scholarly journals Comparisons among Single-Word Tests for Korean Speech Sounds and Results of Assessment for Children with Speech Sound Disorders

2019 ◽  
Vol 24 (4) ◽  
pp. 1040-1053
Author(s):  
Roo-Dah Yi ◽  
Soo-Jin Kim
Keyword(s):  
Speech Sound ◽  
Speech Sounds ◽  
Single Word ◽  
Speech Sound Disorders

Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders

2021 ◽  
pp. 1-14
Author(s):  
Li-Li Yeh ◽  
Chia-Chi Liu
Keyword(s):  
Performance Measures ◽  
Speech Sound ◽  
Naming Task ◽  
Sample Type ◽  
Typically Developing ◽  
Speech Sample ◽  
Single Word ◽  
Speech Sound Disorders ◽  
Connected Speech ◽  
Speech Accuracy

Purpose Speech-language pathologists (SLPs) are faced with the challenge of quickly and accurately identifying children who present with speech sound disorders (SSD) compared to typically developing (TD) children. The goal of this study was to compare the clinical relevance of two speech sampling methods (single-word vs. connected speech samples) in how sensitive they are in detecting atypical speech sound development in children, and to know whether the information obtained from single-word samples is representative enough of children's overall speech sound performance. Method We compared the speech sound performance of 37 preschool children with SSD ( M age = 4;11 years) and 37 age-sex-matched typically developing children ( M age = 5;0 years) by eliciting their speech in two ways: (a) a picture-naming task to elicit single words, and (b) a story-retelling task to elicit connected speech. Four speech measures were compared across sample type (single words vs. connected speech) and across groups (SSD vs. TD): intelligibility, speech accuracy, phonemic inventory, and phonological patterns. Results Interaction effects were found between sample type and group on several speech sound performance measures. Single-word speech samples were found to differentiate the SSD group from the TD group, and were more sensitive than connected speech samples across various measures. The effect size of single-word samples was consistently higher than connected speech samples for three measures: intelligibility, speech accuracy, and phonemic inventory. The gap in sample type informativeness may be attributed to salience and avoidance effects, given that children tend to avoid producing unfamiliar phonemes in connected speech. The number of phonological patterns produced was the only measure that revealed no gap between two sampling types for both groups. Conclusions On measures of intelligibility, speech accuracy, and phonemic inventory, obtaining a single-word sample proved to be a more informative method of differentiating children with SSD from TD children than connected speech samples. This finding may guide SLPs in their choice of sampling type when they are under time pressure. We discuss how children's performance on the connected speech sample may be biased by salience and avoidance effects and/or task design, and may, therefore, not necessarily reveal a poorer performance than single-word samples, particularly in intelligibility, speech accuracy, and the number of phonological patterns, if these task limitations are circumvented. Our findings show that the performance gap, typically observed between the two sampling types, largely depends on which performance measures are evaluated with the speech sample. Our study is the first to address sampling type differences in SSD versus TD children and has significant clinical implications for SLPs looking for sampling types and measures that reliably identify SSD in preschool-aged children.

scholarly journals Perception of Speech Sounds in School-Aged Children with Speech Sound Disorders

2015 ◽  
Vol 36 (04) ◽  
pp. 224-233 ◽  
Author(s):  
Julia Irwin ◽  
Jacqueline Turcios ◽  
Jonathan Preston
Keyword(s):  
Speech Sound ◽  
Speech Sounds ◽  
Speech Sound Disorders ◽  
School Aged Children

Ages of Speech Sound Acquisition

1986 ◽  
Vol 17 (3) ◽  
pp. 175-186 ◽  
Author(s):  
Ann B. Smit
Keyword(s):  
Speech Sound ◽  
Spontaneous Speech ◽  
Speech Sounds ◽  
Speech Sample ◽  
Single Word

Published investigations of normative ages of speech sound acquisition vary in the kind of speech sample on which they are based and in the methods used. Review of norms based on elicited single-word responses shows that the methods used can influence the resulting ages of acquisition for specific speech sounds. Review of the investigations which sample children's spontaneous speech indicates that these data have characteristics that make them difficult to use as norms. Desirable characteristics of normative investigations of speech sound acquisition are proposed.

scholarly journals Effect of Complexity on Speech Sound Development: Evidence From Meta-Analysis Review of Treatment-Based Studies

2021 ◽  
Vol 12 ◽  
Author(s):  
Akshay R. Maggu ◽  
René Kager ◽  
Carol K. S. To ◽  
Judy S. K. Kwan ◽  
Patrick C. M. Wong
Keyword(s):  
Meta Analysis ◽  
Speech Sound ◽  
Effect Sizes ◽  
Speech Sounds ◽  
Inclusion Criteria ◽  
Speech Sound Disorders ◽  
Treatment Approaches ◽  
Speech Sound Development ◽  
Language Learnability

In the current study, we aimed at understanding the effect of exposure to complex input on speech sound development, by conducting a systematic meta-analysis review of the existing treatment-based studies employing complex input in children with speech sound disorders. In the meta-analysis review, using a list of inclusion criteria, we narrowed 280 studies down to 12 studies. Data from these studies were extracted to calculate effect sizes that were plotted as forest plots to determine the efficacy of complexity-based treatment approaches. The outcome variables of interest were improvement on the treated and generalization to the untreated sounds. Meta-analysis revealed that the exposure to complex input not only promoted improvement in production of complex speech sounds (d = 1.08, CI = 0.98–1.19) but also facilitated the production of untreated simple speech sounds (d = 2.69, CI = 1.98–3.54). Overall, the current findings revealed that the exposure to complex input promotes acquisition of both complex and simple speech sounds. The current findings are in line with the models of language learnability. The current findings have implications in the treatment of speech sound disorders.

scholarly journals Mismatch Negativity responses to early-acquired sounds in children with speech sound disorders

2019 ◽  
Author(s):  
Alycia Erin Cummings
Keyword(s):  
Speech Production ◽  
Mismatch Negativity ◽  
Speech Sound ◽  
Strongly Correlated ◽  
Speech Sounds ◽  
Typically Developing ◽  
Neural Responses ◽  
Speech Sound Disorders ◽  
Brain Potentials ◽  
Phonological Representations

To examine whether children with speech sound disorders (SSD) have sparsely specified phonological representations, the present study recorded neural responses to early-acquired speech sounds in children with SSD and their typically developing controls (ages 4-6 years). Event-related brain potentials (ERPs) were recorded while children listened to speech syllables containing two early-acquired sounds: /b/ and /d/. While both the typically developing (TD) children and children with SSD demonstrated Mismatch Negativity (MMN) responses, the responses of the TD children were significantly larger. The identification of the smaller MMN responses suggests that children with SSD may have less specified phonological representations, which may impact their ability to correctly produce speech sounds. In addition, when all of the children’s data were pooled together, the MMN responses were strongly correlated with measures of speech production. These results are consistent with the hypothesis that the MMN reflects acoustic-phonetic processing, which appears to be less developed in children with SSD.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD 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.

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