Articulation Norms Used by Practicing Speech-Language Pathologists in Oregon

1980 ◽  
Vol 45 (1) ◽  
pp. 103-111 ◽  
Author(s):  
Susan Roach Stewart ◽  
Glenn Weybright
Keyword(s):  
Speech Sound ◽  
Clinical Implications ◽  
Speech Language Pathologists ◽  
Developmental Norms ◽  
Traditional Norms

Recent investigations of childrens' developing articulation abilities indicate substantially earlier ages for speech-sound acquisition as compared to traditional norms. Speech-language pathologists in Oregon were asked which developmental norms they used when assessing articulation development. The majority refer to Templin's 1957 investigation instead of more recent norms. Those respondents who did not use developmental norms reported other factors and sources as useful references when determining articulation status. Clinical implications of these findings are discussed.

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.

Speech-Language Pathologists' Ratings of Speech Accuracy in Children With Speech Sound Disorders

2021 ◽  
pp. 1-12
Author(s):  
Linye Jing ◽  
Maria I. Grigos
Keyword(s):  
Interrater Reliability ◽  
Rating Scales ◽  
Rating Scale ◽  
Speech Sound ◽  
Future Research ◽  
Training Procedure ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Point Rating Scale ◽  
Whole Word

Purpose: Forming accurate and consistent speech judgments can be challenging when working with children with speech sound disorders who produce a large number and varied types of error patterns. Rating scales offer a systematic approach to assessing the whole word rather than individual sounds. Thus, these scales can be an efficient way for speech-language pathologists (SLPs) to monitor treatment progress. This study evaluated the interrater reliability of an existing 3-point rating scale using a large group of SLPs as raters. Method: Utilizing an online platform, 30 SLPs completed a brief training and then rated single words produced by children with typical speech patterns and children with speech sound disorders. Words were closely balanced across the three rating categories of the scale. The interrater reliability of the SLPs ratings to a consensus judgment was examined. Results: The majority of SLPs (87%) reached substantial interrater reliability to a consensus judgment using the 3-point rating scale. Correct productions had the highest interrater reliability. Productions with extensive errors had higher agreement than those with minor errors. Certain error types, such as vowel distortions, were especially challenging for SLPs to judge. Conclusions: This study demonstrated substantial interrater reliability to a consensus judgment among a large majority of 30 SLPs using a 3-point rating. The clinical implications of the findings are discussed along with proposed modifications to the training procedure to guide future research.

scholarly journals Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

2018 ◽  
Vol 49 (4) ◽  
pp. 774-786 ◽  
Author(s):  
Kathryn L. Cabbage ◽  
Kelly Farquharson ◽  
Jenya Iuzzini-Seigel ◽  
Jennifer Zuk ◽  
Tiffany P. Hogan
Keyword(s):  
At Risk ◽  
Young Children ◽  
Speech Production ◽  
Sound Production ◽  
Speech Sound ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
History Of ◽  
Production Errors

Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

A Survey of Speech Sound Productions in Children With Visual Impairments

2018 ◽  
Vol 40 (4) ◽  
pp. 206-219
Author(s):  
Monica Gordon-Pershey ◽  
Shannon Zeszut ◽  
Kyle Brouwer
Keyword(s):  
Sound Production ◽  
Visual Impairments ◽  
Speech Sound ◽  
Speech Language Pathologists ◽  
Medical Diagnoses ◽  
Treatment Techniques ◽  
Speech Characteristics ◽  
Developmental Conditions ◽  
Production Errors ◽  
Children With Visual Impairments

This survey addressed a twofold need: first, research into speech sound productions in children with visual impairments and, second, evidence upon which speech-language pathologists might base interventions for children with visual impairments. Fifteen speech-language pathologists responded to a survey about speech sound productions in caseload children with visual impairments. Respondents reported the speech characteristics of 46 children, their coexisting medical diagnoses and developmental conditions, the nature of their visual impairments, and therapy approaches used. Children and teens with visual impairments demonstrated speech sound production errors. It is not conclusive that errors resulted from having visual impairments. Respondents reported effective speech treatment techniques. This study contributes a detailed report of speech sound productions in children who, despite a diversity of coexisting diagnoses, had visual impairment in common. Findings provide a point of reference regarding speech sound productions in children with visual impairments, as well as efficacious treatments.

