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B A P A M A N U A L !
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BILINGUAL ARTICULATION PHONOLOGY ASSESSMENT!Barbara Fernandes, El len Kester, Mary Bauman, Scott Prath!
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A l l r i g h t s r e s e r v e d t o S m a r t y E a r s
2011
Table of Contents!
!Overview! 1!
Uses! 1!
Features! 1!
Areas Assessed by BAPA! 2!
How to use it! 7!
Administration Time! 7!
Adding Users! 7!
Dialectal Influences! 8!
Editing or deleting students! 9!
Initiating an assessment! 10!
Understanding the testing screen! 12!
Playing audio ! 13!
Rotating transcription! 13!
Voice recording button! 13!
Adjusting Settings! 14!
Transition sounds! 15!
Voice Recording Options! 15!
! ! !"i
Written cues! 15!
Evaluator’s name! 15!
Documenting errors on BAPA! 16!
Interpreting Results! 19!
Raw Score! 20!
Position in the word! 20!
Manner of articulation! 21!
c.Voicing features! 21!
d. Word Errors! 22!
Error type! 23!
Multisyllabic words! 23!
Adding notes during test administration! 24!
Sharing Results! 25!
Sharing to The Therapy Report Center ! 25!
E-mailing Results! 25!
Frequently asked questions! 31!
I cannot hear any sound on this application or record voices:! 31!
About the Authors! 32!
Barbara Fernandes M.S; CCC-SLP! 32!
Mary Bauman, M.S; CCC-SLP! 32!
Ellen Stubbe Kester, Ph.D., CCC-SLP! 33!
Scott Prath, M.A., CCC-SLP! 33!
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Support! 34!
! ! !"i i i
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Fernandes, Kester, Bauman, & Prath
Overview!!The Bilingual Articulation and Phonology Assessment (BAPA) was developed for the purpose of assessing the articulatory and phonological abilities of monolingual and bilingual speakers of English and Spanish. Best practices for assessment of speech sound disorders for bilingual children recommends an assessment of all languages spoken by the child. Through assessing both languages, one can more easily rule out or explain second-language influences and can describe errors observed in both languages as well as those errors specific to each language. This evaluation is to be considered as part of a full speech evaluation to include: measures of intelligibility, considerations for second language influence, and considerations for the age of acquisition of each phoneme. The BAPA was developed by Barbara Fernandes, Ellen Kester, Mary Bauman, and Scott Prath, and published by Smarty Ears. The BAPA can be used with individuals of all age groups. The BAPA is compatible with the iPad running iOS 4.0 or above.!
!Uses!
The Bilingual Articulation Phonology Assessment can be used to:!
- Collect information regarding an individual’s articulation skills;!
- Supplement data of a standardized articulation measure;!
-!Provide evidence about the presence or absence of an articulation disorder
-!Examine change in articulation over time!
!!Features!
a.!Ability to enter student information and track progress
b.!Option to cancel testing in the second language prior to completion if client cannot complete!
c.!Opportunity for all phonemes in Spanish and English, including many consonant clusters!
d.!Ability to choose to test in one language, both languages, and decide which language to test first!
e. Ability to produce an audio recording of the student’s productions. Recordings can be made of a single word pro-duction or of the entire evaluation. These speech samples can be reviewed and compared months after they were recorded.
g.!Ability to e-mail test results and voice recording files immediately after administration!
h. Automatically calculates analyses of phonemes based on:!
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a.!Manner of Articulation!
b.!Phoneme !
c.!Position in the word!
d.!Voicing features!
e.!Multisyllabic words!
f. Error Type!
a.!Deletions!
b.!Substitutions!
c.!Distortions!
d. Consonant Cluster Reduction!
e. Sequence Reduction!
f. Initial, Medial, & Final consonant deletion!
g. Assimilation!
h. Stopping!
i. Deafrication!
i.!Administrator’s phonemic display of targets can be rotated to work alongside a student or across from him
j.! Optional automatic positive feedback to student throughout administration (“excellent!”)
k.!Auditory and written support for child can be activated!
i.! A sample recording of targeted word is available as you touch images!
ii.! Written word can be displayed below images
l.!Compatible with iPad running iOS 4.0 or later!
!Areas Assessed by BAPA!
