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Gomes J, Ramalho AM, Freitas MJ. On the role of syllable structure in atypical phonological development: Evidence from the acquisition of /l/ by Portuguese children. CLINICAL LINGUISTICS & PHONETICS 2024:1-18. [PMID: 38755740 DOI: 10.1080/02699206.2024.2351526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 04/26/2024] [Indexed: 05/18/2024]
Abstract
The alveolar lateral is phonetically and phonologically complex. Previous studies have shown that /l/ is one of the last segments to be acquired by typically developing Portuguese children. However, little is known about how Portuguese children with atypical development acquire /l/. In this paper, we investigate the acquisition of /l/ by Portuguese children with protracted phonological development (DLD; SSD). We explore the effect of syllable structure and segmental properties in the acquisition of /l/ and describe mismatches used for target /l/, thus contributing empirical evidence to the ongoing discussion on differential diagnoses for children with primary phonological disorders. Our results show that the lateral is more problematic in SSD than in DLD, with the manner of articulation being more problematic than its place. A syllable-segment interface effect was attested. Mismatches showed a preference for [w, ɾ, ø]. The results are discussed considering their implications for clinical practice and the role of target phonetic and phonological properties in the /l/ acquisition path.
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Affiliation(s)
- Jéssica Gomes
- School of Arts and Humanities, University of Lisbon, Lisboa, Portugal
- Center of Linguistics of the University of Lisbon (CLUL), Lisboa, Portugal
| | - Ana Margarida Ramalho
- Center of Linguistics of the University of Lisbon (CLUL), Lisboa, Portugal
- Speech and Language Therapy Department, Superior School of Health of Alcoitão (ESSA), Lisboa, Portugal
| | - Maria João Freitas
- School of Arts and Humanities, University of Lisbon, Lisboa, Portugal
- Center of Linguistics of the University of Lisbon (CLUL), Lisboa, Portugal
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Geronikou E, Babatsouli E. Child speech developmental norms in Greek monolinguals: whole word and consonant accuracy. CLINICAL LINGUISTICS & PHONETICS 2024:1-20. [PMID: 38560915 DOI: 10.1080/02699206.2024.2329975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 03/08/2024] [Indexed: 04/04/2024]
Abstract
Child phonological development in standard Greek is aptly represented by both single-case and cross-sectional studies. While some quantitative measures exist, such as the 75% criterion in the acquisition of singletons and clusters, reported norms require replication to fine-tune existing indicators, inform non-existent ones, and better reflect children's typical developmental speech in contemporary Greece. Our cross-sectional study addresses this gap, in terms of consonant inventory acquisition, and percentage accuracy of words, singletons, clusters, and cluster reductions. Phonological Assessment for Greek (PAel) procedures facilitated data elicitation from 254 Greek-speaking participants, aged 2;0-7;0, equally represented for gender. Our study comprehensively informs quantitative norms on whole word accuracy (WWA), percentage of consonants correct (PCC), PCC variation across the different age groups of children, and the WWA-PCC correlation along the developmental path in this cross-sectional study. A schematic representation models children's normative PCC-WWA profiles, facilitating the determination of phonological disorder in Greek with direct clinical application on diagnosis and intervention.
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Affiliation(s)
| | - Elena Babatsouli
- Department of Communicative Disorders, University of Louisiana at Lafayette, Lafayette, Louisiana, USA
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Geronikou E. The development of speech output processing skills in Greek-speaking children. CLINICAL LINGUISTICS & PHONETICS 2023:1-20. [PMID: 37722834 DOI: 10.1080/02699206.2023.2255365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 08/30/2023] [Indexed: 09/20/2023]
Abstract
There is a growing body of literature on phonological development in Greek-speaking children, either typically developing (TD) or with speech sound disorders (SSD). In this paper, a cross-sectional longitudinal approach was used to investigate the development of speech output processing skills in TD Greek-speaking preschool-aged children. Moreover, a group of Greek-speaking children with SSD were assessed to identify potential loci of impairment in atypical development. The developmental study involved two groups: group 1 (n = 16) aged 3;0-3;5 years and group 2 (n = 22) aged 4;6-5;0 years, assessed at three assessment points six months apart. Children with SSD (n = 15) aged 5;6-6;0 years were assessed to be compared with performance of group 2 TD children (at the third assessment point). Assessment tasks included (a) a picture naming task, (b) a task of real word repetition and (c) a task of nonword repetition. A strong time effect was found in both groups of TD children in the development of speech output processing abilities. Performance accuracy was higher on tasks including real words than nonwords; children performed more accurately on repetition rather than spontaneous naming of real words; repetition accuracy on 2-3 syllables items was significantly better than on 4-5 syllables items. Children with SSD were outperformed by TD children of the same age in all assessment tasks; lexicality and word length effect were found in the clinical group. Findings from the present study may be used as a starting point to diagnose children with speech production difficulties in Greece.
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da Silva TF, Ribeiro GCF, da Silva CEE, de Assis MF, Dezani H, Berti LC. Efficacy in the use of gamification strategy in phonological therapy. Codas 2023; 35:e20220181. [PMID: 37703113 PMCID: PMC10547138 DOI: 10.1590/2317-1782/20232022181pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 02/19/2023] [Indexed: 09/15/2023] Open
Abstract
PURPOSE to compare the efficacies of traditional phonological therapy and phonology associated with the gamification strategy in children with Phonological Disorder (PD). METHODS ten individuals with PD participated who showed the process of replacing liquids. They were randomized into two groups: traditional phonological therapy (control group - CG) and phonological therapy associated with a gamification strategy mediated by computer (gamification group - GG). The phonological intervention comprised, for both groups, stages of speech perception and production. Interventions differed in the perception stage, in which the GG was submitted to the game with gamification strategies. At the end of each session, individuals speech production (% of correct answers) were registered for each therapeutic stage, based on target words and sounding words. For analysis the following were considered: The individuals mean of correct answers for each therapeutic stage; PCC-R value (percentage of correct consonants) pre and post therapy; beyond of the number of sessions used to reach 85% of correct production. RESULTS there was no statistical difference between the types of intervention considering the average of correct answers of the productions and the number of sessions. There was a significant effect for pre- and post-therapy conditions in the comparison PCC-R values for both models. The individuals in the GC had the PCC-R values higher than those of GG. CONCLUSION both models of intervention present similar results, providing an improvement in the individuals phonological performance from the first session.
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Affiliation(s)
- Thalia Freitas da Silva
- Departamento Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” - UNESP - Marília (SP), Brasil.
| | - Grazielly Carolyne Fabbro Ribeiro
- Departamento Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” - UNESP - Marília (SP), Brasil.
| | - Cássio Eduardo Esperandino da Silva
- Departamento Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” - UNESP - Marília (SP), Brasil.
| | - Mayara Ferreira de Assis
- Departamento Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” - UNESP - Marília (SP), Brasil.
| | - Henrique Dezani
- Departamento Ciência da Computação, Faculdade de Tecnologia - FATEC - São José do Rio Preto (SP), Brasil.
| | - Larissa Cristina Berti
- Departamento Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” - UNESP - Marília (SP), Brasil.
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Canta AJ, Adas SAE, Washington KN, McAllister T. Variability, accuracy, and cross-linguistic transfer in bilingual children speaking Jamaican Creole and English. CLINICAL LINGUISTICS & PHONETICS 2023; 37:436-453. [PMID: 35672935 PMCID: PMC9726996 DOI: 10.1080/02699206.2022.2074311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 04/25/2022] [Accepted: 04/27/2022] [Indexed: 05/20/2023]
Abstract
Due to the lack of normative data about bilingual speech development and limited availability of diagnostic tools optimised for this population, bilingual children under consideration for speech-language services are at an elevated risk of misdiagnosis. In the absence of validated assessment tools, speech-language pathologists may use measures of accuracy and variability of speech production to diagnose suspected speech sound disorders in bilingual children. Research in general motor development suggests that variability and accuracy may trade off in the course of maturation, whereby movement variability spikes before the transition to a more mature stage of motor control. Such variability-accuracy tradeoffs have been described in monolingual speech development but are understudied in bilingual populations, where cross-linguistic transfer occurs. This study aimed to examine variability, accuracy, and cross-linguistic transfer in the speech of 20 bilingual children speaking Jamaican Creole and English. We hypothesised that children who showed higher accuracy in their productions would also exhibit more variable speech, indicating a variability-accuracy tradeoff. The Word Inconsistency Assessment from the Diagnostic Evaluation of Articulation and Phonology was administered to measure accuracy and variability in the English context, where misdiagnosis is likely to occur. Contrary to our hypothesis, we observed that individuals with higher accuracy tended to be less variable in their productions. Future research should examine longitudinal trajectories of accuracy and variability and consider a more culturally-appropriate definition of 'accuracy' in documenting bilingual speech sound development.
