Assessing Speech Sound Disorders in School-Age Children From Diverse Language Backgrounds: A Tutorial With Three Case Studies

2020 ◽  
Vol 5 (3) ◽  
pp. 714-725
Author(s):  
Javier Jasso ◽  
Jill R. Potratz
Keyword(s):  
Case Studies ◽  
Clinical Decision Making ◽  
Speech Sound ◽  
Clinical Decision ◽  
Assessment Process ◽  
School Age Children ◽  
Specific Information ◽  
School Age ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists

Purpose Assessing speech sound disorders (SSDs) in children from multilingual backgrounds requires synthesis of language- and dialect-specific information to arrive at a more accurate diagnosis. We present three case studies of school-age children with unique linguistic profiles to aid speech-language pathologists in assessing this diverse population. Our aim is to offer feasible strategies for speech-language pathologists who do not speak the student's language(s). Method Three multilingual school-age children with suspected SSD were assessed as part of an initial evaluation at a suburban school district. Children spoke Vietnamese–English, Japanese–Polish–English, and Tamil–English. Students' languages were considered in the entire assessment process (i.e., interview, test selection, data analysis, and clinical decision making), and appropriate measures and resources were chosen to understand word-level and spontaneous articulation, phonological awareness, and language skills. A contrastive analysis was used to determine the presence of an SSD. Conclusions Although all students presented with patterns attributable to transfer processes (e.g., nonmainstream vowel productions) and/or dialectal differences, only one of the three students presented with an SSD. Together, these cases underscore the importance of a comprehensive assessment for multilingual children.

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.

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/

A Clinical Decision Making Example: Implementing Intensive Speech Sound Intervention for School-Age Students Through Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 15-26
Author(s):  
Vicki Pullins ◽  
Sue Grogan-Johnson
Keyword(s):  
Decision Making ◽  
Speech Intelligibility ◽  
Intervention Program ◽  
Clinical Decision Making ◽  
Speech Sound ◽  
Clinical Decision ◽  
Future Research ◽  
Decision Making Process ◽  
School Age ◽  
Efficient Manner

The purpose of this article is to describe the clinical decision making process that was utilized in implementing a speech sound intervention program delivered five times a week in individual telepractice therapy sessions lasting six minutes to school-age students in kindergarten through fifth grade (K-5). We utilized a clinical decision making process (Kamhi, 2006) to help establish this alternate way to provide speech sound intervention that resulted in improved speech intelligibility in the classroom in an efficient manner. Initial data collection on student outcomes will be provided. Limitations of this initial experiment are discussed with guidance provided for possible future research studies.

IEP goals for school-age children with speech sound disorders

2014 ◽  
Vol 52 ◽  
pp. 184-195 ◽  
Author(s):  
Kelly Farquharson ◽  
Sherine R. Tambyraja ◽  
Laura M. Justice ◽  
Erin E. Redle
Keyword(s):  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorders

A Comprehensive Treatment Approach to Address Speech Production and Literacy Skills in School-Age Children with Speech Sound Disorders

2021 ◽  
Vol 42 (02) ◽  
pp. 136-146
Author(s):  
Chenell Loudermill ◽  
Tamar Greenwell ◽  
Françoise Brosseau-Lapré
Keyword(s):  
Service Delivery ◽  
Speech Production ◽  
Speech Sound ◽  
Literacy Skills ◽  
School Age Children ◽  
Comprehensive Treatment ◽  
School Age ◽  
Speech Sound Disorders ◽  
School Based ◽  
Production Accuracy

AbstractChildren with speech sound disorders (SSDs) represent a large proportion of clients served by school-based speech-language pathologists (SLPs). While considerable evidence is available regarding the identification of SSD in school-age children, there is a paucity of information regarding service delivery aspects of school-based speech therapy, such as frequency of sessions, number of trials, distribution of sessions over time, and format (individual or group intervention) that impacts the ability of SLPs to effectively treat SSD in the schools. School-age children with SSD are at risk for later literacy deficits, and strategically addressing their language and emerging literacy needs in addition to speech production accuracy may lead to increased intelligibility and better educational outcomes. In this article, we discuss the heterogeneity of school-age children with SSD with regard to weaknesses in phonological processing skills and language skills. We summarize the information currently available regarding the aspects of service delivery that contribute to gains in speech production accuracy. We conclude by sharing an example of how school-based SLPs could target speech production, phonological awareness, and morphological awareness in the same session with a child with SSD to maximize gains in speech and literacy skills.

scholarly journals A Pilot Investigation of Speech Sound Disorder Intervention Delivered by Telehealth to School-Age Children

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Sue Grogan-Johnson ◽  
Rodney M. Gabel ◽  
Jacquelyn Taylor ◽  
Lynne E. Rowan ◽  
Robin Alvares ◽  
...  
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Post Intervention

This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth), or conventional side-by-side intervention.  Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002). Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP) goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting. Keywords:  Telehealth, telerehabilitation, videoconferencing, speech sound disorder, speech therapy, speech-language pathology; E-Helper

A Comparison of Intervention Intensity and Service Delivery Models With School-Age Children With Speech Sound Disorders in a School Setting

2021 ◽  
pp. 1-13
Author(s):  
Beth A. Byers ◽  
Monica L. Bellon-Harn ◽  
Madeline Allen ◽  
Karen Whisenhunt Saar ◽  
Vinaya Manchaiah ◽  
...  
Keyword(s):  
Service Delivery ◽  
Speech Sound ◽  
School Age Children ◽  
Group Differences ◽  
Treatment Intensity ◽  
School Age ◽  
Service Delivery Model ◽  
Speech Sound Disorders ◽  
Delivery Model ◽  
Intervention Intensity

Purpose This study examined intervention intensity and service delivery with school-age children with mild or mild–moderate speech sound disorders. The commonly used business-as-usual (BAU) service delivery model and a shorter, more frequent, individual model (experimental [EXP]) were compared. Method A between-subjects group design was selected. In BAU, 11 children received group sessions, 2 times per week, 30 min per session for 6 weeks. In EXP, 11 children received individual session, 3 times per week, 5 min per session for 6 weeks. Group differences on measures of dose (i.e., therapeutic input and production trials) and cumulative treatment intensity were examined. The extent to which children, across both conditions, demonstrated gains in speech sound accuracy and the extent to which gains differed between BAU and EXP were examined. Results There was a significant group difference on dose. Children in BAU received more therapeutic input and production trials than children in EXP. Cumulative treatment intensity was not statistically different between groups when dose was calculated as therapeutic input or production trials. Results from both conditions indicated statistically significant differences on measures of speech sound accuracy with large effect sizes. No group differences on gains were noted. Conclusions Dose calculated as therapeutic input and production trials plays an important role in understanding the impact of cumulative intervention intensity. Children with mild or mild–moderate speech sound disorders may benefit more from a shorter, frequent, individual service delivery model than a BAU model.

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.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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