scholarly journals The Speech “Bamana”: Using the Syllable Repetition Task to Identify Underlying Phonological Deficits in Children With Speech and Language Impairments

2020 ◽  
Vol 63 (7) ◽  
pp. 2229-2244
Author(s):  
Elizabeth Roepke ◽  
Kathryn E. Bower ◽  
Catherine A. Miller ◽  
Françoise Brosseau-Lapré
Keyword(s):  
Multivariate Analysis ◽  
Initial Stress ◽  
Language Disorder ◽  
Speech Sound ◽  
Analysis Of Covariance ◽  
Speech And Language ◽  
Speech Sound Disorder ◽  
Phonological Deficits ◽  
Syllable Repetition ◽  
Repetition Task

Purpose This study compared performance on the Syllable Repetition Task (SRT) by preschoolers with diverse speech and language abilities to identify underlying impairments in speech processes. Method Three groups of 13 children ages 4 and 5 years with (a) typically developing (TD) speech and language, (b) speech sound disorder (SSD), and (c) comorbid developmental language disorder and speech sound disorder (DLD + SSD) completed the SRT. We calculated competence, memory, encoding, and transcoding scores, as well as word-initial stress pattern and vowel accuracy. Results A 3 × 3 (Group × Syllable length) factorial multivariate analysis of covariance revealed group differences for all measures and syllable length differences for memory, transcoding, and competence. There were no interactions between group and syllable length. TD children obtained the highest scores on each measure, though children with DLD + SSD performed similarly to TD children on encoding when vocabulary was included as a covariate. Children with SSD only outperformed children with DLD + SSD on competence and transcoding, and these two groups performed similarly on memory. A separate exploratory analysis using a 3 × 3 multivariate analysis of covariance revealed that children with DLD + SSD were more likely than children in the other groups to produce weak word-initial stress and vowel errors during syllable repetition. Conclusion Children with SSD and DLD + SSD exhibit underlying phonological deficits on the SRT compared to TD children. Results support the claim that memory and encoding are deficits in SSD. In addition, transcoding deficits were identified among children with no known oromotor impairment. Therefore, more research is required to identify the relationship between SRT performance and explicit measures of phonological processing.

Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders

2022 ◽  
pp. 1-13
Author(s):  
Katelyn L. Gerwin ◽  
Bridget Walsh ◽  
Seth E. Tichenor
Keyword(s):  
Sound Production ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Nonword Repetition ◽  
Driving Factor ◽  
Speech And Language ◽  
Speech Sound Disorder ◽  
Language Abilities ◽  
Speech And Language Disorders

Purpose: The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS). Method: One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities. NWR abilities were measured using stimuli composed of one- to four-syllable nonwords. Results: CWS with typical speech and language and CWNS had higher accuracy scores than CWS with concomitant speech and language disorders. We found no difference in accuracy scores between CWNS and CWS with typical speech and language abilities, nor did we find differences between CWS with speech sound disorder and CWS with both speech sound and language disorders. Accuracy decreased as nonword length increased for all groups. Conclusions: We found that the presence of a concomitant speech and language disorder was a driving factor behind poorer NWR performance in CWS. Accuracy scores differentiated CWS with concomitant disorders from CWS with typical speech and language but not CWS with typical speech and language from CWNS. Considering the speech and language abilities of CWS helped clarify poorer NWR performance and enhances generalizability to the population that exists clinically.

scholarly journals Neuroimaging of the Syllable Repetition Task in Children With Residual Speech Sound Disorder

2021 ◽  
pp. 1-11
Author(s):  
Caroline Spencer ◽  
Jennifer Vannest ◽  
Edwin Maas ◽  
Jonathan L. Preston ◽  
Erin Redle ◽  
...  
Keyword(s):  
Primary Motor Cortex ◽  
Premotor Cortex ◽  
Speech Sound ◽  
Primary Auditory Cortex ◽  
Anterior Cingulate ◽  
Sequence Length ◽  
Speech Sound Disorder ◽  
Functional Differences ◽  
Syllable Repetition ◽  
Repetition Task