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Affiliation(s)
- Annika J. Canta
- Department of Communicative Sciences and Disorders, New
York University, New York City, USA
| | - Sandy Abu El Adas
- Department of Communicative Sciences and Disorders, New
York University, New York City, USA
| | - Karla N. Washington
- Department of Communicative Sciences and Disorders, New
York University, New York City, USA
- Department of Communication Sciences and Disorders,
University of Cincinnati, Cincinnati, USA
| | - Tara McAllister
- Department of Communicative Sciences and Disorders, New
York University, New York City, USA
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Geronikou E, Traga E, Xoli L. Speech processing and short term memory skills in preschoolers: Evidence from Greek-speaking children with and without speech sound disorders. CLINICAL LINGUISTICS & PHONETICS 2023; 37:530-548. [PMID: 36190326 DOI: 10.1080/02699206.2022.2128423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 09/19/2022] [Accepted: 09/20/2022] [Indexed: 05/20/2023]
Abstract
Cognitive mechanisms such as short-term memory (STM) are considered to relate to speech development, yet the extent of potential limitations in children with speech sound disorders (SSD) is unknown and the nature of the relationship is debatable. The present paper explores the development of speech input and output processing skills along with STM skills in Greek-speaking children with SSD and typically developing (TD) controls. Potential relationships in performance between tasks that require phonological processing are explored. Participants with SSD aged 5;1-6;2 years (n = 30) and TD controls aged 5;1-5;11 years (n = 100) were monolingual Greek-speaking children. Speech processing skills and phonological storage were assessed as follows: (1) Input processing: a nonword auditory discrimination task was used to assess phoneme discrimination skills. Stimuli comprised 24 pairs of nonwords consisting of the same number of phonemes (2-7 phonemes) and syllables (1-3 syllables). (2) Output processing: a nonword repetition task was used to assess speech production skills. Stimuli comprised 24 nonwords of varying length (2-5 syllables). (3) STM: a task of immediate verbal recall was used to assess phonological storage. Stimuli comprised a chunk of five words; each word (2-4 syllables long) was semantically unrelated to others. The results showed that TD children outperformed children with SSD in all tasks; a significant correlation between performance in nonword repetition and immediate verbal recall was found for TD children. There were no significant correlations between performance on nonword auditory discrimination with nonword repetition or with immediate verbal recall for TD children or children with SSD.
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Affiliation(s)
| | | | - Lina Xoli
- Department of Speech and Language Therapy, University of Patras, Patras, Greece
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Cassar C, McCabe P, Cumming S. "I still have issues with pronunciation of words": A mixed methods investigation of the psychosocial and speech effects of Childhood Apraxia of Speech in adults. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:193-205. [PMID: 35034534 DOI: 10.1080/17549507.2021.2018496] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
PURPOSE Adolescents with Childhood Apraxia of Speech (CAS) are likely to have persistent speech errors compared to non-CAS peers (Lewis et al., 2018) and may have ongoing psychosocial issues (e.g. Carrigg, Parry, Baker, Shriberg, & Ballard, 2016). Beyond this, little is known about the long-term consequences of CAS in adulthood. This study explored whether adults who were reported to have had CAS as children have ongoing psychosocial or speech impacts. METHOD A cross-sectional descriptive design, with mixed-method analyses of demographic, psychosocial, and speech data was used. Data were collected via a four-part online survey. Part one consisted of questions about demographic information and participants' self-reported performance in speech, language and literacy. Parts two and three investigated the psychosocial impacts of CAS using the Brief Fear of Negative Evaluation Scale - Revised (BFNE- R) and The State-Trait Anxiety Inventory (STAI). Part four collected single word and connected speech data via an online audio recording, which was then transcribed following the Connected Speech Transcription Protocol (CoST-P). Analyses of speech characteristics reported in CAS was completed using Phon software. RESULT There were 17 participants in part one, 16 in parts two and three, and six in part four. Participants reported elevated levels of state (p = 0.01) and trait (p = 0.0001) anxiety compared to normative data. Ongoing segmental and suprasegmental speech errors were observed, with a significant difference between percent phonemes correct in single words versus connected speech (p = 0.03). Participants who provided a speech sample had difficulty with correct stress, use of juncture, and had increased intra- and inter-word segregation. Participants with better speech reported less anxiety. CONCLUSION Psychosocial effects and speech characteristics associated with CAS in childhood appear to persist into adulthood. Confirmation of these results and research to determine treatment and psychosocial support needs past early childhood is warranted.
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Affiliation(s)
- Courtney Cassar
- The University of Sydney, Camperdown, Australia
- Liverpool Hospital, South West Sydney Local Health District, Liverpool, Australia
| | - Patricia McCabe
- The University of Sydney, Camperdown, Australia
- Liverpool Hospital, South West Sydney Local Health District, Liverpool, Australia
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Roepke E, Brosseau-Lapré F. Speech Error Variability and Phonological Awareness in Preschoolers. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:246-263. [PMID: 36580542 PMCID: PMC10023149 DOI: 10.1044/2022_ajslp-22-00031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 05/18/2022] [Accepted: 10/01/2022] [Indexed: 06/17/2023]
Abstract
PURPOSE The purpose of this article was to investigate the relationship between speech error variability and phonological awareness. METHOD This article begins with a narrative review of the theoretical interpretation of speech error variability. The post hoc exploratory analysis of the relationship between speech error variability and phonological awareness included 40 children: 20 with typical speech and language and 20 with speech sound disorder and typical language. Groups were matched on gender, age, maternal education, receptive and expressive vocabulary, nonverbal intelligence, and expressive morphosyntax. Multiple regression was used to identify the best fit model for the relationship between vocabulary, speech errors, and phonological awareness. RESULTS Segmental variability was associated with poor phonological awareness in preschool-aged children. CONCLUSION Children with high levels of segmental variability have poor phonological awareness, likely due to unstable phonological representations.
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Affiliation(s)
- Elizabeth Roepke
- Department of Speech, Language, and Hearing Sciences, Saint Louis University, MO
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Boada KL, Boada R, Pennington BF, Peterson RL. Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2081-2097. [PMID: 35472280 PMCID: PMC9567368 DOI: 10.1044/2022_jslhr-21-00241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 10/06/2021] [Accepted: 02/05/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has evaluated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5-6 years and literacy at ages 7-9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills. METHOD One hundred twenty-three children, 86 with a history of speech impairment, completed a battery of speech, language, and literacy tests at ages 5-6 years and again at ages 7-9 years. Speech production at ages 5-6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed. RESULTS As expected, phonological, but not articulation, errors at ages 5-6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7-9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5-6 years) and literacy (ages 7-9 years). CONCLUSIONS These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19624020.
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Affiliation(s)
| | - Richard Boada
- University of Colorado Anschutz Medical Campus, Aurora
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Brosseau-Lapré F, Roepke E. Implementing Speech Perception and Phonological Awareness Intervention for Children With Speech Sound Disorders. Lang Speech Hear Serv Sch 2022; 53:646-658. [PMID: 35377730 DOI: 10.1044/2022_lshss-21-00117] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE Children with speech sound disorders have more difficulties producing speech sounds accurately than same-age peers. In addition, they often have difficulties with speech perception, and weaker phonological awareness skills than their peers and are at risk for negative long-term academic and socio-emotional outcomes. In this tutorial, we describe ways in which clinicians can target speech perception and/or phonological awareness within the context of speech production practice. METHOD First, we briefly describe the speech perception and phonological awareness skills of children with speech sound disorders and summarize previous intervention studies that targeted speech production and speech perception and/or phonological awareness skills. Next, we demonstrate how clinicians may incorporate speech perception and phonological awareness intervention in speech therapy through example instructional objectives and activities and include a case study. CONCLUSION Incorporating speech perception and phonological awareness into speech production intervention may improve speech and literacy outcomes for children with speech sound disorders.
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Affiliation(s)
| | - Elizabeth Roepke
- Department of Speech, Language, and Hearing Sciences, Saint Louis University, St. Louis, MO
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Martins AC, Nascimento D, Pinto S, Alves D, Wertzner HF, Castro A. Phonological characteristics of European and Brazilian Portuguese in children with Speech Sound Disorders. CLINICAL LINGUISTICS & PHONETICS 2021; 35:1076-1090. [PMID: 33459062 DOI: 10.1080/02699206.2020.1866673] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 12/14/2020] [Accepted: 12/16/2020] [Indexed: 06/12/2023]
Abstract
This study aims to describe and compare the phonological characteristics of European Portuguese and Brazilian Portuguese preschool and school age children with Speech Sound Disorders (SSD). Speech samples for the European Portuguese Group (EPG) (n = 13) were collected using Subteste Fonético e Fonológico of Teste Fonético e Fonológico Avaliação da Linguagem Pré-Escolar. For the Brazilian Portuguese Group (BPG) (n = 13) Prova de Nomeação de Fonologia of Teste de Linguagem Infantil ABFW was applied. Different phonological measures were considered. Groups were matched according to sex, age, and percentage of correct consonants (revised). EPG presented more weak syllable deletion (p = .00); absolute index and relative index had a higher number of omissions (p = .003). BPG had more substitutions (p = .004). Intragroup analysis showed differences between groups in the occurrence of phonological processes (p ≤ 0.00). The most occurring was gliding of liquids, cluster reduction and devoicing in both groups; for the absolute index and relative index, the EPG presented differences in omission (p = .003), and the BPG in substitution (p = .002). Results suggested differences between groups in phonological processes occurrence and a relation with the most frequent type of error. These findings may occur due to the variation of phonetic and phonological characteristics between European Portuguese and Brazilian Portuguese in the two phonological tests. Linguistic variations had not directly influenced the measures studied, which characterized SSD. European Portuguese and Brazilian Portuguese children with SSD demonstrated similar characteristics as to the type of errors and phonological processes.
