scholarly journals Eligibility and Speech Sound Disorders: Assessment of Social Impact

2019 ◽  
Vol 4 (1) ◽  
pp. 85-90 ◽  
Author(s):  
Breanna I. Krueger
Keyword(s):  
Social Impact ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Language Therapy ◽  
Speech Sound Disorder ◽  
The Public ◽  
School Based ◽  
The Social ◽  
Therapy Services ◽  
Developmental Norms

Purpose The purpose of this article is to discuss the social impact of speech sound disorders for children, specifically in the public school system, and to examine different methods of social impact assessment for speech-language therapy services using 3 hypothetical cases. Method This article presents 3 common cases seen by school-based speech-language pathologists and discusses the types of assessments that may be conducted for each child's needs. One child has errors on many sounds, 1 child has errors on only /r/, and 1 child produces strident sounds with a lateral lisp. Results As these are hypothetical cases, possibilities are discussed for each case. Similarities and differences exist among the 3 cases in terms of assessing the social impact of their speech sound disorder; however, each child could qualify for services based on social impact assessments. Conclusion Social impact assessments are an important portion of a speech sound evaluation; however, they are often overlooked. Emphasis is placed on articulation assessments and/or commonly accepted developmental norms. The determination of social impact supplies a more complete picture for making eligibility decisions for children with speech sound disorders and may lead to more meaningful treatment methods for the student.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

“He'll Grow out of it Soon—Won't He?”—The Characteristics of Older Children's Speech When They Do—and Don't—Grow out of it

2015 ◽  
Vol 16 (2) ◽  
pp. 25-36 ◽  
Author(s):  
Yvonne Wren
Keyword(s):  
Risk Factors ◽  
Full Range ◽  
Speech Sound ◽  
Early Years ◽  
Language Therapy ◽  
Speech Sound Disorder ◽  
Sound System ◽  
Speech And Language Therapy ◽  
Therapy Services ◽  
Children's Speech

Speech sound disorder is a common reason for referral to speech and language therapy services in the early years. While for some children, their difficulties are transitory and they either respond to intervention or their difficulties resolve, for others, their speech sound difficulties evolve into persistent speech disorder (PSD). The purpose of this article is to provide information on the features of PSD and how to assess children with PSD in order to identify the full range and limits of their speech sound system. Reference is made to ALSPAC, a large longitudinal population study, regarding prevalence, possible subtypes, and risk factors for PSD.

Service Delivery Schedule Effects on Speech Sound Production Outcomes

2021 ◽  
pp. 1-10
Author(s):  
David M. Rehfeld ◽  
Tracey N. Sulak
Keyword(s):  
Service Delivery ◽  
Education Program ◽  
Speech Therapy ◽  
Speech Sound ◽  
Individualized Education Program ◽  
Speech Sound Disorders ◽  
Individualized Education ◽  
Speech Language Pathologists ◽  
School Based ◽  
Therapy Services

Purpose Children with speech sound disorders feature prominently on the caseloads of speech-language pathologists working in schools, with many receiving services once or twice weekly for 20–30 min. This study compared the outcomes of services provided twice weekly for 30 min to those provided 4 times weekly for 15 min to examine their effectiveness in remediating speech sound disorders in an elementary school setting. Method A total of 35 students were recruited from an existing public school caseload for participation. Participants were randomly assigned to receive school-based speech therapy services for either 30 min twice weekly or 15 min 4 times weekly. There were no differences between groups in age, gender, or the amount of time spent in general education. Growth was measured by the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. Results After one calendar year, there was a negligible difference between groups on both the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. On average, both scheduling configurations were effective in meeting students' needs. Conclusions The results of this study suggest that children with speech sound disorders receiving school-based speech therapy services can benefit from a variety of scheduling options. Awareness of such options is an invaluable resource to speech-language pathologists wanting to provide effective and efficient services. Future research should continue investigating service delivery models' effects in applied settings.

Electropalatographic Therapy and Speech Production for Children With Down Syndrome

2021 ◽  
pp. 1-9
Author(s):  
Christen G. Page ◽  
Katelynn Johnson
Keyword(s):  
Down Syndrome ◽  
Speech Intelligibility ◽  
Sound Production ◽  
Treatment Approach ◽  
Speech Sound ◽  
Controlled Study ◽  
Language Therapy ◽  
Children With Down Syndrome ◽  
School Based ◽  
Therapy Services