Purpose This study investigated phonological and speech motor neural networks in children with residual speech sound disorder (RSSD) during an overt Syllable Repetition Task (SRT). Method Sixteen children with RSSD with /ɹ/ errors (6F [female]; ages 8;0–12;6 [years;months]) and 16 children with typically developing speech (TD; 8F; ages 8;5–13;7) completed a functional magnetic resonance imaging experiment. Children performed the SRT (“SRT-Early Sounds”) with the phonemes /b, d, m, n, ɑ/ and an adapted version (“SRT-Late Sounds”) with the phonemes /ɹ, s, l, tʃ, ɑ/. We compared the functional activation and transcribed production accuracy of the RSSD and TD groups during both conditions. Expected errors were not scored as inaccurate. Results No between-group or within-group differences in repetition accuracy were found on the SRT-Early Sounds or SRT-Late Sounds tasks at any syllable sequence length. On a first-level analysis of the tasks, the TD group showed expected patterns of activation for both the SRT-Early Sounds and SRT-Late Sounds, including activation in the left primary motor cortex, left premotor cortex, bilateral anterior cingulate, bilateral primary auditory cortex, bilateral superior temporal gyrus, and bilateral insula. The RSSD group showed similar activation when correcting for multiple comparisons. In further exploratory analyses, we observed the following subthreshold patterns: (a) On the SRT-Early Sounds, greater activation was found in the left premotor cortex for the RSSD group, while greater activation was found in the left cerebellum for the TD group; (b) on the SRT-Late Sounds, a small area of greater activation was found in the right cerebellum for the RSSD group. No within-group functional differences were observed (SRT-Early Sounds vs. SRT-Late Sounds) for either group. Conclusions Performance was similar between groups, and likewise, we found that functional activation did not differ. Observed functional differences in previous studies may reflect differences in task performance, rather than fundamental differences in neural mechanisms for syllable repetition.

scholarly journals Altered gray matter volumes in language-associated regions in children with developmental language disorder and speech sound disorder

2018 ◽  
Vol 60 (7) ◽  
pp. 814-824 ◽  
Author(s):  
Florian Kurth ◽  
Eileen Luders ◽  
Lauren Pigdon ◽  
Gina Conti-Ramsden ◽  
Sheena Reilly ◽  
...  
Keyword(s):  
Gray Matter ◽  
Language Disorder ◽  
Speech Sound ◽  
Developmental Language Disorder ◽  
Speech Sound Disorder ◽  
Gray Matter Volumes

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 Concurrent Validity Between Two Sound Sequencing Tasks Used to Identify Childhood Apraxia of Speech in School-Age Children

2021 ◽  
pp. 1-9
Author(s):  
Jonathan L. Preston ◽  
Nina R. Benway ◽  
Megan C. Leece ◽  
Nicole F. Caballero
Keyword(s):  
Concurrent Validity ◽  
Time Pressure ◽  
Speech Sound ◽  
School Age Children ◽  
Apraxia Of Speech ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Sequencing Errors ◽  
Syllable Repetition ◽  
Task Requirements

Purpose To assess the concurrent validity of two tasks used to inform diagnosis of childhood apraxia of speech (CAS), this study evaluated the agreement between the Syllable Repetition Task (SRT) and the Maximum Repetition Rate of Trisyllables (MRR-Tri). Method A retrospective analysis was conducted with 80 children 7–16 years of age who were referred for treatment studies. All children had a speech sound disorder, and all completed both the SRT and the MRR-Tri. On each task, children were classified as meeting or not meeting the tool's threshold for CAS based on the sound sequencing errors demonstrated. Results The two tasks were in agreement for 47 participants (59% of the sample); both tasks classified 13 children as meeting the threshold for CAS and 34 children as not meeting the threshold for CAS. However, the two tasks disagreed on CAS classification for 33 children (41% of the sample). Overall, the MRR-Tri identified more children as having sound sequencing errors indicative of CAS ( n = 39) than did the SRT ( n = 20). Conclusions These two tasks of sound sequencing differ in the children they identify with CAS, possibly due to aspects of the underlying task requirements (e.g., time pressure). The SRT and the MRR-Tri should not be used in isolation to identify CAS but may be useful as part of a balanced CAS assessment battery that includes additional tasks that inform the nature of the impairment and that aid treatment planning. Supplemental Material https://doi.org/10.23641/asha.14110280

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.