The BAPA aids in obtaining a complete picture of a client’s overall speech sound abilities by assessing and analyzing errors according to both articulation and phonology. An examinee may have difficulties with the movement of the speech mechanisms to produce a sound (articulation), with the understanding and application of the correct phonological rules or patterns for production (phonology), or a combina-tion of both. An understanding of the specific types of errors made by a child will result in an interven-tion plan that can more appropriately target the child’s underlying speech deficiency.!
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!Administration Considerations!
Administration and scoring directions are included in the following portions of this manual. !
!Determining Target Words and Frequency of Sound Occurrence !
When an examinee does not produce /k/ in cama (bed), is it because he cannot produce initial /k/, be-cause he is unfamiliar with the word cama, or because he was distracted when this test item was administered? Was the production error affected by neighboring phonemes in the word? Is it possible that the /k/ would not be affected in other words (e.g. "queso" (cheese))? By probing phonemes more than once in each word position, the BAPA provides more accurate information about sound productions for each phoneme in each position. This gives examinees multiple oppor-tunities to produce a sound without assuming that the sound cannot be produced when tar-geted only once. !
Research on the frequency of phonemes was used to guide which phonemes would be targeted, how many times, and in which word positions. In English, phonemes were targeted at least twice in each position if they were found to be present more than 1.7% of the time in studies that examined the frequency of occurrence of sounds in a language. Eng-lish phonemes were targeted at least once in each position if they were found less often. The only sound that was not addressed was the /ʒ / in azure due to extremely low frequency and limited impact when considering therapeutic targets. In Spanish, all phonemes were targeted at least twice.!
English phonemes targeted twice or more
English phonemes targeted once or more
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Zurinskas, Thomas E., Truespel Book One: Analysis of the Sounds (Phonemes) of USA English, Bloomington: AuthorHouse, 2006, Print.!
!!Spanish Proficiency for BAPA Administration!
A near-native proficiency in both oral and written Spanish is needed to administer the BAPA. Knowledge of the (1) words and the (2) sounds of the language spoken by the child enables an examiner to correctly identify which errors have been produced. When synonyms or dialectal variations are produced during testing (e.g., producing playera for camisa [shirt]), a high level of proficiency in Spanish will enable the ex-aminer to direct the child to produce the target while still validating his or her response. This can also be particularly important for a child with highly unintelligible speech, who may produce the dialectal varia-tion in error. Understanding that the intended word began with an initial /p/ (playera) will prevent the examiner from marking the initial sound as an error of fronting (i.e., /p/ replacing the /k/ for camisa) when /p/ was correct for the intended word. !
!Features of the BAPA!
The Bilingual Articulation and Phonology Assessment evaluates the production of 50 Spanish phonemes and consonant clusters in 109 instances across 49 words. In English, it assesses the production of 64 phonemes and consonant clusters in 150 instances across 58 words. It is the first and only test to account for multiple occurrences of sounds in each position of a word and for production of longer multisyllabic words independently. Additionally, the BAPA provides a method for tabulating phonological and articu-latory productions and will automatically generate a report. Phonemes are tested more than once in order to calculate a percentage of accuracy.!
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/n/ 7.8% in /s/ 6.8% sin /t/ 6.8% tip /l/ 5.4% lift/k/ 4.1% kid /d/ 4.0% did /r/ 3.9% rat/z/ 3.7% zap /p/ 3.3% pub /m/ 3.0% mist/g/ 2.6% good /b/ 1.7% bad /f/ 1.7% fair
/j/ 1.6% yet/ʃ/ 1.2% wish /v/ 1.2% van /w/ 1.2% wag /dʒ͡/ 0.8% just/h/ 0.7% hat/ tʃ͡ / 0.5% chin / θ / 0.3% thin / ð / 0.1% that
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Multisyllabic words are probed independently.!
When a child does not produce the /f/ in teléfono, is it because she cannot produce medial /f/ or because she reduced a syllable from a 4-syllable word? Phoneme analysis in the BAPA is limited to 1- to 3-syllable words to avoid counting a phoneme in error when the difficulty be result from the production of the mul-tisyllabic words rather than the actual phoneme. Instead, multisyllabic productions are elicited indepen-dently in the last five stimuli of the test. The inclusion of 4- and 5-syllable words also provides a way to identify the process of weak syllable deletion.!
!Consonant Clusters are correctly defined to improve therapeutic outcomes.!
Consonants come together in two very different circumstances. When two consonants are combined across syllables (e.g., mos-ca) they can be considered abutting consonants, or a consonant sequence. In con-trast, when two consonants are paired within a syllable it is often considered to be a consonant cluster, or blend (e.g., pri-sa). !
