Electromagnetic articulography is feasible for assessment of speech motor skills in cochlear implant users

Purpose The aim of the study was to develop and validate a probe word list and scoring system to assess speech motor skills in preschool and school-age children with motor speech disorders. Method This article describes the development of a probe word list and scoring system using a modified word complexity measure and principles based on the hierarchical development of speech motor control known as the Motor Speech Hierarchy (MSH). The probe word list development accounted for factors related to word (i.e., motoric) complexity, linguistic variables, and content familiarity. The probe word list and scoring system was administered to 48 preschool and school-age children with moderate-to-severe speech motor delay at clinical centers in Ontario, Canada, and then evaluated for reliability and validity. Results One-way analyses of variance revealed that the motor complexity of the probe words increased significantly for each MSH stage, while no significant differences in the linguistic complexity were found for neighborhood density, mean biphone frequency, or log word frequency. The probe word list and scoring system yielded high reliability on measures of internal consistency and intrarater reliability. Interrater reliability indicated moderate agreement across the MSH stages, with the exception of MSH Stage V, which yielded substantial agreement. The probe word list and scoring system demonstrated high content, construct (unidimensionality, convergent validity, and discriminant validity), and criterion-related (concurrent and predictive) validity. Conclusions The probe word list and scoring system described in the current study provide a standardized method that speech-language pathologists can use in the assessment of speech motor control. It can support clinicians in identifying speech motor difficulties in preschool and school-age children, set appropriate goals, and potentially measure changes in these goals across time and/or after intervention.

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EŞİTMƏ QÜSURLU UŞAQLARDA SƏS TƏLƏFFÜZÜ POZULMALARINI ARADAN QALDIRMAQ ÜÇÜN MUSİQİLİ RİTMİK VASİTƏLƏRDƏN İSTİFADƏ

SCIENTIFIC WORK ◽

10.36719/2663-4619/61/136-138 ◽

2020 ◽

Vol 61 (12) ◽

pp. 136-138

Author(s):

Bahar Aliosat Mustafayeva ◽

Keyword(s):

Motor Skills ◽

Cognitive Processes ◽

Role Playing ◽

Auditory Attention ◽

Auditory Analyzer ◽

Role Playing Games ◽

Large Motor ◽

Impaired Children ◽

Speech Motor ◽

Over Time

One of the most relevant methods used in the rehabilitation of hearing-impaired children and for the development of speech is music-rhythm. In any games based on music-rhythm, it is possible to stimulate several areas, such as speech, motor, cognitive processes. Composing tasks in the form of role-playing games appropriate to the age characteristics of children increases its effectiveness. Music primarily affects the auditory analyzer in children, helps to increase auditory attention in children with dementia. Thus, the child perceives sounds better over time and develops the ability to differentiate them. Improved hearing allows children to understand the speech of adults better. Over time, it accelerates the process of sound imitation, allows the child to pronounce the initial sounds and syllables. Musical-rhythmic is based on the combination of sounds with movements, which leads to the improvement of children's motor skills. It helps to develop small and large motor skills, rhythm and coordination abilities during tasks. Key words: hearing, speech, game, music, exercise, child

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Exploring the Relationship Between Speech Motor Control and Phonological Processing in Children Who Stutter and Typically Developed Children

Journal of Modern Rehabilitation ◽

10.18502/jmr.v15i3.7733 ◽

2021 ◽

Author(s):

Sousan Salehi ◽

Saman Maroufizadeh ◽

Zahra Soleymani ◽

Seyedeh Zeinab Beheshti ◽

Sheida Bavandi

Keyword(s):

Motor Control ◽

Language Processing ◽

Speech Processing ◽

Phonological Processing ◽

Pearson Correlation ◽

Speech Motor Control ◽

Word Repetition ◽

Oral Speech ◽

Speech Motor Skills ◽

Speech Motor

Introduction: Language processing (especially phonology) and speech motor control are disordered in stuttering. However, it is unclear how they are related based on the models of speech processing. The present study aimed to study non-word repetition, rhyme and alliteration judgment, and speech motor control and investigate their relationship in children who stutter (CWS) compared to typically developed children (TDC). Materials and Methods: Twenty-eight CWS (mean age=5.46 years) and 28 peers TDC (mean age=5.52 years) participated in this study. Phonological processing, according to the speech processing model, is divided into phonological input and output. Phonological input, phonological output, and speech motor control were assessed by rhyme and alliteration tasks, accurate phonological production during non-word repetition task, and Robbins-Klee oral speech motor protocol, respectively. The Pearson correlation coefficient, independent t-test, and Cohen’s d were used for data analysis. Results: Both non-word repetition and speech motor skills were significantly different in CWS than TDC (P<0.001). But rhyme and alliteration judgment were similar across groups (P>0.001). Phonological processing and speech motor control were not significantly correlated (P>0.001). Conclusion: Phonological processing (output), a level before articulation, and speech motor control are not correlated, but both are disordered in preschool CWS. Additionally, phonological processing (input) is similar in CWS and TDC. That is, phonological input is not affected by stuttering in CWS.

