scholarly journals Dysarthria in Mandarin-Speaking Children With Cerebral Palsy: Speech Subsystem Profiles

2018 ◽  
Vol 61 (3) ◽  
pp. 525-548 ◽  
Author(s):  
Li-Mei Chen ◽  
Katherine C. Hustad ◽  
Ray D. Kent ◽  
Yu Ching Lin
Keyword(s):  
Cerebral Palsy ◽  
Clinical Diagnosis ◽  
Speech Intelligibility ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Characteristics ◽  
Speech Patterns ◽  
Children With Cerebral Palsy ◽  
Sentence Intelligibility ◽  
Children's Speech

Purpose This study explored the speech characteristics of Mandarin-speaking children with cerebral palsy (CP) and typically developing (TD) children to determine (a) how children in the 2 groups may differ in their speech patterns and (b) the variables correlated with speech intelligibility for words and sentences. Method Data from 6 children with CP and a clinical diagnosis of moderate dysarthria were compared with data from 9 TD children using a multiple speech subsystems approach. Acoustic and perceptual variables reflecting 3 speech subsystems (articulatory-phonetic, phonatory, and prosodic), and speech intelligibility, were measured based on speech samples obtained from the Test of Children's Speech Intelligibility in Mandarin (developed in the lab for the purpose of this research). Results The CP and TD children differed in several aspects of speech subsystem function. Speech intelligibility scores in children with CP were influenced by all 3 speech subsystems, but articulatory-phonetic variables had the highest correlation with word intelligibility. All 3 subsystems influenced sentence intelligibility. Conclusion Children with CP demonstrated deficits in speech intelligibility and articulation compared with TD children. Better speech sound articulation influenced higher word intelligibility, but did not benefit sentence intelligibility.

scholarly journals Range and Precision of Formant Movement in Pediatric Dysarthria

2017 ◽  
Vol 60 (7) ◽  
pp. 1864-1876 ◽  
Author(s):  
Kristen M. Allison ◽  
Lucas Annear ◽  
Marisa Policicchio ◽  
Katherine C. Hustad
Keyword(s):  
Cerebral Palsy ◽  
Vocal Tract ◽  
Typically Developing ◽  
Single Word ◽  
Typically Developing Children ◽  
Speech Characteristics ◽  
Vowel Space ◽  
Articulatory Movement ◽  
Children With Cerebral Palsy ◽  
Second Formant

Purpose This study aimed to improve understanding of speech characteristics associated with dysarthria in children with cerebral palsy by analyzing segmental and global formant measures in single-word and sentence contexts. Method Ten 5-year-old children with cerebral palsy and dysarthria and 10 age-matched, typically developing children participated in this study. Vowel space area and second formant interquartile range were measured from children's elicited productions of single words and sentences. Results Results showed that the children with dysarthria had significantly smaller vowel space areas than typically developing children in both word and sentence contexts; however, overall ranges of second formant movement did not differ between groups in word or sentence contexts. Additional analysis of single words revealed that, compared to typical children, children with dysarthria had smaller second formant interquartile ranges in single words with phonetic contexts requiring large changes in vocal tract configuration, but not in single words with monophthongs. Conclusions Results of this study suggest that children with dysarthria may not have globally reduced ranges of articulatory movement compared to typically developing peers; however, they do exhibit reduced precision in producing phonetic targets.

Failure of normal development of central drive to ankle dorsiflexors relates to gait deficits in children with cerebral palsy

2013 ◽  
Vol 109 (3) ◽  
pp. 625-639 ◽  
Author(s):  
Tue Hvass Petersen ◽  
Simon F. Farmer ◽  
Mette Kliim-Due ◽  
Jens Bo Nielsen
Keyword(s):  
Cerebral Palsy ◽  
Frequency Domain ◽  
Frequency Domain Analysis ◽  
Response To Therapy ◽  
Typically Developing ◽  
Control Subjects ◽  
Children With Cerebral Palsy ◽  
Common Drive ◽  
The Common ◽  
Central Drive

Neurophysiological markers of the central control of gait in children with cerebral palsy (CP) are used to assess developmental response to therapy. We measured the central common drive to a leg muscle in children with CP. We recorded electromyograms (EMGs) from the tibialis anterior (TA) muscle of 40 children with hemiplegic CP and 42 typically developing age-matched controls during static dorsiflexion of the ankle and during the swing phase of treadmill walking. The common drive to TA motoneurons was identified through time- and frequency-domain cross-correlation methods. In control subjects, the common drive consists of frequencies between 1 and 60 Hz with peaks at beta (15–25 Hz) and gamma (30–45 Hz) frequencies known to be caused by activity within sensorimotor cortex networks: this drive to motoneurons strengthens during childhood. Similar to this drive in control subjects, this drive to the least affected TA in the CP children tended to strengthen with age, although compared with that in the control subjects, it was slightly weaker. For CP subjects of all ages, the most affected TA muscle common drive was markedly reduced compared with that of their least affected muscle as well as that of controls. These differences between the least and most affected TA muscles were unrelated to differences in the magnitude of EMG in the two muscles but positively correlated with ankle dorsiflexion velocity and joint angle during gait. Time- and frequency-domain analysis of ongoing EMG recruited during behaviorally relevant lower limb tasks provides a noninvasive and important measure of the central drive to motoneurons in subjects with CP.