This distinction is critical from an intervention standpoint because blend errors are largely the result of difficulty producing /l/ and /r/ independently or in the cluster position, whereas consonant sequences, or abutting consonants, are more successfully remediated by addressing the individual sound or position (syllable initial, syllable final). The BAPA distinguishes these two types of consonants sequences auto-matically so that they can be addressed successfully in therapy. In addition to providing a frequency of occurrence for blend errors and errors with abutting consonants, the BAPA also provides a collective tabu-lation of cluster reductions within the report.!
!Administration time is decreased while accuracy is increased. !
Items were field tested and chosen based on how many phonemes the word possesses and on their ability to be elicited without prompting from the examiner. This resulted in:!
• being able to test more phonemes from fewer total words!
• increasing the accuracy of the evaluation because the child’s production is not a repetition of the examiner’s model !
• reducing the overall administration time because the interaction time for each stimulus picture was minimal!
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Manual tabulation of a child’s responses was eliminated. !
The examiner records the errors during administration and the BAPA performs all calculations. Results from the evaluation are described according to manner of production, phoneme position, voicing, and
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word-specific errors and are produced in easy-to-read tables. The BAPA simultaneously records and tab-ulates productions in order to give a percentage of accuracy as soon as the administration is completed. !
A report is automatically produced.!
Via email or a print screen, the results of the BAPA administration are immediately available to be includ-ed with the full assessment and written into goals.!
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How to use it!Administration Time!
Administration of the full assessment is from nine to twenty minutes. The administration varies depending on the examinee's attention span, the use of sample recordings for target words, the examiner's familiarity with the BAPA, and the use of the recording feature.!
!!Adding Users!
In order to administer the Bilingual Articulation Phonology Assessment, the speech-language pathologist must first enter the name and the date of birth of student being tested. In order to enter a new student click on the “add student” on the main menu.!
!A pop up screen will allow you to enter student’s name and date of birth. After you enter requested information, click on to save the information.!
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!BAPA allows you to assess:!
1. Monolingual English Speakers!
2. Monolingual Spanish Speakers!
3. Bilingual Spanish/English Speakers!
If you select the Spanish option on the Language pop up, you will only be prompted to assess Spanish skills. If you select the English option, you will be prompted to assess English skills. If you select Both you will be able to assess both Spanish and English Skills. !
Repeat this process for every student to whom you wish to administer the BAPA App.!
!Dialectal Influences!
BAPA allows you to select dialectal influences for individuals who are bilingual. This information will provide de-tails about how the first language may be influencing the production of English sounds.!
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Editing or deleting students!
!It is possible to edit the identifying information of a student by tapping on the “i” button next to the student name ( see below):!
!!By tapping on the information button you can edit the pop up and tap on done. !
If you wish to delete a student just tap on the edit button on the top of the student list. A minus button will appear and you can tap on it to make a delete button display next to the child’s name. !
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Be aware that it is not possible to recover lost data if you accidentally delete a student. !
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Initiating an assessment!
In order to initiate an assessment you first select the student you want to assess. After selecting the student tap on the “new assessment” button located on the right side of the screen. ( see below)!
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If you have selected “ BOTH” as an option for the language of that particular individual being evaluated, you will see a second pop up that will ask which language to assess first. !
!If you have selected either Spanish or English you will be directed to the first assessment page.!
When testing both language, BAPA will stop after the first eight (8) words and ask if the child is performing well enough to continue in the first language. If the child is doing well and you want the continue in the first language, simply press "YES." If the child is not performing well (e.g., does not know enough of the words), simply tap "NO" and the app will move to the second language.!
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Understanding the testing screen!
!!The test screen contains the images that will be used to prompt the verbal response by the child. !
!Above the image you will find the word transcribed phonetically, which you will use to track and mark errors. !
The written word under the image can be removed on the settings on the main menu of the app. See settings chapter for more information.!
If for some reason you wish to pause the assessment, just tap on the home button on the top right corner of the screen. You may choose to resume testing later. The application will remember the exact spot where you stopped the assessment.!
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Playing audio !
Each image contains a pre-recorded audio that can be used as a way to get students to produce the prompt in repeti-tion. Just tap on the image to play the built-in audio recording. You can also tap on the gray play button to produce the audio.!
!!!Rotating transcription!
