{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T01:06:44Z","timestamp":1785805604657,"version":"3.56.0"},"reference-count":42,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2021,2,17]],"date-time":"2021-02-17T00:00:00Z","timestamp":1613520000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2021,3]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Accurate and detailed records of children's speech are a critical component of competent service delivery in speech\u2013language pathology\/speech and language therapy (SLP\/SLT). Previous research has shown that during speech\u2010sound acquisition, children gradually learn to produce sounds in adult\u2010like manners. Continuous rating scales are a way to track this gradual learning.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To examine whether clinical experience affects the ability and willingness to rate children's speech production using continuous rating scales.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>An online survey was administered to 81 US\u2010based SLPs\/SLTs, binned into more\u2010 and less\u2010experienced groups, and 20 non\u2010SLPs\/SLTs. The survey included a speech\u2010sound rating task in which participants rated the production of place of articulation in children's productions of word\u2010initial \/\u03b8\/, \/s\/, \/\u0283\/, \/d\/, \/\u0261\/, \/t\/ and \/k\/ on a nine\u2010point equally appearing interval scale. We examined the extent to which these were accurate (i.e., the extent to which they matched laboratory measures of production characteristics) and the extent to which the ratings were gradual (i.e., they used the entire rating scales, rather than just the endpoints).<\/jats:p><\/jats:sec><jats:sec><jats:title>Main Contribution<\/jats:title><jats:p>There were no consistent differences between non\u2010SLPs\/SLTs, less\u2010experienced SLPs\/SLTs and more\u2010experienced SLPs\/SLTs in a measure of the accuracy of responses. More consistent differences were found in the extent to which listeners used the endpoints of the scale: greater experience was associated with greater use of the endpoint values.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>More\u2010experienced SLPs\/SLTs are less likely to use the entire range of continuous rating scales to rate children's speech accuracy than less\u2010experienced SLPs\/SLTs or clinically untrained listeners. Implications for service delivery are discussed.<\/jats:p><\/jats:sec><jats:sec><jats:label\/><jats:p><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption><jats:title>What this paper adds<\/jats:title><\/jats:caption><jats:sec><jats:title>What is already known on the subject<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item>\n<jats:p>Children's productions of individual sounds, like \/k\/, become gradually more adult\u2010like over the course of development. For a child who has a [t] for \/k\/ error, this gradual development means that children's productions become progressively less like \/t\/ and more like \/k\/ over development. Phonetic transcription does not capture this gradual development. In contrast, studies have shown that continuous ratings of children's speech (such as rating productions on a scale anchored by the text \u201cthe \u2018t\u2019 sound\u201d at one end and \u201cthe \u2018k\u2019 sound\u201d at the other end) can capture this gradual development.<\/jats:p>\n<\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds to existing knowledge<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item>\n<jats:p>To determine continuous ratings are clinically feasible, we must first determine whether clinical experience affects people's use of continuous rating scales to rate children's speech. We conducted an on\u2010line speech perception experiment in which 81 speech\u2010language pathologists\/speech and language therapists (SLPs\/SLTs) and 20 non\u2010SLPs\/SLTs rated 60 productions by children on continuous rating scales. The 60 stimuli included many sounds that had been independently verified to be intermediate productions (i.e., a target \/k\/ that was neither completely \/k\/\u2010like nor completely \/t\/\u2010like). Non\u2010SLPs\/SLTs and less\u2010experienced SLPs\/SLTs rated those intermediate sounds with intermediate ratings (i.e., somewhere on the midpoint of a continuous scale). In contrast, more\u2010experienced SLPs\/SLTs were more likely to rate those sounds as instances of endpoints (i.e., as either \/k\/ or \/t\/).<\/jats:p>\n<\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What are the potential or actual clinical implications of this work?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item>\n<jats:p>This finding suggests that clinical experience is paradoxically associated with a reduced tendency to use the entire range of responses on continuous rating scales. This finding suggests that we must better understand the cause of this reduced tendency, so that clinicians at all levels can use continuous rating scales equally effectively.<\/jats:p>\n<\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><\/jats:boxed-text><\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12610","type":"journal-article","created":{"date-parts":[[2021,2,18]],"date-time":"2021-02-18T07:22:06Z","timestamp":1613632926000},"page":"374-388","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Clinical experience and categorical perception of children's speech"],"prefix":"10.1111","volume":"56","author":[{"given":"Marie K.","family":"Meyer","sequence":"first","affiliation":[{"name":"Department of Speech\u2013Language\u2013Hearing Sciences University of Minnesota  Twin Cities MN USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1547-6912","authenticated-orcid":false,"given":"Benjamin","family":"Munson","sequence":"additional","affiliation":[{"name":"Department of Speech\u2013Language\u2013Hearing Sciences University of Minnesota  Twin Cities MN USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,2,17]]},"reference":[{"key":"e_1_2_8_2_1","unstructured":"American Speech\u2013Language\u2013Hearing Association.1993 Definitions of Communication Disorders and Variations. 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