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Hurley CR, McLeod S, Anthonappa RP. Extraction of primary maxillary incisors and children's speech production: A case series. CLINICAL LINGUISTICS & PHONETICS 2024:1-13. [PMID: 38797933 DOI: 10.1080/02699206.2024.2355481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Accepted: 05/10/2024] [Indexed: 05/29/2024]
Abstract
Dental caries (tooth decay) is a disease with a significant global burden. Management may necessitate the extraction of teeth to restore oral health. The association between dental extractions and children's speech is unclear, with clinical implications for speech-language pathologists and dentists. This case series describes a prospective study reporting the impact of primary maxillary incisor teeth extraction on speech sound accuracy for three children (C1 aged 5;6 (years; months), C2 aged 4;6, C3 aged 3;10). Their speech was assessed using the Diagnostic Evaluation of Articulation and Phonology (DEAP) and the Intelligibility in Context Scale (ICS) before (T1) and 1 month after dental treatment (T2). Speech analysis included the percentage of consonants correct (PCC) and error-type analyses. Caregiver and child perception of the child's oral health-related quality of life (OHRQoL) were assessed pre- and post-operatively using a modified Scale of Oral Health Outcomes for 5-year-old children (SOHO-5). At T1, all three children scored >1 standard deviation below the mean on normative data in the DEAP. There was no clinically significant change in PCC for any child (C1 T1: 89.6%, T2: 90.6%, C2 T1: 78.0%, T2: 75.9%, C3 T1: 56.1%, T2: 63.1%). OHRQoL measures were improved for C1 by the carergiver report and remained stable for C2 and C3 and all child reports. Speech sound difficulties were present before dental treatment in all participants and extraction of primary maxillary incisors did not significantly impact speech production. Dental extractions appear to be independent from speech production in this case series of preschool children.
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Affiliation(s)
- Caitlin R Hurley
- Paediatric Dentistry, Dental School, The University of Western Australia, Perth, Australia
| | - Sharynne McLeod
- School of Education, Charles Sturt University, Bathurst, Australia
| | - Robert P Anthonappa
- Paediatric Dentistry, Dental School, The University of Western Australia, Perth, Australia
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Pratt AS, Durant K, Peña ED, Bedore LM. Modeling Dimensionality of Bilingual Kindergarteners' Language Knowledge in Spanish and English. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024:1-25. [PMID: 38781108 DOI: 10.1044/2024_jslhr-22-00140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2024]
Abstract
PURPOSE This study used structural equation modeling to investigate the dimensionality of language in Spanish-English bilingual kindergartners. Five theoretical models were compared, including (a) a unidimensional model; (b) a two-dimensional model by language (Spanish, English); (c) a three-dimensional model by domain of language (phonology, semantics, morphosyntax); (d) a second-order model organized first by language (Spanish, English), with each language dimension comprising three domain-specific dimensions (phonology, semantics, morphosyntax); and (e) a six-dimensional model with freely covarying language-specific domains. METHOD Participants included 238 Spanish-English bilingual kindergartens, as identified by parent report of current language exposure and direct language measures. All participants completed a battery of phonology, semantics, and morphosyntactic test items in English and in Spanish. RESULTS The six-dimensional covarying model constrained by domain and language provided the best fit for the data, with six separate factors for phonology, morphosyntax, and semantics in English and Spanish. The excellent model fit is supported by findings of a χ2 to df (degrees of freedom) ratio < 2 with no significance, comparative fit index > .95, standardized root-mean-square residual < .08, and root-mean-square error of approximation values ≤ .05. CONCLUSIONS Results support emergent theories of bilingual language development. Application of the results to the evaluation and intervention of oral language abilities in bilingual children entering the formal education setting are considered. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25843846.
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Affiliation(s)
- Amy S Pratt
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - Kathleen Durant
- Speech Pathology and Audiology Program, Kent State University, OH
| | | | - Lisa M Bedore
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA
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Capone Singleton N, Saks J. Object Shape and Depth of Word Representations in Preschoolers. JOURNAL OF CHILD LANGUAGE 2024; 51:168-190. [PMID: 36655481 DOI: 10.1017/s0305000922000630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
This study examined the effect of a shape cue (i.e., co-speech gesture) on word depth. We taught 23 preschoolers (M = 3;5 years, SD = 5.82) novel objects with either shape (SHP) or indicator (IND) gestures. SHP gestures mimicked object form, but IND gestures were not semantically related to the object (e.g., an upward-facing palm, extended toward the object). Each object had a unique IND or SHP gesture. Outcome measures reflected richer semantic and phonological learning in the SHP than in the IND condition. In the SHP condition, preschoolers (a) expressed more semantic knowledge, (b) said more sounds in names, and (c) generalized more names to untaught objects. There were also fewer disruptions to prime picture names in the SHP condition; we discuss the benefit of a co-speech shape gesture to capitalize on well-established statistical word learning patterns.
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Affiliation(s)
- Nina Capone Singleton
- Department of Speech-Language Pathology, Seton Hall University, Nutley, USA
- Department of Pediatrics, Hackensack Meridian Health School of Medicine, USA
| | - Jessica Saks
- New York City Department of Education, New York State, USA
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Sieg SR, Fabiano L, Barlow J. Substitution Errors and the Role of Markedness in Bilingual Phonological Acquisition. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:4699-4715. [PMID: 38052067 DOI: 10.1044/2023_jslhr-23-00116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Abstract
PURPOSE The purpose of this study was to (a) provide evidence for a theoretical model of between-language interaction in bilingual phonological production through the examination of substitution error patterns and to (b) provide developmental data on bilingual children with and without speech sound impairments for use in clinical assessment and diagnosis. Through the lens of markedness, or relative featural complexity, patterns of between-language interaction were observed to provide a foundation for clinical decision making in phonological assessment. METHOD Seventy children, ages 3;11-6;7 (years; months), participated in this study: 63 typically developing bilingual Spanish-English-speaking children (x¯ = 5;2) and seven bilingual Spanish-English-speaking children with speech sound impairments (x¯ = 4;6). Substitution errors in single-word speech samples were analyzed in relation to their language-specific markedness values in terms of both targets avoided and substitutes produced. Both quantitative and descriptive analyses of substitution errors were performed. RESULTS Bilingual children, regardless of impairment status, abided by the phonological rules of their languages in English and Spanish productions. Findings indicated both typically developing children and children with speech sound impairments preferred the use of unmarked sounds that are shared across languages over the use of marked, language-specific sounds. CONCLUSIONS Through the examination of substitution errors, evidence of between-language interaction and recognition of relative complexity emerged. These results have implications for clinical assessment and diagnosis of speech sound impairments in bilingual children. SUPPLEMENTAL MATERIAL AND PRESENTATION VIDEO https://doi.org/10.23641/asha.24640200.
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Lewis BA, Miller GJ, Iyengar SK, Stein C, Benchek P. Long-Term Outcomes for Individuals With Childhood Apraxia of Speech. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023:1-17. [PMID: 37734154 DOI: 10.1044/2023_jslhr-22-00647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Abstract
PURPOSE The study's primary aims were to describe the long-term speech outcomes for adolescents and young adults with a history of childhood apraxia of speech (CAS) and to examine the association of persistent speech sound errors with measures of literacy skills, phonological processing, motor speech production, and parent report of early motor difficulty. METHOD Data from a large longitudinal 25-year study were used to explore outcomes for 32 individuals with a history of CAS, ages 12;6 (years;months) to 25 years (M = 17.4, SD = 4.7). Persistent and nonpersistent groups were compared on decoding, phonological processing, multisyllabic word repetition, diadochokinetic rate, and parent report of motor involvement. Parametric (Welch's t tests) and nonparametric tests (Wilcoxon and Fisher exact tests) were used to identify differences between the groups' distributions. Developmental trajectories of speech production were plotted. RESULTS Outcomes for individuals with CAS are highly variable, with some demonstrating speech sound errors into adolescence and young adulthood. Speech sound errors were primarily on later developing sounds. Persistence was significantly associated with early motor difficulties. Difficulties with multisyllabic words, phonological processing, and literacy were often present regardless of persistence or nonpersistence of speech errors. CONCLUSIONS Children with CAS are at risk for persistent speech sound errors into adulthood. For children showing limited progress with more traditional speech therapy, alternative interventions should be explored. Individuals with persistent speech sound errors are more likely to have a history of early motor deficits. Regardless of persistence, participants with CAS demonstrated ongoing weaknesses in literacy, phonological processing skills, and complex speech production tasks.
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Affiliation(s)
- Barbara A Lewis
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Gabrielle J Miller
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Sudha K Iyengar
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Catherine Stein
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Penelope Benchek
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
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Dokovova M, Sugden E, Cartney G, Schaeffler S, Cleland J. Tongue Shape Complexity in Children With and Without Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:2164-2183. [PMID: 37267440 DOI: 10.1044/2023_jslhr-22-00472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE This study investigates the hypothesis that younger speakers and speakers with more severe speech sound disorders are more likely to use simpler (undifferentiated) tongue gestures due to difficulties with, or immaturity of, lingual motor control. METHOD The hypothesis is tested using cross-sectional secondary data analysis of synchronous audio and high-speed ultrasound recordings from children with idiopathic speech sound disorders (n = 30, aged 5;0-12;11 [years;months]) and typically developing children (n = 29, aged 5;8-12;10), producing /a/, /t/, /ɹ/, /l/, /s/, and /ʃ/ in an intervocalic /aCa/ environment. Tongue shape complexity is measured using NINFL (Number of INFLections) and modified curvature index (MCI) from splines fitted to ultrasound images at the point of maximal lingual gesture. Age, perceived accuracy, and consonant are used as predictors. RESULTS The results suggest that as age increases, children with speech sound disorders have lower MCI compared to typically developing children. Increase in age also led to decrease of MCI for the typically developing group. In the group of children with speech sound disorders, perceptually incorrect /ɹ/ productions have lower MCI than correct productions, relative to /a/. CONCLUSIONS There is some evidence of systematic tongue shape complexity differences between typically developing children and children with speech sound disorders when accounting for increase in age. Among children with speech sound disorders, increase in age and perceptually incorrect consonant realizations are associated with decreasing tongue shape complexity.
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Affiliation(s)
- Marie Dokovova
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - Ellie Sugden
- School of Health Sciences, Western Sydney University, Richmond, New South Wales, Australia
| | - Gemma Cartney
- School of Health Sciences, Queen Margaret University, Edinburgh, United Kingdom
| | - Sonja Schaeffler
- School of Health Sciences, Queen Margaret University, Edinburgh, United Kingdom
| | - Joanne Cleland
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
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McAllister J, Skinner J, Hayhow R, Heron J, Wren Y. The Association Between Atypical Speech Development and Adolescent Self-Harm. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1600-1617. [PMID: 37080239 PMCID: PMC10457079 DOI: 10.1044/2023_jslhr-21-00652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 06/09/2022] [Accepted: 02/06/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Adolescent self-harm is a major public health issue internationally. Various factors associated with adolescent self-harm have been identified, including being bullied and experiencing mental health problems. Stuttering and speech sound disorder are associated with both of these factors. It was hypothesized that both stuttering and speech sound disorder would be associated with self-harm. This is the first study to explore the relationship between communication disorders and adolescent self-harm. METHOD Secondary analysis of a large, longitudinal, prospective, community sample, the Avon Longitudinal Study of Parents and Children, was carried out. Clinicians identified children who stuttered or exhibited speech sound disorder at the age of 8 years. When the cohort members were 16 years old, they were asked to complete a questionnaire about self-harm. Multinomial logistic regression was used to examine the associations between stuttering and speech sound disorder and the self-harm outcomes, adjusting for other relevant factors. RESULTS Of 3,824 participants with data for both speech status and self-harm, 94 (2.5%; 95% confidence interval [CI; 2.0, 3.0]) stuttered at 8 years of age and 127 (3.3%; 95% CI [2.8, 3.9]) displayed speech sound disorder. Speech sound disorder at the age of 8 years was associated with self-harm with suicidal intent in both unadjusted and adjusted models. Differences between the adjusted and unadjusted models were small, suggesting that speech sound disorder is largely an independent risk factor for self-harm with suicidal intent. Stuttering at the age of 8 years was not associated with adolescent self-harm, and there was no association between speech sound disorder and self-harm without suicidal intent. CONCLUSION Compared with individuals without speech sound disorder, adolescents with speech sound disorder at the age of 8 years have twice the risk of reporting self-harm with suicidal intent, even when other important predictors are taken into account. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.22573030.
