scholarly journals Development and Validation of a Probe Word List to Assess Speech Motor Skills in Children

2021 ◽  
Vol 30 (2) ◽  
pp. 622-648
Author(s):  
Aravind Kumar Namasivayam ◽  
Anna Huynh ◽  
Rohan Bali ◽  
Francesca Granata ◽  
Vina Law ◽  
...  
Keyword(s):  
Motor Skills ◽  
Scoring System ◽  
Word List ◽  
School Age Children ◽  
Probe Word ◽  
Speech Motor Control ◽  
School Age ◽  
Motor Speech ◽  
Speech Motor Skills ◽  
Speech Motor

Purpose The aim of the study was to develop and validate a probe word list and scoring system to assess speech motor skills in preschool and school-age children with motor speech disorders. Method This article describes the development of a probe word list and scoring system using a modified word complexity measure and principles based on the hierarchical development of speech motor control known as the Motor Speech Hierarchy (MSH). The probe word list development accounted for factors related to word (i.e., motoric) complexity, linguistic variables, and content familiarity. The probe word list and scoring system was administered to 48 preschool and school-age children with moderate-to-severe speech motor delay at clinical centers in Ontario, Canada, and then evaluated for reliability and validity. Results One-way analyses of variance revealed that the motor complexity of the probe words increased significantly for each MSH stage, while no significant differences in the linguistic complexity were found for neighborhood density, mean biphone frequency, or log word frequency. The probe word list and scoring system yielded high reliability on measures of internal consistency and intrarater reliability. Interrater reliability indicated moderate agreement across the MSH stages, with the exception of MSH Stage V, which yielded substantial agreement. The probe word list and scoring system demonstrated high content, construct (unidimensionality, convergent validity, and discriminant validity), and criterion-related (concurrent and predictive) validity. Conclusions The probe word list and scoring system described in the current study provide a standardized method that speech-language pathologists can use in the assessment of speech motor control. It can support clinicians in identifying speech motor difficulties in preschool and school-age children, set appropriate goals, and potentially measure changes in these goals across time and/or after intervention.

scholarly journals Pengaruh Dual-Task Training (Motor-Cognitive) terhadap Keseimbangan Dinamis pada Anak Usia Sekolah

2019 ◽  
Vol 3 (2) ◽  
pp. 77-89
Author(s):  
Yulinar Anwar
Keyword(s):  
Motor Skills ◽  
Dual Task ◽  
Dynamic Balance ◽  
Wilcoxon Test ◽  
Primary Data ◽  
School Age Children ◽  
School Age ◽  
Post Test ◽  
Task Training ◽  
Dual Task Training

Background : School-age Children are characterized by agile movements and motor activity coupled with the need to begin exploring the environment so that motor skills are needed. One aspect of motor skills is dynamic balance. Dual-task training (motor-cognitive) is a method of training that combines motor and cognitive tasks. The purpose of this exercise is to activation pattern of circuits in brain to achieve an adaptive system so that automation can be generated which can affect dynamic balance. Methods : this research is experimental quasi with time series design. The sampling technique used purposive sampling with a sample size of 30 students in 10- and 11- years-old who were not flat foot, not obese, and did not experience balance disorders. Primary data collection is obtained through dynamic balance instruments with balance beam walking test. The collected data used Shapiro Wilk for the normality test and obtained a value of p <0.05, which means that the distribution of data is abnormally distributed then a difference test of the of the pre-test and post-test using Friedman post hoc Wilcoxon Test. Results : the study was conducted for four weeks with 12 training sessions. The result of the analysis were started from pre-test, post-test 1, post-test 2, post-test 3, and post-test 4. The results overall showed a changed in dynamic balance between before and after 12 times of exercise with a significant value p=0,0001 (p <0,05). Conclusion : Therefore, it can be conclused that there is an effect of dual-task training (motor-cognitive) to dynamic balance of school-age children. Keywords : Dual-Task Training (Motor Cognitive), Dynamic Balance, School-age Children

scholarly journals The Effectiveness of Traditional Games intervention program in the Improvement of Form One School-Age Children’s Motor Skills Related Performance Components

