Relevant bibliographies by topics / Articulation disorders in children Speech Hearing impaired children

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Academic literature on the topic 'Articulation disorders in children Speech Hearing impaired children'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Articulation disorders in children Speech Hearing impaired children"

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Al-Dujaily, Mahdi, and Sanàa J. Abu Nabàa. "Age and Sex Distribution of Speech Disorders." International Journal of Phonosurgery & Laryngology 5, no. 1 (2015): 7–14. http://dx.doi.org/10.5005/jp-journals-10023-1094.

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ABSTRACT Background Speech-language pathology is a specialty in the study, assessment, and rehabilitation of speech-language disorders (or communication disorders) which are common problems that may affect both sexes and all age groups. Aim The aim of this study is to raise the attention in Iraq about the role of certified speech pathologists (or speech therapists) in the treatment of patients with communication disorders according to their age and sex distribution, as seen in the phonetic center of University of Jordan. Patients and methods Subjects with speech problems, who visited the phonetic center in Jordan University for treatment by certified speech-language pathologists, were analyzed retrospectively during 3 years (1996 to 1998), and it included 731 subjects with speech disorders, consisted of 213 females and 518 males, with a minimum age of 2 years and a maximum age of 72 years. Results The most common age presentation of communication disorders varies, and it was found that the major speech and language disorders and their distribution were as follows: delayed language development occurred mainly in age group 3 to 4 years (about 57%), stuttering occurred in 3 to 5 years (about 24%), and in articulation disorder occurred in age group 4 to 6 years with about 42%, and in hearing impaired patients occurred mainly in age group of 2 to 4 years with about 45%, in children with mental retardation occurred in age group of 6 to 8 years with about 29%, voice disorders occurred in age 20 to 29 (25%), nasality problems in age group 3 to 5 years (25%), dyslexia in age group 8 to 10 years (40%), and the cases of apraxia, aphasia, and autism were low in number. Conclusion The age and sex distribution of communication disorders varies according to the type of disorder. The speechlanguage pathologists have very important role in the evaluation and treatment of speech language disorders. There is great deficiency of this specialty in this country, and the aim of this article is to ring the bell of attention to these common disorders. Abbreviations SLP: Speech-language pathologist; CDs: Communication disorders; DLD: Delayed language development; HIP: Hearing impaired patient; MR: Mental retardation; CP: Cerebral palsy. How to cite this article Al-Dujaily M, Nabàa SJA. Age and Sex Distribution of Speech Disorders. Int J Phonosurg Laryngol 2015;5(1):7-14.
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Gibbon, Fiona E., and Sara E. Wood. "Articulatory Drift in the Speech of Children with Articulation and Phonological Disorders." Perceptual and Motor Skills 95, no. 1 (August 2002): 295–307. http://dx.doi.org/10.2466/pms.2002.95.1.295.

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This study used electropalatography to identify articulatory drift in alveolar stops (/t/ and /d/) produced by 10 children with functional articulation and phonological disorders. Drift involves an abnormal change in place of articulation that occurs during stop closure. An index was used to measure drift, with higher values indicating greater drift. The results showed that drift was higher for children who produced undifferentiated gestures (articulations with increased tongue-palate contact). Drift is an important characteristic of articulation because it is believed to reflect impaired speech motor control. In addition, drift could explain some perceptually based speech errors that are frequently reported in functional disorders.
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Grigos, Maria I. "Speech Sound Disorders: What's Motor Got To Do With It?" Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 75–87. http://dx.doi.org/10.1044/persp1.sig1.75.

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Speech sound disorders (SSDs) are commonly viewed as involving impaired articulation and/or phonological skills. Speech language pathologists working with individuals with (SSDs) assess the articulation of speech sounds and the coordination of articulatory structures with other components of the speech mechanism, including the phonatory, respiratory, and resonatory subsystems. The sound system of the language and the rules that govern how phonemes are combined are equally critical for clinicians to explore. While the terms “articulation” and “phonology” provide clinicians with a framework for classification, children who are broadly identified with (SSDs) may also display characteristics of a motor speech impairment, which can obscure the decision making process with respect to both diagnosis and treatment. One such motor speech disorder is childhood apraxia of speech (CAS). The focus of this paper is to discuss motor speech deficits in children and to review research that aims to distinguish motor speech patterns in children with (SSDs) with and without CAS. We will also address the relationship between emerging speech motor and linguistic skills.
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Czap, László. "Online Subjective Assessment of the Speech of Deaf and Hard of Hearing Children." Periodica Polytechnica Electrical Engineering and Computer Science 62, no. 4 (December 3, 2018): 126–33. http://dx.doi.org/10.3311/ppee.9215.