!It is possible that the the child is across from the table from the examiner. In this case it is possible to rotate the tran-scription to face the examiner while the image faces the person being examined. Tap on the rotate button to have the transcription and pop up facing examiner.!
!!!!!Voice recording button!
!The top left side of the screen contains the voice recorder. The voice recorder allows the examiner to record the voice of the child. Tap on the voice recorder button to start recording. !
There are two ways to record the session, see “voice recording options” section of this manual for more information.!
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!Adjusting Settings!
Users can access the settings of the BAPA App on the main menu, by clicking the settings button on the upper right side of the screen.!
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Transition sounds!
Transition sounds refer to the sounds that are played when the user advances to the next image during the assess-ment. This is a praise audio that can be played or turned off. !
If you choose to keep it on, you have two option of which kind of transition sounds to play:!
a.voice feedback or!
b. tone!
!Voice Recording Options!
BAPA contains two option for voice recording: !
Single file: Turning on this function will allow SLPs to record one single voice file throughout the assessment without having to press the microphone button for each production. Be aware that if you select this option, you will have one large audio file for the entire session.!
Per word: Turning this function off will allow SLPs to record several voice files and chose which productions they wish to record. You must tap record each time you want to record the child’s voice on each screen and must press stop once you are done. !
Once you are done with the session you will have several small recordings if you chose the per word recording style.!
!Written cues!
It is possible to turn off the written target word below each image by turning the “Display Written word” button OFF.!
!Evaluator’s name!
The app provides a space to type in the evaluator's name and credentials. By entering the examiner's name and cre-dentials the information can be included in the automatically compiled report. This can be turned on/off in the set-tings menu.!
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Documenting errors on BAPA!!Recording errors on the BAPA is very simple. Each transcribed word is composed of phonemes colored in black and in green ( see reference bellow).!
The black phonemes on each transcribed word are not targeted and therefore are not touch sensitive. The green phonemes are the targeted phonemes in each word and therefore touch sensitive.!
When the student’s product was not accurate the speech-language pathologist must tap the phoneme to indicate that the production was not accurate.!
BAPA will respond to this gesture by generating a new screen in which you can select the type of error.!
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If the student substitutes one sound for another, the speech-language pathologist will tap on the substitute button. A sec-ond screen will pop-up to allow the sub-stituted sound to be marked. !
!!!If a phoneme was marked inaccurate in error, or the wrong type of error was se-lected, simply tap on the phoneme again to remove the error and correct the mark-ing. !
!If the production is accurate, do not tap any phoneme, just proceed to the next screen. !
!At the end of the assessment, a screen will populate for an estimate of overall intelligibility to be marked. !
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The app will then return to the student and evaluation page. The evaluation is marked complete, a raw score is pro-vided, and the speech-language pathologist can preview the report.!
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!Interpreting Results!
!The Bilingual Articulation Phonology Assessment presents the results in six different categories:!
a. Position in the word!
b. Manner of Articulation!
c. Voicing features!
d. Words errors!
e. Error type!
f. Multisyllabic words!
!Once you finish administration of BAPA, you will find a screen indicating that the assessment has been completed. See image below:!
!
!!!!!!!!!!!!Tap on the "Preview Results" button to show errors by type. Click on the "Preview Reports" button to see the auto-matically compiled report.!
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!Raw Score!
The raw score is the number of targeted phonemes minus the total number of errors.!
In order to access the result information tap on box associated with the assessment administered.!
!a. Position in the word!
!The phonemes are analyzed based on position in the word. The overall accuracy under this tab is organized below:!
!!!!!!!!!!!!Based on this example you can determine that student is making significant more errors on the initial position of the word than any other positions. In addition, you can see there are more errors in Spanish than in English.!
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!
b. Manner of articulation!
!The manner of articulation tab, ana-lyzes all the manner of articulation in Spanish. The phonemes are also bro-ken down individually which allows for identification of errors being more frequent to one phoneme or word loca-tion within the same manner of articu-lation.!
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!!!c.Voicing features!
!Phonemes are analyzed according to their voice under “voicing” tab. !
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!d. Word Errors!
The words errors tab provides information regarding the words targeted on the assessment as well as the errors pro-duced by the student. The phonemes are color-coded to indicate whether a phoneme was produced correctly or not. The green phonemes indicate that the phoneme was targeted and the student produced correctly. The red phonemes indicate an error. The type of error is listed behind the word. For instance, you can see in the example here the /br/ in bridge was distorted.!
