Guidelines for the Picture Articulation Test – Tagalog Project

For SLP Batch 2021

SLP 310: Articulation and Phonology

Prepared by:
Ma. Royce Chua-Lawas, CSP-PASP
Table of Contents
Objective: ................................................................................................................................... 3
General Instructions: .................................................................................................................. 3
Grading: ..................................................................................................................................... 4
Deadlines ................................................................................................................................... 4
Appendices ................................................................................................................................. 5
Appendix A. Sample Speech Sampling Form ...................................................................................... 5
Appendix B. MS Excel Sheet Computing for Number of Possible Occurrence (with sample words) ... 6
Appendix C. PAT Paper Format........................................................................................................... 7
Appendix D. PAT Progress Report ...................................................................................................... 8
Objective:
To create an assessment tool that can be used for individuals whose primary language is
Tagalog

General Instructions:
1. Identify words that will be used for the test. Ideally, separate pictures must test the
phonemes in initial-medial-final positions. Create a speech sampling form listing all
these words. Appendix A shows you a sample form. The class may opt to create a
different form.
2. Identify the possible occurrence of phonological processes for each word. Appendix B
suggests a systematic method for this. The file also auto-computes for you the number
of possible occurrences per phonological process. It is important to be very accurate as
errors will compromise the validity and reliability of your assessment. Write the possible
change in word production in IPA. Put “x” if the phonological process is not possible for
the word. Finally, create a phonological process analysis form that summarizes the
values in the excel sheet, conveniently formatted for use during the assessment.
3. Create cue sentences/phrases for these pictures. These cues will help you direct the
child’s lexical retrieval to your target word. Format in Arial, size 14-16 and print inside
boxes. Cut these boxes.
4. Find pictures that children 3-4 years of age can easily name using the target word you
provided.
5. Compile and print all these pictures. Use metal rings to bind. Paste the cue
sentences/phrases at the back of the preceding picture to which the cue is intended for
use. This is the first draft of your PAT project.
6. Pilot test the pictures to at least 2 children ages 3-4 years old. Take note of the pictures
and cue sentences/phrases that were not easily identifiable or difficult for the child.
7. Implement the necessary revisions. Change your pictures and revise your cue
sentences/phrases from the first draft. Bind the new set using metal rings. This is now
the second draft of your PAT project.
8. Pilot test the second draft to another 2 children ages 3-4 years old, specifically the
target words with revised pictures or cues (may be the same set of children or
different). Again, take note of how identifiable or difficult it was for the children.
9. If difficulties were noted again, revise the problematic picture/cue. Again, pilot test
these new pictures/cues.
10. If there are no problems seen, create one finalized version of your PAT project for
presentation in class. Create a paper explaining the making of the PAT project using the
format provided in the Appendix C of this guideline.
11. If the finalized version of the PAT project is approved, you may now replicate the copies
so that each student in the class owns one.
12. Personalize your own PAT so that it is distinctly yours.
Grading:
PROCESS POINTS POINTS AWARDED REMARKS
1. IDENTIFIED APPROPRIATE TARGET WORDS 20
2. CORRECTLY IDENTIFIED POSSIBLE PHONOLOGICAL PROCESSES PER 20
TARGET
3. WORD
MADE CUE SENTENCES/PHRASES THAT ARE APPROPRIATE AND 20
EFFECTIVE TO ELICIT THE TARGET WORD
4. CONDUCTED TWO PILOT TESTS (INITIAL, FINAL) TO A TOTAL OF FOUR 20
(4) 3-YEARS-OLD CHILDREN
5. DOCUMENTED THE REVISIONS AS A RESULT OF THE INITIAL PILOT 20
TEST OF THE PROJECT
PROJECT
6. PRESENTABLE 20
7. VISUALLY-APPEALING 20
8. EASY TO NAME 20
9. DURABLE 20
10. FOLLOWED THE PROJECT GUIDELINES INDICATED 20
11. CREATED A COMPLETE FORM FOR DOCUMENTING PATIENT 20
PERFORMANCE
PRESENTATION
12. EXPLAINED THE SIGNIFICANCE OF THE PAT 20
13. SHOWED KNOWLEDGE ON THE APPROPRIATE USE OF THE MATERIAL 20
14. EXPLAINED HOW DATA GATHERED WILL BE ANALYZED 20
PAPER
15. ALL NECESSARY INFORMATION WERE NARRATED AS PER APPENDIX C 20
16. DOCUMENTED THE REVISIONS AS A RESULT OF THE INITIAL PILOT 20
TEST OF THE PROJECT
17. DEMONSTRATED PROFESSIONAL WRITING SKILLS 20
PERFECT SCORE 340 CLASS SCORE

