scholarly journals Gaps-In-Noise Test Performance in Children with Speech Sound Disorder and Cognitive Difficulty

2020 ◽  
Vol 24 (3) ◽  
pp. 133-139
Author(s):  
Yu Kyung Jung ◽  
Jae Hee Lee
Keyword(s):  
Temporal Resolution ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Typically Developing Children ◽  
Total N ◽  
Effective Measure ◽  
Percent Correct ◽  
Cognitive Difficulty ◽  
Auditory Temporal Resolution

Background and Objectives: The Gaps-In-Noise (GIN) test is a clinically effective measure of the integrity of the central auditory nervous system. The GIN procedure can be applied to a pediatric population above 7 years of age. The present study conducted the GIN test to compare the abilities of auditory temporal resolution among typically developing children, children with speech sound disorder (SSD), and children with cognitive difficulty (CD).Subjects and Methods: Children aged 8 to 11 years-(total n=30) participated in this study. There were 10 children in each of the following three groups: typically developing children, children with SSD, and children with CD. The Urimal Test of Articulation and Phonology was conducted as a clinical assessment of the children’s articulation and phonology. The Korean version of the Wechsler Intelligence Scale for Children-III (K-WISC-III) was administered as a screening test for general cognitive function. According to the procedure of Musiek, the pre-recorded stimuli of the GIN test were presented at 50 dB SL. The results were scored by the approximated threshold and the overall percent correct score (%).Results: All the typically developing children had normal auditory temporal resolution based on the clinical cutoff criteria of the GIN test. The children with SSD or CD had significantly reduced gap detection performance compared to age-matched typically developing children. The children’s intelligence score measured by the K-WISC-III test explained 37% of the variance in the percent-correct score.Conclusions: Children with SSD or CD exhibited poorer ability to resolve rapid temporal acoustic cues over time compared to the age-matched typically developing children. The ability to detect a brief temporal gap embedded in a stimulus may be related to the general cognitive ability or phonological processing.

scholarly journals Tongue contour for /s/ and /?/ in children with speech sound disorder

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 248-251 ◽  
Author(s):  
Haydée Fiszbein Wertzner ◽  
Danira Tavares Francisco ◽  
Luciana de Oliveira Pagan-Neves
Keyword(s):  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Typically Developing Children ◽  
Phonological Process ◽  
Phonological Processes ◽  
Speech Language Pathologist ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

PURPOSE: To describe the tongue shape for /s/ and /∫/ sounds in three different groups of children with and without speech sound disorder. METHODS: The six participants were divided into three groups: Group 1 - two typically developing children, Group 2 - two children with speech sound disorder presenting any other phonological processes but not the ones involving the production of the /∫/ and Group 3 - two children with speech sound disorder presenting any phonological processes associated to the presence of the phonological process of palatal fronting (these two children produced /∫/ as /s/) aged between 5 and 8 years old, all speakers of Brazilian Portuguese. The data were the words /'∫avi/ (key) and /'sapu/ (frog). Tongue contour was individually traced for the five productions of each target word. RESULTS: The analysis of the tongue contour pointed to evidences that both /s/ and /∫/ were produced using distinct tongue contours for G1 and G2. The production of these two groups was more stable than G3. The tongue contour for /s/ and /∫/ from the children in G3 was similar, indicating that their production was undifferentiated. CONCLUSION: The use of the ultrasound applied to the speech analysis was effective to confirm the perceptual analysis of the sound made by the speech-language pathologist.

scholarly journals Accuracy and variability in early spontaneous word production: The effects of age, frequency and neighbourhood density

2019 ◽  
Vol 40 (2) ◽  
pp. 128-150
Author(s):  
Samuel David Jones
Keyword(s):  
Motor Skills ◽  
Speech Sound ◽  
Word Production ◽  
Bayesian Regression ◽  
Future Research ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Typically Developing Children ◽  
Explanatory Account ◽  
Typical Range

