scholarly journals Parents’ Experiences of Completing Home Practice for Speech Sound Disorders

2019 ◽  
Vol 41 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Eleanor Sugden ◽  
Natalie Munro ◽  
Carol M. Trivette ◽  
Elise Baker ◽  
A. Lynn Williams
Keyword(s):  
Qualitative Content Analysis ◽  
Speech Sound ◽  
Children And Families ◽  
Home Practice ◽  
Structured Interviews ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Over Time ◽  
Analyze Data ◽  
Parents Experiences

Early childhood practitioners, including speech-language pathologists (SLPs), frequently provide home practice to children and families. For children with speech sound disorder (SSD), who comprise a large proportion of SLPs’ caseloads worldwide, completing home practice can increase the amount of intervention received and improve outcomes. However, little is known about parents’ experiences of completing this home practice. The purpose of this qualitative study was to explore parents’ experiences of completing home practice for children with SSD. Semi-structured interviews were conducted with six parents. Qualitative content analysis was used to analyze data and identify four themes: evolution over time, different roles, importance, and managing the practicalities of home practice. The findings speak to the complexities of this experience for families and the need for practitioners to collaborate with families when providing home practice. These findings have implications for the home practice that early intervention practitioners provide to children and families.

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.

scholarly journals How are speech sound disorders perceived among children? A qualitative content analysis of focus group interviews with 10–11-year-old children

2021 ◽  
pp. 026565902199553
Author(s):  
Camilla Nilsson ◽  
Jill Nyberg ◽  
Sofia Strömbergsson
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Qualitative Content Analysis ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Focus Group Interviews ◽  
Language Varieties ◽  
Speech Characteristics ◽  
Animated Film ◽  
Group Interviews

The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during four focus group interviews. The transcribed interviews underwent a qualitative content analysis. The analysis resulted in five identified main themes of listener reactions, concerning the experiences as a listener, the perspective of the speaker, as well as observations of speech characteristics. Reactions of empathy were expressed towards a perceived misalignment between speaker age and speech production proficiency. Awareness of peer reactions are clinically useful, for the understanding and acknowledgement of everyday contextual factors of children with SSDs, during planning and motivation of speech intervention. The children’s self-selected terminology may serve future quantitative investigations to further determine the boundaries of acceptability towards SSDs as well as towards non-standard sociolects or language varieties.

scholarly journals Language Skill Mediates the Relationship Between Language Load and Articulatory Variability in Children With Language and Speech Sound Disorders

2018 ◽  
Vol 61 (12) ◽  
pp. 3010-3022 ◽  
Author(s):  
Janet Vuolo ◽  
Lisa Goffman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Speech Sound ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Retrieval Task ◽  
The Relationship

Purpose The aim of the study was to investigate the relationship between language load and articulatory variability in children with language and speech sound disorders, including childhood apraxia of speech. Method Forty-six children, ages 48–92 months, participated in the current study, including children with speech sound disorder, developmental language disorder (aka specific language impairment), childhood apraxia of speech, and typical development. Children imitated (low language load task) then retrieved (high language load task) agent + action phrases. Articulatory variability was quantified using speech kinematics. We assessed language status and speech status (typical vs. impaired) in relation to articulatory variability. Results All children showed increased articulatory variability in the retrieval task compared with the imitation task. However, only children with language impairment showed a disproportionate increase in articulatory variability in the retrieval task relative to peers with typical language skills. Conclusion Higher-level language processes affect lower-level speech motor control processes, and this relationship appears to be more strongly mediated by language than speech skill.

Target Selection Considerations for Speech Sound Disorder Intervention in Schools

2020 ◽  
Vol 5 (6) ◽  
pp. 1722-1734
Author(s):  
Shari L. DeVeney ◽  
Kathryn Cabbage ◽  
Theresa Mourey
Keyword(s):  
Service Provision ◽  
Target Selection ◽  
Speech Sound ◽  
Clinical Decision ◽  
Frequency Of Occurrence ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
High Quality ◽  
Therapy Targets ◽  
Individualized Approach

