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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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Rai, Maya, Ganesh Prasad Neupane, Dabal Bahadur Dhami, and Thakur Prasad Paudel. "Prevalence of Intestinal Parasitic Infestation Among Hearing and Speech Impaired Children of Banke, Nepal." Journal of Nepalgunj Medical College 16, no. 2 (December 31, 2018): 44–46. http://dx.doi.org/10.3126/jngmc.v16i2.24877.
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Introduction: The parasites can cause different gastrointestinal disorders which have great impact on life quality. Hearing and speech impaired children are unable to maintain proper sanitation, making them more prone to intestinal parasitic infection.
Aim and Objective: To know the prevalence of various parasitic infestations among hearing and speech impaired Children.
Materials and Methods: Stool specimen were collected from 104 hearing and speech impaired children who were living in private rehabilitation school of chisapani village of Banke district Nepal for a period of 5 month from December 2017 to April 2018 and direct wet mount was prepared using normal saline (0.9%) and Lugol's iodine (0.5%). The wet mount was observed under microscope for parasites.
Results: Among 104 individuals intestinal parasites were seen in 25.96 % of students. Giardia lamblia (37.04%) was the most common parasite followed by Ascaris lumbricoides (18.52%) and Entamoeba histolytica (14.82%).
Conclusion: The study shows that although the speech and hearing impaired children are more prone to parasitic infection, the prevalence is same as normal people. Giardia lamblia, Ascaris lumbricoides and Entamoeba histolytica were the common parasites. Prompt diagnosis and treatment of infected children should be undertaken.
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Knežević, Dora. "Are children with childhood apraxia of speech a subgroup of children with developmental coordination disorders?" Logopedija 9, no. 1 (August 29, 2019): 9–13. http://dx.doi.org/10.31299/log.9.1.2.
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Motor development is related to various aspects of human development, from speaking to taking care of oneself and participating in sports. Developmental disorder affecting the motor domain is known as Developmental Coordination Disorder (DCD), which results in a marked impairment in motor skills, which in turn can have a significant impact on activities of everyday living (American Psychiatric Association, 2013). Several studies have shown that the motor deficit in DCD is not restricted to limb control and may be a more general phenomenon that could affect the speech motor system (Ho and Wilmut, 2010). According to Maassen (2002), there is strong evidence that delayed or deviant motor development and perceptual motor learning play a role in many children with childhood apraxia of speech (CAS). Knowing that articulation is a mechanical act executed by the complex speech apparatus, could this potentially mean that children with CAS are a subgroup of children with DCD? Different studies demonstrated that children with CAS had problems with various aspects of nonspeech oral motor function (Tükel, Björelius, Henningsson, McAllister and Eliasson, 2015), as well as balance, aiming and catching (Iuzzini-Siegel, 2019). Further evidences of impaired motor skills could help us understand the underpinnings of CAS.
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Storkel, Holly L. "Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies?" Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 56–57. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0025.
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Purpose The purpose of this clinical forum is to provide guidance on which children with speech sound disorders should qualify for services in the public schools. The articles in the forum consider how to define impaired articulation (viewed more broadly as referring to articulation and phonology), adverse effects, and educational performance. Conclusion The take-home message across articles is that determining eligibility for speech-language services is complex, requiring a comprehensive understanding of a child's skills with speech sounds but also the impact of their speech errors on written language and social–emotional well-being. These decisions cannot be made quickly with minimal information. Speech-language pathologists may need to advocate for a realistic allotment of time to conduct a comprehensive assessment, including time to think about the results and implications of that assessment.
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Preston, Jonathan L., Margaret Hull, and Mary Louise Edwards. "Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders." American Journal of Speech-Language Pathology 22, no. 2 (May 2013): 173–84. http://dx.doi.org/10.1044/1058-0360(2012/12-0022).
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Purpose To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Results Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Conclusion Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.
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N., Dhinakaran, and Karthikeyan B.M. "A PRELIMINARY STUDY ON ANALYSIS OF PHONOLOGICAL PROCESSES IN TAMIL SPEAKING HEARING IMPAIRED CHILDREN WITH COCHLEAR IMPLANTS." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 769–73. http://dx.doi.org/10.21474/ijar01/12355.
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Phonological Processes are simplification of sounds which occur among the children during the younger age and will gradually diminish giving an adult like speech form. The aim of the present study is to analyze the occurrence of phonological processes among hearing impaired children who underwent cochlear implant surgery during their younger age as an early intervention. The subjects included in the study were 10 children (5 male and 5 female) who were diagnosed with congenital total hearing impairment and underwent cochlear implant surgery and attending Auditory verbal therapy. The task given to the subjects in the present study is to repeat the words in Tamil Articulation Test followed by the Clinician. The words were recorded and further analyzed for the occurrence of phonological processes. The results show that a total of 26 phonological processes (both typical and atypical) occurred with a maximum occurrence of Depalatalization and minimally of Final Consonant Deletion. The results of the present study help in providing a better knowledge about the occurrence of phonological processes which helps the speech language pathologist in intervening hearing impaired children with cochlear implants and to improve their speech intelligibility.
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Zakzouk, Siraj M., and Sameer Ali Bafaqeeh. "Prevalence of Severe to Profound Sensorineural Hearing Loss in Children Having Family Members with Hearing Impairment." Annals of Otology, Rhinology & Laryngology 105, no. 11 (November 1996): 882–86. http://dx.doi.org/10.1177/000348949610501108.
