Browsing by Person "Bates, Sally"

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Context conditioned error patterns in disordered systems
(Psychology Press, 2013) Bates, Sally; Watson, Jocelynne; Scobbie, James M.; Ball, Martin; Gibbon, Fiona
Context-Conditioned Error Patterns in Disordered Systems.
(Butterworth Heinemann, 2002) Bates, Sally; Watson, Jocelynne; Scobbie, James M.
This chapter reviews and expands the literature on consonantvowel (CV) interactions in developing sound systems (normal and disordered) and explores the usefulness of current phonetic models (Davis and MacNeilage, 1995; Kent and Bauer, 1985; MacNeilage and Davis, 1990b; Studdert-Kennedy and Goodell, 1995) in accounting for and predicting the occurrence of these phenomena. The phonetic models provide a biological perspective insofar as the immature pronunciations of the normally developing child are viewed as systematic reflections of organic constraints imposed by the child's developing phonetic systems, both perceptual and motor.1 In the clinical setting, context conditioning manifests itself most frequently as consonantal speech errors, which only occur in specific vocalic contexts, although recent research has also uncovered evidence of vowel errors conditioned by consonantal context (Bates and Watson, 1995; Reynolds, 1990). Such interdependencies accord well with current phonetically orientated models of speech acquisition and have important implications for clinical practice. In espousing this approach, we do not intend to overlook the benefits of an analysis in terms of recent developments in phonological theory. This is an approach robustly argued in Harris, Watson, and Bates (1999), and taken up in Chapter 6. Rather, we consider the extent to which current phonetic models of speech acquisition contribute to an understanding of disordered child speech. Research into early speech production has traditionally concentrated on the order of acquisition of individual segments, especially consonants, carrying with it the assumption that vowels and consonants are under independent control. This view is strongly attacked in phonetically oriented research into acquisition and adult sound systems. We will discuss this view in the following text.
Paper 44. Prosody and Melody in Vowel Disorder, Journal of Linguistics, 1999, 35, 489-525
(Routledge, 2009) Harris, John; Watson, Jocelynne; Bates, Sally; Ball, Martin J.; Powell, Thomas W.
Vowel Assessment for Systems of English (VASE)
(1999) Bates, Sally; Hewlett, Nigel; Kaighin, Sally; Sinclair, Alison; Sweet, Jane; Watson, Jocelynne
VASE is a single word picture naming task which has been especially designed to assess vowel production in children presenting with developmental phonological disorder. The full assessment comprises 53 line drawings plus a set of transcription sheets, realisation score sheets and vowel system profiles. The transcription, scoring and vowel system profile sheets are all photocopiable. The screening assessment consists of 10 line drawings (selected from those used in the full assessment) plus transcription and score sheets. The full assessment may be administered in its entirety, recommended in complex cases presenting with moderate-severe consonant and/or vowel difficulty, or selectively depending on the results of the screener. For example, if a child shows errored realisation on one or two vowels only, it is not necessary to further assess the full range of vowels across all contexts. Rather the clinician may select those pictures which will generate additional tokens of the problem vowels highlighted by the screener.
Working with children with specific speech impairment (SSI)
(Taylor & Francis, 2012-01-31) Bates, Sally; Watson, Jocelynne; Kersner, M.; Wright, J.