Articulation Test Center Hive
The smartest, most flexible assessment tool for evaluating articulation and phonology in children and adults with speech sound disorders.
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Groups of 5 or more can enjoy a free extended trial of the Little Bee Hive, which includes Articulation Station Hive and Articulation Test Center Hive. See how these tools can help your SLPs be more effective and efficient. It’s easy to get started, even if you are using an MDM.
Developed by SLPs for SLPs
As SLPs, we understand how time-consuming it can be to assess speech sound disorders, write reports, and manage everything in between. But it doesn’t have to be!
Check out the overview video and how easy and efficient it is to administer, score a test and generate a report with Articulation Test Center Hive!
- Age-Based Screeners
- Consonants
- Vowels
- Vocalic Rs
- Initial Blends
- Speech Sample Scenes
Screener
Assess the sounds and words that are developmentally appropriate based on the age of your student.
p, b, m, h, y, t
d, n, k, g, f,
p, b, m, t, d
n, k, g, ng, f
p, b, m, t, d
n, k, g, ng, f
Full Test
Assess all speech sounds in the English language or test specific parts of speech with flexible testing options.
Administer. Score. Generate Report.
Tests are quickly administered, scored, and results delivered—complete with an auto-generated report—all in under 20 minutes. It’s efficiency at its best, so you can spend less time testing and more time treating.
Record Now, Score Later
Flexible and fun. Present the stimulus images to the child, tap record, and have them say the word.
You can score immediately or take your time to review the saved audio recordings later—giving you the flexibility to score when it works best for you.

Stimulus Images That Work
Beautiful and clear. Each stimulus image has been carefully selected, designed to clearly represent the sounds being tested.
These high-quality photographs of real-world objects, set against a clean white background, are simple, engaging, and easy for students to identify––making testing both effective and enjoyable.

Quick & Easy Scoring
Simply tap. The sounds being evaluated are marked with clear, color-coded tiles at the top of each card.
By default, sounds tested are marked as correct with a green tile. If a sound is incorrect, a single tap will display it in red, while an additional tap marks an approximation in yellow.
This intuitive system makes scoring quick and easy!

Omissions
Drag and drop. To mark an omission simply drag the tile off screen or tap the tile 3 times until the omitted icon appears.

Substitutions, Processes & Distortions
Quick and convenient. Marking substitutions, phonological processes or distortions is easy. From the Error Menu, select consonants, vowels, processes, or distortions.
To mark a substitution, simply drag the red sound tile from the Consonants or Vowels tabs and drop it on the green target sound.

Auto-Marked Phonological Processes
Hassle free. With auto-marking enabled, most phonological processes are automatically applied as substitutions or omissions are marked. However, you can also manually mark them by selecting a process and dragging it onto the relevant green sound tile.
The following phonological processes are marked automatically:

Speech Sample Scenes
Interactive scenes designed to encourage conversation for assessing speech and language skills in connected speech.

Explore Together
Tap and Talk
Record and Review
time tracked.
Measure Results
Scenes That Get Results
With two engaging and interactive scenes, you can capture audio as the child explores and talks about the environment, allowing for further evaluation of intelligibility, articulation, language skills, MLU, and fluency.
Mountain Adventure Scene
Begin the day with a beautiful morning jeep ride into the mountains and end with roasting marshmallows by a cozy evening campfire. With an abundance of exciting scenes and images in these mountains your learner is going to have a lot to explore and talk about!


Each interactive scene is thoughtfully designed to captivate and engage, offering endless opportunities to elicit and capture conversation.
Home Life Scene
Race home from school, play some of your favorite games, enjoy a delicious dinner, and get ready for the most exciting birthday bash of the year!
Your learners will love joining the Garcia family as they prepare for Mario’s 7th birthday, exploring their warm and welcoming home filled with fun, laughter, and party magic.

Conversation Prompts
Each scene has conversation prompts when an object is tapped to get your learners talking. Each interactive scene offers rich opportunities for conversation and assessment.

Intelligibility Measure
You will have an opportunity to rate the student’s intelligibility after each test and speech sample to track speech clarity and assess the presence and severity of speech delays.
The rating can be updated in the results by reviewing the speech sample recording and scoring each word as intelligible or unintelligibile for a more accurate measure of intelligibility.

Try Articulation Test Center Hive FREE for 14 days and level up your assessments.
Free trial also includes Articulation Station Hive, a powerful tool for the treatment of articulation and phonology disorders.

Comprehensive Test Results
Articulation Test Center Hive provides clear, easy-to-read results that help track progress, set goals, and plan treatment—all in one place.
Scores Summary
The score summary screen displays the student identifier, progress graphs for Percent Phonemes Correct and Intelligibility, and a comprehensive list of all administered tests, providing a clear overview of student performance.
Tap any test to access detailed sound error analysis, speech sample recordings, written reports, and practice recommendations.