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Affiliation(s)
- Jan McAllister
- School of Health and Social Care, University of Essex, Colchester, United Kingdom
| | - Jane Skinner
- Norwich Medical School, University of East Anglia, United Kingdom
| | - Rosemarie Hayhow
- Bristol Speech & Language Therapy Research Unit, North Bristol NHS Trust, United Kingdom
| | - Jon Heron
- Bristol School of Medicine,University of Bristol, United Kingdom
| | - Yvonne Wren
- Bristol Speech & Language Therapy Research Unit, North Bristol NHS Trust, United Kingdom
- Bristol Dental School, University of Bristol, United Kingdom
- Cardiff Metropolitan University, United Kingdom
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Wren Y, Pagnamenta E, Orchard F, Peters TJ, Emond A, Northstone K, Miller LL, Roulstone S. Social, emotional and behavioural difficulties associated with persistent speech disorder in children: A prospective population study. JCPP ADVANCES 2023; 3:e12126. [PMID: 37431315 PMCID: PMC10241475 DOI: 10.1002/jcv2.12126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 11/28/2022] [Indexed: 01/18/2023] Open
Abstract
Purpose Social, emotional and behavioural difficulties (SEBD) in childhood are associated with negative consequences across the life course. Children with developmental language disorder have been identified as being at risk of developing SEBD but it is unclear whether a similar risk exists for children with speech sound disorder, a condition which impacts on children's ability to make themselves understood and has been shown to be associated with poor educational outcomes. Methods Participants were children who attended the 8-year-old clinic in the Avon Longitudinal Study of Parents and Children (N = 7390). Children with speech sound disorder that had persisted beyond the period of typical speech acquisition (persistent speech disorder [PSD]) at age 8 were identified from recordings and transcriptions of speech samples (N = 263). Parent-, teacher- and child-reported questionnaires and interviews including the Strengths and Difficulties Questionnaire, Short Moods and Feelings Questionnaire and measures for antisocial and risk-taking behaviour were used to provide outcome scores for SEBD at 10-14 years in a series of regression analyses. Results Following adjustment for biological sex, socio-economic status and Intelligence Quotient, children with PSD at age 8 were more likely to show peer problems at age 10-11 years compared with their peers, as reported by teachers and parents. Teachers were more likely to report problems with emotionality. Children with PSD were no more likely to report symptoms of depression than their peers. No associations were observed between PSD, risk of antisocial behaviour, trying alcohol at age 10 or smoking cigarettes at age 14. Conclusions Children with PSD may be at risk in terms of their peer relationships. This could impact on their wellbeing and, while not observed at this age, may lead to depressive symptoms in older childhood and adolescence. There is also the potential that these symptoms may impact on educational outcomes.
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Affiliation(s)
- Yvonne Wren
- Bristol Speech and Language Therapy Research UnitNorth Bristol NHS TrustBristolUK
- Bristol Dental SchoolUniversity of BristolBristolUK
| | - Emma Pagnamenta
- School of Psychology and Clinical Language SciencesUniversity of ReadingReadingUK
| | - Faith Orchard
- School of PsychologyUniversity of SussexEast SussexUK
| | | | - Alan Emond
- Centre for Academic Child HealthBristol Medical SchoolBristolUK
| | - Kate Northstone
- Population Health SciencesBristol Medical SchoolOakfield HouseUniversity of BristolBristolUK
| | | | - Susan Roulstone
- Faculty of Health and Applied SciencesUniversity of the West of EnglandBristolUK
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Kabakoff H, Beames SP, Tiede M, Whalen DH, Preston JL, McAllister T. Comparing metrics for quantification of children's tongue shape complexity using ultrasound imaging. CLINICAL LINGUISTICS & PHONETICS 2023; 37:169-195. [PMID: 35243947 PMCID: PMC9440959 DOI: 10.1080/02699206.2022.2039300] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Revised: 12/20/2021] [Accepted: 02/01/2022] [Indexed: 06/01/2023]
Abstract
Speech sound disorders can pose a challenge to communication in children that may persist into adulthood. As some speech sounds are known to require differential control of anterior versus posterior regions of the tongue body, valid measurement of the degree of differentiation of a given tongue shape has the potential to shed light on development of motor skill in typical and disordered speakers. The current study sought to compare the success of multiple techniques in quantifying tongue shape complexity as an index of degree of lingual differentiation in child and adult speakers. Using a pre-existing data set of ultrasound images of tongue shapes from adult speakers producing a variety of phonemes, we compared the extent to which three metrics of tongue shape complexity differed across phonemes/phoneme classes that were expected to differ in articulatory complexity. We then repeated this process with ultrasound tongue shapes produced by a sample of young children. The results of these comparisons suggested that a modified curvature index and a metric representing the number of inflection points best reflected small changes in tongue shapes across individuals differing in vocal tract size. Ultimately, these metrics have the potential to reveal delays in motor skill in young children, which could inform assessment procedures and treatment decisions for children with speech delays and disorders.
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Affiliation(s)
- Heather Kabakoff
- Department of Communicative Sciences and Disorders, New York University, New York, NY, USA
| | - Sam Pearl Beames
- Department of Communicative Sciences and Disorders, New York University, New York, NY, USA
| | - Mark Tiede
- Haskins Laboratories, New Haven, CT, USA
| | - D. H. Whalen
- Haskins Laboratories, New Haven, CT, USA
- Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, New York, NY, USA
- Linguistics Department, Yale University, New Haven, CT, USA
| | - Jonathan L. Preston
- Haskins Laboratories, New Haven, CT, USA
- Department of Communication Sciences and Disorders, Syracuse University, Syracuse, NY, USA
| | - Tara McAllister
- Department of Communicative Sciences and Disorders, New York University, New York, NY, USA
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Morison LD, Meffert E, Stampfer M, Steiner-Wilke I, Vollmer B, Schulze K, Briggs T, Braden R, Vogel A, Thompson-Lake D, Patel C, Blair E, Goel H, Turner S, Moog U, Riess A, Liegeois F, Koolen DA, Amor DJ, Kleefstra T, Fisher SE, Zweier C, Morgan AT. In-depth characterisation of a cohort of individuals with missense and loss-of-function variants disrupting FOXP2. J Med Genet 2022; 60:597-607. [DOI: 10.1136/jmg-2022-108734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 10/09/2022] [Indexed: 11/06/2022]
Abstract
BackgroundHeterozygous disruptions ofFOXP2were the first identified molecular cause for severe speech disorder: childhood apraxia of speech (CAS), and yet few cases have been reported, limiting knowledge of the condition.MethodsHere we phenotyped 28 individuals from 17 families with pathogenicFOXP2-only variants (12 loss-of-function, five missense variants; 14 males; aged 2 to 62 years). Health and development (cognitive, motor, social domains) were examined, including speech and language outcomes with the first cross-linguistic analysis of English and German.ResultsSpeech disorders were prevalent (23/25, 92%) and CAS was most common (22/25, 88%), with similar speech presentations across English and German. Speech was still impaired in adulthood, and some speech sounds (eg, ‘th’, ‘r’, ‘ch’, ‘j’) were never acquired. Language impairments (21/25, 84%) ranged from mild to severe. Comorbidities included feeding difficulties in infancy (10/27, 37%), fine (13/26, 50%) and gross (13/26, 50%) motor impairment, anxiety (5/27, 19%), depression (6/27, 22%) and sleep disturbance (11/15, 44%). Physical features were common (22/27, 81%) but with no consistent pattern. Cognition ranged from average to mildly impaired and was incongruent with language ability; for example, seven participants with severe language disorder had average non-verbal cognition.ConclusionsAlthough we identify an increased prevalence of conditions like anxiety, depression and sleep disturbance, we confirm that the consequences ofFOXP2dysfunction remain relatively specific to speech disorder, as compared with other recently identified monogenic conditions associated with CAS. Thus, our findings reinforce thatFOXP2provides a valuable entry point for examining the neurobiological bases of speech disorder.
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Howson PJ, Redford MA. A Cross-Sectional Age Group Study of Coarticulatory Resistance: The Case of Late-Acquired Voiceless Fricatives in English. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3316-3336. [PMID: 35998285 PMCID: PMC9913133 DOI: 10.1044/2022_jslhr-21-00450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 01/20/2022] [Accepted: 05/21/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE As a class, fricatives are more "resistant" to consonant-vowel coarticulation than other English sounds. This study investigates the relative coarticulatory resistance of /θ, s, ʃ/ in child and adult speech to better understand the acquisition of individuated speech sounds. METHOD Ten 5-year-old children, seven 8-year-old children, and nine college-age adults produced [əFV] sequences in carrier phrases, where F was /θ/, /s/, or /ʃ/ and V was /æ/, /i/, or /u/. In Experiment 1, coarticulation was perceptually indexed: 65 adults predicted the target stressed vowel based on forward-gated audiovisual speech samples for a subset of four speakers from each age group. In Experiment 2, dynamic spectral measures of the /əFV/ sequences were analyzed using smoothing spline analysis of variance to again test for vowel effects on fricative articulation across age groups. RESULTS The perceptual results indicated that fricatives blocked vowel-vowel coarticulation across speaker age groups. Contrary to expectation, vowels were most accurately predicted when F was /s/ and not when it was /ʃ/ or /θ/ across age groups. Acoustic results indicated the expected biomechanically motivated /ʃ/ > /s/ > /θ/ coarticulatory resistance hierarchy in adults' speech. By contrast, /ʃ/ > /s/ were similarly influenced by context in 8-year-olds' speech, and the results from 5-year-olds' speech suggested an influence of order of acquisition in that /θ/ was surprisingly resistant to coarticulation. CONCLUSION The study results are taken to suggest that a temporal constraint on fricative articulation interacts with biomechanical constraints during development to influence patterns of coarticulation in school-age children's speech.
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Affiliation(s)
- Phil J. Howson
- Leibniz-Zentrum Allgemeine Sprachwissenschaft, Berlin, Germany
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Kabakoff H, Gritsyk O, Harel D, Tiede M, Preston JL, Whalen DH, McAllister T. Characterizing sensorimotor profiles in children with residual speech sound disorder: a pilot study. JOURNAL OF COMMUNICATION DISORDERS 2022; 99:106230. [PMID: 35728449 PMCID: PMC9464712 DOI: 10.1016/j.jcomdis.2022.106230] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 03/18/2022] [Accepted: 06/02/2022] [Indexed: 06/04/2023]
Abstract
PURPOSE Children with speech errors who have reduced motor skill may be more likely to develop residual errors associated with lifelong challenges. Drawing on models of speech production that highlight the role of somatosensory acuity in updating motor plans, this pilot study explored the relationship between motor skill and speech accuracy, and between somatosensory acuity and motor skill in children. Understanding the connections among sensorimotor measures and speech outcomes may offer insight into how somatosensation and motor skill cooperate during speech production, which could inform treatment decisions for this population. METHOD Twenty-five children (ages 9-14) produced syllables in an /ɹ/ stimulability task before and after an ultrasound biofeedback treatment program targeting rhotics. We first tested whether motor skill (as measured by two ultrasound-based metrics of tongue shape complexity) predicted acoustically measured accuracy (the normalized difference between the second and third formant frequencies). We then tested whether somatosensory acuity (as measured by an oral stereognosis task) predicted motor skill, while controlling for auditory acuity. RESULTS One measure of tongue shape complexity was a significant predictor of accuracy, such that higher tongue shape complexity was associated with lower accuracy at pre-treatment but higher accuracy at post-treatment. Based on the same measure, children with better somatosensory acuity produced /ɹ/ tongue shapes that were more complex, but this relationship was only present at post-treatment. CONCLUSION The predicted relationships among somatosensory acuity, motor skill, and acoustically measured /ɹ/ production accuracy were observed after treatment, but unexpectedly did not hold before treatment. The surprising finding that greater tongue shape complexity was associated with lower accuracy at pre-treatment highlights the importance of evaluating tongue shape patterns (e.g., using ultrasound) prior to treatment, and has the potential to suggest that children with high tongue shape complexity at pre-treatment may be good candidates for ultrasound-based treatment.