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The aim of this paper is to present the results of a two-year speech production training of hearing impaired children with the help of a Speech Assistant system. It was developed as part of a research project that was carried out jointly by the University of Debrecen and the University of Miskolc within the framework of the project called 'Basic and Applied Research for Internet-based Speech Development of Deaf and Hard of Hearing People and for Objective Measurement of Their Progress'. The project is aimed at solving basic and applied research tasks to develop an application for supporting the improvement of speech production of deaf and hard of hearing people more effectively than the methods that are already known. The idea of the Speech Assistant came from an audio-visual transcoder for sound visualization developed at the University of Debrecen, and a three-dimensional head model for articulation presentation, called 'talking head', developed at the University of Miskolc. The most important aim of the research was to create a complex system to assist the speech production improvement of hearing impaired children by the visualization of speech sound and articulation. In addition, the system has many other features (such as prosody display, automatic assessment and knowledge-based systems implementation), which subsequently allow individual practice not only on computers but also on mobile devices. However, it is important to note that the personal contribution of specialized teachers cannot be replaced. The module performing the audio-visual transcoding required is language-independent, the talking head and the automatic assessment of utterance can be adapted to other languages. The online evaluation system developed for measuring the progress of children in speech production is also shown in this paper.
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Simkin, Mikhail, and Irina Maltseva. "Coherent Speech Development in Primary School Children with Hearing Impairments." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, no. 1 (May 12, 2020): 38–46. http://dx.doi.org/10.21603/2542-1840-2020-4-1-38-46.

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The research featured various theoretical approaches to understanding coherent speech as a complex process in psychological and pedagogical aspects. The article focuses on characteristics of coherent speech in primary school children with normal speech development vs. those with hearing impairment. The subject of the research was the technology of coherent speech development in hearing-impaired primary schoolers. The research objective was to identify, prove, and verify the possibility of developing coherent speech in primary school children with hearing problems. A set of experiments measured and described the qualitative and qualitative parameters of coherent speech in primary school children according to specific auditory analyzer deficits. Coherent speech in hearing-impaired primary school children revealed a variety of speech disorders, which manifested themselves in a different ratio of semantic and lexical and grammatical errors at the sentence and text level. The authors propose several technologies of coherent speech development, including picture-aided storytelling, making riddles, fairy tales, and stories based on personal experience. The research proved that the coherent speech development methods should take into account the specifics of hearing impairments.
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Rechitskaya, E. G., and N. A. Belaya. "Differential diagnosis as one of the conditions for proper rehabilitation of cochlear implanted children." Science and School, no. 1, 2020 (2020): 172–76. http://dx.doi.org/10.31862/1819-463x-2020-1-172-176.

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The article considers the importance of differential diagnostics for the qualification of impaired development of children with hearing disabilities, in particular cochlear implanted children. The role of taking into account the structure of the defect in case of impaired hearing and the results of differential diagnosis of speech failure in children with hearing disorders is highlighted in order to determine the priority role of surdopedagogic work in rehabilitation of children after cochlear implantation. Opinions are expressed about the integrated participation of specialists in various fields (doctors, speech therapists, psychologists) and parents in solving the problem of developing speech hearing and speech of cochlear implanted children.
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Greenwell, Tamar, and Françoise Brosseau-Lapré. "Innovative Service Delivery Models for Serving Children with Speech Sound Disorders." Seminars in Speech and Language 40, no. 02 (February 22, 2019): 113–23. http://dx.doi.org/10.1055/s-0039-1677762.

