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>.

scholarly journals INTERVENÇÕES FONOLÓGICAS EM CRIANÇAS COM DESVIO FONOLÓGICO: UMA REVISÃO SISTEMÁTICA

2021 ◽  
Vol 2 (9) ◽  
pp. e29694
Author(s):  
Patricia Haas ◽  
Aline Mara de Oliveira ◽  
Maiana Pamplona ◽  
Eduarda Besen ◽  
Emanuelle Moreira ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Speech Therapy ◽  
Speech Sound ◽  
Cochrane Library ◽  
Speech Sound Disorders ◽  
Phonological Disorders ◽  
Articulation Disorders ◽  
Speech Intervention ◽  
Phonological Treatment ◽  
Meta Analyses

Introdução: Dentre os distúrbios dos sons da fala, tem-se o desvio fonológico, sendo este caracterizado por erros na produção de fala.  A partir dos achados da avaliação fonológica, o terapeuta deverá selecionar a proposta de intervenção mais adequada para cada caso dentre os diversos modelos elaborados a partir de teorias linguísticas que buscam alcançar a reorganização fonológica. Objetivo: Avaliar a intervenção fonológica para os casos de desvios fonológicos no Português Brasileiro Método: a revisão sistemática foi conduzida conforme as recomendações do Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A busca por artigos científicos foi conduzida por dois pesquisadores independentes nas bases de dados Medline (Pubmed), LILACS, SciELO, Cochrane Library e Scopus. A pesquisa foi realizada com os descritores [(Phonological disorders) or (Phonological impairment) or (Speech sound disorders) or (Articulation Disorders) or (Language and Hearing Sciences) and (Speech Therapy) or (Speech Intervention) or (Phonological treatment) or (Phonological Intervention)] e compreendeu o período de janeiro de 2015 a maio de 2020. Resultados: Todas as crianças apresentaram evolução e ampliação no sistemas fonológicos, independente da intervenção fonológica escolhida para o caso. Entretanto, os estudos que aliaram a terapia tradicional com outros recursos alternativos (exemplo, softwares) obtiveram resultados promissores. Conclusão: Apesar dos resultados terem sido eficazes nos estudos analisados, não foi possível sistematizar a escolha da intervenção com o quadro clínico dos sujeitos em decorrência da falta de uniformização dos sujeitos e ao delineamento metodológico. Não é possível realizar conclusões sistemáticas com relação à intervenção fonológica de crianças brasileiras.

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

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.

Application of the Challenge Point Framework During Treatment of Speech Sound Disorders

2021 ◽  
pp. 1-17
Author(s):  
Tanya Matthews ◽  
Alexandra Barbeau-Morrison ◽  
Susan Rvachew
Keyword(s):  
Speech Production ◽  
Task Difficulty ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Practice Parameters ◽  
Practice Performance ◽  
Transfer And Retention ◽  
Practice Trials ◽  
Functional Task

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

Computer-based speech therapy for childhood speech sound disorders

2017 ◽  
Vol 68 ◽  
pp. 50-69 ◽  
Author(s):  
Lisa Furlong ◽  
Shane Erickson ◽  
Meg E. Morris
Keyword(s):  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Computer Based

scholarly journals Risk Factors for Subtypes of Children with Speech Sound Disorders Classified by Linguistic Symptoms

2021 ◽  
Vol 26 (4) ◽  
pp. 884-896
Author(s):  
Minkyeong Pi ◽  
Seunghee Ha
Keyword(s):  
Risk Factors ◽  
Motor Development ◽  
Otitis Media With Effusion ◽  
Speech Sound ◽  
Principal Component ◽  
Speech Sound Disorders ◽  
Early Evaluation ◽  
Intelligibility Test ◽  
Articulation Disorders ◽  
Parental Interviews

Objectives: The purpose of this study is to investigate 22 risk factors for speech sound disorders (SSDs) and to find out whether there are differences in risk factors for each subtype of SSDs of Dodd’s model.Methods: Sixty-two children with SSDs aged 3-9 years participated in the study, and 22 risk factors reported in literature were investigated through parental interviews and a nonverbal intelligibility test. Children with SSDs were divided into children with articulation disorders, phonological delays, and consistent/inconsistent phonological disorders.Results: As a result of the principal component analysis, 22 risk factors were classified into 1) language and gross motor development, 2) gender and early development, 3) otitis media with effusion, 4) socioeconomic status, and 5) family history. Among all risk factors, only general developmental delay around 2 years of age showed a significantly different frequency among subtypes of SSDs.Conclusion: This study directly investigated the risk factors of children with SSDs and classified a number of risk factors into five categories. This study suggests that if children show early general developmental delays, they should be closely monitored and early evaluation and interventions should be planned.

Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors

2020 ◽  
Vol 51 (2) ◽  
pp. 457-468
Author(s):  
Kelly Farquharson ◽  
Sherine R. Tambyraja ◽  
Laura M. Justice
Keyword(s):  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
Spontaneous Speech ◽  
Individual Therapy ◽  
Speech Sound Disorders ◽  
The Individual ◽  
Therapy Sessions ◽  
Production Accuracy

Purpose The purpose of this study was to explore the extent to which child- and therapy-level factors contribute to gains in speech sound production accuracy for children with speech sound disorders in receipt of school-based services. Method Data were obtained from 126 kindergarten and first- and second-grade children currently in receipt of speech therapy services in their public school setting. Pretest and posttest measures of spontaneous speech production and language ability were collected at the beginning and end of one academic year. Using a spontaneous speech sample, percentage of consonants correct (PCC) was calculated for each child; a gain score was computed by subtracting the pretest PCC score from the posttest PCC score. The children's speech-language pathologist completed weekly therapy logs during business-as-usual therapy, indicating the frequency, duration, and group composition of services throughout the school year. Results Results supported that gain in PCC from pretest to posttest was predicted by several child- and therapy-level variables. Children's initial speech sound severity was negatively related to gains in PCC. Our results also supported that the total number of therapy sessions received in a year was positively predictive of PCC gain. Interestingly, the number of individual therapy sessions was negatively associated with PCC gain. Conclusion Several malleable therapy factors contribute to gains in speech sound accuracy for children with speech sound disorders. Speech-language pathologists should consider how these factors may be manipulated to best tailor treatment to the individual needs of the children on their caseloads.

Service Delivery Schedule Effects on Speech Sound Production Outcomes

2021 ◽  
pp. 1-10
Author(s):  
David M. Rehfeld ◽  
Tracey N. Sulak
Keyword(s):  
Service Delivery ◽  
Education Program ◽  
Speech Therapy ◽  
Speech Sound ◽  
Individualized Education Program ◽  
Speech Sound Disorders ◽  
Individualized Education ◽  
Speech Language Pathologists ◽  
School Based ◽  
Therapy Services

Purpose Children with speech sound disorders feature prominently on the caseloads of speech-language pathologists working in schools, with many receiving services once or twice weekly for 20–30 min. This study compared the outcomes of services provided twice weekly for 30 min to those provided 4 times weekly for 15 min to examine their effectiveness in remediating speech sound disorders in an elementary school setting. Method A total of 35 students were recruited from an existing public school caseload for participation. Participants were randomly assigned to receive school-based speech therapy services for either 30 min twice weekly or 15 min 4 times weekly. There were no differences between groups in age, gender, or the amount of time spent in general education. Growth was measured by the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. Results After one calendar year, there was a negligible difference between groups on both the percentage of Individualized Education Program goals mastered and the percentage of sounds produced correctly in isolation. On average, both scheduling configurations were effective in meeting students' needs. Conclusions The results of this study suggest that children with speech sound disorders receiving school-based speech therapy services can benefit from a variety of scheduling options. Awareness of such options is an invaluable resource to speech-language pathologists wanting to provide effective and efficient services. Future research should continue investigating service delivery models' effects in applied settings.

Articulation and Phonology

1992 ◽  
Vol 23 (3) ◽  
pp. 225-232 ◽  
Author(s):  
Marc E. Fey
Keyword(s):  
Speech Sound ◽  
Unanswered Question ◽  
Critical Aspect ◽  
Speech Sound Disorders ◽  
Assessment And Treatment ◽  
Articulation Disorders ◽  
New Perspective ◽  
Traditional Approaches ◽  
Speech Sound Development ◽  
Better Than

For many speech-language pathologists, the application of the concepts of phonology to the assessment and treatment of phonologically disordered children has produced more confusion than clinical assistance. At least part of this confusion seems to be due to the expectation that, since new terms are being used, new clinical techniques should differ radically from the old ones. The basic intent of this paper is to show that adopting a phonological approach to dealing with speech sound disorders does not necessitate a rejection of the well-established principles underlying traditional approaches to articulation disorders. To the contrary, articulation must be recognized as a critical aspect of speech sound development under any theory. Consequently, phonological principles should be viewed as adding new dimensions and a new perspective to an old problem, not simply as refuting established principles. These new principles have resulted in the development of several procedures that differ in many respects from old procedures, yet are highly similar in others. Whether phonological approaches are better than existing procedures remains an important, but unanswered question.

Songs from the Outback: The Effectiveness of Music in Treating Articulation Disorders in Children Aged 2–5 Years with Cleft Palate and Velopharyngeal Dysfunction

2014 ◽  
Vol 24 (2) ◽  
pp. 59-66
Author(s):  
Sarah C. Kilcoyne ◽  
Helen Carrington ◽  
Katie Walker-Smith ◽  
Helen Morris ◽  
Anita Condon
Keyword(s):  
Cleft Palate ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Pathology ◽  
Preliminary Evaluation ◽  
Sound Stimulation ◽  
Centered Care ◽  
Articulation Disorders ◽  
Clinical Resource ◽  
Motivation To Participate

The Royal Children's Hospital Speech Pathology Department (RCH SPD) provides services to children with Cleft Palate (CP) and velopharyngeal dysfunction (VPD) in a geographical region that is more than twice the size of Texas, with 30% of the children residing in regional areas. The geographical distribution of the population means that many families are unable to access local speech therapy. To address this problem, the RCH SPD and Music Therapy departments (MTD) collaborated to create a clinical resource for regional children and families. The package is intended to facilitate an increase in children's consonant inventory, frequency of vocalizations, vocabulary, and communicative opportunity and increase oral airflow during speech. It is also intended to facilitate family-centered care and increase the parent and child's motivation to participate in speech therapy activities within the home environment. The clinical resource has now been distributed to 70 children with cleft palate in Queensland. This paper presents results of preliminary evaluation of the program and explores the use of music to facilitate speech sound stimulation for children with CP and VPD aged 2–5 years. This resource will be of interest to speech therapists and families with limited or no access to services.

Sign in / Sign up

Export Citation Format

Share Document