Special Tests and Examination Methods
In addition to the case history examination described in the preceding chapter, certain special examinations must frequently be used. Some of these can be performed by the professional associates of the speech-correction teacher, but, since very often these persons are not available when most needed, the speech-correction teacher should have sufficient skill to administer the tests efficiently. Among these special tests are those of intelligence, personality, auditory acuity, auditory memory span, pitch discrimination and performance, laterality, educational achievement, breathing, and muscular coördination. The speech correctionist should have a knowledge of the limitations of each test and should be able to apply the test results to diagnosis and therapy. Since most of these special tests are described adequately elsewhere, we shall confine our discussion primarily to their nature and uses in speech correction.
Intelligence tests. The part played by low intelligence in producing articulatory and voice disorders is well known. Not only are children of low intelligence slow to learn to talk, but their speech patterns are frequently slurred, confused with sound substitutions, and complicated by peculiar intonations. Motor skills are retarded, and speech, the most complicated of all motor, skills, certainly demonstrates the effect of this retardation. The feeble-minded child's lack of discrimination, his distractibility, and his lack of