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AbstractService delivery variables that may have an impact on the treatment outcomes of children with speech sound disorders include the number and duration of intervention sessions, distribution of the sessions over time, and the format (group intervention or individual intervention). In this article, we briefly review these variables and the recommendations for the most effective service delivery components for children with speech sound disorders. We then describe innovative, collaborative service delivery models for preschoolers and school-age children with speech sound disorder. The models include “Quick Articulation!” conducted in a local elementary school by clinical MS-SLP students from Purdue University, as well as Summer Speech and Literacy Laboratory, which takes place in the department of Speech, Language, and Hearing Sciences at Purdue and involves participation from clinical and research faculty, and graduate and undergraduate students. The article provides useful information to help guide clinicians and clinical supervisors in implementing components of these models into their practice with children with speech sound disorder.
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Georgievska-Jancheska, Tatjana. "Lambdacism, Rhotacism and Sigmatism in Preschool Children: Frequency and Distribution." Open Access Macedonian Journal of Medical Sciences 7, no. 3 (February 9, 2019): 336–40. http://dx.doi.org/10.3889/oamjms.2019.144.

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BACKGROUND: Speech sound appears first in the child’s speech development and is the primary means of expression. Articulation disorders can hinder the comprehensibility of children’s speech. The speech, in turn, can limit the child’s inclusion in the social and educational environment. AIM: To establish frequency and distribution of lambdacism, rhotacism and sigmatism or their combination in preschool children and the frequency and distribution of these articulation disorders among boys and girls. MATERIAL AND METHODS: A retrospective analysis of data from preventive examination for early diagnosis of impairments of hearing, speech and sounds in preschool children has been carried out. In the selected sample, only the data for children diagnosed with lambdacism, rhotacism, sigmatism or their combination are analysed. The data is statistically examined, represented in tables and figures and analysed descriptively. RESULTS: In the analysed sample, the greater presence of lambdacism was observed before rhotacism and sigmatism. Most commonly, these three types of articulation disorder appear alone, as isolated cases, instead of a combination of two out of the three impairments. They are more common in boys than in girls. CONCLUSION: Timely diagnosis and rehabilitation of lambdacism, rhotacism and sigmatism or their combination in preschool children will enable easier and faster integration of the children in the social and educational environment without leaving lasting consequences
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Ikegami, Toshiyuki, Hiroyuki Yamada, and Shuichi Hara. "Association between Ability to Discriminate Speech Sounds and Process of Articulation Acquisition in Children with Articulation Disorders." Japan Journal of Logopedics and Phoniatrics 60, no. 2 (2019): 140–47. http://dx.doi.org/10.5112/jjlp.60.140.

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Ha, Seunghee. "The Relationship among Speech Perception, Vocabulary Size and Articulation Accuracy in Children with Speech Sound Disorders." Communication Sciences & Disorders 21, no. 1 (March 31, 2016): 15–23. http://dx.doi.org/10.12963/csd.16288.

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Dissertations / Theses on the topic "Articulation disorders in children Speech Hearing impaired children"

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McCombie, Gemma Grace. "Effect of Jaw Opening on the Speech and Voice of Normal-Hearing and Hearing-Impaired Children: An Acoustic and Physiological Study." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/3231.

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This study utilises instrumental measures to examine the effect of jaw opening on the speech and voice of normal-hearing and hearing-impaired (HI) children. The simultaneous recording system employed consisted of acoustic recording, electroglotography (EGG), and a marker-based facial tracking device. Participants, aged between 9 and 12 years, included nine normal hearing children (4 females and 5 males) and six children with hearing impairments (3 females and 3 males). Participants were instructed to say the standard word list used for the Goldman-Fristoe Test of Articulation and a list of words including each of the vowels /i/, /a/, and /u/, preceded by the consonants /b/, /g/, or /s/ in a CV, CVC or CVCV context. In total, the second word list included 45 words (3 vowels X 3 consonants X 5 trials) and participants were asked to repeat a second time using an open jaw posture. Measures of the acoustic signals included: frequencies of formants one and two (F1, F2), fundamental frequency (F0), percent jitter, percent shimmer, signal-to-noise ratio (SNR), vowel length, consonant length, and spectral moments (M1 and M2). Vowel spaces, derived from F1 and F2, were also analysed. The EGG measures included fundamental frequency, open quotient, and speed quotient. The marker-based facial tracking signals was analyzed to derive the measure of maximum jaw displacement. Individual participants’ measures were submitted to a series of two-way Analysis of Variances (ANOVAs) and the average data for participants in the normal-hearing group to a series of twoway repeated measures ANOVAs. Results showed that increased jaw opening led to an increase in vowel area (as shown by the F1/F2 plots of the vowels /i/, /a/ and /u/). A significant decrease in SNR was also found for many participants in the open jaw condition, indicating increase vocal stability. The HI participants showed smaller vowel areas than their normal-hearing peers. These results suggest the utility of increase jaw opening may increase vowel area and voice quality for both HI and normal-hearing children.
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Khouw, Edward. "Segmental errors, speech intelligibility and their relationship in Cantonese speaking hearing-impaired children /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17537113.

