ABSTRACT

Aim: To examine the relationship between subjective parent ratings of intelligibility and objectively measured intelligibility scores for children with cerebral palsy (CP) with differing levels of speech severity.

Method: Fifty children (84–96 months) with CP were classified into groups based on intelligibility scores during a speech elicitation task – high intelligibility (90% or higher), mild-moderate intelligibility reduction (61–89%), and severe intelligibility reduction (60% or lower). Parent ratings of understandability (on a 7-point scale) were compared to intelligibility scores gathered from 100 naïve listeners.

Results: For children with mild-moderate and severe intelligibility reduction, there was a large range of variability in parent ratings. For children with high intelligibility, ratings were consistent with intelligibility scores. There was a range of intelligibility scores within each rating, especially in the middle of the scale.

Conclusions: For children with mild-moderate intelligibility deficits, parent ratings may best be used in conjunction with objective measurement of intelligibility.

摘要

目的: 研究不同语言严重程度的脑瘫 (CP) 儿童的主观可懂度评分与客观测量的可懂度分数之间的关系。

方法: 50 名患有 CP 的儿童（84-96 个月）根据言语启发任务中的可懂度分数进行分组——高可懂度（90% 或更高）、轻度中度可懂度降低（61-89%）和重度可懂度减少（60% 或更低）。将父母对可理解性的评分（7 分制）与从 100 名天真的听众收集的可理解性分数进行比较。

结果：对于轻度中度和重度可懂度降低的儿童，父母的评分存在很大差异。对于可懂度高的儿童，评分与可懂度分数一致。每个等级都有一系列的可懂度分数，尤其是在量表的中间。

结论：对于有轻度中度可理解性缺陷的儿童，家长评级最好与可理解性的客观测量结合使用。