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Affiliation(s)
- Heather Kabakoff
- Department of Communicative Sciences and Disorders, New York University, 665 Broadway Floor 9, New York, NY, 10012, USA.
| | - Olesia Gritsyk
- Department of Communicative Sciences and Disorders, New York University, 665 Broadway Floor 9, New York, NY, 10012, USA
| | - Daphna Harel
- Center for the Practice and Research at the Intersection of Information, Society, and Methodology, New York University, 246 Greene Street Floor 2, New York, NY, 10003, USA
| | - Mark Tiede
- Haskins Laboratories, Yale University, 300 George Street Suite 900, New Haven, CT 06511, USA
| | - Jonathan L Preston
- Haskins Laboratories, Yale University, 300 George Street Suite 900, New Haven, CT 06511, USA; Department of Communication Sciences and Disorders, Syracuse University, 621 Skytop Road Suite 1200, Syracuse, NY, 13244, USA
| | - D H Whalen
- Haskins Laboratories, Yale University, 300 George Street Suite 900, New Haven, CT 06511, USA; Department of Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, 365 Fifth Avenue Floor 5, New York, NY, 10016, USA; Linguistics Department, Yale University, 370 Temple St, New Haven, CT, 06511, USA
| | - Tara McAllister
- Department of Communicative Sciences and Disorders, New York University, 665 Broadway Floor 9, New York, NY, 10012, USA
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Amoako WK, Stemberger JP. Acquisition of variability in Akan Phonology: Labio-palatalized consonants and front rounded vowels. JOURNAL OF CHILD LANGUAGE 2022; 49:979-1007. [PMID: 34167601 DOI: 10.1017/s0305000921000489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This paper addresses how input variability in the adult phonological system is mastered in the output of young children in Akan, a Kwa language spoken in Ghana, involving variability between labio-palatalized consonants and front rounded vowels. The high-frequency variant involves a complex consonant which is expected to be mastered late, while the low-frequency variant involves a front rounded vowel which is expected to be mastered relatively early. Late mastery of complex consonants was confirmed. The high-frequency labiopalatalized-consonant variant was absent at age 3 and not yet mastered even at age 5. All children produced the easier-to-produce low-frequency front-rounded-vowel variant, most at far greater frequency than in adult speech, implying that a child's output limitations can affect which variant the child targets for production. Modular theories, in which phonological plans reflect only the characteristics of adult input, fail to account for our results. Non-modular theories are implicated.
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Biller MF, Yeager KA. Lexical Acquisition and Phonological Development in Minimally Verbal Children With Autism Spectrum Disorders. Lang Speech Hear Serv Sch 2022; 53:1074-1087. [PMID: 35947820 DOI: 10.1044/2022_lshss-21-00184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This study examines two components of lexical acquisition and phonological development that occur during the first 50-word stage of language development in neurotypical (NT) children. One component is how children learn words based on their existing speech sound inventories (i.e., in-phonology and out-of-phonology word learning). The other component is the relationship between the children's number of words and the number of phonemes in their speech sound inventories. The goal of this study is to determine if the same two components occur in children with autism spectrum disorders (ASDs) who are older than their NT peers but are in the same stage of lexical development. METHOD This study involved 20 minimally verbal children with ASDs, ages 28-72 months, who produced five to 50 spoken words. The children's spoken words were obtained from the MacArthur-Bates Communicative Development Inventories. The speech sound inventories were obtained from the utterances produced during assessment/play sessions with the children. The children's spoken words from the Communicative Development Inventories (CDI) were categorized as either in-phonology or out-of-phonology based on whether the words began with a phoneme in the child's existing speech sound inventory. Additionally, the children's number of spoken words on the CDI was compared to the number of phonemes in their speech sound inventories. RESULTS The children in this study produced in-phonology words more often than out-of-phonology words (z = -3.922; p < .001). Moreover, there was a moderate positive correlation between the children's number of spoken words and the number of phonemes in their speech sound inventories (r = .534, p = .019). CONCLUSIONS The relationship between lexical acquisition and phonological development appears to exist for the children in this study, who are in the first 50-word stage of development. Clinical implications for increasing the expressive language of children with ASDs were discussed.
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Affiliation(s)
- Maysoon F Biller
- Department of Communication Sciences and Disorders, University of Central Arkansas, Conway
| | - Kayleigh A Yeager
- Department of Communication Sciences and Disorders, University of Central Arkansas, Conway
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Holm A, Sanchez K, Crosbie S, Morgan A, Dodd B. Is children's speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 24:375-384. [PMID: 34779320 DOI: 10.1080/17549507.2021.1991474] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose: Around 9% of children have difficulty acquiring intelligible speech despite typical sensory, neuro-motor and cognitive function. Speech-language pathologists (SLPs) rely on descriptions of children's speech errors to identify speech sound disorder (SSD) and determine intervention targets and goals. Existing normative data, however, need re-evaluation to reflect changes in populations and the language learning environment. This research evaluates whether developmental phonological patterns widely accepted as describing typical acquisition predict speech errors in a recent sample of pre-school children.Method: In 2015, 99 neurotypical children aged 3;0-3;8 years;months were assessed using the Diagnostic Evaluation of Articulation and Phonology (DEAP). Their performance was compared to studies describing speech development by children of the same age for phone repertoire and phonological patterns.Result: There were differences for both measures. Phone repertoire differences were marginal, but changes in phonological pattern use were unexpected. Suppression of three developmental phonological patterns (stopping of fricatives, final consonant deletion and voicing contrasts) was delayed compared to previous norms. Atypical consonant cluster reduction, sometimes considered a marker for disorder, was observed in 10% of children.Conclusion: There were qualitative differences in the speech development of the 2015 cohort of children compared to previous developmental norms. Valid and current normative data are necessary for the accurate identification of children needing intervention. The differences we found reinforce the need for regular updating of assessment tools, as well as greater understanding of how children's language learning environments are changing and potentially influencing speech development.
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Affiliation(s)
- Alison Holm
- School of Health Sciences and Social Work, Griffith University, Brisbane, Australia
| | | | | | - Angela Morgan
- Murdoch Children's Research Institute, Melbourne, Australia
| | - Barbara Dodd
- Murdoch Children's Research Institute, Melbourne, Australia
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Yankowitz LD, Petrulla V, Plate S, Tunc B, Guthrie W, Meera SS, Tena K, Pandey J, Swanson MR, Pruett JR, Cola M, Russell A, Marrus N, Hazlett HC, Botteron K, Constantino JN, Dager SR, Estes A, Zwaigenbaum L, Piven J, Schultz RT, Parish-Morris J. Infants later diagnosed with autism have lower canonical babbling ratios in the first year of life. Mol Autism 2022; 13:28. [PMID: 35761377 PMCID: PMC9235227 DOI: 10.1186/s13229-022-00503-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2021] [Accepted: 05/20/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Canonical babbling-producing syllables with a mature consonant, full vowel, and smooth transition-is an important developmental milestone that typically occurs in the first year of life. Some studies indicate delayed or reduced canonical babbling in infants at high familial likelihood for autism spectrum disorder (ASD) or who later receive an ASD diagnosis, but evidence is mixed. More refined characterization of babbling in the first year of life in infants with high likelihood for ASD is needed. METHODS Vocalizations produced at 6 and 12 months by infants (n = 267) taking part in a longitudinal study were coded for canonical and non-canonical syllables. Infants were categorized as low familial likelihood (LL), high familial likelihood diagnosed with ASD at 24 months (HL-ASD) or not diagnosed (HL-Neg). Language delay was assessed based on 24-month expressive and receptive language scores. Canonical babble ratio (CBR) was calculated by dividing the number of canonical syllables by the number of total syllables. Generalized linear (mixed) models were used to assess the relationship between group membership and CBR, controlling for site, sex, and maternal education. Logistic regression was used to assess whether canonical babbling ratios at 6 and 12 months predict 24-month diagnostic outcome. RESULTS No diagnostic group differences in CBR were detected at 6 months, but HL-ASD infants produced significantly lower CBR than both the HL-Neg and LL groups at 12 months. HL-Neg infants with language delay also showed reduced CBR at 12 months. Neither 6- nor 12-month CBR was significant predictors of 24-month diagnostic outcome (ASD versus no ASD) in logistic regression. LIMITATIONS Small numbers of vocalizations produced by infants at 6 months may limit the reliability of CBR estimates. It is not known if results generalize to infants who are not at high familial likelihood, or infants from more diverse racial and socioeconomic backgrounds. CONCLUSIONS Lower canonical babbling ratios are apparent by the end of the first year of life in ASD regardless of later language delay, but are also observed for infants with later language delay without ASD. Canonical babbling may lack specificity as an early marker when used on its own.
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Affiliation(s)
- L D Yankowitz
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA.
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
| | - V Petrulla
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - S Plate
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - B Tunc
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - W Guthrie
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - S S Meera
- National Institute of Mental Health and Neurosciences, Bangalore, India
| | - K Tena
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - J Pandey
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - M R Swanson
- Department of Psychology, University of Texas at Dallas, Richardson, TX, USA
| | - J R Pruett
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - M Cola
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - A Russell
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - N Marrus
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - H C Hazlett
- University of North Carolina, Chapel Hill, NC, USA
| | - K Botteron
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - J N Constantino
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - S R Dager
- University of Washington, Seattle, WA, USA
| | - A Estes
- University of Washington, Seattle, WA, USA
| | - L Zwaigenbaum
- Department of Pediatrics, University of Alberta, Edmonton, Canada
| | - J Piven
- University of North Carolina, Chapel Hill, NC, USA
| | - R T Schultz
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - J Parish-Morris
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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To CKS, McLeod S, Sam KL, Law T. Predicting Which Children Will Normalize Without Intervention for Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1724-1741. [PMID: 35381182 DOI: 10.1044/2022_jslhr-21-00444] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The speech of some children does not follow a typical normalization trajectory, and they develop speech sound disorders (SSD). This study investigated predictive correlates of speech sound normalization in children who were at risk of SSD. METHOD A prospective population cohort study of 845 Cantonese-speaking preschoolers was conducted over 2.5 years to examine (a) children who resolved nonadult realizations of consonants (normalized) and (b) those who had persisting speech sound difficulties (did not normalize). From these 845, a sample of 82 participants characterized as having SSD (1.25 SDs below the mean in a standardized speech assessment, with a delay in initial consonant acquisition or with one or more atypical errors) was followed for 2 years at 6-month intervals or until the completion of their initial consonant inventory. Data from 43 children who did not receive speech-language pathology services were analyzed with survival analysis to model time to normalization while controlling for covariates. The target event (outcome) was the completion of their initial consonant inventory. RESULTS Under the no-intervention condition, the estimated median time to normalization was 6.59 years of age. Children who were more likely to normalize or normalized in a shorter time were stimulable to all errors and more intelligible as rated by caregivers using the Intelligibility in Context Scale. Those who showed atypical error patterns did not necessarily take longer to normalize. Similarly, expressive language ability was not significantly associated with speech normalization. CONCLUSIONS Stimulability and intelligibility were more useful prognostic factors of speech normalization when compared to (a)typicality of error patterns and expressive language ability. Children with low intelligibility and poor stimulability should be prioritized for speech-language pathology services given that their speech errors are less likely to resolve naturally.
