Electropalatographic Therapy and Speech Production for Children With Down Syndrome

2021 ◽  
pp. 1-9
Author(s):  
Christen G. Page ◽  
Katelynn Johnson
Keyword(s):  
Down Syndrome ◽  
Speech Intelligibility ◽  
Sound Production ◽  
Treatment Approach ◽  
Speech Sound ◽  
Controlled Study ◽  
Language Therapy ◽  
Children With Down Syndrome ◽  
School Based ◽  
Therapy Services

Purpose Children with Down syndrome (DS) demonstrate speech sound disorders, which impact speech intelligibility in academic and social settings across the life span. The purpose of this technical report is to determine the effects of electropalatographic (EPG) therapy on speech productions for children with DS receiving school-based speech-language therapy services. EPG is a form of visual feedback that displays timing and location of the tongue's contact with the palate during productions of individual phonemes. Method Authors completed a comprehensive literature search to locate articles that investigated the treatment effects of EPG for children with DS. Using the PICO (population, intervention, control, and outcomes) format, we sought in the research to answer “Do children 3–18 years of age with Down syndrome (P), who receive EPG therapy (I) compared to same-age peers with Down syndrome who do not receive EPG therapy (C) show improvement on speech sound production (O)?” Results Three studies met the inclusion criteria and were critically appraised. Two studies were single-subject designs, and one study was a randomized controlled study. Results revealed that EPG therapy improved speech sound production of target phonemes (/s/, /ʃ/, /k/, and /g/) with no transfer to speech intelligibility. Conclusions The results may further the understanding of EPG therapy as a treatment approach, particularly in older individuals with DS receiving school-based speech-language therapy services. Prior to adopting EPG as a treatment approach, clinicians should consider treatment intensity and students' cognitive abilities. Additional research is needed on the long-term effects and generalization of EPG therapy.

scholarly journals Eligibility and Speech Sound Disorders: Assessment of Social Impact

2019 ◽  
Vol 4 (1) ◽  
pp. 85-90 ◽  
Author(s):  
Breanna I. Krueger
Keyword(s):  
Social Impact ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Language Therapy ◽  
Speech Sound Disorder ◽  
The Public ◽  
School Based ◽  
The Social ◽  
Therapy Services ◽  
Developmental Norms

Purpose The purpose of this article is to discuss the social impact of speech sound disorders for children, specifically in the public school system, and to examine different methods of social impact assessment for speech-language therapy services using 3 hypothetical cases. Method This article presents 3 common cases seen by school-based speech-language pathologists and discusses the types of assessments that may be conducted for each child's needs. One child has errors on many sounds, 1 child has errors on only /r/, and 1 child produces strident sounds with a lateral lisp. Results As these are hypothetical cases, possibilities are discussed for each case. Similarities and differences exist among the 3 cases in terms of assessing the social impact of their speech sound disorder; however, each child could qualify for services based on social impact assessments. Conclusion Social impact assessments are an important portion of a speech sound evaluation; however, they are often overlooked. Emphasis is placed on articulation assessments and/or commonly accepted developmental norms. The determination of social impact supplies a more complete picture for making eligibility decisions for children with speech sound disorders and may lead to more meaningful treatment methods for the student.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

scholarly journals PROGRAM INTERVENSI PENGEMBANGAN KECAKAPAN BERBICARA ANAK DOWN SYNDROME

2016 ◽  
Vol 13 (2) ◽  
pp. 288
Author(s):  
Lely Kurniawati ◽  
Zaenal Alimin ◽  
Pudji Asri
Keyword(s):  
Down Syndrome ◽  
Mixed Methods ◽  
Speech Intelligibility ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Speech Development ◽  
Intervention Programs ◽  
Children With Down Syndrome ◽  
Development Of Language

Speech and language is an initial capability to be owned subsidiaries as capital to be able to interact and communicate. Intervention is given to those who experience barriers to development including speech development of language in children with Down syndrome. This study aims to formulate intervention programs in accordance with the development and needs of children with Down syndrome. This study to determine the speech development in children with down syndrome and the efforts that have been undertaken to help develop their speaking skills. This study used mixed methods with sequential exploratory design, which is a design study that combines qualitative and quantitative research gradually. Results from this study showed that the ability to speak the child is still limited to the pronunciation of the word without any specialhandling. The program consists of interventions designed aspects of understanding of the vocabulary, syntax and schematically drawn based on the child's development. The results of the implementation of this program showed improvement in the children speak a few words. This program can be implemented in teaching and learning in the classroom. More attention in children can help children with Down syndrome improve speaking ability.Keywords: intervention program, speech intelligibility, down syndrome, mixed methods

scholarly journals Lip and oral lesions in children with Down syndrome. A controlled study

