scholarly journals The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties

2018 ◽  
Vol 35 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Eleftheria Geronikou ◽  
Maggie Vance ◽  
Bill Wells ◽  
Jenny Thomson
Keyword(s):  
Speech Sound ◽  
Single Subject ◽  
Inflectional Morphology ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Assessment Scores ◽  
Single Subject Research ◽  
Language Difficulties ◽  
English Speaking ◽  
And Control

Intervention with children with speech and language difficulties has been proven beneficial compared with no treatment yet, knowing what type of intervention to provide remains a challenge. Studies of English-speaking children indicate that intervention targeting the production of morphological targets may have a positive effect on phonological aspects and vice versa. However, studies have not reported on generalization effects to untreated morphemes and little is yet known about morphological intervention in the context of a highly inflected language. The purpose of the current intervention case study was to investigate the effect of intervention in relation to phonological and morphological targets in Greek, a language characterized by complex inflectional morphology. A single subject research design was used with pre- and post-intervention assessment carried out. The participant was a four-year-old Greek-speaking boy with speech difficulties. The production of /s/, a phoneme used in multiple phonological and morphological contexts was targeted with alternating focus of intervention between phonological and morphological targets. Assessment took place at two levels: macro-assessment to monitor broad changes in speech; micro-assessment to measure therapy-specific changes in the production of treated targets and generalization to untreated targets and control items. There were four phases of intervention with a total of 24 hours of therapy. Significant improvement in performance accuracy was found between assessment scores immediately pre- and post-intervention. Intervention targeting the production of a phoneme in the word stem was not sufficient to accomplish the accurate production of morphemes requiring the same phoneme; intervention directly targeting morphemes was successful. Within-domain generalization was observed in both domains. Improved naming accuracy was observed post-intervention that was maintained at follow-up. The present study supports the case for morphophonological intervention. Morphological elements should be addressed in a comprehensive intervention for speech sound disorders.

Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design

2021 ◽  
Vol 42 (05) ◽  
pp. 419-430
Author(s):  
Klaire M. Brumbaugh ◽  
Ashley Gibson
Keyword(s):  
Outcome Measures ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Conversational Speech ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Efficacy ◽  
Study Intervention

AbstractThe purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

scholarly journals Perception of Correctly and Incorrectly Produced Words in Children With and Without Phonological Speech Sound Disorders

2020 ◽  
Vol 63 (12) ◽  
pp. 3961-3973
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Typical Development ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Language Tests ◽  
Language Difficulties ◽  
English Speaking ◽  
Study Participants

Purpose The purpose of this study was to examine the perception of correctly and incorrectly produced words in children with and without phonological speech sound disorder (SSD) with similar vocabulary and language skills. Method Thirty-six monolingual English-speaking children aged 4 and 5 years, half with SSD and half with typical speech and language skills, participated in this study. Participants completed standardized speech and language tests as well as a mispronunciation detection task targeting omissions and substitutions of the phonemes /k, s, ɹ/ in five word positions/shapes. Results The children with SSD obtained significantly lower perceptual accuracy than the children with typical development. There was no statistically significant effect for phoneme. Omissions were more likely to be detected by both groups of participants compared with substitutions, and children with SSD had greater difficulty identifying substitutions as incorrectly produced words. Conclusions Speech perception difficulties may be a distinguishing feature of children with phonological SSD and without concomitant language difficulties. Further research is needed to investigate specific speech contexts in which perception predicts accurate production in children with SSD.

scholarly journals Penerapan Prinsip-Prinsip Cognitive Behavior Therapy (BT) untuk Meningkatkan Self-Esteem Pada Remaja Perempuan

2018 ◽  
Vol 7 (2) ◽  
pp. 118-134
Author(s):  
Nafisa Alif Amalia
Keyword(s):  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Well Being ◽  
Self Esteem ◽  
Single Subject ◽  
Cognitive Behavior ◽  
Post Intervention ◽  
Externalizing Psychopathology ◽  
Single Subject Research ◽  
Three Stages