Deadlines
March 25, 2019: PAT Progress
April 1, 2019: PAT Progress
April 8, 2019: PAT Progress
April 15, 2019: PAT Project Presentation (1 copy only)
April 22, 2019: PAT Progress (Revisions)
May 20, 2019: Individual PAT Projects (reproduced for the whole class)
Appendices
Appendix A. Sample Speech Sampling Form

Phoneme Target Word Target Child’s Phonological Processes/

Utterance Utterance Articulation Errors
(IPA) (IPA)
/p/ I
M
F
/b/ I
M
F
/k/ I
M
F
Appendix B. MS Excel Sheet Computing for Number of Possible Occurrence (with sample
words)

Phonem Context Target Word Transcription Velar Nasal Labial Reduplic Fronting Stopping Gliding Deaffricati Backing Final Cluster Weak Final Initial Epenthes
e Assimilati Assimilati Assimilati ation on Consona Reductio Syllable Consona Consona is
on on on nt n Deletion nt nt
/p/ I pusa /pusa/ /pupa/ /pupu/ /puta/ /sa/ 2
M upuan /upuan/ /umuan/ /upuam/ /pupuan/ /upuam/ /puan/ /upua/ /uua/
F ulap /ulap/ /upap/ /papap/ /ujap/ /jap/ /ula/ /uap/
/m/ I manok /manok/ /kakok/ /manong/ /mamok/ /noknok/ /manot/ /nok/ /mano/ 2
M kama /kama/ /kaka/ /mama/ /mama/ /mama/ /tama/ /ma/ 2
F anim /anim/ /amim/ /mimim/ /nim/ /ani/ /aim/
/n/ I nurse /nurs/ /nun/ /nurnur/ /nurt/ /nuws/ /nursh/ /nus/ 2 /urs/
M
F
/w/ I
M
F
/b/ I
M
F
/k/ I
M
F
/g/ I
M
F
/d/ I
M
F
/t/ I
M
F
/ng/ I
M
F
/f/ I
M
F
/y/ I
M
F
/r/ I
M
F
/l/ I
M
F
/s/ I
M
F
/ch/ I
M
F
/sh/ I
M
F
/z/ I
M
F
/j/ I
M
F
/v/ I
M
F
/th/ UV I
M
F
/th/ V I
M
F
Clusters
/pr/ I
/pl/ I
/tr/ I
/tw/ I
/kr/ I
/kl/ I
/br/ I
/bl/ I
/dr/ I
Total Number of Possible Occurences 2 4 6 7 3 2 2 0 1 0 1 6 5 7 0

Phoneme Context Target Word Transcription Velar Nasal Labial Reduplic Fronting Stopping Gliding Deaffricati Backing Final Cluster Weak Final Initial Epenthes
Assimilati Assimilati Assimilati ation on Consona Reductio Syllable Consona Consona is
on on on nt n Deletion nt nt
Appendix C. PAT Paper Format

A. Background
B. Material Development
a. Target Words
b. Speech Sampling (Elicited Single Words) Form
c. Phonological Process Analysis Form
d. Pictures
e. Cue Sentences/Phrases
f. Binding and Replication
C. Recommendations for Use
D. Bibliography
Appendix D. PAT Progress Report

Date:

Previous Task:

Current Task:

Difficulties and Solutions:

Request for Appointment/Meeting with the Subject Coordinator?

YES (state agenda):
NO