These cues are provided on the GFTA-2 administration book. For example, the
GFTA-2 allows a child who does not label the picture of a house to be asked,
"Where do people live?" In the present modification, the examiner stated, "A
house is where people live. Where do people live?" This modification provided the
target word but interjected the delay caused by the remainder of the cue words.
The researchers also developed an assessment of speech sound production
that relies primarily on auditory cues, Auditory Assessment of Articulation and
Phonology (AARP). The authors began the assessment development by listing the
phonemes, or speech sounds, utilized in other common speech sound assessments,
primarily the GFTA-2. They then consulted word lists from speech-language
pathology resources for potential word items. There were two primary criterion for
item selection. First, the words needed to be high frequency, common words so
that even young children could recognize and spontaneously produce the word.
Second, the words should be easily linked to an auditory cue. For example, "cat"