Self-esteem accorded a prominent role in the transition adolescence to adulthood. High self-esteem was associated with life satisfaction and predicts success and well-being in life domains. Otherwise, low self-esteem predicted depressive symptoms and as an indicator of various forms of internalizing and externalizing psychopathology. This study aimed to determine effectiveness the principles of Cognitive Behavior Therapy (CBT) to increase self-esteem. This study uses single-subject research design. The participant of this study is a 13 years 8 months old girl who has low self-esteem. Self-esteem was measured by a Coopersmith Self-Esteem Inventory (CSEI) from Coopersmith (1967), adolescent’s behavior was measured by Child Behavioral Checklist (CBCL), and supported by interview with adolescent and parent. This intervention consists of three stages, such as the pre-intervention that consists of one session, the intervention that consists of eight sessions, and the post-intervention that consist of one session. The result of this study indicates that CBT can increase self-esteem, especially in certain domains, such as school and general self. Meanwhile, adolescent’s behavior also changes, especially in thought problem aspect. However, other problem experienced by adolescent can be obstacle to effectiveness the principles of Cognitive Behavior Therapy (CBT) to increase self-esteem.

Phonological Measures for Bilingual Spanish-English–Speaking Preschoolers: The Language Combination Effect

2021 ◽  
pp. 1-27
Author(s):  
Leah Fabiano-Smith ◽  
Chelsea Privette ◽  
Lingling An
Keyword(s):  
Diagnostic Accuracy ◽  
Speech Sound ◽  
Bilingual Children ◽  
Support Vector ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Receiver Operating Characteristic Curves ◽  
English Speaking ◽  
Spanish Phonology ◽  
The Individual

Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3–6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English–speaking children ( x = 5;3), five bilingual Spanish-English–speaking children with speech sound disorders ( x = 4;6), 26 typically developing monolingual English-speaking children ( x = 4;8), and six monolingual English-speaking children with speech sound disorders ( x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct–revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language. Results Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy. Conclusion To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual children need to be assessed across both gross and discrete measures of phonological ability. Supplemental Material https://doi.org/10.23641/asha.16632604

scholarly journals Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist

2017 ◽  
Vol 26 (3) ◽  
pp. 691-708 ◽  
Author(s):  
Sharynne McLeod ◽  
Sarah Verdon ◽  
Elise Baker ◽  
Martin J. Ball ◽  
Elaine Ballard ◽  
...  
Keyword(s):  
Speech Sound ◽  
Culturally Competent ◽  
Speech Sound Disorders ◽  
Comprehensive Overview ◽  
Speech Language Pathologist ◽  
Key Points ◽  
English Speaking ◽  
Children's Speech ◽  
Speech Assessment

Purpose The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). Results This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese- and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.

scholarly journals Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial

2019 ◽  
Vol 62 (11) ◽  
pp. 4045-4061 ◽  
Author(s):  
Luis M. T. Jesus ◽  
Joana Martinez ◽  
Joaquim Santos ◽  
Andreia Hall ◽  
Victoria Joffe
Keyword(s):  
Controlled Trial ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Intervention Effect ◽  
Time Points ◽  
Randomized Controlled ◽  
Speech Language Pathologist ◽  
Group Change ◽  
New Evidence

Purpose This article reports on the effectiveness of a novel tablet-based approach to phonological intervention and compares it to a traditional tabletop approach, targeting children with phonologically based speech sound disorders (SSD). Method Twenty-two Portuguese children with phonologically based SSD were randomly assigned to 1 of 2 interventions, tabletop or tablet (11 children in each group), and received intervention based on the same activities, with the only difference being the delivery. All children were treated by the same speech-language pathologist over 2 blocks of 6 weekly sessions, for 12 sessions of intervention. Participants were assessed at 3 time points: baseline; pre-intervention, after a 3-month waiting period; and post-intervention. Outcome measures included percentage of consonants correct, percentage of vowels correct, and percentage of phonemes correct. A generalization of target sounds was also explored. Results Both tabletop and tablet-based interventions were effective in improving percentage of consonants correct and percentage of phonemes correct scores, with an intervention effect only evident for percentage of vowels correct in the tablet group. Change scores across both interventions were significantly greater after the intervention, compared to baseline, indicating that the change was due to the intervention. High levels of generalization (60% and above for the majority of participants) were obtained across both tabletop and tablet groups. Conclusions The software proved to be as effective as a traditional tabletop approach in treating children with phonologically based SSD. These findings provide new evidence regarding the use of digital materials in improving speech in children with SSD. Supplemental Material https://doi.org/10.23641/asha.9989816

