Validation and norming of the Intelligibility in Context Scale in Northern Viet Nam

Abstract

Vietnamese is one of the 20 most commonly spoken languages in the world; however, there are no standardised tools to assess Vietnamese children's speech. This study aimed to validate and norm the Vietnamese version of the Intelligibility in Context Scale (ICS-VN). Data were collected from parents of 181 children (aged 2;0-5;11) living in Ha Noi, Northern Viet Nam. The mean ICS-VN score was 4.43 (out of a maximum of 5), indicating that children were 'usually' to 'always' intelligible; however, item-level scores demonstrated significant differences between communication partners. Children with parental concerns about speech and language had significantly lower mean scores than children without parental concerns. Scores also differed by children's age, parents' occupation and mothers' education level but not by sex of child or fathers' education level. The ICS-VN had good psychometric properties indicating it to be a valid tool for use with Vietnamese-speaking children in Northern Viet Nam.

Measurement accuracy: Enabling human rights for Fijian students with speech difficulties

“…Again, higher cut-offs increase specificity, but sensitivity is appreciably compromised. +LRs only showed a ''small increase in the likelihood'' (OMERAD, 2008) of SD at the cut-off ''some difficulty'', but show ''large and conclusive'' increases in the likelihood of SD at the cut-off ''a lot of difficulty''. -LRs for teacher responses were more conclusive at the level of ''some difficulty'' but only when ''outside the classroom'' is utilised.…”

“…Higher cut-offs increase specificity but sensitivity is compromised considerably. The cut-offs ''a lot of difficulty'' and ''cannot do at all'' showed positive likelihood ratios (+LR) ranging from 64.2 to 116.3 indicating ''large and conclusive'' (OMERAD, 2008) results, however confidence intervals were very wide. Parent responses for ''inside'' show less convincing + LR, but still conclusive at 12.8 at the cut-off ''some difficulty'' with much narrower confidence intervals.…”

Intelligibility in Context Scale: cross-linguistic use, validity, and reliability

“…Significant correlations were found between children's ICS scores and age (e.g., McLeod et al, 2015;Neumann et al, 2017;Phạm et al, 2017). Some studies showed no significant difference between children's ICS scores and sex (Phạm et al, 2017);whereas, in McLeod et al (2015) females were rated significantly higher than males (p < .005) with no significant interaction between sex and age. There was no significant difference in ICS scores between participants who spoke one or more than one language .…”

“…Some studies showed low but significant correlations with SES (Neumann et al, 2017); whereas, others did not . In Vietnam, Phạm et al (2017) demonstrated significant factors influencing ICS scores were parents' occupation level and mothers' (but not fathers') education level.…”

The UNICEF/Washington Group Child Functioning Module—Accuracy, Inter-Rater Reliability and Cut-Off Level for Disability Disaggregation of Fiji’s Education Management Information System

“…It assesses intelligibility and comprehensibility, which are comparable constructs to CFM questions on difficulty being understood when speaking. The ICS had already been rigorously translated into Fijian and Fiji-Hindi and has been widely used both with children with speech sound disorders [31,58] and with typically developing speech [32,58,59]. For our study, case definition for speech difficulties were ICS scores: 1.8 to <2.5 (moderate) and 1.0 to <1.8 (severe). Cognitive impairment was assessed using the Cambridge Neuropsychological Test Automated Battery (CANTAB) [32] and cases included subjects with CANTAB Overall Impairment Scores of 3 (moderate) and 4–5 (severe).…”