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Electromagnetic Articulography Treatment for an Adult With Broca’s Aphasia and Apraxia of Speech

Journal of Speech Language and Hearing Research ◽

10.1044/jslhr.4206.1355 ◽

1999 ◽

Vol 42 (6) ◽

pp. 1355-1366 ◽

Cited By ~ 46

Author(s):

William F. Katz ◽

Sneha V. Bharadwaj ◽

Burkhard Carstens

Keyword(s):

Motor Behavior ◽

Visually Guided ◽

Apraxia Of Speech ◽

Broca's Aphasia ◽

Visual Biofeedback ◽

Electromagnetic Articulography ◽

Broca’S Aphasia ◽

Tip Position ◽

Marginal Improvement ◽

Speech Motor

Electromagnetic articulography (EMA) was explored as a means of remediating [s]/[∫] articulation deficits in the speech of an adult with Broca’s aphasia and apraxia of speech. Over a 1-month period, the subject was provided with 2 different treatments in a counterbalanced procedure: (1) visually guided biofeedback concerning tongue-tip position and (2) a foil treatment in which a computer program delivered voicing-contrast stimuli for simple repetition. Kinematic and perceptual data suggest improvement resulting from visually guided biofeedback, both for nonspeech oral and, to a lesser extent, speech motor tasks. In contrast, the phonetic contrast treated in the foil condition showed only marginal improvement during the therapy session, with performance dropping back to baseline 10 weeks post-treatment. Although preliminary, the findings suggest that visual biofeedback concerning tongue-tip position can be used to treat nonspeech oral and (to a lesser extent) speech motor behavior in adults with Broca’s aphasia and apraxia of speech.

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Cochlear implant in a child diagnosed with Dandy-Walker Syndrome Variant: a study case

Revista CEFAC ◽

10.1590/1982-0216201820416217 ◽

2018 ◽

Vol 20 (4) ◽

pp. 550-559

Author(s):

Mariana dos Santos Pedrett ◽

Silvia Borges ◽

Luiz Carlos Avelino Júnior ◽

Maria Beatriz Pedrett Costa

Keyword(s):

Cochlear Implant ◽

Standardized Tests ◽

Motor Skills ◽

Oral Language ◽

Language Skills ◽

Rehabilitation Services ◽

Motor Abilities ◽

Cochlear Implant User ◽

Speech Therapist ◽

Study Case

ABSTRACT Dandy-Walker Syndrome Variant presents itself as a milder form of Dandy-Walker Syndrome, with less pronounced vermis hypoplasia, and hearing impairment is among its characteristics. This study aimed to report the case of a male patient aged 4.5 clinically diagnosed with Dandy-Walker Syndrome variant, a cochlear implant user, who was referred to rehabilitation services and followed up by a multidisciplinary team. The patient underwent therapy assisted by an audiologist/speech therapist and a physiotherapist between June 2016 and December 2016, totaling 20 sessions, with emphasis on the Aurioral approach. His evolution regarding hearing and motor abilities was evaluated through standardized instruments that helped to catalogue the patient’s evolution and responses in an empirical way. The development of his auditory and motor skills, evaluated through standardized tests used as parameters of therapeutic evolution, demonstrated that rehabilitation, performed by a multi-professional team, can be satisfactorily applied in the management of cases where deafness does not appear as the only associated factor. It is suggested that a cochlear implant, despite the difficulties peculiar to the syndrome in question, can be an effective resource to acquire oral language and reach more complex stages related to hearing and language skills.

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Speech features of stuttering children

SCIENTIFIC WORK ◽

10.36719/2663-4619/62/151-154 ◽

2021 ◽

Vol 62 (01) ◽

pp. 151-154

Author(s):

Sumeyra Hussein Avdji ◽

Keyword(s):

Speech Disorders ◽

Individual Characteristics ◽

Situational Factors ◽

Speech Characteristics ◽

Speech Features ◽

Development Of Language ◽

Speech Motor Skills ◽

Speech Motor ◽

Great Damage ◽

Communicative Processes

To understand the nature of stuttering, it is important to clarify the speech characteristics of children who stutter. The level of development of language skills in stuttering children is almost the same as in normal-speaking children. They determine the reactions of individual characteristics to the influence of various situational factors. Research on the speech characteristics of stuttering children shows that they have difficulty using the means of communication in the communicative processes of speech, despite the richness of vocabulary and the ability to compose sentences. Stuttering is one of the most common speech disorders caused by convulsions in the muscles of the speech apparatus, and stuttering should be eliminated immediately when it occurs. Otherwise, it will get worse and worse over time and can do great damage to the child's mental development. Key words: stuttering, speech, motor skills, oral and written speech, articulation, convulsions

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