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Khouw, Edward, and 許源豐. "Segmental errors, speech intelligibility and their relationship in Cantonese speaking hearing-impaired children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31212323.

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Habermann, Barbara L. "Speechreading ability in elementary school-age children with and without functional articulation disorders." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4087.

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The purpose of this study was to compare the speechreading abilities of elementary school-age children with mild to severe articulation disorders with those of children with normal articulation. Speechreading ability, as determined by a speechreading test, indicates how well a person recognizes the visual cues of speech. Speech sounds that have similar visual characteristics have been defined as visemes by Jackson in 1988 and can be categorized into distinct groups based on their place of articulation. A relationship between recognition of these visemes and correct articulation was first proposed by Woodward and Barber in 1960. Dodd, in 1983, noted that speechread information shows a child how to produce a sound, while aural input simply offers a target at which to aim.
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DeArmond, Kathryn. "The use of phonological process assessment for differentiating developmental apraxia of speech from functional articulation disorders." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/3980.

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Focus has turned from emphasis on phonetic sound errors to phonologic rule systems in the study of articulation disorders. The current theory proposes that the phonological disorders which children experience are controlled by higher levels in the brain than those that control the motor functioning of the brain. The purpose of the present study was to compare the use of phonological processes by a group of school-age children with moderate to severe multiple articulation disorders (MAD) with developmental apraxia of speech (DAS) to the phonological processes used by those without developmental apraxia of speech. For the purposes of this study, those without DAS were classified as functional articulation disorder (FAD).
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Jartun, Randi. "The percentage consonants correct and intelligibility of normal, language delayed, and history of language delayed children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4328.

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Highly unintelligible children may mistakenly be assumed to have difficulty only with the misarticulation of consonants. Expressive language concerns may be ignored while the primary focus of intervention becomes the correction of misarticulated speech. Questions have arisen regarding the possibility of both speech and expressive language difficulties contributing to unintelligibility. Shriberg and Kwiatkowski (1982) developed an ordinal means of rating severity of involvement. One of the constructs of the severity scale was intelligibility. The metric percentage consonants correct (PCC) was developed to identify severity of involvement of disorders of phonology.
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Pinkerton, Susan A. "The assessment of phonological processes : a comparison of connected-speech samples and single-word production tests." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4191.

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The purpose of this study was to determine if single-word elicitation procedures used in the assessment of phonological processes would have highly similar results to those obtained through connected speech. Connected speech sampling provides a medium for natural production with coarticulatory influence, but can be time-consuming and impractical for clinicians maintaining heavy caseloads or working with highly unintelligible children. Elicitation through single words requires less time than a connected-speech sample and may be more effective with highly unintelligible children because the context is known, but it lacks the influence of surrounding words. Given the inherent differences between these two methods of elicitation, knowledge of the relative effectiveness of single-word and connected-speech sampling may become an issue for clinicians operating under severe time constraints and requiring an efficient and effective means of assessing phonological processes.
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Lohr-Flanders, Marla. "The effect of otitis media on articulation in expressive language-delayed children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4365.

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Researchers have long been concerned with the effects of otitis media on speech and language acquisition because of the high correlation of a mild to moderate hearing loss during the time period that fluid (effusion) may be in the middle ear. Middle-ear effusion would prevent many of the auditory messages from accurately reaching the nervous system (Zinkus, 1986). Deprived of the ability to discern the subtle acoustic differences that provide information for phonetic contrasts, a child's speech acquisition may differ from children who do not experience such losses.
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Derman, Zelda. "The development of an Afrikaans speech assessment procedure for hearing impaired children, and its use in comparing phoneme development under two curricular approaches." Thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/23200.