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Affiliation(s)
| | - David Nascimento
- School of Health, Polytechnic Institute of Setubal, Setubal, Portugal
- Department of Otorhinolaryngology, Egas Moniz Hospital, Western Lisbon Hospital Center, Lisbon, Portugal
| | - Sofia Pinto
- School of Health, Polytechnic Institute of Setubal, Setubal, Portugal
| | - Dina Alves
- School of Health, Polytechnic Institute of Setubal, Setubal, Portugal
- Linguistics Center, University of Lisbon, Lisbon, Portugal
- Center for Interdisciplinary Applied Research in Health (CIIAS), Setubal, Portugal
| | | | - Ana Castro
- School of Health, Polytechnic Institute of Setubal, Setubal, Portugal
- Center for Interdisciplinary Applied Research in Health (CIIAS), Setubal, Portugal
- Linguistics Research Centre of NOVA University, Lisbon, Portugal
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Ayyad H, AlBustan S, Ayyad F. Phonological development in school-aged Kuwaiti Arabic children with Down syndrome: A pilot study. JOURNAL OF COMMUNICATION DISORDERS 2021; 93:106128. [PMID: 34139555 DOI: 10.1016/j.jcomdis.2021.106128] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 05/17/2021] [Accepted: 05/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Studies on atypical phonological development are very limited for Arabic, and to date no studies on Arabic have investigated the development of phonology in children with conditions such as Down Syndrome. Arabic, like other Semitic languages, is rich in consonants and consonantal variation. However, it differs greatly from region to region, and so reports on individual dialects or regional dialects are necessary. Kuwaiti Arabic, the focus of the present paper, is similar to other dialects in the Gulf region. AIM This is a preliminary study to examine the phonological development of school-aged Kuwaiti Arabic-speaking children with Down Syndrome in order to start to address the research gap noted above. METHODS & PROCEDURES Six Kuwaiti Arabic-speaking children were recruited for this pilot study from integrated public schools where children with disabilities and typically developing children are enrolled in the State of Kuwait: three male and three female students, age range of 5;10-12;3 years. All participants had the same single word speech test of 100 words. The first author, a native speaker of Kuwaiti Arabic, audio-recorded and phonetically transcribed the sample with the help of two speech-language pathologists from Kuwait. Reliability was confirmed by the first author and another expert rater. Both match and mismatch analyses were performed and compared to existing literature. OUTCOMES & RESULTS Overall consonant accuracy across participants was 50%, with a variety of matches across consonant categories. However, the participants also exhibited a wide range of mismatches across positions in words and phonological features (place, manner, and laryngeal features). Place substitutions were the most frequent. Some sounds exhibited double (place and manner) mismatches. The most common word structure mismatch was consonant cluster reduction (no matches for word-initial clusters). Mismatch patterns resembled both those of normally developing Kuwaiti children and those of English speakers with Down Syndrome in certain ways. CONCLUSIONS & IMPLICATIONS This pilot study provides preliminary information for clinicians regarding the speech or children with Down Syndrome (DS), not only in Kuwait but also in the Gulf region where there are similarities to Kuwaiti Arabic.
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Affiliation(s)
- Hadeel Ayyad
- Department of Communication Disorder Sciences, Faculty of Life Sciences, Kuwait University, P.O Box 5969 Safat 13060, Kuwait.
| | - Sana AlBustan
- Department of Communication Disorder Sciences, Faculty of Life Sciences, Kuwait University, P.O Box 5969 Safat 13060, Kuwait.
| | - Fatema Ayyad
- Department of Psychology, Faculty of Social Sciences, Kuwait University, P.O Box 5969 Safat 13060 Kuwait.
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Brouwer K, Gordon-Pershey M. The Relationship Between Speech Perception and Speech Production in Children with Visual Impairments. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2021. [DOI: 10.1177/0145482x211018876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Kyle Brouwer
- Department of Communication Sciences and Disorders, University of South Dakota, Vermillion, SD, USA
| | - Monica Gordon-Pershey
- Speech and Hearing Program, School of Health Sciences, Center for Innovation in Medical Professions, Cleveland State University, Cleveland, OH, USA
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Alhaidary A. Treatment of speech sound disorders in children: Nonspeech oral exercises. Int J Pediatr Adolesc Med 2021; 8:1-4. [PMID: 33718569 PMCID: PMC7922837 DOI: 10.1016/j.ijpam.2019.07.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2019] [Revised: 07/13/2019] [Accepted: 07/17/2019] [Indexed: 06/01/2023]
Abstract
BACKGROUND Children with speech disorders need to receive effective services to improve their speech intelligibility. A variety of treatments are available, and one of the most commonly used techniques is oral-motor training, which includes nonspeech oral exercises. METHODS This paper conducted a review of the literature on using nonspeech oral exercises to treat children with developmental speech sound disorders. RESULTS Despite the popularity of this treatment, the nonspeech oral techniques lack supporting evidence in existing literature. Also, the justification of the proposed rationales for this treatment is being questioned. Many other speech-based approaches that are supported by research are available for speech-language pathologists. Some have suggested that any oral training and activity should be performed in the context of speech. The appropriate role of nonspeech oral exercises is that they should be ultimately practiced within the context of speech. CONCLUSION Generally, oral training that does not involve speech production should be considered carefully with respect to a client's speech needs. Thus, further research is needed to examine the clinical value of using nonspeech oral exercises to treat speech sound disorders in children.
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Kwok EYL, Rosenbaum P, Thomas-Stonell N, Cunningham BJ. Strengths and challenges of the COSMIN tools in outcome measures appraisal: A case example for speech-language therapy. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:313-329. [PMID: 33580576 DOI: 10.1111/1460-6984.12603] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 12/17/2020] [Accepted: 01/18/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) is an international initiative that offers standardized and validated tools to guide the appraisal of patient-reported outcome measures in healthcare. AIMS To explore the use of a new set of tools from the COSMIN to appraise studies on one outcome measure available to speech and language therapists (SLTs). METHODS & PROCEDURES We used the COSMIN tools to appraise seven studies and a user manual that reported the measurement properties of the Focus on the Outcomes of Children Under Six (FOCUS), a validated measure of pre-schoolers' communicative participation that is used in various contexts around the world. OUTCOMES & RESULTS Using COSMIN guidelines, the FOCUS was categorized as a 'category A' tool because there was a sufficient level of evidence to support its content validity and internal consistency. According to the COSMIN guidelines, this means that the FOCUS can be recommended for use. The quality of evidence supporting measurement properties of the FOCUS received a rating of 'moderate', meaning users can have moderate confidence in its measurement properties. Since these ratings from the COSMIN tools may be unclear to users of the FOCUS, we have provided more specific recommendations. CONCLUSIONS & IMPLICATIONS The COSMIN tools offer detailed standards to support the appraisal of outcome measures available to SLTs. However, several limitations were observed, and recommendations to support the application of the COSMIN tools are provided. What this paper adds What is already known on the subject Collecting outcome data is essential to ensure speech and language therapy is effective. Until the development of COSMIN there was a lack of standards in the way the measurement properties of outcome measure instruments were appraised. What this paper adds to existing knowledge This paper used the FOCUS, a measure of pre-schoolers' communicative participation outcomes in speech and language therapy, as a case example to illustrate the applications of the COSMIN tools. In doing so, the strengths and limitations of the current COSMIN tools in appraising the quality of outcome measure instruments are emphasized. What are the potential or actual clinical implications of this work? The COSMIN tools offer a step-by-step, standardized approach to appraise various measurement properties in outcome instruments. Due to existing limitations of the COSMIN tools, appraisal should provide clear and specific recommendations so users of outcome measures (e.g., SLTs, researchers) can identify the appropriate uses of each instrument.
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Affiliation(s)
- Elaine Yuen Ling Kwok
- CanChild, McMaster University, Hamilton, ON, Canada
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
| | - Peter Rosenbaum
- CanChild, McMaster University, Hamilton, ON, Canada
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
| | | | - Barbara Jane Cunningham
- CanChild, McMaster University, Hamilton, ON, Canada
- School of Communication Sciences and Disorders, Elborn College, Western University, London, ON, Canada
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Franciscatto MH, Del Fabro MD, Damasceno Lima JC, Trois C, Moro A, Maran V, Keske-Soares M. Towards a speech therapy support system based on phonological processes early detection. COMPUT SPEECH LANG 2021. [DOI: 10.1016/j.csl.2020.101130] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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17
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Tambyraja SR, Farquharson K, Justice L. Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3714-3726. [PMID: 32997596 DOI: 10.1044/2020_jslhr-20-00108] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being "at risk" for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.
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Affiliation(s)
- Sherine R Tambyraja
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Kelly Farquharson
- School of Communication Science and Disorders, Florida State University, Tallahassee
| | - Laura Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
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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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Torres F, Fuentes-López E, Fuente A, Sevilla F. Identification of the factors associated with the severity of the speech production problems in children with comorbid speech sound disorder and developmental language disorder. JOURNAL OF COMMUNICATION DISORDERS 2020; 88:106054. [PMID: 33038695 DOI: 10.1016/j.jcomdis.2020.106054] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2019] [Revised: 08/11/2020] [Accepted: 08/28/2020] [Indexed: 06/11/2023]
Abstract
It has been suggested that factors such as auditory perception, oral motor skills, phonological awareness, and working memory are all associated with speech production problems in children with speech sound disorder (SSD) and developmental language disorder (DLD). However, it remains unclear whether the severity of the speech production problems in these children can be explained by an interaction among the aforementioned factors. The aim of this study was to determine which of these four factors best explain the severity of the speech production problems in children with SSD and DLD and whether an interaction between factors occurs. Forty-one children with SSD and DLD between 5 and 5;11 years old were selected. The number of phonological process errors was used as a measure of the severity of the speech production problems. The association between the number of phonological process errors and performance in auditory perception, oral motor skills, phonological awareness, and working memory along with the severity of the DLD was explored using univariate and multivariate regression models (with and without an interaction term). The results showed that the number of phonological process errors was largely explained by working memory and phonological awareness. An interaction between these two factors was also found. This means that working memory and phonological awareness interact to have an effect on the number of phonological process errors that is more than the sum of their parts. In addition, the severity of the DLD was significantly associated with the number of phonological process errors. These findings suggest that phonological awareness and working memory should be considered when assessing and treating children with comorbid SSD and DLD.
