scholarly journals Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders

2013 ◽  
Vol 22 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Jonathan L. Preston ◽  
Margaret Hull ◽  
Mary Louise Edwards
Keyword(s):  
Phonological Awareness ◽  
Sound Production ◽  
Speech Sound ◽  
Receptive Language ◽  
Syllable Structure ◽  
School Age ◽  
Speech Sound Disorders ◽  
Error Patterns ◽  
Speech Error ◽  
Literacy Scores

Purpose To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Results Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Conclusion Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.

scholarly journals A Pilot Investigation of Speech Sound Disorder Intervention Delivered by Telehealth to School-Age Children

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Sue Grogan-Johnson ◽  
Rodney M. Gabel ◽  
Jacquelyn Taylor ◽  
Lynne E. Rowan ◽  
Robin Alvares ◽  
...  
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Post Intervention

This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth), or conventional side-by-side intervention.  Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002). Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP) goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting. Keywords:  Telehealth, telerehabilitation, videoconferencing, speech sound disorder, speech therapy, speech-language pathology; E-Helper

The Association of Intervention Receipt With Speech-Language Profiles and Social-Demographic Variables

2000 ◽  
Vol 9 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Xuyang Zhang ◽  
J. Bruce Tomblin
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Expressive Language ◽  
Speech Sound ◽  
Oral Communication ◽  
Receptive Language ◽  
Demographic Variables ◽  
Demographic Characteristics ◽  
Speech And Language ◽  
Language Impaired

This study explored the effects of oral communication and demographic characteristics on intervention receipt. Oral communication characteristics included speech-sound production and receptive and expressive language status. Demographic characteristics included race, sex, residential strata, and neighborhood income level. With regard to speech-sound production and language, 1,929 kindergartners were divided into four speech-language subgroups: speech impaired only, language impaired only, speech and language impaired, and normal in both speech and language. In terms of expressive and receptive language modalities, the group of children was divided into four expressive-receptive subgroups: expressive impaired only, receptive impaired only, expressive and receptive impaired, and normal in both expressive and receptive language. Associations of speech versus language and expressive language versus receptive language with intervention receipt were examined in both categorical and continuous manners. Results showed that speech had a stronger effect on intervention receipt than language, but that this difference could not be explained by the effect of speech on social and academic functions compared to that of language. Expressive language had a stronger effect on intervention receipt than receptive language (when treated as continuous variables). This also could not be explained by the effect of these variables on social and academic function. These results suggest that the current referral and service delivery system depends on communication characteristics that are expressive and, thus, most readily observable. This referral and service delivery approach, however, fails to identify children that have the greatest social and academic risks. Methods of reversing this trend were discussed. Among all demographic variables examined, only sex is related to intervention receipt, that is, boys were more likely to have received intervention.

scholarly journals Identifying possible underlying mechanisms of developmental speech sound disorders with the Nonword Repetition Task

2019 ◽  
Author(s):  
Alycia Erin Cummings ◽  
Anna Ehrhorn
Keyword(s):  
Sound Production ◽  
Response Times ◽  
Speech Sound ◽  
Verbal Response ◽  
Nonword Repetition ◽  
Phonological Encoding ◽  
Speech Sound Disorders ◽  
Place Of Articulation ◽  
Underlying Mechanisms ◽  
Repetition Task

Purpose: The Nonword Repetition Task (NRT) was used as a tool to examine possible underlying mechanisms of developmental speech sound disorders (SSD). Specifically, deficits related to phonological encoding were examined. Method: Twenty-four children with SSD (3-7 years) and 24 typically developing (TD) children were administered the NRT. Four accuracy measures were calculated: percent consonants correct (PCC), consonant place of articulation, consonant manner of articulation, and consonant voicing. In addition, the verbal response time to produce each nonword was measured.Results: Children with SSD were less accurate in their repetition of nonwords than TD children, even after their speech sound production ability was taken into account, suggesting that a deficit beyond articulation was affecting their performance. Children with SSD demonstrated phonological encoding difficulties, as their ability to accurately represent the phonetic articulation characteristics of consonants was impaired. Moreover, children with SSD demonstrated much faster verbal response times than their TD peers; more accurate NRT responses were correlated with slower verbal response times.Conclusion: These results suggest that children with SSD may have phonological encoding deficits, which might negatively impact their ability to accurately produce speech sounds. The NRT could be used to help identify underlying mechanisms of SSD, such a deficit in phonological encoding, which could lead to more effective treatment approaches.

Phonologically Disordered German-Speaking Children

2001 ◽  
Vol 10 (3) ◽  
pp. 291-307 ◽  
Author(s):  
Annette V. Fox ◽  
Barbara Dodd
Keyword(s):  
Speech Sound ◽  
Speech Disorders ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
Error Patterns ◽  
Presenting Symptoms ◽  
Articulation Disorder ◽  
Significant Difference ◽  
German Speaking ◽  
Subgroup Classification

Speech sound disorders affect more children than any other developmental communication disorder and are associated with long-term social and academic difficulties. The diversity of presenting symptoms has resulted in the need for classifying subgroups of speech disorders. Research on English-speaking children suggests that there are four types of surface speech error patterns (B. Dodd, 1995): articulation disorder (e.g., lisp); delay (i.e., normal developmental patterns that are inappropriate for chronological age); consistent use of atypical error patterns (e.g., deletion of all initial consonants); and inconsistent pronunciation of the same lexical items. Classification typologies should be language independent. This study investigated whether the same four subgroups, in similar proportions, would be found in German-speaking children who had disordered speech. A total of 110 monolingual German-speaking children, aged 2 years 7 months to 7 years 7 months, participated in the study. They had been referred for assessment of a suspected speech disorder. The results supported the subgroup classification, providing evidence for the universal character of speech disorders. One significant difference was the relatively high proportion of children classified as having an articulation disorder. This was explained by the uncertainty regarding a lisp as a disorder in German, since it is also found in up to 40% of normally developing children of the same age. The theoretical and clinical implications of the findings are discussed.

Identifying phonological awareness difficulties in preschool children with speech sound disorders

2014 ◽  
Vol 17 (1) ◽  
pp. 58-68
Author(s):  
Sarah Masso ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
Jane McCormack
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Speech Sound ◽  
Speech Sound Disorders
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