Purpose Clinicians working with children who have speech sound disorders that involve multiple errors often prioritize particular errored sounds for intervention. However, this prioritization is not always an easy or clearly defined clinical decision, as there are many target selection considerations to weigh, some of which directly oppose one another. Conversely, sometimes there are multiple justified reasons to target a particular process or sound over others produced in error. Having a well-advised rationale regarding what sounds/sound classes to prioritize in treatment is a critical tenet of high-quality clinical service provision. Therefore, speech-language pathologists need to be mindful of differing rationales for prioritizing therapy targets and note that the same prioritization may not be appropriate for all children receiving therapy. Conclusions This clinical focus article provides an overview of a wide variety of pediatric target selection considerations (e.g., stimulability, complexity, frequency of occurrence, and interference with intelligibility) and offers clinicians theoretical and research-based rationales for each. Limitations and/or controversies that hamper practical clinical application of each target selection consideration are noted and described. Aspects in need of further research are highlighted. Additionally, through presentation of hypothetical case studies, the authors illustrate an individualized approach to target selection appropriate for a pediatric caseload.

Does the Integrated Reporting's definition of human capital fit with the HR manager's perspective?

2020 ◽  
pp. 5-32
Author(s):  
Maurizio Cisi ◽  
Francesca Alice Centrone ◽  
Laura Corazza
Keyword(s):  
Human Capital ◽  
Qualitative Content Analysis ◽  
The Self ◽  
Structured Interviews ◽  
Key Informants ◽  
Definition Of ◽  
Hr Managers ◽  
The Voice ◽  
Purposive Sample ◽  
Over Time

The assessment of the organisation's ability to create value over time through its human capital (HC) is crucial for every business. Several definitions of HC ex-ist, quite ambiguous and not unique. This fuzziness is impacting, in turn, the busi-ness practice. This study is grounded on the concept of HC, as defined by the Inte-grated Reporting (IR) and it is focused on testing the self-identification of HR managers with the IR definition. With this work, authors want to question the in-clusivity of the definition of HC, as well as, its practical suitability, recurring to a theoretical framework called dialogic-polylogic accounting. A first exploration of the HC definition from the IR framework has been con-ducted, representing the cause-effect links and some reflections on its semantics. Furthermore, the opinion of a purposive sample of key informants HR managers is explored through a qualitative content analysis on 19 semi-structured interviews. Such key informants have a first-hand knowledge about the community of Italian HR managers, and they have no experience in IR representing the voice of ex-cluded, but potential users. Despite an initial sympathetic reaction, the HC practi-tioners stressed an excessive technical rigidity in IR definition, quite distant from their field experience on HC.

scholarly journals Living with the Memories—Parents’ Experiences of Their Newborn Child Undergoing Heart Surgery Abroad: A Qualitative Study

2020 ◽  
Vol 17 (23) ◽  
pp. 8840
Author(s):  
Ólöf Kristjánsdóttir ◽  
Annica Sjöström-Strand ◽  
Gudrún Kristjánsdóttir
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Heart Surgery ◽  
Qualitative Content Analysis ◽  
Interdisciplinary Teams ◽  
Stressful Event ◽  
Structured Interviews ◽  
Vulnerable Families ◽  
Newborn Child ◽  
Parents Experiences

Parents of children with a congenital heart defect needing complex heart surgery are at high risk of developing health problems. One can assume that parents whose child undergoes heart surgery abroad will undoubtably face added and unique stressors and health vulnerabilities. The aim of this qualitative study was to explore the transition experiences of parents of children who underwent a complex heart surgery abroad as newborns 1–5 years ago. The qualitative content analysis methodology by Graneheim and Lundman was used. A purposive sample of twelve parents, whose child had undergone a heart surgery abroad, participated in face-to-face, semi-structured interviews. Interviews were transcribed and analyzed using inductive qualitative content analysis. The overarching theme of “living with the memories” emerged from parents’ experiences, emphasizing the long-lasting impact this stressful event had on their lives. These experiences were characterized by four main categories: (1) being in an unknown situation; (2) feeling connected; (3) wishing to be accepted; and (4) finding closure. The findings show that the transition of having a newborn child undergo heart surgery abroad superimposed on the expected parenthood. That parents need to feel connected and included as legitimate clients was highlighted in their stories of experienced vulnerabilities. The results highlight the need for interdisciplinary teams to support these vulnerable families, particularly with follow-up care.

scholarly journals THE PREVALENCE OF STUTTERING, VOICE DISORDER, AND SPEECH SOUND DISORDERS IN PRESCHOOLERS IN SHAHREKORD, IRAN