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e. Error type!
!The error type tab allows the speech-language pathologist to see at a glance the types and percentages of errors produced by the student. The screen provides the total number of phonemes as well as the number of phonemes in error. This information is followed by a thorough breakdown of errors. For instance, in the example here, you can see there were a total of 22 errors and 54.5% of those were sound distortions.!
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!f. Multisyllabic words!
!The Bilingual Articulation Phonol-ogy assessment, assess 6 multisyl-labic words. Three four-syllable words, and three five-syllable words are targeted. These words are counted as either correct or incorrect productions rather than individual phonemes within those words.!
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!Adding notes during test administration!
Users are able to enter notes throughout the testing session. Each note will be separately saved not only per session, but also per word. For example: If you are targeting the word “magician” and you notice that the student is dentaliz-ing a specific phoneme you may simply write “dentalized” and BAPA will automatically let you know which target word you were referring to.
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Sharing Results!!The BAPA results can be shared a number of ways. From the main menu, click on "Preview Results. Then click on "Share."!
Sharing to The Therapy Report Center !
The BAPA is compatible with the Therapy Report Center. The Therapy Report Center is a free app provided by Smar-ty Ears apps specifically for data compilation. To export data to the Therapy Report Center, tap on "preview report" then on "SHARE." A pop up screen will display with E-mail results, Print Results, Open in, and Open in TRC. Taping "Open in TRC," will cause the TRC app to open at which time the SLP can determine the appropriate client account to update.!
!E-mailing Results!
Speech-Language Pathologists can e-mail the results of the assessment immediately after the assessment is complet-ed. In order to e-mail the results, click on the “Share” button and a pop up screen will display with options for shar-ing the results by e-mail. !
Users can e-mail the results to themselves in order to save for their records and keep a backup of the student’s as-sessment, or to send to the parents.!
The e-mail is set up as a simple report. See sample below of a Spanish assessment:!
Bilingual Articulation & Phonology Assessment / Developed by Smarty Ears ( Authors: Barbara Fernan-des, Ellen Kester, Mary Bauman & Scott Prath) !Report
Student’s name: Barbara l B i l i n g u a l A r t i c u l a t i o n P h o n o l o g y A s s e s s m e n t ! S m a r t y E a r s ! !
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Student’s date of birth: 04/10/2000 Student’s age: 11 years 5 months Date of Administration: 10/05/2011 Type of testing: Formal Speech Assessment Raw score: 101 !Barbara l’s articulation skills were evaluated on 10/05/2011 utilizing the Bilingual Articulation & Phonology Assessment(BAPA). The BAPA is an individually admin-istered clinical tool used for for screening, error identification, diagnosis and con-tinued re-evaluation of articulation skills in Spanish speaking individuals. The Bilingual Articulation & Phonology Assessment can be used with individuals of all age groups; it provides qualitative information regarding a student’s articula-tion skills. Barbara l’s articulation assessment yields a raw score of 101. The raw score of the Bilingual Articulation Phonology Assessment indicates the total number of phonemes targeted minus number of errors. The higher the raw score, the less errors were demonstrated by the child. !Results obtained on this session are presented and explained below: !1. Manner of Articulation: Manner of articulation is a parameter used to describe how the oral structures involved in pro-ducing speech interact to produce a consonant. The BAPA analyzes the overall accuracy of each manner of articulation, related to the position each consonant is produced at the word lev-el. ! Fricatives: 100.0% accuracy