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Affiliation(s)
| | - Sharynne McLeod
- Charles Sturt University, Bathurst, New South Wales, Australia
| | - Ka Lam Sam
- The University of Hong Kong, Hong Kong SAR, China
| | - Thomas Law
- The Chinese University of Hong Kong, Hong Kong SAR, China
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McFaul H, Mulgrew L, Smyth J, Titterington J. Applying evidence to practice by increasing intensity of intervention for children with severe speech sound disorder: a quality improvement project. BMJ Open Qual 2022; 11:e001761. [PMID: 35545259 PMCID: PMC9096566 DOI: 10.1136/bmjoq-2021-001761] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 04/26/2022] [Indexed: 11/16/2022] Open
Abstract
Speech sound disorder (SSD) affects up to 25% of UK children and may impact on: effective communication; the development of relationships; school progression and overall well-being. The evidence base shows that intervention for children with SSD is more effective and efficient when provided intensively in relation to the number of target sounds elicited in sessions (dose) and number of sessions per week (frequency). Southern Health and Social Care (HSC) Trust's baseline intensity of speech and language therapy (SLT) intervention was similar to that often found in current practice across the UK,where ~30 target sounds were elicited (dose) in once weekly sessions (frequency) over a 6-week block, followed by a break from therapy. This quality improvement (QI) project aimed to increase intensity of intervention for children with severe SSD within Southern HSC Trust's community SLT service to improve outcomes for children and their parents. QI methods supported accurate identification of ten 4-5 year olds with severe SSD and increased the intensity of their intervention over a 12-week period by measuring a range of data and speech outcomes. Findings showed a sustainable increase of dose (number of targets elicited per session) to levels recommended in the research (≥70). However, it was difficult to sustain increased frequency of appointments (to twice weekly) because of contextual factors such as sickness, etc. Accommodating this, measuring days between appointments captured an overall increase in the number of appointments attended across time. Child speech outcomes improved for direct speech measures and parent ratings of intelligibility. The intensive model of intervention has been implemented for children identified with severe SSD across Southern HSC Trust's community service with ongoing audit and development, and findings have been disseminated.
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Affiliation(s)
- Hilary McFaul
- Speech and Language Therapy, Southern Health and Social Care Trust, Craigavon, UK
| | - Linda Mulgrew
- Speech and Language Therapy, Southern Health and Social Care Trust, Craigavon, UK
| | - Justine Smyth
- Speech and Language Therapy, Southern Health and Social Care Trust, Craigavon, UK
| | - Jill Titterington
- Speech and Language Therapy, Ulster University - Jordanstown Campus, Newtownabbey, UK
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Speech Development Across Subgroups of Autistic Children: A Longitudinal Study. J Autism Dev Disord 2022:10.1007/s10803-022-05561-8. [PMID: 35438437 DOI: 10.1007/s10803-022-05561-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/28/2022] [Indexed: 10/18/2022]
Abstract
Subgroups of children with different speech profiles have been described however, little is known about the trajectories of speech development or stability of subgroups over time. This longitudinal study described both speech trajectories and subgroup stability of 22 autistic children, aged 2;0-6;11 years, over 12 months. Independent and relational speech analyses, vocabulary size and nonverbal communication were used in clustering. Results suggest varied speech trajectories, particularly for children with 'low language and low speech' at Time 1. Receptive vocabulary and consonant inventory at Time 1 may predict speech outcomes after 12 months. A small subgroup of children (n = 3) present with low expressive vocabulary and speech but higher receptive vocabulary and use of gestures. This unique profile remained stable.
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20
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Coniglio EA, Chung H, Schellinger SK. Perception of Children's Productions of /l/: Acoustic Correlates and Effects of Listener Experience. Folia Phoniatr Logop 2022; 74:392-406. [PMID: 35367979 DOI: 10.1159/000524395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Accepted: 03/27/2022] [Indexed: 01/10/2023] Open
Abstract
INTRODUCTION The aim of the current study was to examine the effect of listeners' experience with child speech and phonetic training on perceptual judgment of children's word-initial /l/ productions. The acoustic correlates of acceptable and misarticulated productions of /l/ and their relation to listeners' experience with child speech were explored. METHODS Three listener groups listened to children's word-initial /l/ productions embedded in monosyllabic words and judged the "/l/-likeness" of the productions using a Visual Analog Scale (VAS). Three listener groups included (a) speech-language pathologists with at least 10 years of experience (SLP group), (b) graduate students in speech-language pathology (GS group), and (c) naïve listeners with no clinical phonetics experience (NL group). Acoustic correlates (both static and dynamic measures) of listeners' perception of /l/ sounds were also investigated. RESULTS While mean VAS ratings did not differ significantly by listener group, the SLP group used a wider range of the VAS than the GS and NL groups. Correlational analysis between the static measure (F2-F1 values) and mean listener ratings showed that listeners tend to perceive sounds with the highest F2-F1 values more as /j/ than /l/, while those with the lowest F2-F1 value were perceived more as /w/ than /l/, especially for sounds that are in between phonemic categories. Listener ratings were not highly correlated with dynamic measures. CONCLUSION These results suggest that experienced listeners use the VAS more continuously than less experienced listeners to indicate perception of subphonemic features of children's productions of /l/, and that their ratings correlate with acoustic measures. Furthermore, listeners with experience with child speech and phonetic training are more sensitive to subphonemic features of children's productions of /l/, especially for misarticulated productions. This supports the clinical use of VAS for perceptual judgments of children's /l/ productions.
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Affiliation(s)
- Emily Ann Coniglio
- Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Hyunju Chung
- Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Sarah Kenney Schellinger
- Department of Communication Sciences and Disorders, Saint Xavier University, Chicago, Illinois, USA
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21
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How early acquired phonemes present in words (or brand names) can evoke the expectations of sweet tastes. Food Qual Prefer 2022. [DOI: 10.1016/j.foodqual.2021.104392] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Glaspey AM, Wilson JJ, Reeder JD, Tseng WC, MacLeod AAN. Moving Beyond Single Word Acquisition of Speech Sounds to Connected Speech Development With Dynamic Assessment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:508-524. [PMID: 35050702 DOI: 10.1044/2021_jslhr-21-00188] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The aim of this study was to document speech sound development across early childhood from a dynamic assessment (DA) perspective that captures a breadth of linguistic environments using the Glaspey Dynamic Assessment of Phonology (Glaspey, 2019), as well as to provide normative data for speech-language pathologists to compare speech skills when making clinical decisions and provide historical context. Targets of English were evaluated via DA for the (a) age of acquisition in single words; (b) continued development through connected speech; (c) early, mid, and late sequence; and (d) differences between single word and connected speech productions. METHOD Data were extracted from the reported results of the norming study for the Glaspey Dynamic Assessment of Phonology, which included a representative sample of 880 children ages 3 years to 10;11 (years;months). Comparisons were made with 49 items including multisyllabic words, clusters, and phonemes of English across word positions. RESULTS Assessment with DA showed that acquisition in single words is nearly complete by age 6 years with a 90% mastery level, and the sequence suggests an Early-13, Mid-16, and Late-14 for items by word position. In connected speech, a wider range of progression is evident from the emergence of sound production at 50%, 75%, and 90% mastery levels with observed changes between ages 3 and 10 years. CONCLUSIONS Given a DA approach across connected linguistic environments, children continue to progress in their development of speech sounds from early childhood well into their school-age years and for some sounds beyond the age of 10 years. DA challenges the language system to better reflect children's developmental progression.
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Affiliation(s)
- Amy M Glaspey
- School of Speech, Language, Hearing, and Occupational Sciences, University of Montana, Missoula
| | | | | | | | - Andrea A N MacLeod
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
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Broome K, McCabe P, Docking K, Doble M, Carrigg B. Speech Abilities in a Heterogeneous Group of Children With Autism. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4599-4613. [PMID: 34731586 DOI: 10.1044/2021_jslhr-20-00651] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. METHOD Participants were 23 children aged 2;0-6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. RESULTS Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability (n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures (n = 3), and (c) children with low language and low speech development (n = 10). CONCLUSIONS This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978.
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Affiliation(s)
- Kate Broome
- Speech Pathology, The University of Sydney, New South Wales, Australia
| | - Patricia McCabe
- Speech Pathology, The University of Sydney, New South Wales, Australia
- South West Sydney Local Health District, Liverpool, New South Wales, Australia
| | - Kimberley Docking
- Speech Pathology, The University of Sydney, New South Wales, Australia
| | - Maree Doble
- Speech Pathology, The University of Sydney, New South Wales, Australia
| | - Bronwyn Carrigg
- Perth Children's Hospital, Nedlands, Western Australia, Australia
- Curtin University, Perth, Western Australia, Australia
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Farquharson K, Stevenson KL. Which Speech Sound Norms Are Used in U.S. Public Schools? A Retrospective Survey Analysis. Semin Speech Lang 2021; 42:384-394. [PMID: 34729726 DOI: 10.1055/s-0041-1736187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Normative data concerning speech sound acquisition are widely and heavily used in the United States to determine eligibility for services. Normative studies differ in the age and geographic location of participants, which can limit applicability across the United States. In 2016, we queried school-based speech-language pathologists (SLPs) in the United States using a web-based survey to determine which speech sound norms are used. Nine regions from the U.S. census were represented. The Iowa-Nebraska norms were most commonly reported. However, many SLPs were unable to name the source of the data that they used. More than 60% of the sample indicated that they referred to one source of normative data. Results of a logistic regression indicated that region of the United States predicted if SLPs used one or multiple sources. Specifically, SLPs in the West North Central region of the United States (which includes Iowa and Nebraska) were more likely to use only one source of data, the Iowa-Nebraska norms. We recommend that speech sound norms are less heavily relied upon for eligibility decisions, particularly due to the substantial variations in culture and dialect throughout the various regions of the United States.
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Affiliation(s)
- Kelly Farquharson
- School of Communication Science and Disorders, Florida State University, Tallahassee, Florida
| | - Kaia L Stevenson
- School of Communication Science and Disorders, Florida State University, Tallahassee, Florida
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Fabiano-Smith L, Privette C, An L. Phonological Measures for Bilingual Spanish-English-Speaking Preschoolers: The Language Combination Effect. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3942-3968. [PMID: 34546768 PMCID: PMC9132055 DOI: 10.1044/2021_jslhr-21-00008] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3-6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English-speaking children (x = 5;3), five bilingual Spanish-English-speaking children with speech sound disorders (x = 4;6), 26 typically developing monolingual English-speaking children (x = 4;8), and six monolingual English-speaking children with speech sound disorders (x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct-revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language. Results Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy. Conclusion To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual children need to be assessed across both gross and discrete measures of phonological ability. Supplemental Material https://doi.org/10.23641/asha.16632604.
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Fatemi Syadar S, Zarifian T, Pascoe M, Modarresi Y. Phonological acquisition in 3- to 5-year-old Kurdish-Speaking children in Iran. JOURNAL OF COMMUNICATION DISORDERS 2021; 93:106141. [PMID: 34304078 DOI: 10.1016/j.jcomdis.2021.106141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 06/11/2021] [Accepted: 07/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND given the lack of sufficient information and research about phonological acquisition in the Kurdish language, the aim of this study was to examine phonological acquisition in typically developing Kurdish-speaking children. Three analyses were performed: (1) the age of customary, acquisition and mastery production of Kurdish consonants; (2) phonological accuracy and the age of phonological pattern suppression; and (3) effect of age and sex on speech sound acquisition. METHODS this research assessed 120 monolingual Kurdish-speaking children aged 3;0 to 5;0 years. The participants were selected randomly from the health center of Bukan city, Iran. Acquisition of 29 Kurdish consonants was assessed using the Kurdish Speech Test. FINDINGS results found that Kurdish-speaking children had acquired all the vowels before 3;0 and all the consonants in the three positions of initial, medial and final up to 4;6 years old, with the exception of /ʤ/ in initial position, /ɣ/ in medial position and /ʒ/, /z/, /ɡ/, /ɣ/ in final position. Consonant production in initial position was more accurate than in medial and final positions. The accuracy of Kurdish vowels and consonants improves with increasing age as phonological patterns decrease. There was no significant sex difference within the age groups; however, overall, a statistically significant difference was noted for fricative production and for production of word final consonants in the older groups with females outperforming males. CONCLUSIONS the present study is the first investigation of speech sound acquisition in Kurdish-speaking children. Knowledge of typical speech sound acquisition provides a basis for speech-language pathologists working with Kurdish-speaking children to differentiate children with typical development from those with speech delays and speech sound disorders.