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Md. Alli Gipit @ Charles ◽  
Mohamad Razali Abdullah ◽  
Rabiu Muazu Musa ◽  
Norlaila Azura Kosni ◽  
Ahmad Bisyri Husin Musawi Maliki
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Intervention Program ◽  
Repeated Measure ◽  
School Age Children ◽  
Sufficient Evidence ◽  
School Age ◽  
Motor Abilities ◽  
Post Test ◽  
Age Range

Abstract:As children age, motor performance develops. Motor performance abilities enable children to process information in handling specific task efficiently. Although children develop motor skills in a variety of physical activities, it could be, however, easily achieved when they engage in voluntary activities in conformity with their interests. Traditional games offer the opportunity for children to play and officiate the rules without any constraint. The current study intends to explore the effectiveness of the traditional games intervention program in the improvement of form one school-age children’s motor skills related performance components. A total number of 40 form one Malaysian student [male (n=20) and female (n=20)] with age range of 12-13 selected randomly participated in the study. The quasi-experiment method was applied in the study and experiment group (n=40) went through traditional games intervention which consisted of performing selected traditional games for 60 minutes, three times weekly for eight weeks. The pre-test (before treatment), mid-test (week fourth) and post-test (week eight) data were collected and analysed using MANOVA repeated measure. The results indicate a significant improvement of motor performance through traditional games intervention [F (8, 29) = 1704.16, p < .05]. Follow-up tests also show that the traditional games intervention is a factor [F(12,105) =1.99, p < .05]  to agility [F(3,36) = .50, p >.05], reaction time [F(3,36) = .51, p >.05], speed [F(3,36) = 3.64, p <.05] and balance [F(3,36) = .02, p > .05]. There is sufficient evidence to conclude that Malaysian based traditional games are effective in improving motor abilities of school-age children.

scholarly journals Exploring the Relationship Between Speech Motor Control and Phonological Processing in Children Who Stutter and Typically Developed Children

2021 ◽  
Author(s):  
Sousan Salehi ◽  
Saman Maroufizadeh ◽  
Zahra Soleymani ◽  
Seyedeh Zeinab Beheshti ◽  
Sheida Bavandi
Keyword(s):  
Motor Control ◽  
Language Processing ◽  
Speech Processing ◽  
Phonological Processing ◽  
Pearson Correlation ◽  
Speech Motor Control ◽  
Word Repetition ◽  
Oral Speech ◽  
Speech Motor Skills ◽  
Speech Motor

Introduction: Language processing (especially phonology) and speech motor control are disordered in stuttering. However,  it is unclear how they are related based on the models of speech processing. The present study aimed to study non-word repetition, rhyme and alliteration judgment, and speech motor control and investigate their relationship in children who stutter (CWS) compared to typically developed children (TDC). Materials and Methods: Twenty-eight CWS (mean age=5.46 years) and 28 peers TDC (mean age=5.52 years) participated in this study. Phonological processing, according to the speech processing model, is divided into phonological input and output. Phonological input, phonological output, and speech motor control were assessed by rhyme and alliteration tasks, accurate phonological production during non-word repetition task, and Robbins-Klee oral speech motor protocol, respectively. The Pearson correlation coefficient, independent t-test, and Cohen’s d were used for data analysis. Results: Both non-word repetition and speech motor skills were significantly different in CWS than TDC (P<0.001). But rhyme and alliteration judgment were similar across groups (P>0.001). Phonological processing and speech motor control were not significantly correlated (P>0.001). Conclusion: Phonological processing (output), a level before  articulation,  and  speech  motor control are not correlated, but both are disordered in preschool CWS. Additionally, phonological processing (input) is similar in CWS and TDC. That is, phonological input is not affected by stuttering in CWS.

