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Real-Time Analysis of Speech Fluency, Study Guides, Projects, Research of Pathology

University of Wisconsin (UW) - La CrossePathology

Provide a measure of the frequency of various types of disfluency occurring in a speech sample.

Typology: Study Guides, Projects, Research

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Real-Time Analysis of Speech Fluency
(Yaruss, Journal of Speech-language Pathology, 1998)
· Diagnostic assessment typically looks at frequency of disfluency, duration, types, and
severity of disfluency of disfluency in spontaneous speech. Diagnosis also includes
potential interactions between fluency and speech/language development and oral-
motor skills. Also the client's reaction to stuttering and attitudes about speaking.
· The two most fundamental measures include frequency of disfluency and types of
disfluency.
· Thorough evaluation is important for planning treatment.
Purpose of
Real- Time Analysis
· Provide a measure of the frequency of various types of disfluency occurring in a
speech sample.
· Does not require a transcription.
· Quick and easy to perform.
· Provides information important to clinical decision-making.
· Flexible by allowing
the clinician to select syllable or word measurement; the
behaviors measured (types of disfluency vs. stuttering); and sample size. Other
measures such as duration and number of iterations can also be measured.
· Transcribed analysis is time consuming and Real-Time Analysis can be done more
frequently, thus is a better tool for session-to-session documentation.
Procedures for Conducting Real-Time Analysis
· Basic procedure involves observing a speech sample and counting fluent and disfluent
words (either video tape, audio tape or in person).
· Step 1: Observe the client speaking for a few minutes to become familiar with the
general speaking style and pattern of disfluencies in the speech.
· Step 2: Begin coding
speech with a dot (.) or a dash (-) for
fluent words and an (x) or
coding symbol for a disfluent word.
Coding Symbols: R = repetitions rv = revision
P = prolongations F = filler/starter
B = blocks p = long pause
pf3
pf4
pf5
pf8

Partial preview of the text

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Real-Time Analysis^ of^ Speech Fluency

(Yaruss, Journal of^ Speech-language Pathology, 1998)

· Diagnostic assessment typically looks at frequency of disfluency, duration, types, and

severity of^ disfluency^ of^ disfluency^ in^ spontaneous speech. Diagnosis also includes

potential interactions between fluency and speech/language development and oral-

· motor^ skills.^ Also^ the^ client's^ reaction^ to^ stuttering^ and^ attitudes^ about^ speaking.

The two most fundamental measures include frequency of disfluency and types of

· disfluency.

Thorough evaluation is^ important for planning treatment.

Purpose of Real-^ Time^ Analysis

· Provide a measure of the frequency of various types of disfluency occurring in a

speech sample.

· Does not require a transcription.

· Quick and easy to perform.

· Provides information important to clinical decision-making.

· Flexible by allowing the clinician to select syllable or word measurement; the

behaviors measured (types of disfluency vs. stuttering); and sample size. Other

· measures^ such^ as^ duration^ and^ number^ of^ iterations^ can^ also^ be^ measured.

Transcribed analysis is^ time consuming and Real-Time Analysis can be done more

frequently, thus^ is^ a^ better tool^ for session-to-session documentation.

Procedures (^) for Conducting Real-Time Analysis

· Basic procedure involves observing a speech sample and counting fluent and disfluent

words (either^ video tape, audio^ tape or in^ person).

· Step 1: Observe the client speaking for a few minutes to become familiar with the

general speaking style and^ pattern of^ disfluencies^ in^ the speech.

· (^) Step 2: (^) Begin (^) coding speech with a (^) dot (.) (^) or a (^) dash (-) (^) for fluent (^) words and (^) an (x) (^) or

coding symbol for a^ disfluent word.

Coding Symbols: R^ =^ repetitions rv =^ revision

P = prolongations F = filler/starter

B = blocks p = long pause

· Representative Sample. Do not worry about missing words or maintaining pace with the

speaker. Focus^ on^ obtaining^ a^ representative sample.

· Disfluency Count Sheet: word count or syllable count-most differentiate between less typical

and (^) more typical disfluencies.

. (^) Specific Considerations:

.multiple iterations^ of^ a^ single^ disfluency - mark with^ type of disfluency &^ number

.disfluencies involving several words (not always a^ correlation between number of

disfluencies and (^) words)

.multiple disfluency types on a^ single word or phrase; options include selecting the

most severe type^ of^ disfluency,^ entering a^ code for each type of disfluency, or develop

a code for disfluency combinations.

. formulaic utterances/lexicalized phrases

.repetitions that^ are^ not disfluencies

.toy noises .unintelligible (^) utterances .non-representative samples

.additional markings: vertical slash^ for utterance breaks, superscripts for number of

iterations, heavy dots for the presence of visible or audible tension.

. Intrajudge agreement is important.

Yaruss,l.S. (1998),^ "Real-Time^ Analysis^ of^ Speech^ Fluency: Procedures^ and^ Reliability Training." A1SLP,

Vol. 7, No.@, pp25-37.

Yaruss, 1.5., Max, M., Newman, R. and Cambell, 1.H. (1998). "Comparing Real-Time and Transcript-

Based Techniques For Measuring Stuttering", lournal of Fluency Disorders, 23, pp. 137-151.

