scholarly journals Correlation between functional disorders of the masticatory system and speech sound disorders in children aged 7–10 years

2018 ◽  
Vol 55 (2) ◽  
pp. 161-165
Author(s):  
Justyna Grudziąż-Sękowska ◽  
Dorota Olczak-Kowalczyk ◽  
Małgorzata Zadurska
Keyword(s):  
Speech Sound ◽  
Functional Disorders ◽  
Speech Sound Disorders ◽  
Masticatory System

Algorithm for early detection of a high risk of speech sound disorders in children

2018 ◽  
Vol 14 (2) ◽  
pp. 27-37
Author(s):  
Justyna Grudziąż-Sękowska ◽  
Dorota Olczak-Kowalczyk ◽  
Małgorzata Zadurska
Keyword(s):  
High Risk ◽  
Early Detection ◽  
Speech Therapy ◽  
Speech Sound ◽  
Deciduous Teeth ◽  
Functional Disorders ◽  
Speech Sound Disorders ◽  
Articulation Disorders ◽  
Masticatory System ◽  
Speech Defects

Anatomical defects and functional disorders of the masticatory system are often accompanied by speech sound disorders. Speech therapy prophylaxis, as well as prevention of disorders of all parts of the masticatory system, is focused on monitoring of the proper development of anatomy and functions typical of a given developmental period. An early therapeutic intervention is associated with better results. <b>Aim</b>. This study aimed to create a simple tool for dentists to assess the risk of articulation disorders using several preselected physical and functional characteristics. <b>Materials and methods</b>. Three hundred children aged 7-10 years had a dental and speech examination performed. Using the CHAID algorithm upon assessing the disorders of the masticatory system and coexisting speech sound disorders, it was possible to create a decision tree to determine the probability of two disorders occurring at the same time. <b>Results</b>. It was observed that there were many correlations between individual anatomical or functional disorders and presence of speech sound disorders. The strength of those correlations was measured. Mesioclusions, distoclusions, open bites, short lingual frenulum, persistent infantile swallow pattern, mouth breathing, and premature loss of deciduous teeth were all determined to increase the risk of speech sound disorders in children. <b>Conclusions</b>. This algorithm is a simple diagnostic tool for dentists. It enables early detection of a high risk of speech sound disorders. Children with particular malocclusions should undergo speech therapy prophylaxis and be referred to consultations with a speech therapist. Early detection of such abnormalities will allow to avoid not only the intensification and consolidation of speech defects, but also certain pathologies of the oral cavity.<b> (Grudziąż-Sękowska J, Olczak-Kowalczyk D, Zadurska M. Algorithm for early detection of a high risk of speech sound disorders in children. Orthod Forum 2018; 14: 119-29)</b>.

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.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

A Survey of the Usage of Nonspeech Oral Motor Exercises by Speech and Language Therapists in the Republic of Ireland

2014 ◽  
Vol 21 (1) ◽  
pp. 1-40
Author(s):  
Alice Lee ◽  
Niamh Moore
Keyword(s):  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Online Questionnaire ◽  
Warm Up ◽  
Republic Of Ireland ◽  
Oral Motor ◽  
The Republic ◽  
Oral Motor Exercises

Objective: To collect information on the usage of nonspeech oral motor exercises (NSOMEs) by speech and language therapists (SLTs) for treating speech sound disorders (SSDs) in children in the Republic of Ireland. Method: SLTs who had worked with children with SSDs were invited to complete an online questionnaire adapted from a previous survey conducted in the US by Lof and Watson (2008). Main results:: 22/39 (56%) of the respondents reported using NSOMEs. Information from a colleague about the usefulness of NSOMEs, continuing education, and literature influenced the respondents the most to use NSOMEs. Most respondents used NSOMEs as a “warm up”, mainly with children with childhood apraxia of speech, dysarthria, and Down Syndrome. Conclusion: NSOMEs are used by over half of the respondents despite the lack of evidence that supports this treatment approach. Continuous effort to encourage the application of evidence-based practice in clinics is warranted.

Sign in / Sign up

Export Citation Format

Share Document