Words Tested
The Words Tested screen displays all the tested words, their scores, and any marked phonological processes or distortions. You can listen to recordings, review notes, and easily make edits by returning to the test, ensuring accuracy and flexibility.

Errors Marked
The Errors Marked screen provides a comprehensive view of all errors identified during the test, including sound errors, errors by place and manner of articulation, substitutions and omissions marked, and phonological processes and distortions marked.
Each error category is displayed on its own screen, offering more detailed information for a clear, thorough analysis.

Sound Errors
The Sound Errors screen displays all the sounds that were marked as “incorrect” in red circles and “approximate” in orange circles. Each incorrect/approximate error is reported based on sound position and age of acquisition.
On the left, sound errors are categorized by sound position. On the right, you can mark which sound errors are stimulable.

Place & Manner
The Place/Manner screen will display sound errors based on the place of articulation and on the manner of articulation. It will also display vowel errors by position and quadrant when tested.

Substitutions
The Substitutions screen displays all the substitutions made and omissions marked for the sounds tested.

Processes & Distortions
The Processes & Distortions screen displays all the phonological processes and distortions marked in the test. It does this with a visual graph as well as a list of processes marked. Processes with a percent occurrence of 40% or more are considered active processes.

Speech Sample
The Speech Sample screen has the audio recording taken from the speech sample scene activity, saved and available for playback.
The intelligibility rating can be updated and a transcription can be entered or viewed from this page.

Report
The Report presents a detailed summary of the selected test results, including scores, error patterns, intelligibility ratings, and recommendations for practice, making it easy to track progress and share findings with parents or colleagues.
You can edit the summary section to include any details specific to the client.
When sharing the report, you also have the option to show or hide sections. Sometimes you may not need to send all the information, but everything is still there for you to reference when you need it!

Extra sweet features that will help you test smarter.
Articulation Test Center Hive is packed with additional features that are designed to make speech assessments more flexible, more insightful, and more efficient than ever.
Background Color Themes
Keep your testing environment fresh by selecting a background color that feels right for you or helps your student feel at ease during their assessment.















