scholarly journals Supporting Children With Speech Sound Disorders During COVID-19 Restrictions: Technological Solutions

2020 ◽  
Vol 5 (6) ◽  
pp. 1805-1808
Author(s):  
Sharynne McLeod ◽  
Kirrie J. Ballard ◽  
Beena Ahmed ◽  
Nicole McGill ◽  
Michelle I. Brown
Keyword(s):  
Rural Areas ◽  
School Achievement ◽  
Speech Sound ◽  
Waiting Lists ◽  
Speech Development ◽  
Speech Pathology ◽  
Speech Sound Disorders ◽  
Language Pathology ◽  
Speech Intervention ◽  
The Impact

Purpose “Children are the hidden victims of the COVID-19 pandemic” (United Nations Children's Fund, 2020). Timely and effective speech intervention is important to reduce the impact on children's school achievement, ability to make friends, mental health, future life opportunities, and government resources. Prior to the coronavirus disease (COVID-19) pandemic, many Australian children did not receive sufficient speech-language pathology (SLP) services due to long waiting lists in the public health system. COVID-19 restrictions exacerbated this issue, as even children who were at the top of lengthy SLP waiting lists often received limited services, particularly in rural areas. To facilitate children receiving speech intervention remotely during the COVID-19 pandemic, evidence from randomized controlled trials regarding three technological solutions are examined: (a) Phoneme Factory Sound Sorter (Sound Start Study), (b) Waiting for Speech Pathology website, and (c) Apraxia World. Conclusions For the first two technological solutions, there were similar gains in speech production between the intervention and control groups, whereas, for the third solution, the average magnitude of treatment effect was comparable to face-to-face SLP therapy. Automated therapy management systems may be able to accelerate speech development and support communication resilience to counteract the effects of the COVID-19 restrictions on children with speech sound disorders. Technology-based strategies may also provide a potential solution to the chronic shortage of SLP services in rural areas into the future.

scholarly journals Impact of Motor Speech Intervention on Neural Activity in Children with Speech Sound Disorders: Use of Magnetoencephalography

2018 ◽  
Vol 08 (07) ◽  
pp. 415-429
Author(s):  
Vickie Y. Yu ◽  
Darren S. Kadis ◽  
Debra Goshulak ◽  
Aravind K. Namasivayam ◽  
Margit Pukonen ◽  
...  
Keyword(s):  
Neural Activity ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Motor Speech ◽  
Speech Intervention

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.

scholarly journals The Impact of the Animated Children's Program of Baby TV on the Handled Government-Language Development of the Child

2019 ◽  
Vol 9 (3) ◽  
pp. 118
Author(s):  
Müller Mirella ◽  
Johann Schwarz, Logopäd
Keyword(s):  
Mother Tongue ◽  
Negative Influence ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Pathology ◽  
Verbal Abilities ◽  
Tv Program ◽  
Psychological Examination ◽  
Almost All ◽  
The Impact

Speech disorders are in almost all speech pathology accompanied by a symptom. They usually occur during speech development. Baby. First TV describes itself as a provider of shows 'designed to inspire a baby's learning'. However, if a child is presented to a continental strangling program that does not serve the mother tongue, it can have a lot of difficulty in shaping the language of her speech and not understanding the words and sentences of her parents and the environment. The subjects in this study carried out the following diagnostic tests: pedagogical-psychological examination, logaoedic examination, and neurological examination. The results research shows that besides the worse results on non-verbal intelligence tests, children who were exposed to the influence of Baby-TV from their 2 to 4-year-olds have achieved worse results on nonverbal tests as well as children whose parents included the Baby-TV program of 9 months to the gosling of the day. They say the worst German letters such as ß, R, Ö, Ä, Ü and do not associate German spoken words with the environment. The aim of this research was to examine the negative influence of BABY TV on the speech of children with age child, sex, nonverbal, verbal abilities, and development scale of understanding speech. The ability to speak and understand speech in relation to Reynell was also explored development scale of speech. Average and below-average values were obtained.

scholarly journals Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies?

2019 ◽  
Vol 4 (1) ◽  
pp. 56-57 ◽  
Author(s):  
Holly L. Storkel
Keyword(s):  
Public Schools ◽  
Speech Sound ◽  
Well Being ◽  
Written Language ◽  
Comprehensive Understanding ◽  
Speech Sound Disorders ◽  
Social Emotional ◽  
The Public ◽  
The Impact ◽  
Minimal Information

Purpose The purpose of this clinical forum is to provide guidance on which children with speech sound disorders should qualify for services in the public schools. The articles in the forum consider how to define impaired articulation (viewed more broadly as referring to articulation and phonology), adverse effects, and educational performance. Conclusion The take-home message across articles is that determining eligibility for speech-language services is complex, requiring a comprehensive understanding of a child's skills with speech sounds but also the impact of their speech errors on written language and social–emotional well-being. These decisions cannot be made quickly with minimal information. Speech-language pathologists may need to advocate for a realistic allotment of time to conduct a comprehensive assessment, including time to think about the results and implications of that assessment.