COUNTING DISFLUENCIES

Bloom &^ Cooperman 1999

  1. (^) Repetitions of sounds, syllables, or words are counted as (^) one disfluent (^) word regardless of the (^) number of iterations. 2.3. ProlongationsBlocks (^) on a (^) word^ of^ soundsare counted^ are^ counted as (^) one^ asdisfluent^ one^ disfluent (^) word regardlessword. of the durations of the block.
  2. Unnaturallyattention to^ longitself.^ pauses^ are^ counted^ as^ one^ disfluent^ word.^ This^ is^ a^ judgment/the^ pause^ should^ call 5.6. RevisionsIn (^) reading;^ are the^ counted omission,^ as onemodification, disfluent word.or addition of a (^) word or words is (^) counted as (^) one disfluent

7. Fillers^ and^ starters^ are^ counted^ as^ disfluent^ words. If^ the client uses^ several fillers (um, uh, etc.) priorword. to

saying the next (^) word, these are all^ counted as^ one disfluent^ word. Theat various method points of counting in the (^) treatmentstuttered words/minutesession by taking is^ recommended 1 as this^ allows the clinician to obtain (^) samples

or 2-minute^ samples.^ Counting^ the^ number of^ total

words in a^ sample divided by the^ number of disfluent words is^ also acceptable protocol.

CODE: RP^ == Repetition prolongation B = (^) block

Name:

(-) =^ long pause Examiner: (x) =^ revision _____________ F = (^) filler/starter Age: _____ Date:________

FLUENCY FRIDAY (^) PLUS: 300 Syllable (^) Speaking Analysis Form Student:

Age: ____________________

Date ____________________of Sample:

Speaking Condition:_________________ play monologue,

____

conversation,

Communication Partner: clinician parents ____

____

peers,

Was the student asked to use a fluency strategy prior to the sample? Yes____ or No

Instructions:

· Use calculator to count 300 syllables (1+1 =, then press = after that for each syllable)

· (^) Do (^) not count stutters as part of (^) your syllables · (^) Use clicker/mark on (^) paper to (^) count stutters

· Divide # of stutters by 300 syllables (ie: 16 stutters/300 syllables = .053333)

· Multiply answer x 100 (ie: .053333 x 100 = 5.333%)

· Obtain percentage of stuttered syllables (ie: 5.3%)

Sample 1:

______

%. Sample 2:

______

% Sample 3:

______

%.

Types of stutters used: (mark with Xl

___

Word (^) repetitions 3x (^) or more and rapid

___

Interjections used as starters

____

Syllable repetitions

____

Sound (^) repetitions

____

Prolongations

____

Blocks

____

Multi-components of these

Further description of stuttering: (visible^ tension, pitch rise, 2ndary behaviors)

Normative Fluency Data

Hugo Gregory: SDA^ (Systematic Disfluency Analysis)(see reference)

Less Typical Types More T'Vli1li(': 1 Types

(LIT) (MIT)

Normal <2% >^ 10% None

Borderline 2%^ -^ 3% or> 10% of both Infrequent signs of tension

More typical audible/visible (^) types of (^) disfluencies (^) (fillers, interjections, (^) etc.)

Mild 3%^ -^ 8%^ 10% - 15%

Signs of visible audible tension; multiple stutters occurring

Moderate 8%-15%^ Greater#'s More severe stuttering;

audible/visible (^) tension

Severe 12%^ or more Significantly high Significant tension

Normal Speakers

o 2 or less stutters in 100 syllables or 2 or less stutters in a minute sample is normal.

o (^) These (^) are Less (^) Typical Type (LIT): (^) sound/syllable/whole (^) word repetitions} blocks} and prolongations Or (^) ........

o 8 or less disfluencies in 100 syllables = normal

o This includes the More Typical Types (MIT): interjections} revisions} phrase/word repetitions

Fluency Severity^ Rating^ Scale:^ Bruce^ Ryan

Use method A^ for both^ parts^ I^ and^ liar^ use^ method^ B^ for^ both^ parts^ I^ and^ II.

Mild(1)^ Mild-Mod.(2)^ Moderate(3)^ Moderate-(4)^ Severe(5)

Severe.

I.of (a)Frequency Blocks:

Includeprolongations 2-5% 6-10%^ 11-18%^ 19-24%^ 25%^ or^ more & (^) repetitions (b) (^) Stutteredor wordsminute per * * .6-5^ 6-10^ 11+

Il,- Average (a)^ Duration of3 Up to 1 sec. 2-4 sees. 5-9 sees. 10-15 sees. 16 sees. or

longest blocks more

(b)or Total

Wordsper minute spoken 90-99^ 70-89^69 III.Characteristics: Secondary Not noticed (^) by Distracts from Displays moves.,Sounds, facialhead^ average^ person^ contentcommunication^ of^ obvious/secondaries.^ severe grimaces, etc.

Recommended Procedure: Tape record speech samples of^200 words^ minimum^ for^ baseline.^ Tally^ frequency^ of blocks (^) to compute percentage. Average 3 longest blocks^ to determine^ duration.