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Affiliation(s)
- Shahla Fatemi Syadar
- Department of Speech therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran; Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Talieh Zarifian
- Department of Speech therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
| | - Michelle Pascoe
- Department of Health and Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa
| | - Yahya Modarresi
- Department of Linguistics, Institute for Humanities and Cultural Studies, Tehran, Iran
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Alighieri C, Bettens K, Bruneel L, D'haeseleer E, Van Gaever E, Van Lierde K. Reliability of Outcome Measures to Assess Consonant Proficiency Following Cleft Palate Speech Intervention: The Percentage of Consonants Correct Metric and the Probe Scoring System. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:1811-1828. [PMID: 33970671 DOI: 10.1044/2021_jslhr-20-00628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This study compared the inter- and intrarater reliability of the percentage of consonants correct (PCC) metrics and the probe scoring system between an experienced and a less experienced rater and between two experienced raters. In addition, these outcome measures' ability to reflect changes following speech intervention was measured. Method During Phase 1, two raters (Rater 1 with 5 years of experience in cleft-related speech disorders and Rater 2 with limited experience in cleft-related speech disorders) independently assessed 134 speech samples at the word and sentence levels, which were collected on different data points before, during, and following a cleft palate speech intervention. During Phase 2, a third rater (with 8 years of experience) analyzed 34 speech samples. The percentage of consonants correct-revised, the percentage of correct places and manners, and probe scores at the word and sentence levels were measured. Results Poor-to-moderate interreliability between Raters 1 and 2 was found due to differences in error classification. Interrater reliability between Raters 1 and 3 was very good for both the PCC metrics and the probe scores. The interrater reliability for the amount of targets elicited was lower compared to the interrater reliability for the amount of targets correct. The probe scoring system demonstrated a greater ability to detect changes toward the correct production of the target consonant compared to the PCC metrics. Conclusions Having an experience with the assessment of cleft-related speech disorders is a crucial factor to gain reliable results. The interrater reliability for the PCC metrics and the probe scoring system between two experienced raters did not differ, suggesting that both outcome measures can be used in cleft palate speech intervention studies. Despite the ability of the probe scoring system to detect changes, further research should provide insight in the benefits of this system both for research and clinical purposes.
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Affiliation(s)
| | - Kim Bettens
- Department of Rehabilitation Sciences, Ghent University, Belgium
| | - Laura Bruneel
- Department of Rehabilitation Sciences, Ghent University, Belgium
| | | | - Ellen Van Gaever
- Department of Rehabilitation Sciences, Ghent University, Belgium
| | - Kristiane Van Lierde
- Department of Rehabilitation Sciences, Ghent University, Belgium
- Department of Speech-Language Pathology and Audiology, University of Pretoria, South Africa
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Walters C, Sevcik RA, Romski M. Spoken Vocabulary Outcomes of Toddlers With Developmental Delay After Parent-Implemented Augmented Language Intervention. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1023-1037. [PMID: 33789437 PMCID: PMC8702839 DOI: 10.1044/2020_ajslp-20-00093] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose Early intervention using augmentative and alternative communication (AAC) supports both receptive and expressive language skills. However, many parents and clinicians still worry that augmented language intervention might delay or impair speech development. This study aimed to (a) characterize and analyze the speech sound development of toddlers with developmental delay who participated in a parent-implemented language intervention; (b) examine the accuracy of speech sounds among toddlers who participated in an augmented language intervention using speech-generating devices and toddlers who participated in a traditional, spoken language intervention; and (c) examine the relationship between baseline factors (i.e., receptive and expressive language skills, vocal imitation, and number of unintelligible utterances) and the number of spoken target vocabulary words after intervention. Method This study used extant data from two randomized control trials of parent-implemented language interventions using AAC or spoken language. Out of 109 children who completed the intervention, 45 children produced spoken target vocabulary words at the end of the intervention. We identified and phonetically transcribed spoken target vocabulary words for each child and then classified them based on Shriberg and Kwiatkowski's (1982) developmental sound classes. Results Children's speech sound accuracy was not significantly different across intervention groups. Overall, children who produced more words had more speech sound errors and higher baseline language scores. Intervention group and baseline receptive and expressive language skills significantly predicted the number of spoken target vocabulary words produced at the end of intervention. Conclusions Participation in AAC intervention resulted in significantly more spoken target vocabulary words and no statistically significant differences in speech sound errors when compared to children who received spoken language intervention without AAC. Results support using AAC interventions for very young children without the fear that it will delay speech or spoken language development. Supplemental Material https://doi.org/10.23641/asha.14265365.
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Affiliation(s)
- Casy Walters
- Department of Psychology, Georgia State University, Atlanta
| | - Rose A Sevcik
- Department of Psychology, Georgia State University, Atlanta
| | - MaryAnn Romski
- Department of Psychology, Georgia State University, Atlanta
- Department of Communication, Georgia State University, Atlanta
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Wren Y, Pagnamenta E, Peters TJ, Emond A, Northstone K, Miller LL, Roulstone S. Educational outcomes associated with persistent speech disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:299-312. [PMID: 33533175 PMCID: PMC8591628 DOI: 10.1111/1460-6984.12599] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 11/20/2020] [Accepted: 12/15/2020] [Indexed: 05/05/2023]
Abstract
BACKGROUND Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population-based sample and robust measures of speech development. AIM Using a large prospective UK population-based study-the Avon Longitudinal Study of Parents and Children (ALSPAC)-this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10-11 and 13-14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. METHODS & PROCEDURES We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full-scale IQ. OUTCOMES & RESULTS Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10-11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13-14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13-14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. CONCLUSIONS & IMPLICATIONS PSD identified at age 8 years is associated with poor educational attainment at ages 10-11 and 13-14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11-13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long-term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper adds What is already known on the subject Speech-sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech-sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent-teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population-based samples. What this paper adds to existing knowledge This prospective, longitudinal study of a large community-based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13-14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs. What are the potential or actual clinical implications of this work? Understanding the long-term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals.
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Affiliation(s)
- Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS TrustUniversity of BristolBristolUK
- Bristol Dental SchoolUniversity of BristolBristolUK
| | - Emma Pagnamenta
- School of Psychology and Clinical Language SciencesUniversity of ReadingEarley GateReadingUK
| | - Tim J. Peters
- Population Health Sciences, Bristol Medical SchoolBristolUK
| | - Alan Emond
- Population Health Sciences, Bristol Medical SchoolBristolUK
| | | | | | - Sue Roulstone
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS TrustUniversity of BristolBristolUK
- Faculty of Health and Applied SciencesUniversity of the West of EnglandBristolUK
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DeVeney SL, Kyvelidou A, Mather P. A home-based longitudinal study of vocalization behaviors across infants at low and elevated risk of autism. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211057658. [PMID: 36440373 PMCID: PMC9685214 DOI: 10.1177/23969415211057658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS The purpose of this exploratory study was to expand existing literature on prelinguistic vocalizations by reporting results of the first home-based longitudinal study examining a wide variety of behaviors and characteristics, including early vocalizations, across infants at low and elevated risk of autism spectrum disorder (ASD). The study of vocalizations and vocalization changes across early developmental periods shows promise in reflecting early clinically significant differences across infants at low and elevated risk of ASD. Observations of early vocalizations and their differences during infancy could provide a reliable and essential component of an early developmental profile that would lower the average diagnostic age for ASD. However, studies employing observation of vocalization behaviors have been limited and often conducted in laboratory settings, reducing the external generalization of the findings. METHODS The present study was conducted to determine the consistency of previous findings with longitudinal data collected in home environments. Infants in the present study represented elevated risk from two etiological backgrounds, (a) infants born prematurely and with low birth weight and (b) infants who had an older sibling diagnosed with ASD. All data were collected in the infants' homes and compared with data collected from infants with low likelihood of ASD. The study included 44 participants (31 in the low-risk sample, 13 in the high-risk sample) with vocalization behaviors observed at 6- and 12-months through 20-min semi-structured play interactions with caregivers. Observations were video-recorded and later coded for speech and non-speech vocalizations. RESULTS Differences in the 6-month vocalization behaviors were not statistically significant across risk levels of ASD. By 12 months; however, risk group differences were evident in the total number of vocalizations overall with specific differences across groups representing moderate to large, clinically relevant effects. Infants at low risk of ASD demonstrated significantly greater developmental change between 6- and 12-months than did the infants at high risk. Data were also reviewed for differences across high-risk group etiologies. CONCLUSIONS The present study was unique and innovative in a number of ways as the first home-based longitudinal study examining infant vocal behaviors across low and high risk of ASD. Many of the present study findings were consistent with previous cross-sectional investigations of infants at elevated risk for ASD, indicating support for further home-based longitudinal study in this area. Findings also indicated some preliminary subgroup differences between high-risk etiologies of ASD. Vocalization differences across high risk groups had not been previously addressed in the literature. IMPLICATIONS Vocalization differences are notable by 12-months of age between infants at low and elevated risk of ASD and infants at high risk demonstrated reduced developmental changes between 6- and 12-months compared to the infants at low risk. Observation of early infant vocalization behaviors may reasonably occur in the home, providing early childhood professionals and researchers with empirical support for data collection of child-caregiver interactions in this setting. Potential differences across high-risk etiologies warrant further investigation.
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Affiliation(s)
- Shari L. DeVeney
- Shari L. DeVeney, Department of Special
Education and Communication Disorders, College of Education, Health, and Human
Sciences, University of Nebraska at Omaha, 6005 Dodge Street, Roskens Hall 512,
Omaha, NE 68182, USA.
| | - Anastasia Kyvelidou
- Department of Physical Therapy, School of
Pharmacy and Health Professions, Creighton
University, Omaha, NE, USA
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Vuolo J, Goffman L. Vowel Accuracy and Segmental Variability Differentiate Children With Developmental Language Disorder in Nonword Repetition. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3945-3960. [PMID: 33201753 PMCID: PMC8608167 DOI: 10.1044/2020_jslhr-20-00166] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 06/26/2020] [Accepted: 09/03/2020] [Indexed: 05/30/2023]
Abstract
Purpose Poor nonword repetition accuracy is a hallmark of children with developmental language disorder (DLD). However, other diagnostic categories also show impaired nonword repetition performance relative to children with typical development (TD); therefore, this task is currently a sensitive but nonspecific index of DLD. In this study, we investigated segmental and kinematic aspects of nonword repetition performance to further specify the diagnostic utility of nonword repetition tasks (NRTs) in diagnosing DLD. Method Forty children, ages 48-86 months, participated, including children with DLD (n = 12), speech sound disorder (SSD; n = 14), and TD (n = 14). All children completed an assessment battery to determine group classification, a classic NRT (Dollaghan & Campbell, 1998), and an experimental NRT designed to measure segmental and articulatory (specifically lip aperture) variability. We assessed nonword repetition accuracy in the classic and experimental NRTs and segmental and kinematic variability in the experimental NRT. Results In both the classic and experimental NRTs, children with SSD and DLD produced nonwords with lower phoneme and consonant accuracy compared to children with TD. Children with DLD produced more vowel errors compared to children with TD in both tasks. In the experimental NRT, children with DLD produced nonwords with high levels of segmental variability compared to children with TD. Children with SSD did not differ from children with TD or children with DLD in the vowel accuracy or the segmental variability measures. The articulatory variability measure did not reveal any group differences. Conclusions In the presence of speech sound difficulties, low nonword repetition accuracy does not aid in the diagnosis of DLD. However, vowel accuracy and segmental variability appear specific to DLD status in NRTs.
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Affiliation(s)
| | - Lisa Goffman
- Callier Center for Communication Disorders, Behavioral and Brain Sciences, University of Texas at Dallas
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Mei C, Reilly S, Bickerton M, Mensah F, Turner S, Kumaranayagam D, Pennington L, Reddihough D, Morgan AT. Speech in children with cerebral palsy. Dev Med Child Neurol 2020; 62:1374-1382. [PMID: 32588921 DOI: 10.1111/dmcn.14592] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/29/2020] [Indexed: 12/01/2022]
Abstract
AIM To examine the frequency, characteristics, and factors associated with speech delay and disorder in a community sample of children with cerebral palsy (CP). METHOD Participants were 84 children (37 females, 47 males; aged between 4y 11mo-6y 6mo) with CP identified through a population-based registry. Speech and oromotor function were systematically evaluated to provide a differential diagnosis of articulation, phonological, and motor speech disorders. RESULTS In total, 82% (69/84) of participants had delayed or disordered speech production, including minimally verbal presentations (n=20). Verbal participants (n=64) presented with dysarthria (78%), articulation delay or disorder (54%), phonological delay or disorder (43%), features of childhood apraxia of speech (CAS) (17%), or mixed presentations across these conditions. Speech intelligibility was poorest in those with dysarthria and features of CAS. Speech delay or disorder in verbal participants was associated with language impairment (p=0.002) and reduced health-related quality of life (p=0.04) (Fisher's exact test). Poorer speech accuracy (i.e. lower percentage consonants correct) correlated with greater impairments in both language (p<0.001) and oromotor function (p<0.001) (Spearman's test). INTERPRETATION The speech profile of children with CP is characterized by impairment at multiple levels of speech production (phonetic, cognitive-linguistic, neuromuscular execution, and high-level planning/programming), highlighting the importance of a personalized differential diagnosis informing targeted treatment.