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Affiliation(s)
- Felipe Torres
- Departamento de Fonoaudiología, Facultad de Medicina, Universidad de Chile, Santiago, 8380453, Chile.
| | - Eduardo Fuentes-López
- Carrera de Fonoaudiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Adrian Fuente
- Departamento de Fonoaudiología, Facultad de Medicina, Universidad de Chile, Santiago, 8380453, Chile
| | - Fabiana Sevilla
- Centro de Desarrollo Integral de la Familia, Santiago, Chile
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Case J, Grigos MI. A Framework of Motoric Complexity: An Investigation in Children With Typical and Impaired Speech Development. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3326-3348. [PMID: 32946304 DOI: 10.1044/2020_jslhr-20-00020] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Introduction The current work presents a framework of motoric complexity where stimuli differ according to movement elements across a sound sequence (i.e., consonant transitions and vowel direction). This framework was then examined in children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development (TD). Method Twenty-four children (CAS, n = 8; SSD, n = 8; TD, n = 8), 5-6 years of age, participated in this study. The children produced words that varied in motoric complexity while transcription, acoustic, and kinematic data were collected. Multidimensional analyses were conducted to examine speech production accuracy, speech motor variability, and temporal control. Results Analyses revealed poorer accuracy, longer movement duration, and greater speech motor variability in children with CAS than TD (across all measures) and other SSDs (accuracy and variability). All children demonstrated greater speech motor variability and longer duration as movement demands increased within the framework of motoric complexity. Diagnostic grouping did not mediate performance on this task. Conclusions Results of this study are believed to reveal gradations of complexity with increasing movement demands, thereby supporting the proposed framework of motoric complexity. This work also supports the importance of considering motoric properties of sound sequences when evaluating speech production skills and designing experimental and treatment stimuli.
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Affiliation(s)
- Julie Case
- Department of Speech-Language-Hearing Sciences, Hofstra University, Hempstead, NY
| | - Maria I Grigos
- Department of Communicative Sciences and Disorders, New York University, New York
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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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22
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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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Overby M, Belardi K, Schreiber J. A retrospective video analysis of canonical babbling and volubility in infants later diagnosed with childhood apraxia of speech. CLINICAL LINGUISTICS & PHONETICS 2020; 34:634-651. [PMID: 31661338 DOI: 10.1080/02699206.2019.1683231] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 10/12/2019] [Accepted: 10/17/2019] [Indexed: 06/10/2023]
Abstract
Canonical babbling and volubility are common indicators of infant vocal development. If either indicator falls below values found in typical infants, it may be an early signal of a developmental disorder. The aim of this retrospective investigation was to examine home videos for the frequency of canonical babbles, age of canonical babbling onset, and overall volubility of eight infants later diagnosed with childhood apraxia of speech and compare these data to that of six typically developing infants as well as four infants later diagnosed with a speech sound disorder. Results revealed the infants later identified with childhood apraxia of speech used fewer canonical babbles, had later onset of canonical babbling, and fewer syllables per minute (volubility) than the comparison groups. These results suggest that infants later diagnosed with childhood apraxia of speech may be less adept in vocal exploration and in the production of canonical babbles, perhaps due to fewer opportunities for mapping articulatory movement with auditory speech sound outcomes.
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Affiliation(s)
- Megan Overby
- Department of Speech-Language Pathology, Duquesne University , Pittsburgh, PA, USA
| | - Katie Belardi
- Department of Communication Sciences and Disorders, University of Pittsburgh , Pittsburgh, PA, USA
| | - James Schreiber
- School of Nursing, Duquesne University , Pittsburgh, PA, USA
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24
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Barberena LDS, Rosado IM, Moraes DADO, Berti LC, Keske-Soares M. Ultrasonography of tongue movements for the /l/ sound and characterization by gender in children with typical and atypical speech development. REVISTA CEFAC 2020. [DOI: 10.1590/1982-0216/202022111218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to compare the articulatory gestures of the /l/ sound, characterized by gender variable, of children with typical and atypical speech development. Methods: the sample was composed of 60 children, 30 with typical speech development and 30 with atypical speech development, aged between 4 years and 8 years and 11 months, of both genders, being the /l/ sound acquired for all children. The articulatory data (ultrasound image of tongue movement) were collected from the recording of tri/polysyllabic words with the sound /l/, considering the maximum elevation of the tongue point analyzed through the Articulate Assistant Advanced (AAA) software. The mean tongue contours of typical and atypical children were compared to the gender variable in order to observe possible differences between these groups. Results: there was a significant difference in the tongue gestures of typical and atypical children in the male gender. In females, there was less differentiation of the means of the tongue contours between the typical and atypical children. Conclusion: the group of atypical male children presented less ability to refine the tongue gestures when compared to the typical ones of the same gender.
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Sasisekaran J, Weathers EJ. Disfluencies and phonological revisions in a nonword repetition task in school-age children who stutter. JOURNAL OF COMMUNICATION DISORDERS 2019; 81:105917. [PMID: 31247507 DOI: 10.1016/j.jcomdis.2019.105917] [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: 07/13/2018] [Revised: 06/04/2019] [Accepted: 06/09/2019] [Indexed: 06/09/2023]
Abstract
Phonological encoding and associated functions, including monitoring of covert and overt speech, have been attributed relevant roles in stuttering. The aim of this study was to investigate these processes by testing the effects of nonword length in syllables (3-, 4-, 6-syllable), phonotactics, and phonemic/phonetic complexity on disfluencies and phonological revisions in 26 school-age children who stutter (CWS, n = 13) and matched fluent controls (CWNS). Participants repeated nonwords in two sessions separated by an hour. Within-group comparisons of percentage disfluencies using nonparametric tests resulted in significantly more disfluencies for the 6- compared to the 3-syllable nonwords and suggested that nonword length influences disfluencies in the CWS. The groups were comparable in the percentage of disfluencies at all levels of nonword length. The findings failed to provide conclusive evidence that phonological complexity and phonotactic manipulations have a greater effect on disfluencies in CWS compared to CWNS. The findings of significantly fewer phonological revisions and the lack of a significant correlation between disfluencies and revisions in the CWS in Session 1 compared to the CWNS are interpreted to suggest reduced external auditory monitoring. Demands on incremental phonological encoding with increasing task complexity (the Covert Repair Hypothesis, Postma & Kolk, 1993) and reduced external auditory monitoring of stuttered speech can account for the disfluencies, speech errors, and revisions in the speech of school-age CWS.
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Affiliation(s)
- Jayanthi Sasisekaran
- Department of Speech Language Hearing Sciences, University of Minnesota, United States.
| | - Erin J Weathers
- Department of Communication Sciences and Disorders, University of Iowa, United States
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Turner SJ, Vogel AP, Parry-Fielder B, Campbell R, Scheffer IE, Morgan AT. Looking to the Future: Speech, Language, and Academic Outcomes in an Adolescent with Childhood Apraxia of Speech. Folia Phoniatr Logop 2019; 71:203-215. [PMID: 31330526 DOI: 10.1159/000500554] [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: 07/13/2018] [Accepted: 04/18/2019] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The clinical course of childhood apraxia of speech (CAS) is poorly understood. Of the few longitudinal studies in the field, only one has examined adolescent outcomes in speech, language, and literacy. This study is the first to report long-term speech, language, and academic outcomes in an adolescent, Liam, with CAS. METHODS Speech, language, literacy, and academic outcome data were collected, including 3 research-based assessments. Overall, data were available at 17 time points from 3;10 to 15 years. RESULTS Liam had moderate-to-severe expressive language impairment and poor reading, writing, and spelling up to 10 years. His numeracy was at or above the national average from 8 to 14 years. He made gains in preadolescence, with average expressive language at 11 years and above average reading and writing at 14 years. Nonword reading, reading comprehension, and spelling remained areas of weakness. Receptive language impairment was evident at 13 years, which was an unexpected finding. CONCLUSION Findings from single cases can be hypothesis generating but require verification in larger cohorts. This case shows that at least some children with CAS may gain ground in adolescence, relative to same age peers, in expressive language and academic areas such as reading and writing.