Purpose Children with Down syndrome (DS) demonstrate speech sound disorders, which impact speech intelligibility in academic and social settings across the life span. The purpose of this technical report is to determine the effects of electropalatographic (EPG) therapy on speech productions for children with DS receiving school-based speech-language therapy services. EPG is a form of visual feedback that displays timing and location of the tongue's contact with the palate during productions of individual phonemes. Method Authors completed a comprehensive literature search to locate articles that investigated the treatment effects of EPG for children with DS. Using the PICO (population, intervention, control, and outcomes) format, we sought in the research to answer “Do children 3–18 years of age with Down syndrome (P), who receive EPG therapy (I) compared to same-age peers with Down syndrome who do not receive EPG therapy (C) show improvement on speech sound production (O)?” Results Three studies met the inclusion criteria and were critically appraised. Two studies were single-subject designs, and one study was a randomized controlled study. Results revealed that EPG therapy improved speech sound production of target phonemes (/s/, /ʃ/, /k/, and /g/) with no transfer to speech intelligibility. Conclusions The results may further the understanding of EPG therapy as a treatment approach, particularly in older individuals with DS receiving school-based speech-language therapy services. Prior to adopting EPG as a treatment approach, clinicians should consider treatment intensity and students' cognitive abilities. Additional research is needed on the long-term effects and generalization of EPG therapy.

scholarly journals Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings

2017 ◽  
Vol 33 (3) ◽  
pp. 267-285 ◽  
Author(s):  
Kathryn Crowe ◽  
Tamara Cumming ◽  
Jane McCormack ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
...  
Keyword(s):  
Early Childhood ◽  
Controlled Trial ◽  
Speech Sound ◽  
Early Childhood Educators ◽  
Computer Assisted ◽  
Personal Factors ◽  
Speech Sound Disorders ◽  
Language Therapy ◽  
Speech Intervention ◽  
Therapy Services

Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.

Providing School-Based Speech-Language Therapy Services by Telepractice: A Brief Tutorial

2012 ◽  
Vol 2 (1) ◽  
pp. 42-48 ◽  
Author(s):  
Sue Grogan-Johnson
Keyword(s):  
Public School ◽  
Service Provision ◽  
School Setting ◽  
The Internet ◽  
Language Therapy ◽  
The Public ◽  
School Based ◽  
Potential Applications ◽  
Therapy Services ◽  
Communication Impairments

Speech-language pathologists (SLPs) are increasingly turning to technologies such as the Internet and videoconferencing for service provision (Dudding & Justice, 2004). Many school-based SLPs are recognizing the potential applications of telepractice for students with communication impairments, but may be uncertain about how to put telepractice into action. The purpose of this article is to describe one approach to implementing telepractice in the public school setting.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

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.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

scholarly journals Stigma dan Tingkat Kecemasan Masyarakat pada Covid-19

2021 ◽  
Vol 16 (3) ◽  
pp. 131
Author(s):  
Lilis Banowati ◽  
Cucu Herawati ◽  
Wiwiet Indriyani
Keyword(s):  
Social Impact ◽  
Univariate Analysis ◽  
Sampling Technique ◽  
Positive Thinking ◽  
Frequency Distributions ◽  
Data Presentation ◽  
The Public ◽  
The Social ◽  
Study Population ◽  
The Impact

Background: The increasing number of positive patients with Covid-19, the social impact in the form of stigma from being shunned by neighbors and even families and the impact of mental health, namely causing major psychosocial stresses that can trigger anxiety. Purpose  this study was to determine the stigma and level of public anxiety about Covid- 19. Methods: This type of research is descriptive quantitative, the study population is all people in the UPTD Haurgeulis Puskesmas, Indramayu Regency, as many as 88,468 people. The number of samples was 100 respondents using purposive sampling technique. Data were analyzed statistically using univariate analysis and data presentation in the form of frequency distributions. Results: This study shows that people have a low stigma as much as 1% and those who experience a high stigma are as much as 99%. As well as people who do not experience anxiety as much as 14% and most of them experience mild anxiety as much as 86%. Conclusion: The public should be wiser in sorting out information related to Covid-19 from various sources and can manage anxiety with good self-coping management, for example by relaxation and positive thinking related to Covid-19.

The socio-epistemic constitution of science and technology in the Greek press: an analysis of its presentation

2002 ◽  
Vol 11 (3) ◽  
pp. 225-241 ◽  
Author(s):  
Kostas Dimopoulos ◽  
Vasilis Koulaidis
Keyword(s):  
Social Impact ◽  
Science And Technology ◽  
Public Understanding ◽  
Positive Contribution ◽  
The Public ◽  
The Social ◽  
External Relationships ◽  
Understanding Of Science ◽  
Scientific Endeavor ◽  
Organization Of Science

This paper aims to analyze the way in which the Greek press treats the socio-epistemic constitution of science and technology. By “socio-epistemic constitution” we mean the following dimensions: (a) techno-scientific methodology, (b) the social organization of the techno-scientific endeavor, and (c) the interactions of science and technology with other public spheres. Our methodology is based on a content analysis of a sample consisting of 1,867 relevant articles from four national Greek newspapers. The analysis showed that although there is a constant flow of techno-scientific articles, the internal aspects (methodology and internal organization) of science and technology become apparent in only a small minority of these articles. By contrast, external relationships, mainly with politics and economics, are emphasized by focusing on the positive social impact of the techno-scientific endeavor. In general, the Greek press makes a positive contribution to the advancement of the public understanding of science and technology, as the prominent presentation of some of their socio-epistemological components forms a realistic “post-academic” image of these two areas.

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