Speech Errors and Phonological Awareness in Children Ages 4 and 5 Years With and Without Speech Sound Disorder

2019 ◽  
Vol 62 (9) ◽  
pp. 3276-3289 ◽  
Author(s):  
Françoise Brosseau-Lapré ◽  
Elizabeth Roepke
Keyword(s):  
Phonological Awareness ◽  
Language Skills ◽  
Speech Sound ◽  
Speech Errors ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Monosyllabic Words ◽  
Speech And Language Development ◽  
To Receive ◽  
The Relationship

Purpose The aim of this study was to examine the relationship between types of speech errors produced by children with speech sound disorders (SSD) and children with typical speech and language development (TD) and phonological awareness (PA) skills. Method Participants were 40 children, half with SSD and half with TD, ages 4 and 5 years. They completed standard speech, language, and PA tests as well as produced single words varying in length from 1 to 5 syllables. Production of each consonant was classified as either correct production, omission, substitution, and distortion; errors were also classified as typical or atypical. Results The children with SSD produced similar proportions of each type of speech errors in mono-, di-, and multisyllabic words. In contrast, the children with TD produced much lower, but not significantly different, proportions of omissions, substitutions, distortions, and typical speech errors at each word length. They produced no atypical errors in monosyllabic words and were significantly more likely to produce them in multisyllabic words. Proportions of omissions and atypical speech errors were significantly correlated with PA performance. Variance in PA skills was predicted partly by vocabulary, language skills, and age; omissions accounted for an additional 5% of variance in PA. Other types of speech errors did not account for additional significant variance in PA performance. Conclusions Poorer PA skills were found to be associated with omissions and atypical speech errors. Research is required to investigate the potential of omission and atypical error use in predicting which children are likely to receive diagnoses of SSD and later literacy difficulties.

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 Language Skill Mediates the Relationship Between Language Load and Articulatory Variability in Children With Language and Speech Sound Disorders

2018 ◽  
Vol 61 (12) ◽  
pp. 3010-3022 ◽  
Author(s):  
Janet Vuolo ◽  
Lisa Goffman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Speech Sound ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Retrieval Task ◽  
The Relationship

Purpose The aim of the study was to investigate the relationship between language load and articulatory variability in children with language and speech sound disorders, including childhood apraxia of speech. Method Forty-six children, ages 48–92 months, participated in the current study, including children with speech sound disorder, developmental language disorder (aka specific language impairment), childhood apraxia of speech, and typical development. Children imitated (low language load task) then retrieved (high language load task) agent + action phrases. Articulatory variability was quantified using speech kinematics. We assessed language status and speech status (typical vs. impaired) in relation to articulatory variability. Results All children showed increased articulatory variability in the retrieval task compared with the imitation task. However, only children with language impairment showed a disproportionate increase in articulatory variability in the retrieval task relative to peers with typical language skills. Conclusion Higher-level language processes affect lower-level speech motor control processes, and this relationship appears to be more strongly mediated by language than speech skill.

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.

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.

What Do Children with Speech Sound Disorders Think about Their Talking?

2019 ◽  
Vol 40 (02) ◽  
pp. 094-104 ◽  
Author(s):  
Sharynne McLeod ◽  
Kathryn Crowe ◽  
Jane McCormack
Keyword(s):  
Significant Relationship ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Similarities And Differences ◽  
Children's Attitudes ◽  
Speech Accuracy ◽  
Clinical Measures ◽  
The Impact ◽  
The Relationship ◽  
Preschool Aged Children

AbstractInvestigating children's feelings and attitudes toward talking assists speech–language pathologists (SLPs) to understand experiences of communication and the impact of speech sound disorders (SSD). This, in turn, can assist SLPs in identifying appropriate intervention for children with SSD that addresses the needs of children, and their communication partners. This paper draws on data from the Sound Start Study in Australia to explore the attitudes toward talking of 132 preschool-aged children with SSD and the relationship between children's attitudes, speech accuracy, and parent-reported intelligibility and participation. The study revealed most of the children with SSD had a positive attitude toward talking. There was a significant relationship between children's attitudes toward talking and speech accuracy. Furthermore, there was a significant relationship between speech accuracy and parents' perceptions of intelligibility and participation. However, there was no significant relationship between children's attitudes and parents' perceptions. These results highlight similarities and differences between attitudes and experiences of preschool-aged children, their performance on clinical measures, and their parents' perceptions, indicating the need for SLPs to consider each of these areas during assessment and intervention.

Target Selection Considerations for Speech Sound Disorder Intervention in Schools

2020 ◽  
Vol 5 (6) ◽  
pp. 1722-1734
Author(s):  
Shari L. DeVeney ◽  
Kathryn Cabbage ◽  
Theresa Mourey
Keyword(s):  
Service Provision ◽  
Target Selection ◽  
Speech Sound ◽  
Clinical Decision ◽  
Frequency Of Occurrence ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
High Quality ◽  
Therapy Targets ◽  
Individualized Approach

Purpose Clinicians working with children who have speech sound disorders that involve multiple errors often prioritize particular errored sounds for intervention. However, this prioritization is not always an easy or clearly defined clinical decision, as there are many target selection considerations to weigh, some of which directly oppose one another. Conversely, sometimes there are multiple justified reasons to target a particular process or sound over others produced in error. Having a well-advised rationale regarding what sounds/sound classes to prioritize in treatment is a critical tenet of high-quality clinical service provision. Therefore, speech-language pathologists need to be mindful of differing rationales for prioritizing therapy targets and note that the same prioritization may not be appropriate for all children receiving therapy. Conclusions This clinical focus article provides an overview of a wide variety of pediatric target selection considerations (e.g., stimulability, complexity, frequency of occurrence, and interference with intelligibility) and offers clinicians theoretical and research-based rationales for each. Limitations and/or controversies that hamper practical clinical application of each target selection consideration are noted and described. Aspects in need of further research are highlighted. Additionally, through presentation of hypothetical case studies, the authors illustrate an individualized approach to target selection appropriate for a pediatric caseload.

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