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Affiliation(s)
- Samantha J Turner
- Department of Paediatrics, The University of Melbourne, The Royal Children's Hospital, Parkville, Victoria, Australia, .,Speech and Language Group, Clinical Sciences Theme, Murdoch Children's Research Institute, Parkville, Victoria, Australia,
| | - Adam P Vogel
- Centre for Neuroscience of Speech, The University of Melbourne, Melbourne, Victoria, Australia.,Redenlab, Melbourne, Victoria, Australia
| | - Bronwyn Parry-Fielder
- Department of Speech Pathology, The Royal Children's Hospital, Parkville, Victoria, Australia
| | | | - Ingrid E Scheffer
- Department of Paediatrics, The University of Melbourne, The Royal Children's Hospital, Parkville, Victoria, Australia.,Epilepsy Research Centre, Department of Medicine, The University of Melbourne, Austin Health, Melbourne, Victoria, Australia.,Florey Institute of Neuroscience and Mental Health, Melbourne, Victoria, Australia
| | - Angela T Morgan
- Department of Paediatrics, The University of Melbourne, The Royal Children's Hospital, Parkville, Victoria, Australia.,Speech and Language Group, Clinical Sciences Theme, Murdoch Children's Research Institute, Parkville, Victoria, Australia
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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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Sunderajan T, Kanhere SV. Speech and language delay in children: Prevalence and risk factors. J Family Med Prim Care 2019; 8:1642-1646. [PMID: 31198730 PMCID: PMC6559061 DOI: 10.4103/jfmpc.jfmpc_162_19] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Context: Intelligible speech and language is a useful marker for the child's overall development and intellect. Timely identification of delay by primary care physicians can allow early intervention and reduce disability. Data from India on this subject is limited. Aims: To study the prevalence and risk factors of speech-language delay among children aged 1-12 years. Settings and Design: A cross sectional study was conducted at the Pediatric outpatient department of a teaching hospital. Materials and Methods: Eighty four children (42 children with delayed speech and 42 controls) aged 1-12 years were included. The guardians of these children were requested to answer a questionnaire. History of the child's morbidity pattern and the risk factors for speech delay were recorded. The child's developmental milestones were assessed. Statistical Analysis Used: Data entry was analyzed using SPSS software, version 16. Standard statistical tests were used. A p value of less than 0.05 was taken as statistically significant. Results: Speech and Language delay was found in 42 out of 1658 children who attended the OPD. The risk factors found to be significant were seizure disorder (P=< 0.001)), birth asphyxia (P=0.019), oro-pharyngeal deformity (P=0.012), multilingual family environment (P=< 0.001), family history (P=0.013), low paternal education (P=0.008), low maternal education (P=< 0.001), consanguinity (P=< 0.001) and inadequate stimulation (P=< 0.001). Conclusions: The prevalence of speech and language delay was 2.53%. and the medical risk factors were birth asphyxia, seizure disorder and oro-pharyngeal deformity. The familial causes were low parental education, consanguinity, positive family history, multilingual environment and inadequate stimulation.
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Affiliation(s)
- Trisha Sunderajan
- Department of Pediatrics, K.J. Somaiya Medical College, Hospital and Research Centre, Mumbai, Maharashtra, India
| | - Sujata V Kanhere
- Department of Pediatrics, K.J. Somaiya Medical College, Hospital and Research Centre, Mumbai, Maharashtra, India
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Cabbage KL, Farquharson K, Iuzzini-Seigel J, Zuk J, Hogan TP. Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits. Lang Speech Hear Serv Sch 2019; 49:774-786. [PMID: 30458539 DOI: 10.1044/2018_lshss-dyslc-18-0008] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 07/13/2018] [Indexed: 01/04/2023] Open
Abstract
Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production-specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.
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Affiliation(s)
- Kathryn L Cabbage
- Department of Communication Disorders, Brigham Young University, Provo, UT
| | - Kelly Farquharson
- Department of Communication Sciences and Disorders, Emerson College, Boston, MA
| | - Jenya Iuzzini-Seigel
- Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI
| | - Jennifer Zuk
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.,Program in Speech and Hearing Bioscience and Technology, Division of Medical Sciences, Harvard University, Boston, MA
| | - Tiffany P Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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Shriberg LD, Wren YE. A frequent acoustic sign of speech motor delay (SMD). CLINICAL LINGUISTICS & PHONETICS 2019; 33:757-771. [PMID: 30945568 PMCID: PMC6594422 DOI: 10.1080/02699206.2019.1595734] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2019] [Revised: 03/12/2019] [Accepted: 03/12/2019] [Indexed: 05/05/2023]
Abstract
Recent studies report prevalence, phenotype, and persistence findings for a paediatric motor speech disorder in addition to childhood dysarthria and childhood apraxia of speech termed Speech Motor Delay (SMD). The aim of the present study was to determine if there is a frequent acoustic sign of SMD, with implications for theory, assessment, and treatment. We examined the frequency of 19 acoustic signs of SMD in audio recordings of continuous speech and word-imitation tasks in three groups of speakers with SMD: 50 children (mean age 5.1 years) with idiopathic Speech Delay (SD) from 6 USA cities; 87 children, adolescents, and adults with eight types of complex neurodevelopmental disorders; and 9 children (mean age 8.8 years) with persistent idiopathic SD from a population-based study of children in the South West of England. The 19 acoustic signs of imprecise or unstable speech, prosody, and voice were standardized on typical speakers of the appropriate dialect. The criterion for a frequent acoustic sign was that it occurred in at least 50% of participants with SMD in each of the three groups. Findings indicated that lengthened mid-vowels and diphthongs was the one sign that met criteria, occurring in 64.4% of the 146 participants with SMD, including 71% of the 87 participants with complex neurodevelopmental disorders. Findings are interpreted to support the potential of this acoustic sign, and possibly several others associated with temporal dimensions of speech sound development, to inform explication of the neuromotor substrates of SMD.
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Affiliation(s)
- Lawrence D. Shriberg
- Intellectual & Developmental Disabilities Research Center, Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | - Yvonne E. Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust; and University of Bristol, Bristol, UK
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Petinou K, Theodorou E. Promoting speech intelligibility through phonologically dense targets. CLINICAL LINGUISTICS & PHONETICS 2019; 33:978-990. [PMID: 30945572 DOI: 10.1080/02699206.2019.1597168] [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: 01/29/2019] [Revised: 03/14/2019] [Accepted: 03/15/2019] [Indexed: 06/09/2023]
Abstract
This multiple baseline single-case study focused on the implementation of two theoretically motivated models relevant to speech sound disorders (SSD): (1) complexity approach and (2) phonological density neighborhood variable. The complexity approach perspective predicted that complex intervention target stimuli would yield greater phonological gains on more complex targets after systematic phonological intervention. Furthermore, phonologically dense targets would promote speech intelligibility as these stimuli 'tax' productive outputs demand on par with complexity approach. A 4; 6 year-old Greek-speaking male diagnosed with a SSD received phonological intervention for 6 months. Therapy goals included: (1) the reduction of phonological process use and (2) the improvement of output intelligibility. Phonological gains were revealed in cluster reduction leading in increases in the proportion of consonant correct use and improvements in the use of correct whole word matches. Phonological gains were observed for untreated word stimuli. Our findings support the synergistic relationship of Complexity Approach and Phonological Density variable in promoting positive speech outcomes and effectiveness of phonological intervention in the child examined.
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Affiliation(s)
- Kakia Petinou
- Department of Rehabilitation Sciences, Cyprus University of Technology , Limassol , Cyprus
| | - Elena Theodorou
- Department of Rehabilitation Sciences, Cyprus University of Technology , Limassol , Cyprus
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Baylis AL, Shriberg LD. Estimates of the Prevalence of Speech and Motor Speech Disorders in Youth With 22q11.2 Deletion Syndrome. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:53-82. [PMID: 30515510 PMCID: PMC6503865 DOI: 10.1044/2018_ajslp-18-0037] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Revised: 06/14/2018] [Accepted: 07/10/2018] [Indexed: 05/21/2023]
Abstract
Purpose Speech sound disorders and velopharyngeal dysfunction are frequent features of 22q11.2 deletion syndrome (22q). We report the first estimate of the prevalence of motor speech disorders (MSDs) in youth with 22q. Method Seventeen children and adolescents with 22q completed an assessment protocol that included a conversational speech sample. Data reduction included phonetic transcription, perceptual speech ratings, prosody-voice coding, and acoustic analyses. Data analyses included 3 motor speech measures and a cross-classification analytic. Prevalence estimates of speech and MSDs in youth with 22q were compared with estimates in speakers with other complex neurodevelopmental disorders: Down syndrome, fragile X syndrome, and galactosemia. Results Results indicated that 58.8% of the participants with 22q met criteria for speech delay, and 82.4% of the participants met criteria for MSDs, including 29.4% with speech motor delay, 29.4% with childhood dysarthria, 11.8% with childhood apraxia of speech, and 11.8% with concurrent childhood dysarthria and childhood apraxia of speech. MSDs were not significantly associated with velopharyngeal dysfunction. Conclusions In summary, 82.4% of the participants with 22q met criteria for 1 of 4 MSDs, predominantly speech motor delay and childhood dysarthria. Cross-validation of the present findings would support viewing MSDs as a core phenotypic feature of 22q.