Integrated Speech and Language Interventions

2016 ◽  
Vol 1 (1) ◽  
pp. 66-74
Author(s):  
Ann A. Tyler
Keyword(s):  
Language Impairment ◽  
Oral Language ◽  
Speech Sound ◽  
Evidence Base ◽  
Routine Practice ◽  
Language And Literacy ◽  
Speech And Language ◽  
Speech Sound Disorder ◽  
Increased Risk ◽  
Challenges And Opportunities

It is known that linguistic domains interact as they develop in parallel alongside developing speech production processes. For children with compromised linguistic systems, interactions across domains present challenges and opportunities when considering interventions. The frequently encountered population of children with co-occurring speech sound disorder (SSD) and expressive language impairment are the focus of this article. This population is at increased risk for long-term language and literacy difficulties that impact education, social participation, and vocational outcomes. Integrated interventions are reviewed for their efficacy; in these interventions there is a scheduled focus on both speech and language, or both domains are intentionally targeted. Findings from intervention comparison studies show that a variety of different integrated interventions were equally effective in producing significant gains in speech accuracy. Interventions also produced the greatest effects in areas that were explicitly targeted, although incidental effects were also achieved. Recommendations are offered for a continuum of care for preschoolers who early on display delays in both speech and language. Our small evidence base highlights the need for further development and testing of multifaceted interventions in routine practice, to achieve speech normalization, phonological awareness gains, and oral language foundations as close to school entry as possible.

Genomics of Speech and Language Disorders

2018 ◽  
Author(s):  
Joaquin Guerra ◽  
Ramón 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.

scholarly journals Perception of Medial Consonants by Children With and Without Speech and Language Disorders: A Preliminary Study

2020 ◽  
Vol 29 (2) ◽  
pp. 883-889 ◽  
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker ◽  
Keith R. Kluender
Keyword(s):  
Language Disorder ◽  
Statistical Significance ◽  
Speech Sound ◽  
Language Disorders ◽  
Speech And Language ◽  
Language Tests ◽  
Mixed Analysis ◽  
Word Position ◽  
Preliminary Study ◽  
Speech And Language Disorders

Purpose The aim of this preliminary study was to investigate perception of the early-acquired consonant /p/ and later-acquired consonant /ʃ/ in medial word position by preschoolers with and without speech and language disorders. Method Twenty-four children, six with isolated speech sound disorder (SSD-only), six with SSD and concomitant developmental language disorder (SSD + DLD), and 12 with typical speech and language skills (TD) completed a battery of standardized speech and language tests as well as an identification task of /aCa/ disyllables. Targets and foils varied by only one place, manner, or voice feature. Mixed analysis of variance (participant groups × two target consonants) was conducted to compare performance of children in the three groups (between-subjects) and to compare performance on consonants that are early acquired or later acquired (within-subject). Results All groups of participants were more accurate in perceiving the early-acquired consonant than the later-acquired consonant. Overall performance by children with SSD-only did not differ significantly from children with TD. As a group, children with SSD + DLD were less accurate than children with TD and children with SSD-only for both target consonants. Conclusions Children with SSD + DLD performed less well than peers with SSD-only and with TD with both predictably easy and difficult sound contrasts. Children with SSD-only performed nominally less well than children with TD for the speech sound with which they have difficulty, but this difference did not reach statistical significance for these relatively small group sizes.

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