Application of the Challenge Point Framework During Treatment of Speech Sound Disorders

2021 ◽  
pp. 1-17
Author(s):  
Tanya Matthews ◽  
Alexandra Barbeau-Morrison ◽  
Susan Rvachew
Keyword(s):  
Speech Production ◽  
Task Difficulty ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Practice Parameters ◽  
Practice Performance ◽  
Transfer And Retention ◽  
Practice Trials ◽  
Functional Task

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

scholarly journals The BioVisualSpeech Corpus of Words with Sibilants for Speech Therapy Games Development

Information ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 470
Author(s):  
Sofia Cavaco ◽  
Isabel Guimarães ◽  
Mariana Ascensão ◽  
Alberto Abad ◽  
Ivo Anjos ◽  
...  
Keyword(s):  
Speech Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Target Population ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Computer Tools ◽  
Computer Science Research

In order to develop computer tools for speech therapy that reliably classify speech productions, there is a need for speech production corpora that characterize the target population in terms of age, gender, and native language. Apart from including correct speech productions, in order to characterize the target population, the corpora should also include samples from people with speech sound disorders. In addition, the annotation of the data should include information on the correctness of the speech productions. Following these criteria, we collected a corpus that can be used to develop computer tools for speech and language therapy of Portuguese children with sigmatism. The proposed corpus contains European Portuguese children’s word productions in which the words have sibilant consonants. The corpus has productions from 356 children from 5 to 9 years of age. Some important characteristics of this corpus, that are relevant to speech and language therapy and computer science research, are that (1) the corpus includes data from children with speech sound disorders; and (2) the productions were annotated according to the criteria of speech and language pathologists, and have information about the speech production errors. These are relevant features for the development and assessment of speech processing tools for speech therapy of Portuguese children. In addition, as an illustration on how to use the corpus, we present three speech therapy games that use a convolutional neural network sibilants classifier trained with data from this corpus and a word recognition module trained on additional children data and calibrated and evaluated with the collected corpus.

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.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Algorithm for early detection of a high risk of speech sound disorders in children

2018 ◽  
Vol 14 (2) ◽  
pp. 27-37
Author(s):  
Justyna Grudziąż-Sękowska ◽  
Dorota Olczak-Kowalczyk ◽  
Małgorzata Zadurska
Keyword(s):  
High Risk ◽  
Early Detection ◽  
Speech Therapy ◽  
Speech Sound ◽  
Deciduous Teeth ◽  
Functional Disorders ◽  
Speech Sound Disorders ◽  
Articulation Disorders ◽  
Masticatory System ◽  
Speech Defects

Anatomical defects and functional disorders of the masticatory system are often accompanied by speech sound disorders. Speech therapy prophylaxis, as well as prevention of disorders of all parts of the masticatory system, is focused on monitoring of the proper development of anatomy and functions typical of a given developmental period. An early therapeutic intervention is associated with better results. <b>Aim</b>. This study aimed to create a simple tool for dentists to assess the risk of articulation disorders using several preselected physical and functional characteristics. <b>Materials and methods</b>. Three hundred children aged 7-10 years had a dental and speech examination performed. Using the CHAID algorithm upon assessing the disorders of the masticatory system and coexisting speech sound disorders, it was possible to create a decision tree to determine the probability of two disorders occurring at the same time. <b>Results</b>. It was observed that there were many correlations between individual anatomical or functional disorders and presence of speech sound disorders. The strength of those correlations was measured. Mesioclusions, distoclusions, open bites, short lingual frenulum, persistent infantile swallow pattern, mouth breathing, and premature loss of deciduous teeth were all determined to increase the risk of speech sound disorders in children. <b>Conclusions</b>. This algorithm is a simple diagnostic tool for dentists. It enables early detection of a high risk of speech sound disorders. Children with particular malocclusions should undergo speech therapy prophylaxis and be referred to consultations with a speech therapist. Early detection of such abnormalities will allow to avoid not only the intensification and consolidation of speech defects, but also certain pathologies of the oral cavity.<b> (Grudziąż-Sękowska J, Olczak-Kowalczyk D, Zadurska M. Algorithm for early detection of a high risk of speech sound disorders in children. Orthod Forum 2018; 14: 119-29)</b>.