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Affiliation(s)
- Adriane L. Baylis
- Department of Plastic and Reconstructive Surgery, Nationwide Children's Hospital, Columbus, OH
- Department of Plastic Surgery, The Ohio State University College of Medicine, Columbus
| | - Lawrence D. Shriberg
- Intellectual & Developmental Disabilities Research Center, Waisman Center, University of Wisconsin-Madison
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Ferreira L, Souza AEHD, Simoni SND, Bertuol B, Gubiani MB, Keske-Soares M, Biaggio EPV. Cognitive Auditory Evoked Potential in children with speech sound disorders: analysis of different verbal stimuli. REVISTA CEFAC 2019. [DOI: 10.1590/1982-0216/20192152719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Shriberg LD, Strand EA, Jakielski KJ, Mabie HL. Estimates of the prevalence of speech and motor speech disorders in persons with complex neurodevelopmental disorders. CLINICAL LINGUISTICS & PHONETICS 2019; 33:707-736. [PMID: 31221012 PMCID: PMC6633911 DOI: 10.1080/02699206.2019.1595732] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Estimates of the prevalence of speech and motor speech disorders in persons with complex neurodevelopmental disorders (CND) can inform research in the biobehavioural origins and treatment of CND. The goal of this research was to use measures and analytics in a diagnostic classification system to estimate the prevalence of speech and motor speech disorders in convenience samples of speakers with one of eight types of CND. Audio-recorded conversational speech samples from 346 participants with one of eight types of CND were obtained from a database of participants recruited for genetic and behavioural studies of speech sound disorders (i.e., excluding dysfluency) during the past three decades. Data reduction methods for the speech samples included narrow phonetic transcription, prosody-voice coding, and acoustic analyses. Standardized measures were used to cross-classify participants' speech and motor speech status. Compared to the 17.8% prevalence of four types of motor speech disorders reported in a study of 415 participants with idiopathic Speech Delay (SD), 47.7% of the present participants with CND met criteria for one of four motor speech disorders, including Speech Motor Delay (25.1%), Childhood Dysarthria (13.3%), Childhood Apraxia of Speech (4.3%), and concurrent Childhood Dysarthria and Childhood Apraxia of Speech (4.9%). Findings are interpreted to indicate a substantial prevalence of speech disorders, and notably, a substantial prevalence of motor speech disorders in persons with some types of CND. We suggest that diagnostic classification information from standardized motor speech assessment protocols can contribute to research in the pathobiologies of CND. Abbreviations: 16p: 16p11.2 deletion and duplication syndrome; 22q: 22q11.2 deletion syndrome; ASD: Autism Spectrum Disorder; CAS: Childhood Apraxia of Speech; CD: Childhood Dysarthria; CND: Complex Neurodevelopmental Disorder; DS: Down syndrome; FXS: Fragile X syndrome; GAL: Galactosemia; IID: Idiopathic Intellectual Disability; MSD: Motor Speech Disorder; No MSD: No Motor Speech Disorder; NSA: Normal(ized) Speech Acquisition; PEPPER: Programs to Examine Phonetic and Phonologic Evaluation Records; PSD: Persistent Speech Delay; PSE: Persistent Speech Errors; SD: Speech Delay; SDCS: Speech Disorders Classification System; SDCSS: Speech Disorders Classification System Summary; SE: Speech Errors; SMD: Speech Motor Delay; SSD: Speech Sound Disorders; TBI: Traumatic Brain Injury.
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Affiliation(s)
- Lawrence D. Shriberg
- Intellectual and Developmental Disabilities Research
Center, Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | | | - Kathy J. Jakielski
- Department of Communication Sciences and Disorders,
Augustana College, Rock Island, IL, USA
| | - Heather L. Mabie
- Intellectual and Developmental Disabilities Research
Center, Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
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Wilson EM, Abbeduto L, Camarata SM, Shriberg LD. Estimates of the prevalence of speech and motor speech disorders in adolescents with Down syndrome. CLINICAL LINGUISTICS & PHONETICS 2019; 33:772-789. [PMID: 31221009 PMCID: PMC6604065 DOI: 10.1080/02699206.2019.1595735] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2019] [Accepted: 03/12/2019] [Indexed: 05/06/2023]
Abstract
Although there is substantial rationale for a motor component in the speech of persons with Down syndrome (DS), there presently are no published estimates of the prevalence of subtypes of motor speech disorders in DS. The goal of this research is to provide initial estimates of the prevalence of types of speech disorders and motor speech disorders in adolescents with DS. Conversational speech samples from a convenience sample of 45 adolescents with DS, ages 10 to 20 years old, were analysed using perceptual and acoustic methods and measures in the Speech Disorders Classification System (SDCS). The SDCS cross-classified participants into five mutually exclusive speech classifications and five mutually exclusive motor speech classifications. For participants meeting criteria for Childhood Dysarthria or for Childhood Dysarthria concurrent with Childhood Apraxia of Speech, the SDCS provided information on participants' percentile status on five subtypes of dysarthria. A total of 97.8% of participants met SDCS criteria for Speech Disorders and 97.8% met criteria for Motor Speech Disorders, including Childhood Dysarthria (37.8%), Speech Motor Delay (26.7%), Childhood Dysarthria and Childhood Apraxia of Speech (22.2%), and Childhood Apraxia of Speech (11.1%). Ataxia was the most prevalent dysarthria subtype. Nearly all participants with DS in the present sample had some type of speech and motor speech disorder, with implications for theory, assessment, prediction, and treatment. Specific to treatment, the present findings are interpreted as support for motor speech disorders as a primary explanatory construct to guide the selection and sequencing of treatment targets for persons with DS. Abbreviations: CAS: Childhood Apraxia of Speech; CD: Childhood Dysarthria; DS: Down syndrome; NSA: Normal(ized) Speech Acquisition; PSD: Persistent Speech Delay; PSE: Persistent Speech Errors; SD: Speech Delay; SDCS: Speech Disorders Classification System; SE: Speech Errors; SMD: Speech Motor Delay.
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Affiliation(s)
- Erin M Wilson
- a Speech and Feeding Disorders Laboratory , MGH Institute of Health Professions , Boston , MA , USA
| | - Leonard Abbeduto
- b MIND Institute and Department of Psychiatry and Behavioral Sciences, School of Medicine , University of California , Davis , CA , USA
| | - Stephen M Camarata
- c Department of Hearing and Speech Sciences , Vanderbilt University , Nashville , TN , USA
| | - Lawrence D Shriberg
- d Intellectual and Developmental Disabilities Research Center, Waisman Center , University of Wisconsin-Madison , Madison , WI , USA
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Lee KE, Ha JW. Phonological Short-Term and Working Memory in 5- and 6-Year-Old Children with Speech Sound Disorders. COMMUNICATION SCIENCES & DISORDERS 2018. [DOI: 10.12963/csd.18536] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Pascoe M, Mahura O, Le Roux J. South African English Speech Development: Preliminary Data from Typically Developing Preschool Children in Cape Town. CLINICAL LINGUISTICS & PHONETICS 2018; 32:1145-1161. [PMID: 30130419 DOI: 10.1080/02699206.2018.1510985] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
English is one of eleven official languages in South Africa, but there is limited information on children's acquisition of English and other languages in this context. This paper describes speech development in 308 children aged 3;0-5;11 acquiring South African English in Cape Town. The study focused on English speech acquisition, although children were grouped by language background into monolingual, isiXhosa bilingual, Afrikaans bilingual and trilingual groups. The primary objective was to describe phonetic and phonological acquisition (percentage consonants and vowels correct (PCC and PVC); phonetic inventory and phonological processes) by children's age and language background. As a secondary objective we described the prevalence of speech disorders in the sample using Dodd's (2005) framework. The Diagnostic Evaluation of Articulation and Phonology was used to assess participants with modified scoring criteria appropriate for the context. Phonological processes and inventories were broadly comparable to normative data for English speech acquisition documented in the literature, and a progression was observed with increasing age. PCC and PVC were similar for children within age bands despite different language backgrounds. Bilingual children showed aspects of English phonological development linked to their L1, and some differences in phonological processes were observed. Approximately 9% of children (n = 28) had speech difficulties, with 75% of this group having a speech delay. The study highlights the importance of adapting speech assessments for use with populations that differ from the originally intended audience. This work contributes to knowledge of typical speech development in South Africa and in multilingual contexts more generally.
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Affiliation(s)
- Michelle Pascoe
- a Division of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences , University of Cape Town , Cape Town , South Africa
| | - Olebeng Mahura
- a Division of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences , University of Cape Town , Cape Town , South Africa
| | - Jane Le Roux
- a Division of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences , University of Cape Town , Cape Town , South Africa
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Hashimoto PT, Pagan-Neves LDO, Jesus LMTD, Wertzner HF. Aerodynamic, eletroglottographic and acoustic measures of the voiced postalveolar fricative. Codas 2018; 30:e20170177. [PMID: 29972470 DOI: 10.1590/2317-1782/20182017177] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Accepted: 12/15/2017] [Indexed: 11/22/2022] Open
Abstract
PURPOSE Describe and correlate phonological and complementary measures regarding aerodynamics, electroglottography, acoustics, and perceptual judgment of production of the voiced fricative sound /ʒ/ comparing the performance of Brazilian Portuguese-speaking children with and without speech sound disorders. METHODS Study participants were 30 children aged 5 years to 7 years and 11 months divided into a group of children with typical development - Control Group (CG) and a group of children with speech sound disorders - Research Group (RG). Phonology (PCC, PCC-R, and occurrence of phonological processes) and the aerodynamic (amplitude of the oral airflow and f0), eletroglottographic (open quotient) and acoustic (classification of voicing) measures were evaluated. RESULTS Numerically, children with speech sound disorders presented higher relative oral airflow amplitude, lower relative f0, and open quotient indicative of less efficient voicing production compared with those of children with typical development. The weak voicing values showed that 66.1% of the children with speech sound disorders presented weaker voicing of the fricative sound /ʒ/ compared with that of the posterior vowel sound, and between-groups comparison demonstrated that these children presented greater difficulty in voicing. The acoustic analysis of speech used to classify the weak/strong voicing showed variations, especially regarding the classification partially devoiced. CONCLUSION Results suggest that the strategies for voicing production and voicing maintenance of the fricative sound /ʒ/ are still variable in children aged 5 years to 7 years and 11 months; however, children with speech sound disorders seem to have more difficulties in using them effectively. In addition, the study shows the importance of applying complementary tests to obtain a more detailed diagnosis.