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Lambert, Janet Rose. "Efficacy of a cycling approach for the treatment of developmental verbal dyspraxic preschoolers." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4364.

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Two preschool males who presented with the characteristics of developmental verbal dyspraxia were enrolled in a phonological cycles intervention approach. Initially, each child's deviant phonological processes were analyzed by the CAPD and target patterns and words selected for remediation. A continuous speech sample was obtained and analyzed to measure intelligibility by percentage and rating on a seven point scale. A time-space probe was developed based on targeted and non-targeted phonemes and administered prior to the first intetvention session. Using the selected targeted patterns and words, an individualized remediation plan was developed, and the phonological process cycling approach used. Each subject participated in 60 minutes of intervention for each targeted pattern to complete the first cycle in approximately 10 weeks. The time-space probes were administered approximately every two weeks.
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Books on the topic "Articulation disorders in children Speech Hearing impaired children"

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Mandell, Judith. An evaluation of a systematic individualized approach to speech instruction for young hearing-impaired children. Ann Arbor, Mich: University Microfilms International, 1986.

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Huttunen, Kerttu. Early childhood hearing impairment: Speech intelligibility and late outcome. Oulu, Finland: Oulu University Press, 2000.

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Subtelny, Joanne D. Speech and auditory training: A program for adolescents with hearing impairments and language disorders. Tucson, Ariz: Communication Skill Builders, 1985.

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CALIFORNIA STATE DEPARTMENT OF EDUCATION. Program guidelines for language, speech, and hearing specialists providing designated instruction services. Sacramento, Calif: California State Dept. of Education, 1989.

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Ann, Flexer Carol, ed. Children with hearing loss: Developing listening and talking, birth to six. 2nd ed. San Diego, CA: Plural Pub., 2011.

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Cole, Elizabeth Bingham. Children with hearing loss: Developing listening and talking. San Diego: Plural Pub., 2007.

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Untersuchungen zu quantitativen Stimmerkmalen schwerhöriger und gehörloser Kinder im Vergleich zu normalhörenden Kindern: Eine empirische Untersuchung. Frankfurt am Main: P. Lang, 1998.

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Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo. Chōkaku Gengo Shōgai Kyōiku Kenkyūbu. Zenkoku nanchō, gengo shōgai gakkyū oyobi tsūkyū shidō kyōshitsu jittai chōsa hōkokusho: Heisei 9-nendo shōgai no aru kodomo ni taisuru kyōiku shidō no kaizen ni kansuru chōsa fukyū jigyō. Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo Chōkaku Gengo Shōgai Kyōiku Kenkyūbu, 1998.

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Zenkoku nanchō, gengo shōgai gakkyū jittai chōsa hōkokusho: Shinshin shōgaiji no kyōiku shidō no kaizen ni kansuru chōsa fukyū jigyō. 4th ed. Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo Chōkaku, Gengo Shōgai Kyōiku Kenkyūbu, 1993.

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Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo. Chōkaku Gengo Shōgai Kyōiku Kenkyūbu. Zenkoku nanchō, gengo shōgai gakkyū jittai chōsa hōkokusho: Heisei 4-nendo shinshin shōgaiji no kyōiku shidō no kaizen ni kansuru chōsa fukyū jigyō. Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo Chōkaku Gengo Shōgai Kyōiku Kenkyūbu, 1993.

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Book chapters on the topic "Articulation disorders in children Speech Hearing impaired children"

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Tüfekçioglu, Umran. "Chapter 8: Speech Characteristics of Hearing Impaired Turkish Children." In Communication Disorders in Turkish, edited by Seyhun Topbaş and Mehmet Yavaş, 160–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692474-013.

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Conference papers on the topic "Articulation disorders in children Speech Hearing impaired children"

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Liu, Xiaoqian, Nan Yan, Lan Wang, Xueling Wu, and Manwa L. Ng. "An interactive speech training system with virtual reality articulation for Mandarin-speaking hearing impaired children." In 2013 IEEE International Conference on Information and Automation (ICIA). IEEE, 2013. http://dx.doi.org/10.1109/icinfa.2013.6720294.

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