2015 ◽  
pp. e284-e288 ◽  
Author(s):  
S Al-Maweri ◽  
B Tarakji ◽  
GA Al-Sufyani ◽  
HM Al-Shamiri ◽  
G Gazal
Keyword(s):  
Down Syndrome ◽  
Controlled Study ◽  
Oral Lesions ◽  
Children With Down Syndrome

Auditory-Perceptual Speech Features in Children With Down Syndrome

2019 ◽  
Vol 124 (4) ◽  
pp. 324-338 ◽  
Author(s):  
Harrison N. Jones ◽  
Kelly D. Crisp ◽  
Maragatha Kuchibhatla ◽  
Leslie Mahler ◽  
Thomas Risoli ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Sound Production ◽  
Speech Rate ◽  
Speech Sound ◽  
Speech Disorders ◽  
Future Research ◽  
Assessment And Treatment ◽  
Pitch Level ◽  
Loudness Level ◽  
Speech Features

Abstract Speech disorders occur commonly in individuals with Down syndrome (DS), although data regarding the auditory-perceptual speech features are limited. This descriptive study assessed 47 perceptual speech features during connected speech samples in 26 children with DS. The most severely affected speech features were: naturalness, imprecise consonants, hyponasality, speech rate, inappropriate silences, irregular vowels, prolonged intervals, overall loudness level, pitch level, aberrant oropharyngeal resonance, hoarse voice, reduced stress, and prolonged phonemes. These findings suggest that speech disorders in DS are due to distributed impairments involving voice, speech sound production, fluency, resonance, and prosody. These data contribute to the development of a profile of impairments in speakers with DS to guide future research and inform clinical assessment and treatment.

scholarly journals Parents’ and Students’ Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study

10.2196/25675 ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. e25675
Author(s):  
Joseph Hin Yan Lam ◽  
Stephen Man Kit Lee ◽  
Xiuli Tong
Keyword(s):  
Service Delivery ◽  
Survey Study ◽  
Language Therapy ◽  
Face To Face ◽  
Delivery Modes ◽  
School Based ◽  
Therapy Effectiveness ◽  
Language Pathology ◽  
Therapy Services ◽  
Strongly Agree

Background The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents’ and students’ satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice. Objective We evaluated students’ and parents’ perceptions of telepractice efficacy and their preferences for different service delivery modes (ie, on-site practice vs telepractice). We also identified factors that affect parents’ and students’ preferences for different service delivery modes during the COVID-19 pandemic. Methods A 19-question survey on telepractice satisfaction and preferences was administered to 41 Hong Kong Chinese students and 85 parents who received telepractice services from school-based speech-language pathologists during the COVID-19 class suspension period. In addition to providing demographic information and data on the implementation of telepractice services, all participants were asked to rate their perceptions of the efficacy of telepractice services and compare on-site practices to telepractice on a 5-point Likert scale (ie, 1=strongly disagree/prefer the use of on-site speech-language therapy services and 5=strongly agree/prefer the use of telepractice services). Results Despite the fact that telepractice efficacy was highly rated by parents (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups believed that telepractice was less effective than on-site practices (parents: 95% CI 2.14-2.52; students: 95% CI 2.08-2.65). Moreover, parents preferred on-site practices over telepractice (95% CI 2.04-2.43), whereas students did not prefer one mode of practice over the other (95% CI 2.74-3.41). A significant association between telepractice efficacy and a preference for telepractice services was found only among the students (τ=.43, P<.001), not the parents (τ=.07; P=.44). Conclusions Although telepractice is an acceptable alternative service delivery option for providing speech and language therapy services to school-aged individuals, speech-language therapists and parents must play a more proactive role in telepractice services to facilitate effective communication between clinicians and parents.

Down Syndrome and Autism Spectrum Disorder Dual Diagnosis: Important Considerations for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Theresa M. Versaci ◽  
Laura J. Mattie ◽  
Laura J. Imming
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Service Delivery ◽  
Dual Diagnosis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Therapy Services

Purpose Individuals with Down syndrome (DS) often receive speech-language therapy services starting in infancy or toddlerhood. When providing speech-language therapy services for children with DS, speech-language pathologists (SLPs) need to consider the impact of other developmental and comorbid disorders that can affect language development, such as the presence of a dual diagnosis of DS and autism spectrum disorder (DS + ASD). The prevalence rate of ASD in DS is ~20%, which is higher than in the general population. Method This clinical focus article aims to provide SLPs with additional knowledge about DS + ASD to improve service delivery and support parents' ability to advocate for their child with confirmed or suspected DS + ASD. This is accomplished by summarizing the current evidence base on the presence of ASD in DS and discussing implications of a DS + ASD diagnosis for clinical practice with SLPs. Conclusions SLPs play a key role in supporting families of those with DS + ASD by advocating and educating. By understanding the unique profiles of strengths and weaknesses of individuals with DS + ASD, SLPs can provide appropriate service delivery (i.e., treatment and intervention approaches) and advocacy for their clients and their families.

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