High rates of error and variability in early word production may signal speech sound disorder. However, there is little consensus regarding the degree of error and variability that may be expected in the typical range. Relatedly, while variables including child age, word frequency and word phonological neighbourhood density are associated with variance in word production accuracy and variability, such effects remain under-examined in spontaneous speech. This study measured the accuracy and variability of 234,551 spontaneous word productions from five typically developing children in the Providence corpus (0;11–4;0). Using Bayesian regression, accuracy and variability rates were predicted by age, input frequency, phonological neighbourhood density, and interactions between these variables. Between 61% and 72% of word productions were both inaccurate and variable according to strict criteria. However loosening these criteria to accommodate production inconsistencies unlikely to be considered erroneous (e.g. the target /æləɡeɪtəɹ/ pronounced /ælɪɡeɪtəɹ/) reduced this figure to between 10% and 17%, with the majority of word productions then classed as accurate and stable (48%–58%). In addition, accuracy was higher and variability was lower in later months of sampling, and for high frequency words and high density words. The author discusses the implications of these results for future research and the differential diagnosis of speech sound disorder, and presents an explanatory account of findings emphasizing the development of oral-motor skills and increasingly detailed phonological word representations.

Generalization of Sensory Auditory Learning to Top-Down Skills in a Randomized Controlled Trial

2015 ◽  
Vol 26 (01) ◽  
pp. 019-029 ◽  
Author(s):  
Cristina B. Murphy ◽  
Andressa K. Peres ◽  
Elaine C. Zachi ◽  
Dora F. Ventura ◽  
Luciana Pagan-Neves ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Speech Sound ◽  
Auditory Training ◽  
Control Group ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Top Down ◽  
Significant Group ◽  
Attention Skills ◽  
Sensory Training

Background: Research has shown that auditory training improves auditory sensory skills; however, it is unclear whether this improvement is transferred to top-down skills, such as memory, attention, and language, and whether it depends on group characteristics in regard to memory and attention skills. Purpose: The primary goal of this research was to investigate the generalization of learning from auditory sensory skills to top-down skills such as memory, attention, and language. We also aimed to compare whether this generalization process occurs in the same way among typically developing children and children with speech sound disorder. Research Design: This study was a randomized controlled trial. Study Sample: Typically developing 7- to 12-yr-old children and children with speech sound disorder were separated into four groups: a trained control group (TDT; n = 10, age 9.6 ± 2.0 yr), a nontrained control group (TDNT; n = 11, age 8.2 ± 1.6 yr), a trained study group (SSDT; n = 10, age 7.7 ± 1.2 yr), and a nontrained study group (SSDNT; n = 8, age 8.6 ± 1.2 yr). Intervention: Both trained groups underwent a computerized, nonverbal auditory training that focused on frequency discrimination, ordering, and backward-masking tasks. The training consisted of twelve 45 min sessions, once a week, for a total of 9 hr of training, approximately. Data Collection and Analysis: Near-transfer (Gap-In-Noise [GIN] and Frequency Pattern Test) and far-transfer measures (auditory and visual sustained attention tests, phonological working memory and language tests) were applied before and after training. The results were analyzed using a 2 × 2 × 2 mixed-model analysis of variance with the group and training as the between-group variables and the period as the within-group variable. The significance threshold was p ≤ 0.05. Results: There was a group × period × training interaction for GIN [F (1.35) = 7.18, p = 0.011], indicating a significant threshold reduction only for the TDT group (Tukey multiple comparisons). There was a significant group × period interaction [F (1.35) = 5.52, p = 0.025] and a training × period interaction for visual reaction time [F (1.35) = 4.20, p = 0.048], indicating improvement in the SSDT group and worsening in both nontrained groups. There was also a significant group × training × period interaction [F (1.35) = 4.27, p = 0.046] for the auditory false alarms, with a significant improvement after training only for the SSDT group. Analysis of variance also revealed that all groups exhibited approximately the same level of gains for all measures, except for GIN [F (3,38) = 4.261, p = 0.011] and visual response time [F (3.38) = 4.069, p = 0.014]. Conclusions: After training, the TDT group demonstrated a significant improvement for GIN and the SSDT exhibited the same for sustained attention, indicating learning generalization from an auditory sensory training to a top-down skill. For the other measures, all groups exhibited approximately the same level of gains, indicating the presence of a test-retest effect. Our findings also show that the memory span was not related to the learning generalization process given that the SSDT exhibited a more pronounced gain in attention skills after the sensory training.

scholarly journals Intra-word accuracy and consistency in Finnish-speaking children with speech sound disorder compared to their typically developing peers

2019 ◽  
Vol 34 (8) ◽  
pp. 718-733
Author(s):  
Anna-Leena Martikainen ◽  
Tuula Savinainen-Makkonen ◽  
Päivi Laukkanen-Nevala ◽  
Sari Kunnari
Keyword(s):  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorder

scholarly journals Perception of Sibilants by Preschool Children With Overt and Covert Sound Contrasts