A Framework of Motoric Complexity: An Investigation in Children With Typical and Impaired Speech Development

2020 ◽  
Vol 63 (10) ◽  
pp. 3326-3348
Author(s):  
Julie Case ◽  
Maria I. Grigos
Keyword(s):  
Speech Production ◽  
Speech Sound ◽  
Speech Development ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Motor Variability ◽  
Kinematic Data ◽  
Sound Sequence ◽  
Impaired Speech ◽  
Speech Motor

Introduction The current work presents a framework of motoric complexity where stimuli differ according to movement elements across a sound sequence (i.e., consonant transitions and vowel direction). This framework was then examined in children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development (TD). Method Twenty-four children (CAS, n = 8; SSD, n = 8; TD, n = 8), 5–6 years of age, participated in this study. The children produced words that varied in motoric complexity while transcription, acoustic, and kinematic data were collected. Multidimensional analyses were conducted to examine speech production accuracy, speech motor variability, and temporal control. Results Analyses revealed poorer accuracy, longer movement duration, and greater speech motor variability in children with CAS than TD (across all measures) and other SSDs (accuracy and variability). All children demonstrated greater speech motor variability and longer duration as movement demands increased within the framework of motoric complexity. Diagnostic grouping did not mediate performance on this task. Conclusions Results of this study are believed to reveal gradations of complexity with increasing movement demands, thereby supporting the proposed framework of motoric complexity. This work also supports the importance of considering motoric properties of sound sequences when evaluating speech production skills and designing experimental and treatment stimuli.

scholarly journals INTERVENÇÕES FONOLÓGICAS EM CRIANÇAS COM DESVIO FONOLÓGICO: UMA REVISÃO SISTEMÁTICA

2021 ◽  
Vol 2 (9) ◽  
pp. e29694
Author(s):  
Patricia Haas ◽  
Aline Mara de Oliveira ◽  
Maiana Pamplona ◽  
Eduarda Besen ◽  
Emanuelle Moreira ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Speech Therapy ◽  
Speech Sound ◽  
Cochrane Library ◽  
Speech Sound Disorders ◽  
Phonological Disorders ◽  
Articulation Disorders ◽  
Speech Intervention ◽  
Phonological Treatment ◽  
Meta Analyses

Introdução: Dentre os distúrbios dos sons da fala, tem-se o desvio fonológico, sendo este caracterizado por erros na produção de fala.  A partir dos achados da avaliação fonológica, o terapeuta deverá selecionar a proposta de intervenção mais adequada para cada caso dentre os diversos modelos elaborados a partir de teorias linguísticas que buscam alcançar a reorganização fonológica. Objetivo: Avaliar a intervenção fonológica para os casos de desvios fonológicos no Português Brasileiro Método: a revisão sistemática foi conduzida conforme as recomendações do Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A busca por artigos científicos foi conduzida por dois pesquisadores independentes nas bases de dados Medline (Pubmed), LILACS, SciELO, Cochrane Library e Scopus. A pesquisa foi realizada com os descritores [(Phonological disorders) or (Phonological impairment) or (Speech sound disorders) or (Articulation Disorders) or (Language and Hearing Sciences) and (Speech Therapy) or (Speech Intervention) or (Phonological treatment) or (Phonological Intervention)] e compreendeu o período de janeiro de 2015 a maio de 2020. Resultados: Todas as crianças apresentaram evolução e ampliação no sistemas fonológicos, independente da intervenção fonológica escolhida para o caso. Entretanto, os estudos que aliaram a terapia tradicional com outros recursos alternativos (exemplo, softwares) obtiveram resultados promissores. Conclusão: Apesar dos resultados terem sido eficazes nos estudos analisados, não foi possível sistematizar a escolha da intervenção com o quadro clínico dos sujeitos em decorrência da falta de uniformização dos sujeitos e ao delineamento metodológico. Não é possível realizar conclusões sistemáticas com relação à intervenção fonológica de crianças brasileiras.

scholarly journals The impact of demographic and socio-economic conditions on the prevalence of speech disorders in preschool children in Bitola

2015 ◽  
Vol 143 (3-4) ◽  
pp. 169-173 ◽  
Author(s):  
Domnika Rajchanovska ◽  
Ivanovska Zaifirova
Keyword(s):  
Preschool Children ◽  
Mobile Phones ◽  
Rural Areas ◽  
Child Behavior Checklist ◽  
Speech Disorders ◽  
Speech Development ◽  
Economic Conditions ◽  
High Prevalence ◽  
Children Speech ◽  
The Impact