Computer-based speech therapy for childhood speech sound disorders

2017 ◽  
Vol 68 ◽  
pp. 50-69 ◽  
Author(s):  
Lisa Furlong ◽  
Shane Erickson ◽  
Meg E. Morris
Keyword(s):  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Computer Based

scholarly journals Relationship between speech production and perception in children with Speech Sound Disorders

2020 ◽  
Vol 19 ◽  
Author(s):  
Larissa Cristina Berti ◽  
Jhulya Guilherme ◽  
Cássio Esperandino ◽  
Aline Mara de Oliveira
Keyword(s):  
Speech Production ◽  
Speech Sound ◽  
Speech Sound Disorders

Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors

2020 ◽  
Vol 51 (2) ◽  
pp. 457-468
Author(s):  
Kelly Farquharson ◽  
Sherine R. Tambyraja ◽  
Laura M. Justice
Keyword(s):  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
Spontaneous Speech ◽  
Individual Therapy ◽  
Speech Sound Disorders ◽  
The Individual ◽  
Therapy Sessions ◽  
Production Accuracy

Purpose The purpose of this study was to explore the extent to which child- and therapy-level factors contribute to gains in speech sound production accuracy for children with speech sound disorders in receipt of school-based services. Method Data were obtained from 126 kindergarten and first- and second-grade children currently in receipt of speech therapy services in their public school setting. Pretest and posttest measures of spontaneous speech production and language ability were collected at the beginning and end of one academic year. Using a spontaneous speech sample, percentage of consonants correct (PCC) was calculated for each child; a gain score was computed by subtracting the pretest PCC score from the posttest PCC score. The children's speech-language pathologist completed weekly therapy logs during business-as-usual therapy, indicating the frequency, duration, and group composition of services throughout the school year. Results Results supported that gain in PCC from pretest to posttest was predicted by several child- and therapy-level variables. Children's initial speech sound severity was negatively related to gains in PCC. Our results also supported that the total number of therapy sessions received in a year was positively predictive of PCC gain. Interestingly, the number of individual therapy sessions was negatively associated with PCC gain. Conclusion Several malleable therapy factors contribute to gains in speech sound accuracy for children with speech sound disorders. Speech-language pathologists should consider how these factors may be manipulated to best tailor treatment to the individual needs of the children on their caseloads.

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.

Service Delivery Schedule Effects on Speech Sound Production Outcomes

2021 ◽  
pp. 1-10
Author(s):  
David M. Rehfeld ◽  
Tracey N. Sulak
Keyword(s):  
Service Delivery ◽  
Education Program ◽  
Speech Therapy ◽  
Speech Sound ◽  
Individualized Education Program ◽  
Speech Sound Disorders ◽  
Individualized Education ◽  
Speech Language Pathologists ◽  
School Based ◽  
Therapy Services

Purpose Children with speech sound disorders feature prominently on the caseloads of speech-language pathologists working in schools, with many receiving services once or twice weekly for 20–30 min. This study compared the outcomes of services provided twice weekly for 30 min to those provided 4 times weekly for 15 min to examine their effectiveness in remediating speech sound disorders in an elementary school setting. Method A total of 35 students were recruited from an existing public school caseload for participation. Participants were randomly assigned to receive school-based speech therapy services for either 30 min twice weekly or 15 min 4 times weekly. There were no differences between groups in age, gender, or the amount of time spent in general education. Growth was measured by the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. Results After one calendar year, there was a negligible difference between groups on both the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. On average, both scheduling configurations were effective in meeting students' needs. Conclusions The results of this study suggest that children with speech sound disorders receiving school-based speech therapy services can benefit from a variety of scheduling options. Awareness of such options is an invaluable resource to speech-language pathologists wanting to provide effective and efficient services. Future research should continue investigating service delivery models' effects in applied settings.

Sign in / Sign up

Export Citation Format

Share Document