Cleft audit protocol for speech (CAPS-A): a comprehensive training package for speech analysis.
BACKGROUND
The previous literature has largely focused on speech analysis systems and ignored process issues, such as the nature of adequate speech samples, data acquisition, recording and playback. Although there has been recognition of the need for training on tools used in speech analysis associated with cleft palate, little attention has been paid to this issue.


OBJECTIVE
To design, execute, and evaluate a training programme for speech and language therapists on the systematic and reliable use of the Cleft Audit Protocol for Speech-Augmented (CAPS-A), addressing issues of standardized speech samples, data acquisition, recording, playback, and listening guidelines.


METHODS
Thirty-six specialist speech and language therapists undertook the training programme over four days. This consisted of two days' training on the CAPS-A tool followed by a third day, making independent ratings and transcriptions on ten new cases which had been previously recorded during routine audit data collection. This task was repeated on day 4, a minimum of one month later. Ratings were made using the CAPS-A record form with the CAPS-A definition table. An analysis was made of the speech and language therapists' CAPS-A ratings at occasion 1 and occasion 2 and the intra- and inter-rater reliability calculated.


RESULTS
Trained therapists showed consistency in individual judgements on specific sections of the tool. Intraclass correlation coefficients were calculated for each section with good agreement on eight of 13 sections. There were only fair levels of agreement on anterior oral cleft speech characteristics, non-cleft errors/immaturities and voice. This was explained, at least in part, by their low prevalence which affects the calculation of the intraclass correlation coefficient statistic.


CONCLUSIONS
Speech and language therapists benefited from training on the CAPS-A, focusing on specific aspects of speech using definitions of parameters and scalar points, in order to apply the tool systematically and reliably. Ratings are enhanced by ensuring a high degree of attention to the nature of the data, standardizing the speech sample, data acquisition, the listening process together with the use of high-quality recording and playback equipment. In addition, a method is proposed for maintaining listening skills following training as part of an individual's continuing education.
Sell
D
D
North Thames Regional Cleft Centre, Speech and Language Therapy Department, Great Ormond Street Hospital Trust for Children, London, UK. selld@gosh.nhs.uk
John
A
A
Harding-Bell
A
A
Sweeney
T
T
Hegarty
F
F
Freeman
J
J
D002648:Child; D002972:Cleft Palate / Q000150:complications*; D002985:Clinical Protocols; D004496:Education, Continuing / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D010700:Phonetics; D015203:Reproducibility of Results; D013064:Speech Disorders / Q000175:diagnosis* / Q000209:etiology; D013068:Speech Production Measurement / Q000379:methods / Q000592:standards; D013066:Speech-Language Pathology / Q000193:education*