Tap-Trill: 100.0% accuracy
Phonemes
Initial Medial Final
/s/ - Initial 2/2
Medial 2/2
Final 4/4
/ð/ - Initial 0/0
Medial 2/2
Final 1/1
/x/ - Initial 1/1
Medial 1/1
Final 0/0
/ɣ/ - Initial 0/0
Medial 3/3
Final 0/0
/f/ - Initial 2/2
Medial 2/2
Final 0/0
/ɾ/ - Initial 0/0
Medial 1/1
Final 0/0
/β/ - Initial 0/0
Medial 2/2
Final 0/0
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Plosives: 100.0% accuracy
Nasals: 78.6% accuracy
Affricate: 75.0% accuracy
Glide: 100.0% accuracy
Phonemes
Initial Medial Final
/ɾ/ - Initial 0/0
Medial 3/3
Final 2/2
/r/ - Initial 2/2
Medial 2/2
Final 0/0
Phonemes
Initial Medial Final
/p/ - Initial 5/5
Medial 2/2
Final 0/0
/b/ - Initial 2/2
Medial 0/0
Final 0/0
/d/ - Initial 2/2
Medial 0/0
Final 0/0
/t/ - Initial 2/2
Medial 4/4
Final 0/0
/ɡ/ - Initial 2/2
Medial 0/0
Final 0/0
/k/ - Initial 3/3
Medial 2/2
Final 0/0
Phonemes
Initial Medial Final
/n/ - Initial 3/3
Medial 2/3
Final 2/2
/ɲ/ - Initial 0/0
Medial 1/2
Final 0/0
/m/ - Initial 2/2
Medial 1/2
Final 0/0
Phonemes
Initial Medial Final
/ʧ/ - Initial 1/2
Medial 2/2
Final 0/0
Phonemes
Initial Medial Final
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Abutting: 85.7% accuracy
Blend: 66.7% accuracy
Lateral: 100.0% accuracy
/j/ - Initial 4/4
Medial 2/2
Final 0/0
/w/ - Initial 0/0
Medial 2/2
Final 0/0
Phonemes
Initial Medial Final
/nk/ - Initial 0/0
Medial 1/1
Final 0/0
/ls/ - Initial 0/0
Medial 0/1
Final 0/0
/nt/ - Initial 0/0
Medial 2/2
Final 0/0
/sm/ - Initial 0/0
Medial 1/1
Final 0/0
/nd/ - Initial 0/0
Medial 1/1
Final 0/0
/mb/ - Initial 0/0
Medial 1/1
Final 0/0
Phonemes
Initial Medial Final
/bl/ - Initial 1/1
Medial 0/0
Final 0/0
/kl/ - Initial 0/0
Medial 0/1
Final 0/0
/dɾ/ - Initial 0/1
Medial 0/0
Final 0/0
/fl/ - Initial 1/1
Medial 0/0
Final 0/0
/fɾ/ - Initial 1/1
Medial 0/0
Final 0/0
/βɾ/ - Initial 0/0
Medial 1/1
Final 0/0
Phonemes
Initial Medial Final
/l/ - Initial 3/3
Medial 3/3
Final 2/2
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2. Position of Phoneme in the Word: Initial: 95.1% accuracy Medial: 90.2% accuracy Final: 100.0% accuracy !3. Voicing Feature: Voiced: 94.4% accuracy Voiceless: 97.1% accuracy !4. Words: See below all words administered on the Bilingual Articulation Phonology Assessment, their respective standard phonetic transcriptions and the errors marked by the test administrator. !Phonemes marked in green identify targeted phonemes. Phonemes marked in red identify errors identified by test administrator.
Word Transcriptions/ errors
Comments
pan pɑnbaño baɲo (Distorted)manos mɑnosnido niðodedo deðotoalla toɑjɑgalleta ɡɑjetaconejo konexoagua ɑɣwɑbloques blokescama kɑmɑcamisa kɑmisɑ (Substituted /i/)chancla ʧɑnklɑ (Cluster reduction)chile ʧile (Deleted)dragon dɾɑɣon (Cluster reduction)dulce dulse (Seq. Reduction)fantasma fɑntɑsmɑflor floɾfruta fɾutafuego fweɣoguitarra ɡitɑrɑhielo jelojirafa xiɾɑfɑ
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!5. Error Type: This information pertains to the types of articulation errors and phonological processes exhibited by Barbara l at the word level. Phonemes -109 /Total number of errors - 7 14.3% of the errors were Deletion 28.6% of the errors were Substitution 14.3% of the errors were Distortion 28.6% of the errors were Cluster reduction 14.3% of the errors were Seq. Reduction !!
lapiz lɑpisleche leʧelibro liβɾollanta jɑntɑllorando joɾandolluvia juβiamesa mesɑnariz naɾisnube nuβeocho oʧopañal pɑɲɑlpared paɾeðpelota pelotɑperro perorana rɑnɑ (Substituted /w/)ropa ropɑsofa sofɑsol soltambor tamboɾvaca bɑkɑcalabaza kalaβasaelefante elefɑnte (Syllable(s)
reduced)mariposa mɑɾiposɑmotocicleta motosikletɑrefrigerador refɾixeɾaðoɾrompecabezas
rompekaβesas
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Frequently asked questions!1. I cannot hear any sound on this application or record voices:!
