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.

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 The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties

2018 ◽  
Vol 35 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Eleftheria Geronikou ◽  
Maggie Vance ◽  
Bill Wells ◽  
Jenny Thomson
Keyword(s):  
Speech Sound ◽  
Single Subject ◽  
Inflectional Morphology ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Assessment Scores ◽  
Single Subject Research ◽  
Language Difficulties ◽  
English Speaking ◽  
And Control

Intervention with children with speech and language difficulties has been proven beneficial compared with no treatment yet, knowing what type of intervention to provide remains a challenge. Studies of English-speaking children indicate that intervention targeting the production of morphological targets may have a positive effect on phonological aspects and vice versa. However, studies have not reported on generalization effects to untreated morphemes and little is yet known about morphological intervention in the context of a highly inflected language. The purpose of the current intervention case study was to investigate the effect of intervention in relation to phonological and morphological targets in Greek, a language characterized by complex inflectional morphology. A single subject research design was used with pre- and post-intervention assessment carried out. The participant was a four-year-old Greek-speaking boy with speech difficulties. The production of /s/, a phoneme used in multiple phonological and morphological contexts was targeted with alternating focus of intervention between phonological and morphological targets. Assessment took place at two levels: macro-assessment to monitor broad changes in speech; micro-assessment to measure therapy-specific changes in the production of treated targets and generalization to untreated targets and control items. There were four phases of intervention with a total of 24 hours of therapy. Significant improvement in performance accuracy was found between assessment scores immediately pre- and post-intervention. Intervention targeting the production of a phoneme in the word stem was not sufficient to accomplish the accurate production of morphemes requiring the same phoneme; intervention directly targeting morphemes was successful. Within-domain generalization was observed in both domains. Improved naming accuracy was observed post-intervention that was maintained at follow-up. The present study supports the case for morphophonological intervention. Morphological elements should be addressed in a comprehensive intervention for speech sound disorders.

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

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 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

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.

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

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.

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