scholarly journals Differential Long-Term Outcomes for Individuals With Histories of Preschool Speech Sound Disorders

2019 ◽  
Vol 28 (4) ◽  
pp. 1582-1596 ◽  
Author(s):  
Barbara A. Lewis ◽  
Lisa Freebairn ◽  
Jessica Tag ◽  
Robert P. Igo ◽  
Allison Ciesla ◽  
...  
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Speech Disorders ◽  
School Age ◽  
Conversational Speech ◽  
Language And Literacy ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Targeted Interventions ◽  
Early Speech

Purpose The goal of this study was to determine whether adolescent outcomes for individuals with histories of early speech sound disorders (SSD) could be differentiated by speech and language skills at earlier ages (preschool, 4–6 years, and school age, 7–10 years). Method The study used a retrospective longitudinal design. Participants with and without histories of early SSD were classified in adolescence as having no SSD, resolved SSD, low multisyllabic word (MSW; difficulty with MSW repetition but no errors in conversational speech), or persistent speech disorders (errors in both conversational speech and MSW repetition). Analysis of variance was employed to determine whether early speech, language, and literacy skills distinguished these adolescent outcome groups. Results Preschool and school-age skills differed for adolescents whose SSD had resolved from those who had persistent speech errors. Adolescents with errors solely in production of MSWs (Low MSW) did not differ in early speech and language skills from adolescents who had difficulty with both MSWs and persistent errors in conversation. Conclusions Speech and language assessments earlier in childhood can help establish risks for persistent SSD and other language and literacy difficulties in adolescence. Early identification of these clinically relevant subgroups of SSD may allow for early targeted interventions. Supplemental Material https://doi.org/10.23641/asha.9932279

Speech and Language Skills of Parents of Children With Speech Sound Disorders

2007 ◽  
Vol 16 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Barbara A. Lewis ◽  
Lisa A. Freebairn ◽  
Amy J. Hansen ◽  
Lara Miscimarra ◽  
Sudha K. Iyengar ◽  
...  
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders

scholarly journals Perception of Medial Consonants by Preschoolers With and Without Speech Sound Disorders

2020 ◽  
Vol 63 (11) ◽  
pp. 3600-3610
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker ◽  
Keith R. Kluender
Keyword(s):  
Speech Perception ◽  
Language Skills ◽  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Perceptual Accuracy ◽  
Language Measures ◽  
Speech And Language Development ◽  
Production Accuracy

Purpose This study compared perception of consonants in medial position by preschoolers, with and without speech sound disorder (SSD), with similar vocabulary and language skills. In addition, we investigated the association between speech perception and production skills. Method Participants were 36 monolingual English-speaking children with similar vocabulary and language skills, half with SSD and half with typical speech and language development (TD). Participants completed a speech perception task targeting phonemes /p, k, s, ɹ/ in /aCa/ disyllables and a comprehensive battery of speech and language measures. Results Children with SSD were significantly less accurate in perceiving speech sound distinctions relative to peers with TD. The phoneme /p/ was perceived significantly more accurately than the three other target phonemes. The correlation between overall perceptual accuracy and overall production accuracy was significant. Furthermore, perceptual accuracy of targets /k, s, ɹ/ was significantly correlated with production accuracy of these phonemes. Conclusions Many children with SSD have greater difficulty perceiving the specific speech sounds they misarticulate. Nonetheless, most children with SSD present with broader perceptual difficulties than peers with TD with similar vocabulary and language skills.

scholarly journals Perception of Correctly and Incorrectly Produced Words in Children With and Without Phonological Speech Sound Disorders

2020 ◽  
Vol 63 (12) ◽  
pp. 3961-3973
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Typical Development ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Language Tests ◽  
Language Difficulties ◽  
English Speaking ◽  
Study Participants

Purpose The purpose of this study was to examine the perception of correctly and incorrectly produced words in children with and without phonological speech sound disorder (SSD) with similar vocabulary and language skills. Method Thirty-six monolingual English-speaking children aged 4 and 5 years, half with SSD and half with typical speech and language skills, participated in this study. Participants completed standardized speech and language tests as well as a mispronunciation detection task targeting omissions and substitutions of the phonemes /k, s, ɹ/ in five word positions/shapes. Results The children with SSD obtained significantly lower perceptual accuracy than the children with typical development. There was no statistically significant effect for phoneme. Omissions were more likely to be detected by both groups of participants compared with substitutions, and children with SSD had greater difficulty identifying substitutions as incorrectly produced words. Conclusions Speech perception difficulties may be a distinguishing feature of children with phonological SSD and without concomitant language difficulties. Further research is needed to investigate specific speech contexts in which perception predicts accurate production in children with SSD.

A Survey of the Usage of Nonspeech Oral Motor Exercises by Speech and Language Therapists in the Republic of Ireland

2014 ◽  
Vol 21 (1) ◽  
pp. 1-40
Author(s):  
Alice Lee ◽  
Niamh Moore
Keyword(s):  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Online Questionnaire ◽  
Warm Up ◽  
Republic Of Ireland ◽  
Oral Motor ◽  
The Republic ◽  
Oral Motor Exercises

Objective: To collect information on the usage of nonspeech oral motor exercises (NSOMEs) by speech and language therapists (SLTs) for treating speech sound disorders (SSDs) in children in the Republic of Ireland. Method: SLTs who had worked with children with SSDs were invited to complete an online questionnaire adapted from a previous survey conducted in the US by Lof and Watson (2008). Main results:: 22/39 (56%) of the respondents reported using NSOMEs. Information from a colleague about the usefulness of NSOMEs, continuing education, and literature influenced the respondents the most to use NSOMEs. Most respondents used NSOMEs as a “warm up”, mainly with children with childhood apraxia of speech, dysarthria, and Down Syndrome. Conclusion: NSOMEs are used by over half of the respondents despite the lack of evidence that supports this treatment approach. Continuous effort to encourage the application of evidence-based practice in clinics is warranted.

Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design

2021 ◽  
Vol 42 (05) ◽  
pp. 419-430
Author(s):  
Klaire M. Brumbaugh ◽  
Ashley Gibson
Keyword(s):  
Outcome Measures ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Conversational Speech ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Efficacy ◽  
Study Intervention

AbstractThe purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

Genomics of Speech and Language Disorders

2018 ◽  
Author(s):  
Joaquin Guerra ◽  
Ramon Cacabelos
Keyword(s):  
Molecular Mechanisms ◽  
De Novo ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Speech And Language ◽  
Co Morbidity

There are multiple factors involved in speech and language. Investigating animal models, mainly through songbirds, have allowed a better understanding of the language process. Verbal dyspraxia, dysarthria, speech sound disorder, and stuttering are some examples of speech disorders, and specific language disorder, aphasia and, dyslexia of language disorders. More complex syndromes such as Autism-spectrum disorders, Down’s or Fragile X have more variable features. Genetic factors, such as hereditary or de novo mutations may be responsible for their development. In addition, most of them are involved in neurodevelopment with a huge range of molecular mechanisms and pathways that interact with each other, and there may be co-morbidity with other communication disorders or develop phenotypes unrelated to communication. Genes with heterogeneous functions in speech and language such as FOXP1, FOXP2, KIAA0319, ROBO1, APOE or CNTNAP2 are some examples. Epigenetic factors, especially miRNAs, influence their expressiveness. The genomics of these disorders allows us to understand language acquisition, carry out early detection strategies, genetic counseling and optimize future treatments, not only in communication disorders but also those neurological alterations that incorporate these mutations.

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.

Target Selection Practices of Speech and Language Therapists Working with Children with Speech Sound Disorders in Ireland

2017 ◽  
Vol 23 (1) ◽  
pp. 43-77
Author(s):  
Ciara Baldwin ◽  
Fiona Gibbon
Keyword(s):  
Current Practice ◽  
Research Evidence ◽  
Target Selection ◽  
Speech Sound ◽  
Continuing Professional Development ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
The Republic ◽  
Selection Of ◽  
Selection Practices

Objective: To investigate speech and language therapists’ current practice in the selection of intervention targets for children with speech sound disorders. Method: Questionnaires were used to elicit information from 88 speech and language therapists working in the Republic of Ireland about their selection of intervention targets in the treatment of speech sound disorders. Main results: The majority (73%) of therapists placed a high priority on selecting stimulable sounds as intervention targets. Around half (52%) placed a high priority on earlier developing sounds with a minority prioritizing later developing sounds (10%) and non-stimulable sounds (14%). Speech and language therapists’ years of experience did not have a significant impact on their selection practices. However, the amount of continuing professional development a speech and language therapist had in the area of speech sound disorders did have a significant effect on target selection. Conclusion: The speech and language therapists in this study used clinical experience and traditional practices, such as stimulability, to select intervention targets in the treatment of speech sound disorders. However, there is research evidence to show that the selection of non-traditional intervention targets, such as non-stimulable and later developing sounds, can result in more system-wide generalisation. Speech and language therapists may benefit from increasing their knowledge about current theories and intervention research relevant to target selection.

scholarly journals Differences Between School-Age Children With Apraxia of Speech and Other Speech Sound Disorders on Multisyllable Repetition

2020 ◽  
Vol 5 (4) ◽  
pp. 794-808 ◽  
Author(s):  
Nina R. Benway ◽  
Jonathan L. Preston
Keyword(s):  
Speech Sound ◽  
Previous Literature ◽  
School Age Children ◽  
School Age ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Speech Corpus ◽  
Word Structure ◽  
Speech Features

Purpose The aim of the study was to evaluate whether features of childhood apraxia of speech (CAS) identified in previous literature could be replicated in a sample of school-age children. Method A literature review was conducted to identify candidate speech features that have been previously considered when differentiating CAS from other types of speech sound disorders (SSDs). The candidate features recoverable from blinded transcriptions of multisyllable word repetitions (MSWRs) were applied to a cohort of 61 children aged 7–17 years, previously classified as having CAS ( n = 21) or non-CAS SSD ( n = 40). Results One hundred and ninety-four features had been explored in previous literature to assess their ability to differentiate CAS from other SSDs. Fifteen perceptual features were selected from this list to be applied to performance on the MSWR. In this sample, children with CAS differed from children with SSD on the prevalence of voicing changes, percentage of structurally correct words, correct lexical stress, and syllable deletions within a speech corpus derived from the MSWR task. Conclusion Although previous literature points to numerous features as differentiating CAS from other SSDs, only a portion of those features were replicated in this sample of school-age children. Features of CAS that affect segmental accuracy, prosody, and word structure may be likely to persist into late childhood and early adolescence.

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