!The iPad has a volume button that allows you to turn the volume of the app up and down and a silent button. Make sure you check both buttons. Both the volume and the silent buttons must be turned up.!
!
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About the Authors!
Barbara Fernandes M.S; CCC-SLP!
Barbara, the founder and director of Smarty Ears received her master degree in Speech and Language Pathology with an emphasis in bilingualism from Texas Christian University. Barbara speaks three lan-guages (English, Spanish & Portuguese), and she has worked with children from a variety of ethnic back-grounds and native languages in several countries. In addition to her passion for working with bilingual children, Barbara’s passion for technology has led her to become an active blogger known as “GeekSLP” for www.geekslp.com and the blog of the American Speech and Language Association known as the AshaSphere. As GeekSLP, Barbara has been invited as a guest speaker in universities and International conferences, and given workshops and presentations around the world on how technology can be im-plemented to improve the speech and language skills.!
In 2004, Barbara was one of the participants of the program jointly administered by the U.S. Department of Education and the Brazilian Ministry of Education, called “Promoting the Inclusion of Persons with Dis-abilities in Society Through Assistive Technology: Culturally Appropriate Solutions.” Barbara has created over 30 applications that combine her knowledge of technology with her expertise in speech and language sci-ences. Smarty Ears is where Barbara’s passion is met. As the CEO of Smarty Ears, Barbara Fernandes has created over 56 applications, which have been sold in over 40 countries to speech pathologists, special education teachers, and parents of children with special needs. Smarty Symbols is another one of Bar-bara’s creations; a symbol set that contains 11,000 symbols which also reflect Barbara’s passion for tech-nology and multicultural issues. In her spare time, Barbara enjoys traveling abroad, scuba diving and playing with her gadgets and three dogs. !
!Mary Bauman, M.S; CCC-SLP!
Mary earned her master’s degree in Speech-Language Pathology with a focus on bilingualism from Texas Christian University. She completed her bachelor’s degrees in both Spanish and Speech-Language Pathology at Bloomsburg University of Pennsylvania. Mary’s areas of expertise include stuttering and severe articulation and phonological disorders. She has presented workshops on speech sound disorders locally and statewide. Mary teaches courses on bilingualism in speech-language pathology for Blooms-burg University by webinar. She spends her free time creatively, participating in flash mobs, learning to perform circus stunts, taking dance classes, attending festivals, and fully embracing all holidays with full costume, bells, and whistles. !! ! !
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!Ellen Stubbe Kester, Ph.D., CCC-SLP!
Ellen Kester is the President and Founder of Bilinguistics, a bilingual speech pathology company in Austin, Texas. She co-chairs the Task Force on Cultural and Linguistic Diversity for the Texas Speech-Language Hearing Association and leads the bilingual speech-language pathology trainings for the Re-gion 13 Educational Service Center. She frequently provides workshops on bilingual issues and parent and teacher involvement for the State of Texas Early Childhood Intervention Program and for Texas school districts. She has performed workshops, trainings, and presentations both nationally and interna-tionally. Dr. Kester teaches courses in language development, assessment and intervention of language disorders, early childhood intervention, preschoolers with special needs, and measurement at The Uni-versity of Texas at Austin. Her research and clinical work address the important issue of differentiating bilingual children with typical development from those with language impairment, and identifying ap-propriate goals for intervention with bilinguals. Ellen’s passion for her work is only exceeded by the time spent with her daughter and younger twins.!
!Scott Prath, M.A., CCC-SLP!
Scott Prath is the Vice President of Bilinguistics Speech and Language Services in Austin, Texas. After earning his master’s degree in Communication Sciences and Disorders from the University of Texas at Austin, he worked in the early childhood and school settings. He came to Bilinguistics 2006 and, in addi-tion to providing services to bilingual children in the school and clinic settings, he serves as a mentor to newer team members, directs the development of a number of projects, including SMILE for Infants and Toddlers, conducts research on disproportionate representation of minority students in special education settings, and leads the development of continuing education courses for Bilinguistics. Scott is a talented and entertaining presenter. He has conducted presentations and workshops to speech-language patholo-gists internationally and extensively throughout Texas. In his spare time he raises four girls, teaches mar-tial arts, plays the guitar, and volunteers as a translator at a local health clinic.
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Support!!
E-mail: [email protected]!
Twitter @smartyears!
Website: http://www.smartyearsapps.com !
Facebook: http://www.facebook.com/smartyears!
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