Research-Based
Articulation Test Center Hive is a criterion-referenced assessment tool developed based on current research regarding speech sound developmental norms, ensuring accurate and reliable results you can confidently rely on.
- Speech Sound Norms
- Intelligibility Ranges
- Phonological Processes
- Distortions
The speech sound norms, intelligibility ranges, and the ages at which phonological processes and distortions are typically eliminated are based on the research listed below.
Arlt, P.B., & Goodman, M. J. (1976). A comparative study of articulation acquisition as based on a study of 240 normals, aged three to six. Language, Speech, and Hearing Services in Schools, 7, 173-180.
Bleile, K.M. (1995). Manual of articulation and phonological disorders. San Diego, CA: Singular Publishing Group, Inc.
Bowen, C. (2011, Nov 9). Elimination of phonological processes in typical development. Retrieved from
http://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=31:table3&catid=11:admin&Itemid=117
Chirlian, N.S., & Sharpley, C.F. (1982). Children’s articulation development: Some regional differences. Australian Journal of Human Communication Disorders, 10, 23-30.
Coplan, J., & Gleason, J.R. (1988). Unclear speech recognition and significant speech in preschool children. Journal of Speech and Hearing Disorders, 53(3), 155-162.
Dodd, B., Holm, A., Hua, Z., & Crosbie S. (2003). Phonological development: A normative study of British English-speaking children. Clinical Linguistics & Phonetics, 17(8), 17-43.
Flipsen, P. (2006). Measuring the intelligibility of conversational speech in children. Clinical Linguistics & Phonetics, 20(4), 303-312.
Fudala, J.B., & Reynolds, W.M. (1986). Arizona articulation proficiency scale (2nd ed.). Los Angeles, CA: Western Psychological Press.
Gordon-Brannan, M. (1994). Assessing intelligibility: Children’s expressive phonologies. Topics in Language Disorders, 14, 17-25.
Gordon-Brannan, M., & Hodson, B.W. (2000). Intelligibility/severity measurements of prekindergarten children’s speech. American Journal of Speech Language Pathology, 9, 141-150.
Hegde, M.N. (2001). Pocket guide to assessment in speech-language pathology (2nd ed.). San Diego, CA: Singular Publishing Group, Inc.
Hodson, B.W. (2007). The assessment of phonological patterns in children. Austin, TX: Pro-Ed.
Hodson, B.W. (2010). Targeting speech problems: The clinical decision-making process (2nd ed.). Austin, TX: Pro-Ed.
Hodson, B.W., & Paden, E.P. (1991). Phonological awareness: A speech-language pathologist's approach. Austin, TX: Pro-Ed.
Ingram, T.T.S., Anthony, N., Bogle D., & McIsaac, M.W. (1971). The Edinburgh Articulation Test. Edinburgh: Churchill Livingstone.
Irwin, J.W., & Wong, S.P. (Eds.). (1983). Phonological development in children 18 to 72 months. Carbondale, IL: Southern Illinois University Press.
James, D., van Doom, J., & McLeod, S. (2001). Vowel production in mono-, di-, and poly-syllabic words in children 3;0 to 7;11 years. In L. Wilson & S. Hewat (Eds.). Proceedings of the Speech Pathology Australia Conference (pp. 127-136). Melbourne: Speech Pathology Australia.
Kilminster, M.G.E., & Laird, E.M. (1978). Articulation development in children aged three to nine years. Australian Journal of Human Communication Disorders, 6(1), 23-30.
Linguisystems (2009). Phonological pattern suppression by age. Retrieved from:
https://www.linguisystems.com/pdf/200908/Phonological%20Pattern%20Suppression%20By%20Age.pdf
Lowe, R.J. (2000). ALPHA (Assessment Link Between Phonology and Articulation Phonology) Revised Test of Phonology. Mifflinville, PA: ALPHA Speech & Language Resources. Retrieved from
http://speech-language-therapy.com/index.php?option=com_content&view=article&id=46:speechax&catid=9:resources&Itemid=117.
McLeod, S., & Bleile, K. (2003). Neurological and developmental foundations of speech acquisition. American Speech-Language-Hearing Association Convention, Chicago. Retrieved from
http://www.speech-language-therapy.com/pdf/docs/ASHA03McLeodBleile.pdf
McLeod, S., & Crowe, K. (2018). Speech sound norms for children aged 3 to 8 years: A cross-sectional study. Journal of Speech, Language, and Hearing Research, 61(10), 2801-2816. https://doi.org/10.1044/2018_JSLHR-S-SCC7-17-0334
McReynolds, L.V., & Elbert, M. (1981). Assessing phonological disorders: A clinical guide. Columbus, OH: Merrill.
Otomo, K., & Stoel-Gammon, C. (1992). The acquisition of unrounded vowels in English. Journal of Speech and Hearing Research, 35, 604-616.
Peña-Brooks, A., & Hegde, M.N. (2000). Assessment and treatment of articulation and phonological disorders in children: A dual-level text. Austin, TX: Pro-Ed, Inc.
Peña-Brooks, A., & Hegde, M.N. (2007). Assessment and treatment of articulation and phonological disorders in children (2nd ed.). Austin, TX: Pro-Ed.
Pollock, K.E. (2002). Identification of vowel errors: Methodological issues and preliminary data from the Memphis Vowel Project. In M. J. Ball & F. E. Gibbon (Eds.), Vowel disorders (pp. 83-113). Boston: Butterworth Heinemann.
Poole, I. (1931). Genetic development of articulation of consonants sounds in speech. Elementary English Review, 11, 159–161.
Prather, E.M., Hedrick, D.L., & Kern, C.A. (1975). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40, 179-191.
Sander, E.K. (1972). When are speech sounds learned? Journal of Speech and Hearing Disorders, 37, 55-63.
Selby, J.C., Robb, M.P., & Gilbert, H.R. (2000). Normal vowel articulations between 15 and 36 months of age. Clinical Linguistics and Phonetics, 14, 255-266.
Smit, A., Hand, L., Freilinger, J., Bernthal, J., & Bird, A. (1990). The Iowa articulation norms project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55, 779–798.
Templin, M. (1957). Certain language skills in children: Their development and interrelationships. Institute of Child Welfare Monographs, Vol. 26. Minneapolis, MN: University of Minnesota Press.
Vihman, M. (1988). Early phonological development. In J. Bernthal & N. Bankson (Eds). Articulation and phonological disorders (2nd ed.). Baltimore, MD: Williams & Wilkins.
Waring, R., Fisher, J., & Atkin, N. (2001). The articulation survey: Putting numbers to it. In L. Wilson & S. Hewat (Eds.), Proceedings of the 2001 Speech Pathology Australia National Conference: Evidence and Innovation (pp. 145-151). Melbourne: Speech Pathology Australia.
Watson, M.M., & Scukanec, G.P. (1997). Profiling the phonological abilities of 2-year-olds: A longitudinal investigation. Child Language Teaching and Therapy, 13, 3-14.
Weiss, M. (1982). Weiss intelligibility test. Tigard, OR: CC Publications.
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