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Cleft audit protocol for speech (CAPS-A): a comprehensive training package for speech analysis.

D Sell¹, A John, A Harding-Bell

¹North Thames Regional Cleft Centre, Speech and Language Therapy Department, Great Ormond Street Hospital Trust for Children, London, UK. selld@gosh.nhs.uk

International Journal of Language & Communication Disorders

|September 30, 2008

Summary

This summary is machine-generated.

Training speech and language therapists on the Cleft Audit Protocol for Speech-Augmented (CAPS-A) improved systematic and reliable use of the tool. This training addressed critical process issues for accurate speech analysis in cleft palate care.

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Area of Science:

Speech-language pathology
Medical audiology
Cleft palate research

Background:

Previous research on speech analysis for cleft palate has overlooked crucial process elements like speech sample adequacy and data acquisition.
There's a recognized but underexplored need for training speech and language therapists (SLTs) on specific tools for cleft palate speech analysis.

Purpose of the Study:

To develop, implement, and assess a training program for SLTs focused on the consistent and dependable application of the Cleft Audit Protocol for Speech-Augmented (CAPS-A).
The training aimed to address standardization of speech samples, data acquisition, recording, playback, and listening guidelines for cleft palate speech analysis.

Main Methods:

A four-day training program was delivered to 36 specialist SLTs.
Participants completed independent ratings and transcriptions of recorded cleft palate speech cases using the CAPS-A tool on two separate occasions (Day 3 and Day 4, at least one month apart).
Intra- and inter-rater reliability of CAPS-A ratings were analyzed to evaluate training effectiveness.

Main Results:

Trained SLTs demonstrated consistent individual judgments on several sections of the CAPS-A tool.
Good intra-rater agreement (intraclass correlation coefficients) was found for eight out of 13 sections.
Fair agreement was observed for anterior oral cleft speech characteristics, non-cleft errors/immaturities, and voice, potentially due to their low prevalence.

Conclusions:

Training on the CAPS-A, emphasizing specific speech parameters and definitions, significantly enhanced SLTs' systematic and reliable application of the tool.
Optimizing ratings requires meticulous attention to data quality, standardized speech samples, acquisition processes, listening procedures, and high-quality recording equipment.
A method for ongoing skill maintenance post-training is proposed as part of continuing professional development for SLTs.