GFTA

GFTA-3 or the Goldman Fristoe Test of Articulation - 3rd Edition is a test that speech-language pathologists who work with children with articulation disorders and phonological disorders should be familiar with.

The GFTA-3 is a widely-used standardized assessment designed to evaluate speech sound production skills in children from ages 2 to 21 years 11 months. It allows the SLP to measure the client’s ability to produce consonant and vowel sounds across word positions.

The results of the GFTA-3 administration can be compared to a normative sample to provide insight into the client’s articulation skills. This includes a severity measurement of an articulation or phonological disorder that the client may have. 

For speech therapists, administering standardized assessments like the GFTA-3 are important. They provide a consistent, objective measurement of a child’s skills. This allows the therapist to more accurately diagnose a speech disorder. The results of standardized assessments can help SLPs develop an individualized treatment plan and monitor a client’s progress over time.

Here we’ll dive into the subtests of the GFTA-3 assessment, review scoring and interpretation procedures, and provide helpful tips for administering the test. We’ll also discuss how the results of the GFTA-3 can be used in treatment planning and effective progress monitoring, and the importance of collaboration with families and other professionals. 

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What does the GFTA-3 assess?

The GFTA-3 contains the following subtests: Sounds-in-Words, Sounds-in-Sentences, and Stimulability.

• Sounds-in-Words subtest allows the SLP to note how a client produces sounds (including sound blends)  in the initial, medical, and final words positions. By noting the client’s production of sounds within single words, the Speech Therapist can identify the presence of sound substitutions, omissions, distortions and additions.

• The Sounds-in-Sentences subtest of the GFTA-3  assesses the client’s ability to produce individual speech sounds in words within sentences. The SLP is able to identify the presence of articulation errors at the sentence level of production.

• The GFTA-3 includes a measure of the client’s stimulability for producing error sounds. The recording process includes testing for error sounds starting at the syllable level. With success, stimulability is measured at the word and sentence level.

The GFTA-3 includes an analysis of phonological processes. Here, the SLP is able to analyze the presence of patterns that reflect phonological patterns. For example, fronting (saying “doh” for “go”).

What is the normal range for GFTA?

When scoring the GFTA-3, the therapist calculates a raw score by totalling the number of correct responses for each subtest. Using the manual, the raw score can be converted to a standard score. The standard score provides a measure of the client's performance relative to a normative sample. A mean of 100 and a standard deviation of 15 is used for standard scores.

The examiner’s manual can be used to convert the client’s standard score to a percentile rank. This provides information about how the client's articulation compares to other male or female children in their age range.

When recording a client’s production of a stimulus word, the SLP can transcribe any articulation errors made. The client’s incorrect production of a sound is significant, because it can help the SLP identify error patterns. For example, transcribing the client’s production of slide as “side” and swing as “sing”, can help the SLP identify that the SLP is using the phonological process of consonant cluster reduction.

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How is the GFTA-3 administered?

SLPs can prepare for administering the GFTA-3 by completing a thorough caregiver interview and engaging in informal conversation with the client. Through this, the speech therapist can note concerns with any specific sounds. The therapist can pay particular attention to the client’s production of these sounds during the GFTA-3 administration and analysis.

A review of the stimulus book, including the pictures and target words, can help the SLP become more familiar with the assessment prior to administration. The child should be positioned across or next to the SLP so that the picture stimuli is facing them.

Pearson Assessments offers a digital format of the GFTA-3 through Q Global. Using this digital format would allow the SLP to use two iPads to administer the test (one for the client to view the picture stimulus and one for reading cues) Using the digital format of the GFTA-3 also allows the SLP to administer the assessment via telepractice.

To administer the Sounds-in-Words subtest, the SLP presents the client with the picture stimuli and the client names the picture. If the client does not label a picture spontaneously, the SLP provides the suggested cue or a different cue that follows the same format. If the client still does not name the target word, he or she can imitate the word after the therapist.

When administering the Sounds-in-Sentences subtest, the examiner first reads a short story while presenting accompanying visual stimuli. The SLP then goes back to the beginning of the story and presents each sentence again, which is then repeated by the client.

Data analysis and interpretation of GFTA-3

To analyze the results of the GFTA-3 assessment, the clinician will first calculate and review the client’s raw score, standard score, and percentile rank.

The SLP can determine the severity of a child’s articulation difficulties by examining the client’s standard score using the following measure:

• 85 to 115: Within the normal range (100= average)

• Above 115: Above average

• Less than 85: Below average

• 78-85: Mild impairment

• 71-77: Moderate impairment

• 70 and below: Severe impairment

When interpreting scores within the clinical context, the clinician should take several areas into account. This includes the client’s background, his or her medical history, and any other contributing factors. For example, a history of  ear infections or prematurity would be pertinent. 

Treatment planning using GFTA-3 results

Analyzing the results of a client’s GFTA-3 assessment can help the SLP develop individualized treatment goals. The therapist would identify specific sounds that the child had difficulty producing on the GFTA-3 and create goals to target these sounds in therapy. The GFTA-3 results will also provide information on which word position or level (single words or sentences) the sounds should be targeted in.

If the SLP identifies any phonological processes that the child uses by analyzing the results of the GFTA-3, the clinician can target elimination of these processes in therapy goals. Measurable objectives should be established. For example, “The client will eliminate the use of the phonological process of fronting in single words with 80% accuracy over 3 consecutive sessions.”

The clinician can select effective intervention strategies to target these goals developed from the GFTA-3 results.

These include:

Articulation Therapy Techniques

• Visual placement cues (modeling, use of a mirror)
• Verbal placement cues
• Minimal pairs
• Auditory discrimination
• Drill and repetition
• Phonological cycles
• Kinesthetic input

Phonological Awareness Activities

• Rhyming books and songs
• Word games: Ask the child to manipulate sounds in words. Ex: “Can you say “me” but change the /m/ sound to a /b/ sound? What word does that make?”)
• Syllable blending games: Say each syllable slowly and ask the child to combine them to make a word.
• Clap and Count: Say a word and ask the child to clap as they count each syllable in the word.  

The GFTA-3 assessment can be used to monitor a child’s progress in speech therapy. By comparing results of an initial administration of the GFTA-3 Assessment with future administrations, therapists can monitor a client’s progress towards goals.

Re-administration of the GFTA-3 assessment provides the SLP with valuable insight into the efficacy of treatment techniques being utilized in therapy. It also allows the SLP to modify goals or create new goals based on this updated measure of the child’s articulation skills.

In therapy, parents and therapists should celebrate the child’s milestones and successes. When a child’s score on the GFTA-3 increases from an initial administration, the SLP should highlight this improvement to the parent and client.