Comprehension of handwriting development: Pen-grip kinetics in handwriting tasks and its relation to fine motor skills among school-age children

2017 ◽  
Vol 64 (5) ◽  
pp. 369-380 ◽  
Author(s):  
Yu-Chen Lin ◽  
Yen-Li Chao ◽  
Shyi-Kuen Wu ◽  
Ho-Hsio Lin ◽  
Chieh-Hsiang Hsu ◽  
...  
Keyword(s):  
Motor Skills ◽  
School Age Children ◽  
Fine Motor ◽  
School Age ◽  
Fine Motor Skills

scholarly journals ANALYSIS OF THE MOTOR STATUS OF YOUNGER SCHOOL AGE CHILDREN IN RELATION TO THEIR NUTRITIONAL STATUS

2019 ◽  
pp. 111 ◽  
Author(s):  
Vladan Pelemiš ◽  
Darijan Ujsasi ◽  
Velibor Srdić ◽  
Danica Džinović ◽  
Slobodan Pavlović
Keyword(s):  
Gender Differences ◽  
Motor Skills ◽  
Motor Development ◽  
First Grade ◽  
The Body ◽  
School Age Children ◽  
School Age ◽  
Obese Children ◽  
Normal Mass ◽  
And Gender

The aim of the research is to determine whether there are gender differences between younger school-age children, and whether those differences within the sub-sample are influenced by the state of mass and motor skills. The whole sample included 285 respondents age 7.27±0.43, of which 144 boys (50.52%), and 141 girls (49.48%) who attended the first grade on the territory of the Province of Vojvodina (Republic of Serbia). The Eurofit battery of tests was used. The research results show that the prevalence of children with severe thinness in the whole sample is low 3.87%; children with normal mass 65.26%; pre-obese children only 18.59% and obese children only 12.28%, so that gender differences in motor skills considering the whole sample, apart from the mass, are between average values for boys considering explosive strength of the lower extremities, repetitive strength of the body and agility. Statistically significant differences within the sub-sample considering motor abilities were seen neither in boys nor in girls of different mass. The research findings show that there is significant percentage of children with normal mass and that the flow of their mass is within their growth and development. Their motor development within the sub-sample also flows equally, and gender differences are present because of differentiation of motor skills, which appears in this period. The authors think that greater differences and variables in respect to mass and motor activities are to be seen in the period of pre-puberty.

scholarly journals Tutorial: Speech Motor Chaining Treatment for School-Age Children With Speech Sound Disorders

2019 ◽  
Vol 50 (3) ◽  
pp. 343-355 ◽  
Author(s):  
Jonathan L. Preston ◽  
Megan C. Leece ◽  
Jaclyn Storto
Keyword(s):  
Motor Learning ◽  
Research Evidence ◽  
Speech Sound ◽  
School Age Children ◽  
Evidence Based ◽  
School Age ◽  
Speech Sound Disorders ◽  
Feedback Type ◽  
Practice Variability ◽  
Speech Motor

Purpose Operationalized treatments for school-age children with speech sound disorders may result in more replicable and evidence-based interventions. This tutorial describes Speech Motor Chaining (SMC) procedures, which are designed to build complex speech around core movements by incorporating several principles of motor learning. The procedures systematically manipulate factors such as feedback type and frequency, practice variability, and stimulus complexity based on the child's performance. Method The rationale and procedures for SMC are described. Examples are presented of how to design stimuli, deliver feedback, and adapt the approach. Free resources are provided to guide clinicians through implementation of the procedure. Data on fidelity of implementation and dose per session are presented. Clinical and research evidence is provided to illustrate likely outcomes with the procedure. Results SMC is a method that can result in successful acquisition of target speech patterns and generalization to untrained words. Most clinicians can implement the procedure with over 90% fidelity, and most children can achieve over 200 trials per session. Conclusion Clinicians and researchers can use or adapt the operationally defined SMC procedures to incorporate several principles of motor learning into treatment for school-age children with speech sound disorders. Supplemental Material https://osf.io/5jmf9/

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