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Dugan SH, Silbert N, McAllister T, Preston JL, Sotto C, Boyce SE. Modelling category goodness judgments in children with residual sound errors. CLINICAL LINGUISTICS & PHONETICS 2018; 33:295-315. [PMID: 29792525 PMCID: PMC6733520 DOI: 10.1080/02699206.2018.1477834] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 05/12/2018] [Accepted: 05/14/2018] [Indexed: 05/29/2023]
Abstract
This study investigates category goodness judgments of /r/ in adults and children with and without residual speech errors (RSEs) using natural speech stimuli. Thirty adults, 38 children with RSE (ages 7-16) and 35 age-matched typically developing (TD) children provided category goodness judgments on whole words, recorded from 27 child speakers, with /r/ in various phonetic environments. The salient acoustic property of /r/ - the lowered third formant (F3) - was normalized in two ways. A logistic mixed-effect model quantified the relationships between listeners' responses and the third formant frequency, vowel context and clinical group status. Goodness judgments from the adult group showed a statistically significant interaction with the F3 parameter when compared to both child groups (p < 0.001) using both normalization methods. The RSE group did not differ significantly from the TD group in judgments of /r/. All listeners were significantly more likely to judge /r/ as correct in a front-vowel context. Our results suggest that normalized /r/ F3 is a statistically significant predictor of category goodness judgments for both adults and children, but children do not appear to make adult-like judgments. Category goodness judgments do not have a clear relationship with /r/ production abilities in children with RSE. These findings may have implications for clinical activities that include category goodness judgments in natural speech, especially for recorded productions.
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Zuk J, Iuzzini-Seigel J, Cabbage K, Green JR, Hogan TP. Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:583-592. [PMID: 29450502 PMCID: PMC6195067 DOI: 10.1044/2017_jslhr-s-16-0106] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2016] [Accepted: 10/15/2017] [Indexed: 05/08/2023]
Abstract
PURPOSE Childhood apraxia of speech (CAS) is hypothesized to arise from deficits in speech motor planning and programming, but the influence of abnormal speech perception in CAS on these processes is debated. This study examined speech perception abilities among children with CAS with and without language impairment compared to those with language impairment, speech delay, and typically developing peers. METHOD Speech perception was measured by discrimination of synthesized speech syllable continua that varied in frequency (/dɑ/-/ɡɑ/). Groups were classified by performance on speech and language assessments and compared on syllable discrimination thresholds. Within-group variability was also evaluated. RESULTS Children with CAS without language impairment did not significantly differ in syllable discrimination compared to typically developing peers. In contrast, those with CAS and language impairment showed significantly poorer syllable discrimination abilities compared to children with CAS only and typically developing peers. Children with speech delay and language impairment also showed significantly poorer discrimination abilities, with appreciable within-group variability. CONCLUSIONS These findings suggest that speech perception deficits are not a core feature of CAS but rather occur with co-occurring language impairment in a subset of children with CAS. This study establishes the significance of accounting for language ability in children with CAS. SUPPLEMENTAL MATERIALS https://doi.org/10.23641/asha.5848056.
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Affiliation(s)
- Jennifer Zuk
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
- Program in Speech and Hearing Bioscience and Technology, Division of Medical Sciences, Harvard University, Boston, MA
| | - Jenya Iuzzini-Seigel
- Department of Speech Pathology and Audiology, Marquette University, Harriet Barker Cramer Hall, Milwaukee, WI
| | - Kathryn Cabbage
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Jordan R Green
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
- Program in Speech and Hearing Bioscience and Technology, Division of Medical Sciences, Harvard University, Boston, MA
| | - Tiffany P Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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Fabiano-Smith L, Hoffman K. Diagnostic Accuracy of Traditional Measures of Phonological Ability for Bilingual Preschoolers and Kindergarteners. Lang Speech Hear Serv Sch 2018; 49:121-134. [PMID: 29121152 PMCID: PMC6105084 DOI: 10.1044/2017_lshss-17-0043] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2017] [Revised: 08/01/2017] [Accepted: 08/29/2017] [Indexed: 11/09/2022] Open
Abstract
Purpose Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish-English speakers, and 8 bilingual children with phonological disorders. Children's single-word speech productions were examined on Percentage Consonants Correct-Revised (Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997a) and accuracy of early-, middle-, and late-developing sounds (Shriberg, 1993) in English. Consonant accuracy in English was compared between monolinguals and bilinguals with and without speech sound disorders. Logistic regression and receiver operating characteristic curves were used to observe diagnostic accuracy of the measures examined. Results Percentage Consonants Correct-Revised was found to be a good indicator of phonological ability in both monolingual and bilingual English-speaking children at the age of 5;0. No significant differences were found between language groups on any of the measures examined. Conclusions Our results suggest that traditional measures of phonological ability for monolinguals could provide good diagnostic accuracy for bilingual children at the age of 5;0 years. These findings are preliminary, and children younger than 5;0 years should be examined for risk of misdiagnosis.
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Brosseau-Lapré F, Rvachew S. Underlying manifestations of developmental phonological disorders in French-speaking pre-schoolers. JOURNAL OF CHILD LANGUAGE 2017; 44:1337-1361. [PMID: 27852336 DOI: 10.1017/s0305000916000556] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This study examined the psycholinguistic profiles of Quebec French-speaking children with developmental phonological disorders (DPD). The purpose was to determine whether the endophenotypes that have been identified in English-speaking children with DPD are similarly associated with speech impairment in French-speaking children. Seventy-two children with DPD and ten children with normally developing speech, aged four to six years, received a comprehensive assessment battery that included measures at the phenotype level (i.e. measures of overt speech production skills) and endophenotype level (i.e. measures of potential underlying core deficits such as phonological processing or oral motor impairments). The majority of the children with DPD presented with a psycholinguistic profile indicative of difficulties with phonological processing. Phonological processing skills also explained unique variance in speech production accuracy, indicating that French-speaking children with DPD, who produce different surface speech errors than English-speaking children with DPD, are nonetheless very similar with regards to their underlying psycholinguistic profile.
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Affiliation(s)
- Françoise Brosseau-Lapré
- Department of Speech, Language, and Hearing Sciences,Purdue University,West Lafayette,Indiana,USA
| | - Susan Rvachew
- School of Communication Sciences and Disorders,McGill University,Montreal,Quebec,Canadaand Center for Research on Brain, Language & Music,McGill University,Montreal,Quebec,Canada
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Broome K, McCabe P, Docking K, Doble M. A Systematic Review of Speech Assessments for Children With Autism Spectrum Disorder: Recommendations for Best Practice. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:1011-1029. [PMID: 28772287 DOI: 10.1044/2017_ajslp-16-0014] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2016] [Accepted: 03/07/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE The purpose of this systematic review was to provide a summary and evaluation of speech assessments used with children with autism spectrum disorders (ASD). A subsequent narrative review was completed to ascertain the core components of an evidence-based pediatric speech assessment, which, together with the results of the systematic review, provide clinical and research guidelines for best practice. METHOD A systematic search of eight databases was used to find peer-reviewed research articles published between 1990 and 2014 assessing the speech of children with ASD. Eligible articles were categorized according to the assessment methods used and the speech characteristics described. RESULTS The review identified 21 articles that met the inclusion criteria, search criteria, and confidence in ASD diagnosis. The speech of prelinguistic participants was assessed in seven articles. Speech assessments with verbal participants were completed in 15 articles with segmental and suprasegmental aspects of speech analyzed. Assessment methods included connected speech samples, single-word naming tasks, speech imitation tasks, and analysis of the production of words and sentences. CONCLUSIONS Clinical and research guidelines for speech assessment of children with ASD are outlined. Future comparisons will be facilitated by the use of consistent reporting methods in research focusing on children with ASD.
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Affiliation(s)
- Kate Broome
- Discipline of Speech Pathology, The University of Sydney, Australia
- The Sydney Children's Hospital Network, Sydney, Australia
| | - Patricia McCabe
- Discipline of Speech Pathology, The University of Sydney, Australia
| | | | - Maree Doble
- Discipline of Speech Pathology, The University of Sydney, Australia
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Peter B, Lancaster H, Vose C, Fares A, Schrauwen I, Huentelman M. Two unrelated children with overlapping 6q25.3 deletions, motor speech disorders, and language delays. Am J Med Genet A 2017; 173:2659-2669. [DOI: 10.1002/ajmg.a.38385] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2017] [Revised: 05/02/2017] [Accepted: 07/08/2017] [Indexed: 12/19/2022]
Affiliation(s)
- Beate Peter
- Arizona State University; Tempe Arizona
- Saint Louis University; Saint Louis Missouri
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Seo EY, Ko YK, Oh GA, Kim SJ. Phonological Awareness and Vocabulary Characteristics of Children with Speech Sound Disorders. COMMUNICATION SCIENCES & DISORDERS 2017. [DOI: 10.12963/csd.17386] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Maas E, Mailend ML. Fricative Contrast and Coarticulation in Children With and Without Speech Sound Disorders. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:649-663. [PMID: 28654946 PMCID: PMC5576970 DOI: 10.1044/2017_ajslp-16-0110] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2016] [Revised: 08/22/2016] [Accepted: 10/09/2016] [Indexed: 06/07/2023]
Abstract
PURPOSE The purpose of this study was, first, to expand our understanding of typical speech development regarding segmental contrast and anticipatory coarticulation, and second, to explore the potential diagnostic utility of acoustic measures of fricative contrast and anticipatory coarticulation in children with speech sound disorders (SSD). METHOD In a cross-sectional design, 10 adults, 17 typically developing children, and 11 children with SSD repeated carrier phrases with novel words with fricatives (/s/, /ʃ/). Dependent measures were 2 ratios derived from spectral mean, obtained from perceptually accurate tokens. Group analyses compared adults and typically developing children; individual children with SSD were compared to their respective typically developing peers. RESULTS Typically developing children demonstrated smaller fricative acoustic contrast than adults but similar coarticulatory patterns. Three children with SSD showed smaller fricative acoustic contrast than their typically developing peers, and 2 children showed abnormal coarticulation. The 2 children with abnormal coarticulation both had a clinical diagnosis of childhood apraxia of speech; no clear pattern was evident regarding SSD subtype for smaller fricative contrast. CONCLUSIONS Children have not reached adult-like speech motor control for fricative production by age 10 even when fricatives are perceptually accurate. Present findings also suggest that abnormal coarticulation but not reduced fricative contrast is SSD-subtype-specific. SUPPLEMENTAL MATERIALS S1: https://doi.org/10.23641/asha.5103070. S2 and S3: https://doi.org/10.23641/asha.5106508.