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Affiliation(s)
- Cristina Mei
- Murdoch Children's Research Institute, Melbourne, Victoria, Australia.,The University of Melbourne, Melbourne, Victoria, Australia
| | - Sheena Reilly
- Menzies Health Institute Queensland, Griffith University, Southport, Queensland, Australia
| | | | - Fiona Mensah
- Murdoch Children's Research Institute, Melbourne, Victoria, Australia.,The University of Melbourne, Melbourne, Victoria, Australia.,Royal Children's Hospital, Melbourne, Victoria, Australia
| | - Samantha Turner
- Murdoch Children's Research Institute, Melbourne, Victoria, Australia
| | | | - Lindsay Pennington
- Institute of Health & Society, Newcastle University, Newcastle upon Tyne, UK
| | - Dinah Reddihough
- Murdoch Children's Research Institute, Melbourne, Victoria, Australia.,The University of Melbourne, Melbourne, Victoria, Australia.,Royal Children's Hospital, Melbourne, Victoria, Australia
| | - Angela T Morgan
- Murdoch Children's Research Institute, Melbourne, Victoria, Australia.,The University of Melbourne, Melbourne, Victoria, Australia
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Lockenvitz S, Tetnowski JA, Oxley J. The sociolinguistics of lisping: a review. CLINICAL LINGUISTICS & PHONETICS 2020; 34:1169-1184. [PMID: 32646249 DOI: 10.1080/02699206.2020.1788167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 06/22/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Abstract
This article presents a review of the lisping research literature with the aim of providing a framework for the consideration of the sociolinguistics of lisping. We consider, in turn, the nature of lisping, the construction of identity through speech, the nature of stigma, and, in particular, stigma associated with communication disorders and especially lisping. Further, we examine two aspects of the literature on lisping in more detail: lisping as minor bodily stigma and lisping and the internet. We conclude that experiential research on identity construction at the level of the individual, and stigma theory at a collective speech community level, support the case for viewing the sociolinguistics of lisping as a legitimate field of study and establishing a framework for acknowledgment of and further investigation into the self-identified adult who lisps.
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Affiliation(s)
- Sarah Lockenvitz
- Communication Sciences and Disorders, Missouri State University , Springfield, USA
| | - John A Tetnowski
- Communication Sciences and Disorders, Oklahoma State University , Stillwater, USA
| | - Judith Oxley
- Communicative Disorders, University of Louisiana , Lafayette, USA
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Brosseau-Lapré F, Schumaker J, Kluender KR. Perception of Medial Consonants by Preschoolers With and Without Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3600-3610. [PMID: 32976079 PMCID: PMC8582902 DOI: 10.1044/2020_jslhr-20-00146] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 06/29/2020] [Accepted: 08/05/2020] [Indexed: 06/01/2023]
Abstract
Purpose This study compared perception of consonants in medial position by preschoolers, with and without speech sound disorder (SSD), with similar vocabulary and language skills. In addition, we investigated the association between speech perception and production skills. Method Participants were 36 monolingual English-speaking children with similar vocabulary and language skills, half with SSD and half with typical speech and language development (TD). Participants completed a speech perception task targeting phonemes /p, k, s, ɹ/ in /aCa/ disyllables and a comprehensive battery of speech and language measures. Results Children with SSD were significantly less accurate in perceiving speech sound distinctions relative to peers with TD. The phoneme /p/ was perceived significantly more accurately than the three other target phonemes. The correlation between overall perceptual accuracy and overall production accuracy was significant. Furthermore, perceptual accuracy of targets /k, s, ɹ/ was significantly correlated with production accuracy of these phonemes. Conclusions Many children with SSD have greater difficulty perceiving the specific speech sounds they misarticulate. Nonetheless, most children with SSD present with broader perceptual difficulties than peers with TD with similar vocabulary and language skills.
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Affiliation(s)
| | - Jennifer Schumaker
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
| | - Keith R. Kluender
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
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Crowe K, McLeod S. Children's English Consonant Acquisition in the United States: A Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:2155-2169. [PMID: 33181047 DOI: 10.1044/2020_ajslp-19-00168] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose Speech-language pathologists' clinical decision making and consideration of eligibility for services rely on quality evidence, including information about consonant acquisition (developmental norms). The purpose of this review article is to describe the typical age and pattern of acquisition of English consonants by children in the United States. Method Data were identified from published journal articles and assessments reporting English consonant acquisition by typically developing children living in the United States. Sources were identified through searching 11 electronic databases, review articles, the Buros database, and contacting experts. Data describing studies, participants, methodology, and age of consonant acquisition were extracted. Results Fifteen studies (six articles and nine assessments) were included, reporting consonant acquisition of 18,907 children acquiring English in the United States. These cross-sectional studies primarily used single-word elicitation. Most consonants were acquired by 5;0 (years;months). The consonants /b, n, m, p, h, w, d/ were acquired by 2;0-2;11; /ɡ, k, f, t, ŋ, j/ were acquired by 3;0-3;11; /v, ʤ, s, ʧ, l, ʃ, z/ were acquired by 4;0-4;11; /ɹ, ð, ʒ/ were acquired by 5;0-5;11; and /θ/ was acquired by 6;0-6;11 (ordered by mean age of acquisition, 90% criterion). Variation was evident across studies resulting from different assessments, criteria, and cohorts of children. Conclusions These findings echo the cross-linguistic findings of McLeod and Crowe (2018) across 27 languages that children had acquired most consonants by 5;0. On average, all plosives, nasals, and glides were acquired by 3;11; all affricates were acquired by 4;11; all liquids were acquired by 5;11; and all fricatives were acquired by 6;11 (90% criterion). As speech-language pathologists apply this information to clinical decision making and eligibility decisions, synthesis of knowledge from multiple sources is recommended.
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Affiliation(s)
- Kathryn Crowe
- Charles Sturt University, Bathurst, New South Wales, Australia
- University of Iceland, Reykjavik
| | - Sharynne McLeod
- Charles Sturt University, Bathurst, New South Wales, Australia
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Kehoe M, Girardier C. What factors influence phonological production in French-speaking bilingual children, aged three to six years? JOURNAL OF CHILD LANGUAGE 2020; 47:945-981. [PMID: 32066509 DOI: 10.1017/s0305000919000874] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study examines the influence of bilingual status, language-internal (complexity of L1 phonology), language-external (dominance), and lexical (L2 vocabulary score) factors on phonological production in French-speaking monolingual (n = 37) and bilingual children (n = 64) aged three to six years. Children participated in an object and picture naming task which tested different phonological features. The bilinguals' first languages were coded in terms of the complexity of these phonological features. In addition, the parents completed a questionnaire on their child's language dominance and the children were administered a vocabulary test in their L2. Results indicated that vocabulary was the principal predictor of phonological accuracy across both age groups. Apparent monolingual-bilingual differences and dominance effects could largely be explained by vocabulary scores: children who scored better on a vocabulary test obtained superior phonological accuracy. Language-internal effects were minimal and marginally influenced vowel accuracy only.
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Chung H. Acquisition and Acoustic Patterns of Southern American English /l/ in Young Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:2609-2624. [PMID: 32777195 DOI: 10.1044/2020_jslhr-19-00040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose The aim of the current study was to examine /l/ developmental patterns in young learners of Southern American English, especially in relation to the effect of word position and phonetic contexts. Method Eighteen children with typically developing speech, aged between 2 and 5 years, produced monosyllabic single words containing singleton /l/ in different word positions (pre- vs. postvocalic /l/) across different vowel contexts (high front vs. low back) and cluster /l/ in different consonant contexts (/pl, bl/ vs. /kl, gl/). Each production was analyzed for its accuracy and acoustic patterns as measured by the first two formant frequencies and their difference (F1, F2, and F2-F1). Results There was great individual variability in /l/ acquisition patterns, with some 2- and 3-year-olds reaching 100% accuracy for prevocalic /l/, while others were below 70%. Overall, accuracy of prevocalic /l/ was higher than that of postvocalic /l/. Acoustic patterns of pre- and postvocalic /l/ showed greater differences in younger children and less apparent differences in 5-year-olds. There were no statistically significant differences between the acoustic patterns of /l/ coded as perceptually acceptable and those coded as misarticulated. There was also no apparent effect of vowel and consonant contexts on /l/ patterns. Conclusion The accuracy patterns of this study suggest an earlier development of /l/, especially prevocalic /l/, than has been reported in previous studies. The differences in acoustic patterns between pre- and postvocalic /l/, which become less apparent with age, may suggest that children alter the way they articulate /l/ with age. No significant acoustic differences between acceptable and misarticulated /l/, especially postvocalic /l/, suggest a gradient nature of /l/ that is dialect specific. This suggests the need for careful consideration of a child's dialect/language background when studying /l/.
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Affiliation(s)
- Hyunju Chung
- Department of Communication Sciences & Disorders, Louisiana State University, Baton Rouge
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Keffala B, Scarpino S, Hammer CS, Rodriguez B, Lopez L, Goldstein B. Vocabulary and Phonological Abilities Affect Dual Language Learners' Consonant Production Accuracy Within and Across Languages: A Large-Scale Study of 3- to 6-Year-Old Spanish-English Dual Language Learners. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:1196-1211. [PMID: 32750284 PMCID: PMC8645251 DOI: 10.1044/2019_ajslp-19-00145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Revised: 10/14/2019] [Accepted: 11/18/2019] [Indexed: 06/11/2023]
Abstract
Purpose This study examined factors of language ability that predict consonant production accuracy in young Spanish-English dual language learners (DLLs). Method Participants were 695 Latino DLLs, ages 3;0-6;5 (years;months). Single-word productions were elicited using the Bilingual Phonological Assessment (Miccio & Hammer, 2006). Children's consonant productions were assessed using Percentage of Consonants Correct-Revised (PCC-R; Shriberg et al., 1997a). Vocabulary abilities were assessed using the Woodcock-Muñoz Language Survey-Revised (Woodcock et al., 2005). Multiple linear regression analyses were used to determine the effects of vocabulary abilities and cross-language consonant production abilities on children's consonant production accuracy in each language. Results Large amounts of the variance in PCC-R scores for English (R 2 = .65) and Spanish (R 2 = .43) were predicted by children's age, vocabulary scores within the same language, and PCC-R scores across languages. Conclusion Spanish-English DLLs' consonant production abilities in both languages improve with age between 3;0 and 6;5. DLLs' accuracy in each language is also affected by vocabulary abilities within the same language and by their consonant production abilities in the other language. In particular, children's consonant production abilities in each language were highly predictive of their consonant production abilities in the other language, which suggests that shared phonological skills support their development across languages.
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Affiliation(s)
- Bethany Keffala
- Communication Sciences and Disorders, Teachers College, Columbia University, New York, NY
| | - Shelley Scarpino
- Communication Sciences and Disorders, Bloomsburg University of Pennsylvania
| | - Carol Scheffner Hammer
- Communication Sciences and Disorders, Teachers College, Columbia University, New York, NY
| | - Barbara Rodriguez
- Department of Speech & Hearing Sciences, University of New Mexico, Albuquerque
| | - Lisa Lopez
- College of Education, University of South Florida, Tampa
| | - Brian Goldstein
- College of Rehabilitative Sciences, University of St. Augustine for Health Sciences, San Marcos, CA
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Cronin A, McLeod S, Verdon S. Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth. Lang Speech Hear Serv Sch 2020; 51:914-938. [PMID: 32697920 DOI: 10.1044/2020_lshss-19-00122] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose Children with a cleft palate (± cleft lip; CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; World Health Organization, 2007) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical sample of seven 2- to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents). Method Data were collected during visits to participants' homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants' Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants' Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants' Activities and Participation as well as Environmental and Personal Factors were examined through case history questionnaires, interviews with significant others, parent report measures, and observations. Results Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what are considered cleft speech characteristics, which underscores the importance of a broader assessment. Conclusion Speech-language pathologists can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.