scholarly journals Effects of Task Constraints on Kinematic Characteristics of Body Segments in Children with Cerebral Palsy and Children with Typical Development during Hand-Reaching

2021 ◽  
Vol 11 (23) ◽  
pp. 11140
Author(s):  
Yun-Huei Ju ◽  
Rong-Ju Cherng
Keyword(s):  
Cerebral Palsy ◽  
Postural Control ◽  
Task Demands ◽  
Typical Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Postural Alignment ◽  
Reaching Tasks ◽  
Children With Cerebral Palsy

Background: Children with cerebral palsy (CP) have difficulty in managing postural control during functional reaching tasks, although children with different postural control ability are able to come up with different motor solutions to cope with different task demands. This study examined the effect of task constraint on postural control performance in children with cerebral palsy and typical development (TD) in terms of different postural control abilities. Methods: A cross-sectional research design was used. Twelve children with spastic diplegic cerebral palsy (mean age: 107.8 months) and 16 typically developing children (mean age: 110.9 months) participated in this study. Individually, all subjects were seated in a height-adjusted chair and were requested to reach for target(s) located at three different directions (medial, anterior, and lateral). A six-camera Qualisys Motion Capture System was used to capture motion data. Kinematic data in terms of body alignment and angular changes were analyzed. Results: Children with cerebral palsy demonstrated different postural control strategies to complete different reaching tasks compared to typically developing children by preparing postural alignment in advance, coordinating different body orientation movements during reaching after showing difficulty in managing reach medially. Conclusions: Children with cerebral palsy perceive their insufficient ability and prepare their alignment in advance to adapt to the task demanded and decrease the postural challenges of the task. Even though children with cerebral palsy self-generate different motor solutions to reach without falling, these alternative strategies might not be the most efficient adaptation.

scholarly journals Comparing Levels of Mastery Motivation in Children with Cerebral Palsy (CP) and Typically Developing Children

2018 ◽  
Vol 72 (1) ◽  
pp. 41 ◽  
Author(s):  
Mahyar Salavati ◽  
Roshanak Vameghi ◽  
Seyed Hosseini ◽  
Ahmad Saeedi ◽  
Masoud Gharib
Keyword(s):  
Cerebral Palsy ◽  
Typically Developing ◽  
Mastery Motivation ◽  
Typically Developing Children ◽  
Children With Cerebral Palsy

Occupational performance in mothers of children with cerebral palsy

2019 ◽  
Vol 26 (4) ◽  
pp. 1-7 ◽  
Author(s):  
Naser Havaei ◽  
Mandana Rezaei ◽  
Hamid Reza Rostami ◽  
Ahmad Mohammadi ◽  
Babak Kashefimehr ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Cross Sectional Study ◽  
Performance Measure ◽  
Demographic Variables ◽  
Typically Developing ◽  
Occupational Performance ◽  
Cross Sectional ◽  
Occupational Satisfaction ◽  
Canadian Occupational Performance Measure ◽  
Children With Cerebral Palsy

Background/Aims Caring for children with cerebral palsy may affect different domains in the caregiver's life. This study aimed to compare the occupational performance of mothers of a child who has cerebral palsy with mothers of a typically developing child. Methods A total of 41 mothers with a child who has cerebral palsy and 45 mothers with a typically developing child were recruited in this cross-sectional study. The age-matched mothers had only one child. The Canadian Occupational Performance Measure was used to collect data on the occupational performance and satisfaction of mothers. Findings There was a statistically significant between-group difference in maternal occupational performance and occupational satisfaction (P<0.05), with mothers of children with cerebral palsy reporting lower scores for both. There were no relationships between demographic variables and the occupational performance and satisfaction of mothers with a child with cerebral palsy (P>0.05). The age of children with cerebral palsy had a direct positive relationship with the mothers' level of occupational satisfaction (P<0.05). Conclusion Mothers who take care of a child with cerebral palsy face significant reductions in occupational performance and satisfaction compared to mothers with a typically developing child, and therefore may need help and education in performing and organising their daily activities and roles.

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