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Affiliation(s)
- Edwin Maas
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA
| | - Marja-Liisa Mailend
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA
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Shriberg LD, Strand EA, Fourakis M, Jakielski KJ, Hall SD, Karlsson HB, Mabie HL, McSweeny JL, Tilkens CM, Wilson DL. A Diagnostic Marker to Discriminate Childhood Apraxia of Speech From Speech Delay: IV. The Pause Marker Index. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:S1153-S1169. [PMID: 28384662 PMCID: PMC5548089 DOI: 10.1044/2016_jslhr-s-16-0149] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Revised: 08/02/2016] [Accepted: 08/21/2016] [Indexed: 05/07/2023]
Abstract
Purpose Three previous articles provided rationale, methods, and several forms of validity support for a diagnostic marker of childhood apraxia of speech (CAS), termed the pause marker (PM). Goals of the present article were to assess the validity and stability of the PM Index (PMI) to scale CAS severity. Method PM scores and speech, prosody, and voice precision-stability data were obtained for participants with CAS in idiopathic, neurogenetic, and complex neurodevelopmental disorders; adult-onset apraxia of speech consequent to stroke and primary progressive apraxia; and idiopathic speech delay. Three studies were completed including criterion and concurrent validity studies of the PMI and a temporal stability study of the PMI using retrospective case studies. Results PM scores were significantly correlated with other signs of CAS precision and stability. The best fit of the distribution of PM scores to index CAS severity was obtained by dividing scores into 4 ordinal severity classifications: mild, mild-moderate, moderate-severe, and severe. Severity findings for the 4 classifications and retrospective longitudinal findings from 8 participants with CAS supported the validity and stability of the PMI. Conclusion Findings support research and clinical use of the PMI to scale the severity of CAS.
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Affiliation(s)
| | | | | | - Kathy J. Jakielski
- Department of Communication Sciences and Disorders, Augustana College, Rock Island, IL
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Shriberg LD, Strand EA, Fourakis M, Jakielski KJ, Hall SD, Karlsson HB, Mabie HL, McSweeny JL, Tilkens CM, Wilson DL. A Diagnostic Marker to Discriminate Childhood Apraxia of Speech From Speech Delay: I. Development and Description of the Pause Marker. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:S1096-S1117. [PMID: 28384779 PMCID: PMC5548086 DOI: 10.1044/2016_jslhr-s-15-0296] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2015] [Revised: 04/12/2016] [Accepted: 08/21/2016] [Indexed: 05/10/2023]
Abstract
Purpose The goal of this article (PM I) is to describe the rationale for and development of the Pause Marker (PM), a single-sign diagnostic marker proposed to discriminate early or persistent childhood apraxia of speech from speech delay. Method The authors describe and prioritize 7 criteria with which to evaluate the research and clinical utility of a diagnostic marker for childhood apraxia of speech, including evaluation of the present proposal. An overview is given of the Speech Disorders Classification System, including extensions completed in the same approximately 3-year period in which the PM was developed. Results The finalized Speech Disorders Classification System includes a nosology and cross-classification procedures for childhood and persistent speech disorders and motor speech disorders (Shriberg, Strand, & Mabie, 2017). A PM is developed that provides procedural and scoring information, and citations to papers and technical reports that include audio exemplars of the PM and reference data used to standardize PM scores are provided. Conclusions The PM described here is an acoustic-aided perceptual sign that quantifies one aspect of speech precision in the linguistic domain of phrasing. This diagnostic marker can be used to discriminate early or persistent childhood apraxia of speech from speech delay.
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Affiliation(s)
| | | | | | - Kathy J. Jakielski
- Department of Communication Sciences and Disorders, Augustana College, Rock Island, IL
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Wren Y, Miller LL, Peters TJ, Emond A, Roulstone S. Prevalence and Predictors of Persistent Speech Sound Disorder at Eight Years Old: Findings From a Population Cohort Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:647-73. [PMID: 27367606 PMCID: PMC5280061 DOI: 10.1044/2015_jslhr-s-14-0282] [Citation(s) in RCA: 75] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2014] [Accepted: 11/22/2015] [Indexed: 05/05/2023]
Abstract
PURPOSE The purpose of this study was to determine prevalence and predictors of persistent speech sound disorder (SSD) in children aged 8 years after disregarding children presenting solely with common clinical distortions (i.e., residual errors). METHOD Data from the Avon Longitudinal Study of Parents and Children (Boyd et al., 2012) were used. Children were classified as having persistent SSD on the basis of percentage of consonants correct measures from connected speech samples. Multivariable logistic regression analyses were performed to identify predictors. RESULTS The estimated prevalence of persistent SSD was 3.6%. Children with persistent SSD were more likely to be boys and from families who were not homeowners. Early childhood predictors identified as important were weak sucking at 4 weeks, not often combining words at 24 months, limited use of word morphology at 38 months, and being unintelligible to strangers at age 38 months. School-age predictors identified as important were maternal report of difficulty pronouncing certain sounds and hearing impairment at age 7 years, tympanostomy tube insertion at any age up to 8 years, and a history of suspected coordination problems. The contribution of these findings to our understanding of risk factors for persistent SSD and the nature of the condition is considered. CONCLUSION Variables identified as predictive of persistent SSD suggest that factors across motor, cognitive, and linguistic processes may place a child at risk.
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Affiliation(s)
- Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Bristol, United Kingdom
- School of Oral and Dental Sciences, University of Bristol, United Kingdom
| | - Laura L. Miller
- School of Social and Community Medicine, University of Bristol, United Kingdom
| | - Tim J. Peters
- School of Clinical Sciences, University of Bristol, United Kingdom
| | - Alan Emond
- Centre for Child and Adolescent Health, School of Social and Community Medicine, University of Bristol, United Kingdom
| | - Sue Roulstone
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
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Kaipa R, Jones RD, Robb MP. Are individuals with Parkinson's disease capable of speech-motor learning? - A preliminary evaluation. Parkinsonism Relat Disord 2016; 28:141-5. [PMID: 27160568 DOI: 10.1016/j.parkreldis.2016.05.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2015] [Revised: 04/22/2016] [Accepted: 05/01/2016] [Indexed: 11/18/2022]
Abstract
INTRODUCTION The benefits of different practice conditions in limb-based rehabilitation of motor disorders are well documented. Conversely, the role of practice structure in the treatment of motor-based speech disorders has only been minimally investigated. Considering this limitation, the current study aimed to investigate the effectiveness of selected practice conditions in spatial and temporal learning of novel speech utterances in individuals with Parkinson's disease (PD). METHODS Participants included 16 individuals with PD who were randomly and equally assigned to constant, variable, random, and blocked practice conditions. Participants in all four groups practiced a speech phrase for two consecutive days, and reproduced the speech phrase on the third day without further practice or feedback. RESULTS There were no significant differences (p > 0.05) between participants across the four practice conditions with respect to either spatial or temporal learning of the speech phrase. Overall, PD participants demonstrated diminished spatial and temporal learning in comparison to healthy controls. Tests of strength of association between participants' demographic/clinical characteristics and speech-motor learning outcomes did not reveal any significant correlations. CONCLUSIONS The findings from the current study suggest that repeated practice facilitates speech-motor learning in individuals with PD irrespective of the type of practice. Clinicians need to be cautious in applying practice conditions to treat speech deficits associated with PD based on the findings of non-speech-motor learning tasks.
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Affiliation(s)
- Ramesh Kaipa
- Department of Communication Disorders, University of Canterbury, Christchurch, New Zealand; Department of Communication Sciences and Disorders, Oklahoma State University, Stillwater, OK, USA.
| | - Richard D Jones
- Department of Communication Disorders, University of Canterbury, Christchurch, New Zealand; New Zealand Brain Research Institute, Christchurch, New Zealand; Department of Medical Physics & Bioengineering, Christchurch Hospital, Christchurch, New Zealand
| | - Michael P Robb
- Department of Communication Disorders, University of Canterbury, Christchurch, New Zealand; School of Health Sciences, University of Canterbury, New Zealand
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