Abstract
Summary The effect of clinician bias in evaluating the speech of children was studied. Case presentations were made to 30 clinicians by means of videotape. Prior to evaluation, graduate-student clinicians were exposed to fabricated case-histories containing positive-bias or negative-bias factors, or to no case-history information. The clinicians generated phonetic inventories, scaled judgments of articulatory proficiency, scaled prognoses, and scaled therapeutic judgments. The case-history preconditions had little effect on the measured behaviour of the clinicians. Implications for clinical evaluative procedures are discussed.
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