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Affiliation(s)
- Anna Cronin
- School of Teacher Education, Charles Sturt University, Bathurst, New South Wales, Australia
| | - Sharynne McLeod
- School of Teacher Education, Charles Sturt University, Bathurst, New South Wales, Australia
| | - Sarah Verdon
- School of Community Health, Charles Sturt University, Albury, New South Wales, Australia
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Joue G, Boven L, Willmes K, Evola V, Demenescu LR, Hassemer J, Mittelberg I, Mathiak K, Schneider F, Habel U. Metaphor processing is supramodal semantic processing: The role of the bilateral lateral temporal regions in multimodal communication. BRAIN AND LANGUAGE 2020; 205:104772. [PMID: 32126372 DOI: 10.1016/j.bandl.2020.104772] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2019] [Revised: 01/26/2020] [Accepted: 02/09/2020] [Indexed: 06/10/2023]
Abstract
This paper presents an fMRI study on healthy adult understanding of metaphors in multimodal communication. We investigated metaphors expressed either only in coverbal gestures ("monomodal metaphors") or in speech with accompanying gestures ("multimodal metaphors"). Monomodal metaphoric gestures convey metaphoric information not expressed in the accompanying speech (e.g. saying the non-metaphoric utterance, "She felt bad" while dropping down the hand with palm facing up; here, the gesture alone indicates metaphoricity), whereas coverbal gestures in multimodal metaphors indicate metaphoricity redundant to the speech (e.g. saying the metaphoric utterance, "Her spirits fell" while dropping the hand with palm facing up). In other words, in monomodal metaphors, gestures add information not spoken, whereas the gestures in multimodal metaphors can be redundant to the spoken content. Understanding and integrating the information in each modality, here spoken and visual, is important in multimodal communication, but most prior studies have only considered multimodal metaphors where the gesture is redundant to what is spoken. Our participants watched audiovisual clips of an actor speaking while gesturing. We found that abstract metaphor comprehension recruited the lateral superior/middle temporal cortices, regardless of the modality in which the conceptual metaphor is expressed. These results suggest that abstract metaphors, regardless of modality, involve resources implicated in general semantic processing and are consistent with the role of these areas in supramodal semantic processing as well as the theory of embodied cognition.
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Affiliation(s)
- Gina Joue
- Human Technology Center, RWTH Aachen University, Theaterplatz 14, 52056 Aachen, Germany; Department of Psychiatry, Psychotherapy and Psychosomatics, School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany; Department of Systems Neuroscience, University Medical Center Hamburg-Eppendorf, 20246 Hamburg, Germany.
| | - Linda Boven
- School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany
| | - Klaus Willmes
- Section Neuropsychology, Department of Neurology, School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany
| | - Vito Evola
- Human Technology Center, RWTH Aachen University, Theaterplatz 14, 52056 Aachen, Germany; Bonn-Aachen International Center for Information Technology, Dahlmannstraße 2, 53113 Bonn, Germany; Faculty of Social Sciences and Humanities, New University of Lisbon, Portugal
| | - Liliana R Demenescu
- Department of Psychiatry, Psychotherapy and Psychosomatics, School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany
| | - Julius Hassemer
- Human Technology Center, RWTH Aachen University, Theaterplatz 14, 52056 Aachen, Germany
| | - Irene Mittelberg
- Human Technology Center, RWTH Aachen University, Theaterplatz 14, 52056 Aachen, Germany
| | - Klaus Mathiak
- Department of Psychiatry, Psychotherapy and Psychosomatics, School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany; JARA, Translational Brain Medicine, 52425 Jülich, Germany; Institute of Neuroscience and Medicine (INM-1), Research Center Jülich, 52425 Jülich, Germany
| | - Frank Schneider
- Department of Psychiatry, Psychotherapy and Psychosomatics, School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany
| | - Ute Habel
- Department of Psychiatry, Psychotherapy and Psychosomatics, School of Medicine, RWTH Aachen University, Pauwelsstraße 30, 52074 Aachen, Germany
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Brosseau-Lapré F, Schumaker J, Kluender KR. Perception of Medial Consonants by Children With and Without Speech and Language Disorders: A Preliminary Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:883-889. [PMID: 32293902 PMCID: PMC7842868 DOI: 10.1044/2020_ajslp-19-00062] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Purpose The aim of this preliminary study was to investigate perception of the early-acquired consonant /p/ and later-acquired consonant /ʃ/ in medial word position by preschoolers with and without speech and language disorders. Method Twenty-four children, six with isolated speech sound disorder (SSD-only), six with SSD and concomitant developmental language disorder (SSD + DLD), and 12 with typical speech and language skills (TD) completed a battery of standardized speech and language tests as well as an identification task of /aCa/ disyllables. Targets and foils varied by only one place, manner, or voice feature. Mixed analysis of variance (participant groups × two target consonants) was conducted to compare performance of children in the three groups (between-subjects) and to compare performance on consonants that are early acquired or later acquired (within-subject). Results All groups of participants were more accurate in perceiving the early-acquired consonant than the later-acquired consonant. Overall performance by children with SSD-only did not differ significantly from children with TD. As a group, children with SSD + DLD were less accurate than children with TD and children with SSD-only for both target consonants. Conclusions Children with SSD + DLD performed less well than peers with SSD-only and with TD with both predictably easy and difficult sound contrasts. Children with SSD-only performed nominally less well than children with TD for the speech sound with which they have difficulty, but this difference did not reach statistical significance for these relatively small group sizes.
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Affiliation(s)
| | - Jennifer Schumaker
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
| | - Keith R. Kluender
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
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Farquharson K, Tambyraja SR, Justice LM. Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors. Lang Speech Hear Serv Sch 2020; 51:457-468. [PMID: 32160111 DOI: 10.1044/2019_lshss-19-00079] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The purpose of this study was to explore the extent to which child- and therapy-level factors contribute to gains in speech sound production accuracy for children with speech sound disorders in receipt of school-based services. Method Data were obtained from 126 kindergarten and first- and second-grade children currently in receipt of speech therapy services in their public school setting. Pretest and posttest measures of spontaneous speech production and language ability were collected at the beginning and end of one academic year. Using a spontaneous speech sample, percentage of consonants correct (PCC) was calculated for each child; a gain score was computed by subtracting the pretest PCC score from the posttest PCC score. The children's speech-language pathologist completed weekly therapy logs during business-as-usual therapy, indicating the frequency, duration, and group composition of services throughout the school year. Results Results supported that gain in PCC from pretest to posttest was predicted by several child- and therapy-level variables. Children's initial speech sound severity was negatively related to gains in PCC. Our results also supported that the total number of therapy sessions received in a year was positively predictive of PCC gain. Interestingly, the number of individual therapy sessions was negatively associated with PCC gain. Conclusion Several malleable therapy factors contribute to gains in speech sound accuracy for children with speech sound disorders. Speech-language pathologists should consider how these factors may be manipulated to best tailor treatment to the individual needs of the children on their caseloads.
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Affiliation(s)
- Kelly Farquharson
- School of Communication Sciences and Disorders, Florida State University, Tallahassee
| | - Sherine R Tambyraja
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
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Preston JL, Hitchcock ER, Leece MC. Auditory Perception and Ultrasound Biofeedback Treatment Outcomes for Children With Residual /ɹ/ Distortions: A Randomized Controlled Trial. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:444-455. [PMID: 32097058 PMCID: PMC7210442 DOI: 10.1044/2019_jslhr-19-00060] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 09/08/2019] [Accepted: 11/15/2019] [Indexed: 05/29/2023]
Abstract
Purpose This study evaluated whether outcomes from treatment, which includes ultrasound visual feedback (UVF), would be more or less effective when combined with auditory perception training for children with residual /ɹ/ errors. Method Children ages 8-16 years with /ɹ/ distortions participated in speech therapy that included real-time UVF of the tongue. Thirty-eight participants were randomized to speech therapy conditions that included a primary focus on articulation using UVF or a condition that included auditory perceptual training plus UVF (incorporating category goodness judgments and self-monitoring). Generalization of /ɹ/ production accuracy to untrained words was assessed before and after 14 hr of therapy. Additionally, the role of auditory perceptual acuity was explored using a synthetic /ɹ/-/w/ continuum. Results There was no difference between the treatment groups in rate of improvement of /ɹ/ accuracy (increase of 34% for each group; p = .95, ηp2 = .00). However, pretreatment auditory acuity was associated with treatment progress in both groups, with finer perceptual acuity corresponding to greater progress (p = .015, ηp2 = .182). Conclusion Similar gains in speech sound accuracy can be made with treatment that includes UVF with or without auditory perceptual training. Fine-grained perceptual acuity may be a prognostic indicator with treatment. Supplemental Material https://doi.org/10.23641/asha.11886219.
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Affiliation(s)
| | - Elaine R. Hitchcock
- Department of Communication Sciences and Disorders, Montclair State University, NJ
| | - Megan C. Leece
- Department of Communication Sciences and Disorders, Syracuse University, NY
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Chung H, Pollock KE. Acoustic Characteristics of Rhotic Vowel Productions of Young Children. Folia Phoniatr Logop 2019; 73:89-100. [PMID: 31838465 DOI: 10.1159/000504250] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 10/18/2019] [Indexed: 11/19/2022] Open
Abstract
AIMS This study examined the acoustic characteristics of perceptually acceptable rhotic vowels produced by young children with and without speech sound disorders (SSDs). Productions were analyzed in relation to the overall rhotic proficiency level of each child, as determined by rhotic vowel and consonant accuracy. The effect of the surrounding phonetic contexts on acoustic realization of rhotic vowels was also examined. METHODS Participants included 18 children aged 2-6 years with and without SSD, grouped by overall rhotic sound proficiency (high rhotic proficiency: ≥70% correct rhotic consonants and vowels; intermediate rhotic proficiency: ≤30% correct rhotic consonants, but ≥70% correct rhotic vowels; low rhotic proficiency: ≤30% correct rhotic consonants and vowels). Target sounds included stressed and unstressed rhotic monophthongs ([ɝ] and [ɚ], respectively) and 4 rhotic diphthongs that differ by pre-rhotic vowel type (/ɪ͡ɚ/, /ɛ͡ɚ/, /ɔ͡ɚ/, /ɑ͡ɚ/). F3 and F3-F2 measures were compared across groups and contexts. RESULTS No significant differences in F3 and F3-F2 by rhotic sound proficiency group were found in rhotic vowels produced by children with above 70% rhotic vowel accuracy, regardless of their proficiency with rhotic consonants. Acoustic patterns differed by phonetic contexts, but the effect varied by rhotic sound proficiency group. CONCLUSION Results showed that once children learn to produce rhotic vowels, they show a comparable degree of rhoticity as those produced by children with high rhotic vowel and consonant accuracy. Results also suggest that rhotic sounds develop earlier in certain phonetic contexts than in others (e.g., [ɝ] before [ɚ]; /ɪ͡ɚ/ and /ɑ͡ɚ/ before /ɔ͡ɚ/).