scholarly journals A Pilot Investigation of Speech Sound Disorder Intervention Delivered by Telehealth to School-Age Children

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Sue Grogan-Johnson ◽  
Rodney M. Gabel ◽  
Jacquelyn Taylor ◽  
Lynne E. Rowan ◽  
Robin Alvares ◽  
...  
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Post Intervention

This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth), or conventional side-by-side intervention.  Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002). Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP) goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting. Keywords:  Telehealth, telerehabilitation, videoconferencing, speech sound disorder, speech therapy, speech-language pathology; E-Helper

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.

The Effect of Hand Gesture Cues Within the Treatment of /r/ for a College-Aged Adult With Persisting Childhood Apraxia of Speech

2017 ◽  
Vol 26 (4) ◽  
pp. 1236-1243 ◽  
Author(s):  
Heather Leavy Rusiewicz ◽  
Jessica Lynch Rivera
Keyword(s):  
Speech Sound ◽  
Single Subject ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Visual Modeling ◽  
Verbal Instructions ◽  
Spatiotemporal Parameters ◽  
Withdrawal Design ◽  
Preliminary Support

Purpose Despite the widespread use of hand movements as visual and kinesthetic cues to facilitate accurate speech produced by individuals with speech sound disorders (SSDs), no experimental investigation of gestural cues that mimic that spatiotemporal parameters of speech sounds (e.g., holding fingers and thumb together and “popping” them to cue /p/) currently exists. The purpose of this study was to examine the effectiveness of manual mimicry cues within a multisensory intervention of persisting childhood apraxia of speech (CAS). Method A single-subject ABAB withdrawal design was implemented to assess the accuracy of vowel + /r/ combinations produced by a 21-year-old woman with persisting CAS. The effect of manual mimicry gestures paired with multisensory therapy consisting of verbal instructions and visual modeling was assessed via clinician and naïve listener ratings of target sound accuracy. Results According to the perceptual ratings of the treating clinician and 28 naïve listeners, the participant demonstrated improved speech sound accuracy as a function of the manual mimicry/multisensory therapy. Conclusions These data offer preliminary support for the incorporation of gestural cues in therapy for CAS and other SSDs. The need for continued research on the interaction of speech and manual movements for individuals with SSDs is discussed.

scholarly journals Examining the efficacy of complex clusters in real words and nonwords during the treatment of speech sound disorders

2019 ◽  
Author(s):  
Alycia Erin Cummings ◽  
Heidi Thompson
Keyword(s):  
Target Selection ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Speech Sound Disorders ◽  
Treatment Target ◽  
Baseline Design ◽  
Treatment Groups ◽  
Complex Cluster ◽  
Phonological Change

This study compared the treatment efficacy of real words (RW) and non-words (NW) containing complex consonant clusters. Using a single-subject multiple baseline design, six children with speech sound disorders (SSD) (5;3 to 6;2) were split into two treatment groups (RW and NW). Children taught clusters in RWs had more accurate productions and greater generalization of their treatment target, while children in the NW treatment resulted in a greater decrease in error variants. Both groups demonstrated similar changes in their overall percent consonants correct and untreated cluster production accuracy. Thus, complex cluster targets in both RWs and NWs should be considered to be efficient and efficacious options when providing SSD treatment. Since children demonstrated widespread phonological change despite often lacking all cluster segments in their phonemic inventories, previous suggestions of complex cluster target selection may need to be revisited.

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