How To Get Started With Ultrasound Technology for Treatment of Speech Sound Disorders

2015 ◽  
Vol 25 (2) ◽  
pp. 66-80 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Alan Wrench ◽  
Sherry Sancibrian
Keyword(s):  
Visual Feedback ◽  
Clinical Setting ◽  
Clinical Case ◽  
Clinical Evidence ◽  
Speech Sound ◽  
Treatment Protocol ◽  
Basic Information ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Ultrasound Technology

Although providing visual feedback with ultrasound is becoming more and more popular among speech-language pathologists, it is still not widely used, perhaps because many speech-language pathologists are unfamiliar with its application to treatment of speech sound disorders. This report introduces basic information on ultrasound for new users and summarizes existing studies conducted with ultrasound to provide clinical evidence for speech treatment. This report also presents a clinical case using ultrasound and discusses a treatment protocol for establishing postvocalic /r/ to illustrate an example of how ultrasound was used in a clinical setting.

scholarly journals Speech sound production accuracy produced by North Korean defectors’ adolescent children born in China

2021 ◽  
Vol 6 (2) ◽  
pp. 113-117
Author(s):  
Eun Kyoung Lee ◽  
Hyun Jung Lee
Keyword(s):  
Speech Production ◽  
Sound Production ◽  
Speech Sound ◽  
Clinical Implications ◽  
Number Of Children ◽  
North Korean Refugee ◽  
Word Level ◽  
North Korean Refugees ◽  
North Korean Defectors ◽  
Different Characteristics

Purpose:Children from North Korean defector families possess different characteristics from children with other multicultural and multilingual backgrounds in Korea, partially due to the fact that the number of children born in third countries is higher than those of children born in North Korea. The purpose of the study is to analyze the word-level speech sound productions of adolescent children of North Korean refugee mothers, primarily through a calculation of speech sound accuracy.Methods: The participants consisted of 11 adolescent children whose mothers were North Korean defectors, and whose fathers were Chinese. Participants’ speech sound production skills were assessed using 103 words from the KS-PAPT and U-TAP.Results: Korean defectors’ adolescent children have lower consonant accuracy (PCC= 79.14%) compared to vowel accuracy (PVC=94.71%). The consonant accuracy of liquid/ㄹ/ was significantly lower than those of other manners of articulation. The consonant accuracy of word-final codas was significantly lower than those of other positions in word.Conclusions: This current research has clinical implications for the assessment and analysis of the speech production abilities of the adolescent children of North Korean refugees.

scholarly journals Standardized Tests and the Diagnosis of Speech Sound Disorders

2019 ◽  
Vol 4 (1) ◽  
pp. 58-66 ◽  
Author(s):  
Leah Fabiano-Smith
Keyword(s):  
Standardized Tests ◽  
Relevant Literature ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Resource Guide ◽  
Criterion Referenced ◽  
Diagnostic Pitfalls

Purpose The purpose of this tutorial is to provide speech-language pathologists with the knowledge and tools to (a) evaluate standardized tests of articulation and phonology and (b) utilize criterion-referenced approaches to assessment in the absence of psychometrically strong standardized tests. Method Relevant literature on psychometrics of standardized tests used to diagnose speech sound disorders in children is discussed. Norm-referenced and criterion-referenced approaches to assessment are reviewed, and a step-by-step guide to a criterion-referenced assessment is provided. Published criterion references are provided as a quick and easy resource guide for professionals. Results Few psychometrically strong standardized tests exist for the evaluation of speech sound disorders for monolingual and bilingual populations. The use of criterion-referenced testing is encouraged to avoid diagnostic pitfalls. Discussion Speech-language pathologists who increase their use of criterion-referenced measures and decrease their use of standardized tests will arrive at more accurate diagnoses of speech sound disorders.

Motivation, Rapport, and Resilience: Three Pillars of Adolescent Therapy to Shift the Focus to Adulthood

2021 ◽  
pp. 1-9
Author(s):  
Kathleen J. Abendroth ◽  
Jennifer E. Whited
Keyword(s):  
Social Constructivism ◽  
Interpersonal Skills ◽  
Communication Disorders ◽  
Intervention Strategies ◽  
Clinical Implications ◽  
Older Students ◽  
Speech Language Pathologists ◽  
Adolescent Students ◽  
Adolescent Therapy ◽  
Client Centered Therapy

Purpose The purpose of this clinical focus article is to encourage speech-language pathologists (SLPs) to shift their operational framework as students grow from childhood to adulthood by focusing on three pillars of interaction: motivation, rapport, and resilience. We need to foster greater independence and interpersonal skills in older students, but researchers have not explained how to help SLPs successfully transition their intervention strategies. Here, we identify three pillars of adolescent therapy—motivation, rapport, and resilience—to help clinicians shift their perspective from childhood to adulthood. We rely on social constructivism to guide practice and argue that client-centered models of therapy are more appropriate than therapist-centered models for adolescent students. For each pillar, we discuss clinician behaviors, student results, and clinical implications. Conclusions By strengthening these three pillars of interaction, clinicians can shift their focus toward client-centered therapy models and facilitate skills students need in adulthood. Strengthening skills related to motivation, rapport, and resilience will help support more symmetrical and flexible clinical partnerships in adolescent students with communication disorders.

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