2016 ◽  
Vol 7 (3-4) ◽  
pp. 456
Author(s):  
Omid Mohamadi ◽  
Mohammad Rahimi-Madiseh ◽  
Morteza Sedehi
Keyword(s):  
Positive Family History ◽  
Speech Sound ◽  
Communication Disorders ◽  
Speech Disorders ◽  
Voice Disorder ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Face To Face ◽  
Total Prevalence ◽  
Speech And Language Pathologists

<p style="margin: 0cm 0cm 24pt 36pt;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">The inability to communicate easily and clearly can have far-reaching debilitating effects, not only in childhood, but throughout a lifetime. The aim of this study was to determine the prevalence of stuttering, voice disorder, and speech sound disorders in Persian preschoolers in Shahrekord, Iran. Information about 1,387 children ages 5 to 6 was obtained via face-to-face screening and assessment. The total prevalence of speech disorders was 17.1%. The prevalence of stuttering was 1.5%, while 13.4% had a speech sound disorder, and 2.2% had voice disorder. The prevalence of stuttering was higher in males (2.2%) than females (0.7%); of speech sound disorders was higher in males (17.4%) than females (9.1%); and of voice disorder was higher in males (2.6%) than females (1.6%). The prevalence of stuttering and speech sound disorder was significantly different according to gender and positive family history. The prevalence figures revealed that a considerable number of preschoolers with speech disorders were missed in parents’ and teachers’ reports. Those children required more intensive communication support than they were receiving. Therefore, classroom teachers should work with speech and language pathologists to identify and assess preschoolers with communication disorders, and to develop intervention strategies.</span></p>

Speech Errors and Phonological Awareness in Children Ages 4 and 5 Years With and Without Speech Sound Disorder

2019 ◽  
Vol 62 (9) ◽  
pp. 3276-3289 ◽  
Author(s):  
Françoise Brosseau-Lapré ◽  
Elizabeth Roepke
Keyword(s):  
Phonological Awareness ◽  
Language Skills ◽  
Speech Sound ◽  
Speech Errors ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Monosyllabic Words ◽  
Speech And Language Development ◽  
To Receive ◽  
The Relationship

Purpose The aim of this study was to examine the relationship between types of speech errors produced by children with speech sound disorders (SSD) and children with typical speech and language development (TD) and phonological awareness (PA) skills. Method Participants were 40 children, half with SSD and half with TD, ages 4 and 5 years. They completed standard speech, language, and PA tests as well as produced single words varying in length from 1 to 5 syllables. Production of each consonant was classified as either correct production, omission, substitution, and distortion; errors were also classified as typical or atypical. Results The children with SSD produced similar proportions of each type of speech errors in mono-, di-, and multisyllabic words. In contrast, the children with TD produced much lower, but not significantly different, proportions of omissions, substitutions, distortions, and typical speech errors at each word length. They produced no atypical errors in monosyllabic words and were significantly more likely to produce them in multisyllabic words. Proportions of omissions and atypical speech errors were significantly correlated with PA performance. Variance in PA skills was predicted partly by vocabulary, language skills, and age; omissions accounted for an additional 5% of variance in PA. Other types of speech errors did not account for additional significant variance in PA performance. Conclusions Poorer PA skills were found to be associated with omissions and atypical speech errors. Research is required to investigate the potential of omission and atypical error use in predicting which children are likely to receive diagnoses of SSD and later literacy difficulties.

Lexical Considerations in the Treatment of Speech Sound Disorders in Children

2016 ◽  
Vol 1 (1) ◽  
pp. 57-65 ◽  
Author(s):  
Anna Sosa
Keyword(s):  
Speech Sound ◽  
Neighborhood Density ◽  
Phonological Development ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Phonotactic Probability ◽  
Phonological Learning ◽  
Research Findings ◽  
Phonological Neighborhood ◽  
Selection Of

The interaction between lexical and phonological development has been the focus of a growing body of research. Findings suggest that phonological ability influences word learning and that certain characteristics of words influence how words are produced by children. This article summarizes research findings regarding the effects of word frequency, phonological neighborhood density (PND), and phonotactic probability (PP) on phonological development, and describes how these factors have been manipulated to influence phonological learning in the treatment of speech sound disorder in children. Clinical applications and ideas for considering lexical factors in the selection of target words for treatment are provided.

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