2019 ◽  
Vol 62 (10) ◽  
pp. 3763-3770 ◽  
Author(s):  
Elizabeth Roepke ◽  
Françoise Brosseau-Lapré
Keyword(s):  
Speech Sound ◽  
General Linear Model ◽  
The Other ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Identification Task ◽  
Phonological Representations ◽  
Minimal Pairs ◽  
Preschool Aged Children

Purpose This study explores the role of overt and covert contrasts in speech perception by children with speech sound disorder (SSD). Method Three groups of preschool-aged children (typically developing speech and language [TD], SSD with /s/~/ʃ/ contrast [SSD-contrast], and SSD with /s/~/ʃ/ collapse [SSD-collapse]) completed an identification task targeting /s/~/ʃ/ minimal pairs. The stimuli were produced by 3 sets of talkers: children with TD, children with SSD, and the participant himself/herself. We conducted a univariate general linear model to investigate differences in perception of tokens produced by different speakers and differences in perception between the groups of listeners. Results The TD and SSD-contrast groups performed similarly when perceiving tokens produced by themselves or other children. The SSD-collapse group perceived all speakers more poorly than the other 2 groups of children, performing at chance for perception of their own speech. Children who produced a covert contrast did not perceive their own speech more accurately than children who produced no identifiable acoustic contrast. Conclusion Preschool-aged children have not yet developed adultlike phonological representations. Collapsing phoneme production, even with a covert contrast, may indicate poor perception of the collapsed phonemes.

scholarly journals DESCRIPTIVE ANALYSIS OF PHONOLOGICAL ASPECTS AMONG HINDI-SPEAKING CHILDREN WITH INTELLECTUAL DISABLITY

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Ramandeep Kaur ◽  
T. A. Subbarao
Keyword(s):  
Intellectual Disability ◽  
Indian Population ◽  
Descriptive Analysis ◽  
Speech Sound ◽  
Speech Disorders ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Error Patterns ◽  
Children With Intellectual Disability

Phonology refers to the speech sound systems of a language. The term ‘phonemic’ refers to speech sound use. Most of the previous research reveals that phonological skills develop with age and thus older children had more accurate speech and fewer error patterns in their speech. The present study aimed to obtain extensive phonological data among in Hindi-speaking typically developing children across age-matched children with intellectual disability. The results revealed that phonology develops significantly with the age. Thus, older children had more accurate production and fewer error patterns in their speech relative to younger group. Also, typically developing children had a better control over their phonological aspects compared to children with intellectual disability.  A comparison with related studies has been discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for assessment of developmental speech disorders among Hindi-speaking Indian population. 

scholarly journals Fricative Contrast and Coarticulation in Children With and Without Speech Sound Disorders

2017 ◽  
Vol 26 (2S) ◽  
pp. 649-663 ◽  
Author(s):  
Edwin Maas ◽  
Marja-Liisa Mailend
Keyword(s):  
Speech Sound ◽  
Speech Development ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Acoustic Measures ◽  
Link Type ◽  
Cross Sectional Design

Purpose The purpose of this study was, first, to expand our understanding of typical speech development regarding segmental contrast and anticipatory coarticulation, and second, to explore the potential diagnostic utility of acoustic measures of fricative contrast and anticipatory coarticulation in children with speech sound disorders (SSD). Method In a cross-sectional design, 10 adults, 17 typically developing children, and 11 children with SSD repeated carrier phrases with novel words with fricatives (/s/, /ʃ/). Dependent measures were 2 ratios derived from spectral mean, obtained from perceptually accurate tokens. Group analyses compared adults and typically developing children; individual children with SSD were compared to their respective typically developing peers. Results Typically developing children demonstrated smaller fricative acoustic contrast than adults but similar coarticulatory patterns. Three children with SSD showed smaller fricative acoustic contrast than their typically developing peers, and 2 children showed abnormal coarticulation. The 2 children with abnormal coarticulation both had a clinical diagnosis of childhood apraxia of speech; no clear pattern was evident regarding SSD subtype for smaller fricative contrast. Conclusions Children have not reached adult-like speech motor control for fricative production by age 10 even when fricatives are perceptually accurate. Present findings also suggest that abnormal coarticulation but not reduced fricative contrast is SSD-subtype–specific. Supplemental Materials S1: https://doi.org/10.23641/asha.5103070 . S2 and S3: https://doi.org/10.23641/asha.5106508

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

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