Introduction. Speech development in preschool children should be consistent with a child?s overall development. However, disorders of speech in childhood are not uncommon. Objective. The purpose of the study was to determine the impact of demographic and socio-economic conditions on the prevalence of speech disorders in preschool children in Bitola. Methods. The study is observational and prospective with two years duration. During the period from May 2009 to June 2011, 1607 children aged 3 and 5 years, who came for regular examinations, were observed. The following research methods were applied: pediatric examination, psychological testing (Test of Chuturik), interviews with parents and a questionnaire for behavior of children (Child Behavior Checklist - CBCL). Results. 1,607 children were analyzed, 772 aged three years, 835 aged five years, 51.65% male and 49.35% female. The prevalence of speech disorders was 37.65%. Statistical analysis showed that these disorders were more frequent in three years old children, males living in rural areas and in larger families. They did not have their own rooms at home, they were using mobile phones and were spending many hours per day watching television, (p<0.01). Also, children whose parents had lower levels of education and were engaged in agriculture, often had significant speech disorders, (p<0.01). Conclusion. Speech disorders in preschool children in Bitola have a high prevalence. Because of their influence on later cognitive development of children, the process requires cooperation among parents, children, speech and the audiologist with the significant role in prevention, early detection and treatment.

scholarly journals Fricative Contrast and Coarticulation in Children With and Without Speech Sound Disorders

2017 ◽  
Vol 26 (2S) ◽  
pp. 649-663 ◽  
Author(s):  
Edwin Maas ◽  
Marja-Liisa Mailend
Keyword(s):  
Speech Sound ◽  
Speech Development ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Acoustic Measures ◽  
Link Type ◽  
Cross Sectional Design

Purpose The purpose of this study was, first, to expand our understanding of typical speech development regarding segmental contrast and anticipatory coarticulation, and second, to explore the potential diagnostic utility of acoustic measures of fricative contrast and anticipatory coarticulation in children with speech sound disorders (SSD). Method In a cross-sectional design, 10 adults, 17 typically developing children, and 11 children with SSD repeated carrier phrases with novel words with fricatives (/s/, /ʃ/). Dependent measures were 2 ratios derived from spectral mean, obtained from perceptually accurate tokens. Group analyses compared adults and typically developing children; individual children with SSD were compared to their respective typically developing peers. Results Typically developing children demonstrated smaller fricative acoustic contrast than adults but similar coarticulatory patterns. Three children with SSD showed smaller fricative acoustic contrast than their typically developing peers, and 2 children showed abnormal coarticulation. The 2 children with abnormal coarticulation both had a clinical diagnosis of childhood apraxia of speech; no clear pattern was evident regarding SSD subtype for smaller fricative contrast. Conclusions Children have not reached adult-like speech motor control for fricative production by age 10 even when fricatives are perceptually accurate. Present findings also suggest that abnormal coarticulation but not reduced fricative contrast is SSD-subtype–specific. Supplemental Materials S1: https://doi.org/10.23641/asha.5103070 . S2 and S3: https://doi.org/10.23641/asha.5106508

Intervention dose frequency: Phonological generalization is similar regardless of schedule

2020 ◽  
pp. 026565902096076
Author(s):  
Alycia Cummings ◽  
Kristen Giesbrecht ◽  
Janet Hallgrimson
Keyword(s):  
Speech Sound ◽  
Multiple Baseline ◽  
Phonological Information ◽  
Phonological Acquisition ◽  
Speech Sound Disorders ◽  
Dose Frequency ◽  
Speech Intervention ◽  
Participant Group ◽  
English Speaking ◽  
Group D

This study examined how intervention dose frequency affects phonological acquisition and generalization in preschool children with speech sound disorders (SSD). Using a multiple-baseline, single-participants experimental design, eight English-speaking children with SSD (4;0 to 5;6) were split into two dose frequency conditions (4 children/condition) targeting word-initial complex singleton phonemes: /ɹ l ʧ/. All children received twenty 50-minute sessions that were either provided twice a week (2×/week) for ten weeks or four times a week (4×/week) for five weeks. Tau- U effect sizes for two generalization measures, treated phoneme and percent consonants correct (PCC), were calculated for each participant. Group d-scores were calculated to measure generalization of the treated phoneme in untreated words for each condition. All eight children demonstrated gains in their phonological measures. Two children in 2×/week condition demonstrated significant changes in generalization of treated phonemes in untreated words. One child in each condition demonstrated significant changes in PCC scores. Group d-scores were similar suggesting children in both conditions generalized their treated phoneme in untreated words to a similar level. Regardless of whether speech intervention occurred 2×/week or 4×/week, children demonstrated similar phonological gains. This suggests that both dose frequencies are viable intervention schedules for preschoolers with SSD. Children in the 4×/week condition made their phonological gains in approximately half the time of children in the 2×/week condition. Thus, more frequent weekly speech intervention sessions could be more efficient in teaching phonological information than less frequent sessions.

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