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10 JCPSLP Volume 17, Number 1 2015 Journal of Clinical Practice in Speech-Language Pathology
Availability of the ICS
The translated versions of the ICS are freely available from
Each version of the ICS is available in two formats: a
monolingual format and a bilingual format with the English
translation added in a smaller font. On the website and the
pdf versions of the ICS the translators have been
acknowledged by name and affiliation. In the footnote of
each pdf version of the ICS, a suggested reference is
provided that acknowledges the authors and translators. A
creative commons licence has been added (
) that allows
users to copy and use the ICS, as long as appropriate
attribution is made, the material is not used for commercial
purposes, and revisions of the material are not distributed.
Users are welcome to contact the authors about additional
uses of the ICS.
Conclusion
While over 20% of Australian speech pathologists provide
services in languages other than English (Verdon, McLeod,
& McDonald, 2014), most Australian speech pathologists
encounter children who do not speak the same languages
as they speak. The ICS is a promising tool to provide
first-phase screening of children’s intelligibility so as to
determine whether additional assessment is required with
the assistance of an interpreter or colleague who speaks the
language(s) of the child. International collaboration between
speech pathologists, linguists, and translators has resulted
in the availability of the ICS in 60 languages and
international research is underway to validate, norm, and
examine the clinical applicability of the ICS across the world.
References
Caesar, L. G., & Kohler, P. D. (2007). The state of school-
based bilingual assessment: Actual practice versus
They found that the ICS showed good internal consistency
and test-retest reliability. Criterion validity was established
by comparing results between the two groups of children.
For the typically developing group the mean score was 4.6
(SD = 0.5) and this was significantly different from mean
score achieved by the children with speech sound
disorders (M = 4.1; SD = 0.7). The effect size was large d =
0.74. Sensitivity of 0.70 and specificity of 0.59 was
established as the optimal cut-off. Tomi´c and Mildner (2014)
used the ICS with 486 Croatian-speaking children aged
1;2–7;3 and compared parent- and teacher-reported
intelligibility. They found that across the children, the mean
score was 4.4 (SD = 0.5, range = 2.4–5.0). Kim et al. (2014)
used the ICS with 26 Korean-English speaking children in
New Zealand who were aged 3;0–5;5 and reported the
mean score was 4.4 (SD = 0.5). Kogovšek and Ozbiˇc
(2013) used the ICS with 104 Slovenian-speaking children
aged 2 to 6 years and found that across the children the
mean score was 4.6 (SD = 0.5, range = 2.7–5.0). They
found that parents and immediate family members were
more likely to understand the children, and that strangers
were least likely to understand the children.
To date, there has been remarkable consistency across
these international studies and those that have been
undertaken with English-speaking children (McLeod et
al., 2012b; McLeod et al., 2014). It may be the case that
across the world preschool children who achieve a mean
score above 4.2 may be considered to be developing
typically; whereas those who score below 4 may require
additional assessment. Additional studies are underway in
a range of countries including: Brazil, Cambodia, Denmark,
Fiji, Iceland, Iran, Israel, Jamaica, Germany, New Zealand,
Slovenia, South Africa, Sweden and Vietnam. Further
studies will confirm whether this hypothesis is applicable
across languages.
Table 1. Translations of the Intelligibility in Context Scale (continued)
Serbian Разговетност у контексту
скале: Српски
Thai
(ภาษาไทย)
แบบประเมินการฟังเข้าใจคำ�
พูด
Sesotho (Sesotho) Teko ya kutlwisiso ya puo:
Sesotho
Tongan
(Lea Faka-Tonga)
Ko e Tu’unga ‘o e Poto’i
Faka’atamai ‘i hono
Fakasikeili: Lea Faka-Tonga
Slovak
(Slovak)
Škála hodnotiaca
zrozumitel’nost’ re ˆci v
kontexte: Slovak
Tshivenda
(Tshivenda)
Tshikalo tsha u Pfesesea ha
Kuambele: Tshivenda
Slovenian
(slovenš ˆcina)
Lestvica razumljivosti govora
v vsakdanjem življenju:
slovenš ˆcina
Turkish
(Türkçe)
Ba ˘glam Içi Anla ¸sılabilirlik
Ölçe ˘gi: Türkçe
Somali
(Soomaali)
Cabbirka Garashada
Hadalka: Soomaali
Vietnamese
(Việt )
Sự Dễ hiểu trong phạm vi
ngữ cảnh: Việt
Spanish
(Español)
Escala de Inteligibilidad en
Contexto: Español
Welsh
(Cymraeg)
Graddfa Eglurder mewn
Cyd-destun: Cymraeg
Swedish
(Svenska)
Skattning av förståelighet i
kontext: Svenska
Xhosa
(isiXhosa)
Ulwazi olu Phezulu: isiXhosa
Tagalog
(Tagalog/Filipino)
Antas ng Pag-unawa ng
Iba’t Ibang Tao sa
Pagsasalita: Tagalog
Zulu
(isiZulu)
Isikalelo sesigqi
Sobuhlakani: isiZulu
Note: Translations in isiNdebele, Sepedi, Setswana, SiSwati, and Xitsonga are forthcoming.