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Affiliation(s)
- Hyunju Chung
- Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, Louisiana, USA,
| | - Karen E Pollock
- Department of Communication Sciences and Disorders, University of Alberta, Edmonton, Alberta, Canada
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Sundarrajan M, Tobey EA, Nicholas J, Geers AE. Assessing consonant production in children with cochlear implants. JOURNAL OF COMMUNICATION DISORDERS 2019; 84:105966. [PMID: 32126378 DOI: 10.1016/j.jcomdis.2019.105966] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2018] [Revised: 11/09/2019] [Accepted: 11/18/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The objective of this study was to investigate the development of consonant inventory and accuracy in pediatric cochlear implant (CI) recipients and compare their performance to typical hearing (TH) children. METHODS One hundred and twenty nine children with CIs, implanted between 6-38 months of age, and 30 age-matched children with TH participated in this study. Spontaneous speech samples were collected at 3.5 and 4.5 years chronological age and the first 100 different words spoken by each participant were transcribed. Two consonant production measures were subsequently calculated to assess consonant acquisition and mastery. The percentage of Consonants Correct (CC) was used for measuring accuracy and Consonant Diversity (CD), an inventory measure, was used to identify the number of different consonants spoken by each participant. Repeated measures analyses of variance were conducted to examine the differences in consonant production scores based on presence of CI (participants with CI versus typical hearing (TH) participants), and chronological age at data collection (3.5 years versus 4.5 years). RESULTS CI recipients displayed lower consonant production scores compared to TH children. Children with the most device experience (32-38 months at 3.5 years) performed on par with their TH peers. CONCLUSIONS The two measures used in this study together appear capable of comprehensively describing the changes in consonant production skills of children. Results from this study indicate that while most CI participants display lower scores compared to TH children, many of the CI users are able to produce speech sounds on par with TH children.
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Affiliation(s)
- Madhu Sundarrajan
- Department of Speech-Language Pathology, University of the Pacific, 3601 Pacific Avenue, Stockton, CA 95211, United States.
| | - Emily A Tobey
- Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, University of Texas at Dallas, Dallas, TX, United States
| | - Johanna Nicholas
- Department of Otolaryngology, School of Medicine, Washington University in St. Louis, St. Louis, MO, United States
| | - Ann E Geers
- Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, University of Texas at Dallas, Dallas, TX, United States
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Peter B, Vose C, Bruce L, Ingram D. Starting to Talk at Age 10 Years: Lessons About the Acquisition of English Speech Sounds in a Rare Case of Severe Congenital But Remediated Motor Disease of Genetic Origin. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1029-1038. [PMID: 31298943 DOI: 10.1044/2019_ajslp-18-0156] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose This study was conducted to observe speech development in a child whose onset of oral communication was extremely delayed. In rare cases, children are born with physical limitations that temporarily interfere with speech sound production. Whether the development of speech sound production follows the same trajectory as that in typical children at younger ages is not well understood. Method We present a child who was wheelchair-bound and communicated nearly exclusively via augmentative and alternative communication devices due to severe congenital motor disease and generalized hypotonia. At age 10 years, her condition improved dramatically with medication after a mutation in a dopamine-related gene was discovered, and she switched entirely to oral communication. Observation of speech development was based on chart reviews, video recordings, and direct testing at age 15 years. Results At age 4 years, the participant's attempts at speech showed a small phoneme inventory consisting of early-acquired phonemes and large numbers of common phonological processes. Following the medical intervention at age 10 years, mastery of velars occurred after age 12 years and mastery of liquids was still incomplete at age 15 years. Conclusions Findings are consistent with general growth trends in speech sound acquisition that are independent of chronological age. Theoretical considerations regarding the role of motor control in the invariant order of speech sound acquisition are posited, specifically regarding articulatory building blocks. Clinical recommendations include interprofessional management of children with complex motor disease and referrals to genetics professionals in the care of such children.
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Affiliation(s)
- Beate Peter
- Department of Speech and Hearing Science, Arizona State University, Tempe
- Department of Communication Sciences and Disorders, Saint Louis University, MO
| | - Caitlin Vose
- Department of Speech and Hearing Science, Arizona State University, Tempe
- Department of Communication Sciences and Disorders, Syracuse University, NY
| | - Laurel Bruce
- Department of Speech and Hearing Science, Arizona State University, Tempe
| | - David Ingram
- Department of Speech and Hearing Science, Arizona State University, Tempe
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Combiths PN, Barlow JA, Sanchez E. Quantifying phonological knowledge in children with phonological disorder. CLINICAL LINGUISTICS & PHONETICS 2019; 33:885-898. [PMID: 31379215 PMCID: PMC6756935 DOI: 10.1080/02699206.2019.1584247] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2019] [Revised: 02/11/2019] [Accepted: 02/14/2019] [Indexed: 05/26/2023]
Abstract
Generative phonologists use contrastive minimal pairs to determine functional phonological units in a language. This technique has been extended for clinical purposes to derive phonemic inventories for children with phonological disorder, providing a qualitative analysis of a given child's phonological system that is useful for assessment, treatment, and progress monitoring. In this study, we examine the single-word productions of 275 children with phonological disorder from the Learnability Project (Gierut, 2015b) to confirm the relationship between phonemic inventory - a measure of phonological knowledge - and consonant accuracy - a quantitative, relational measure that directly compares a child's phonological productions to the target (i.e. adult-like) form. Further, we identify potential percentage accuracy cutoff scores that reliably classify sounds as in or out of a child's phonemic inventory in speech-sound probes of varying length. Our findings indicate that the phonemic function of up to 90% of English consonants can be identified from percentage accuracy for preschool-age children with phonological disorder when a sufficiently large and thorough speech sample is used.
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Affiliation(s)
- Philip N Combiths
- Language and Communicative Disorders, San Diego State University, University of California , San Diego , CA , USA
| | - Jessica A Barlow
- Speech, Language, and Hearing Sciences, San Diego State University , CA , USA
| | - Emilie Sanchez
- San Diego Unified School District , San Diego , CA , USA
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Chung H, Farr K, Pollock KE. Rhotic vowel accuracy and error patterns in young children with and without Speech Sound Disorders. JOURNAL OF COMMUNICATION DISORDERS 2019; 80:18-34. [PMID: 31022634 DOI: 10.1016/j.jcomdis.2019.03.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Revised: 02/22/2019] [Accepted: 03/05/2019] [Indexed: 06/09/2023]
Abstract
Rhotic vowels are known to be difficult sounds for children to learn, but their acquisition has not been investigated in detail. This study examined rhotic vowel development, including accuracy and error patterns, in young children across age, diagnostic groups, and phonetic contexts. Participants included 34 children from 2 to 6 years of age with and without speech sound disorders (SSD). Data included 36 elicited single words containing stressed and unstressed rhotic monophthongs ([ɜ˞] and [ə˞]) and four rhotic diphthongs (/ɪ͡ə˞/, /ε͡ə˞/, /ɔ͡ə˞/, and /ɑ͡ə˞/). Additional words containing non-rhotic vowels and the consonant /ɹ/ were also included for comparison. A significant difference in rhotic vowel production accuracy was found between diagnostic groups (with vs. without SSD), but not across age groups or phonetic contexts. Yet, the accuracy scores for children without SSD were bimodally distributed, showing overlapping patterns with children with SSD. Error patterns were examined for all children with low rhotic vowel accuracy scores, regardless of age and diagnostic status. Results of this study highlight the variability in rhotic vowel development in young children and the importance of studying rhotic sounds using overall rhotic sound accuracy of each individual child regardless of their age or diagnostic status. Clinically, systematic within-speaker error patterns suggest the need for the detailed error pattern assessment of rhotic sounds.
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Affiliation(s)
- Hyunju Chung
- Department of Communication Sciences & Disorders, Louisiana State University, Baton Rouge, LA.
| | - Kathryn Farr
- Department of Communication Sciences & Disorders, University of Alberta, Canada
| | - Karen E Pollock
- Department of Communication Sciences & Disorders, University of Alberta, Canada
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Calet N, Gutiérrez-Palma N, Defior S, Jiménez-Fernández G. Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 90:92-100. [PMID: 31085452 DOI: 10.1016/j.ridd.2019.04.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Revised: 04/24/2019] [Accepted: 04/30/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The deficit on segmental phonology in developmental dyslexia is well established and according to recent studies this deficit extends to suprasegmental phonology or prosody. However, these studies have focused on word-level prosody. Further research is needed concerning prosodic deficit in dyslexia, especially with a Spanish-speaking population. AIMS The aim of this study was to investigate the role of linguistic (word and phrase-level) and non-linguistic prosodic skills in Spanish children with developmental dyslexia. METHOD AND PROCEDURE 48 Spanish children (8-9 years of age) from ten primary education schools were selected (24 children with developmental dyslexia and 24 chronological age-control children). Non-linguistic rhythm, word and phrase-level prosody, phonological awareness, nonverbal intelligence and reading aloud were assessed. RESULTS The results obtained show that children with developmental dyslexia scored lower than typically developing readers on non-linguistic rhythm and word and phrase-level prosody tasks. The differences remained statistically significant at the phrase level after controlling for word-level processing (phonological or prosodic), phonological awareness, non-linguistic rhythm and reading skills. CONCLUSIONS Children with developmental dyslexia in Spanish exhibit a core deficit in suprasegmental phonology, at linguistic and non-linguistic levels. The implications of suprasegmental phonology skills for reading acquisition disabilities are discussed.
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Affiliation(s)
- Nuria Calet
- Department of Developmental and Educational Psychology, University of Granada, Campus de la Cartuja s/n, 18071 Granada, Spain
| | - Nicolás Gutiérrez-Palma
- Department of Psychology, University of Jaén, Campus Las Lagunillas, Edificio Humanidades y Ciencias de la Educación II, 23071 Jaén, Spain
| | - Sylvia Defior
- Department of Developmental and Educational Psychology, University of Granada, Campus de la Cartuja s/n, 18071 Granada, Spain
| | - Gracia Jiménez-Fernández
- Department of Developmental and Educational Psychology, University of Granada, Campus de la Cartuja s/n, 18071 Granada, Spain.
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Rowe A, Titterington J, Taggart L. A classroom-based intervention targeting working memory, attention and language skills in 4-5 year olds (RECALL): study protocol for a cluster randomised feasibility trial. Pilot Feasibility Stud 2019; 5:82. [PMID: 31285835 PMCID: PMC6589872 DOI: 10.1186/s40814-019-0468-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Accepted: 06/13/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND There is international recognition of the need for creative, classroom-based interventions to support children at risk of low academic achievement and well-being, due to poor attention and language skills on school entry. Working memory (WM) is a cognitive skill that is strongly associated with attention and language skills. There has been speculation that WM training, embedded within typical educational activities, may improve children's WM skills and produce transfer effects to real-world skills such as attention and language. However, little is known about the effectiveness of this approach.'Recall to Enhance Children's Attention, Language and Learning' (RECALL) is a novel, 6-week, classroom-based intervention targeting WM, attention and language skills in 4-5 year olds. RECALL was co-produced with health professionals, teachers and parents. This protocol describes the rationale, methods and analysis plan for a proposed cluster randomised feasibility trial of this RECALL programme. METHODS This is a three-arm, cluster randomised feasibility trial comparing RECALL to an existing programme (active control), and no-intervention (education as usual). We will recruit six schools in socially disadvantaged areas in one region of the UK. Two schools will be randomly allocated to each arm of the trial. In each school, one class of children (ages 4-5 years) of approx. 30 children will be involved in this study. Ten children in each class will be sampled purposefully for outcome measurement including: standardised assessments of WM, language and attention skills; teacher ratings of attention; and parent ratings of functional communication skills. These will be administered at baseline and 1-week post-intervention in order to test the acceptability of the measures. A process evaluation using semi-structured interviews with participants will explore the acceptability of RECALL and the procedures employed in this trial. DISCUSSION This feasibility study will explore the acceptability of RECALL to the health professionals and teachers who will deliver it and inform the optimal design of the programme. The inclusion of an active control group and the blinding of outcomes assessors enhance rigour in this study. The findings will determine whether this study can be scaled-up into a definitive cluster randomised trial to evaluate the effectiveness of RECALL. TRIAL REGISTRATION ISRCTN13633886. Registered 7 Sept 2018.
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Affiliation(s)
- Anita Rowe
- Institute of Nursing and Health Research, Ulster University, Shore Road, Newtownabbey, Antrim BT37 0QB Northern Ireland
| | - Jill Titterington
- Institute of Nursing and Health Research, Ulster University, Shore Road, Newtownabbey, Antrim BT37 0QB Northern Ireland
| | - Laurence Taggart
- Institute of Nursing and Health Research, Ulster University, Shore Road, Newtownabbey, Antrim BT37 0QB Northern Ireland
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