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The purpose of this paper is to study the prevalence rate of hearing impairment among children with siblings and family members having hearing and speech disorders. A random survey of 6,421 Saudi infants and children between 2 months and 12 years of age was conducted in the Riyadh area. Children with no or few siblings and those who were firstborn were at relatively higher risk, and there was a strong association between children in the hearing-impaired group among those having living siblings with deafness. Those children who had family members with hearing and speech problems were at twice the risk of their counterpart groups regarding hearing impairment.
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Felsenfeld, Susan, Matt McGue, and Patricia A. Broen. "Familial Aggregation of Phonological Disorders: Results From a 28-Year Follow-Up." Journal of Speech, Language, and Hearing Research 38, no. 5 (October 1995): 1091–107. http://dx.doi.org/10.1044/jshr.3805.1091.
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This investigation is a follow-up to a longitudinal speech and educational outcome study involving approximately 400 normally developing children that was initiated in 1960. From this database, two groups of subjects (now aged 32–34), their spouses, and all of their offspring over the age of 3:0 (years:months) completed a battery of cognitive-linguistic and interview measures. One group (probands) consisted of 24 adults with a documented history of a moderate phonological-language disorder that persisted through at least the end of the first grade. The other group (controls) consisted of 28 adults who were known to have had normal articulation abilities as children. Results of this study demonstrated that, in comparison to the children of controls, the children of the proband subjects performed significantly more poorly on all tests of articulation and expressive language functioning and were significantly more likely to have received articulation treatment. There was, however, no evidence that specific misarticulations or phonological processes traveled within proband families. These results are in agreement with those of most previous family studies that have demonstrated an increased rate of occurrence of speech-language disorders of unknown origin in families including a first-degree relative who is similarly affected.
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Lee, Sue Ann S. "The treatment efficacy of multiple opposition phonological approach via telepractice for two children with severe phonological disorders in rural areas of West Texas in the USA." Child Language Teaching and Therapy 34, no. 1 (January 31, 2018): 63–78. http://dx.doi.org/10.1177/0265659018755527.
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The goals of the present study were to (1) examine the effects of the multiple opposition phonological approach on improving phoneme production accuracy in children with severe phonological disorders and (2) explore whether the multiple opposition approach is feasible for the telepractice service delivery model. A multiple-baseline, single-participant design replicated across two children, was implemented. Two male children who resided in rural areas of West Texas in the USA participated. One child was 4 years and 10 months old and the other child was 6 years old. Both of the children were diagnosed with phonological disorders without any sensory, motoric, or intellectual disabilities. The children’s articulation was tested using Goldman–Fristoe Articulation Test-2 and probes were administered across the period of the study. The children received a 30-minute phonological intervention via telepractice twice a week for 12 or 16 weeks. An increasing trend for production accuracy for target sounds was observed during intervention for both children. Maintenance also was observed at 2-week and 2-month follow-ups. Standard scores from a standardized articulation test increased during posttest compared to pretest. The multiple opposition phonological approach can lead to improved speech production accuracy in children with severe phonological disorders. Telepractice may be an effective context for a phonological intervention approach as has been found for other domains of speech and language intervention and a useful service delivery model to underserved children with speech disorders who are unable to access a speech pathologist due to various circumstances.
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St. Louis, Kenneth O., Gregory G. R. Hansen, Janice L. Buch, and Tonia L. Oliver. "Voice Deviations and Coexisting Communication Disorders." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 82–87. http://dx.doi.org/10.1044/0161-1461.2301.82.
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The purpose of this study was to determine the extent to which other communicative disorders coexist with voice disorders in school children. The authors randomly selected two voice deviant groups and a control group from a database of nearly 39,000 school children in grades 1–12. Hoarseness was the most commonly occurring voice disorder in both groups. The majority of voice disordered children had coexisting articulation deviations. In addition, the voice disordered samples differed significantly from controls on two language measures and mean pure-tone hearing thresholds. This study supports other research indicating that different communication disorders frequently coexist.
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Cleland, Joanne, James M. Scobbie, Zoe Roxburgh, Cornelia Heyde, and Alan Wrench. "Enabling New Articulatory Gestures in Children With Persistent Speech Sound Disorders Using Ultrasound Visual Biofeedback." Journal of Speech, Language, and Hearing Research 62, no. 2 (February 26, 2019): 229–46. http://dx.doi.org/10.1044/2018_jslhr-s-17-0360.
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Purpose This study evaluated ultrasound visual biofeedback treatment for teaching new articulations to children with a wide variety of speech sound disorders. It was hypothesized that motor-based intervention incorporating ultrasound would lead to rapid acquisition of a range of target lingual gestures with generalization to untreated words. Method Twenty children aged 6–15 years with a range of mild to severe speech disorders affecting a variety of lingual targets enrolled in a case series with replication. Of these, 15 children completed the intervention. All of the children presented with a variety of errors. We therefore employed a target selection strategy to treat the most frequent lingual error. These individual speech targets were treated using ultrasound visual biofeedback as part of ten to twelve 1-hr intervention sessions. The primary outcome measure was percentage of target segments correct in untreated wordlists. Results Six children were treated for velar fronting; 3 children, for postalveolar fronting; 2 children, for backing alveolars to pharyngeal or glottal place; 1 child, for debuccalization (production of all onsets as [h]); 1 child, for vowel merger; and 2 children, for lateralized sibilants. Ten achieved the new articulation in the 1st or 2nd session of intervention, despite no children being readily stimulable for their target articulation before intervention. In terms of generalization, effect sizes for percentage of target segments correct ranged from no effect (5 children), small effect (1 child), medium effect (4 children), and large effect (5 children). Conclusions Ultrasound visual biofeedback can be used to treat a wide range of lingual errors in children with various speech sound disorders, from mild to severe. Visual feedback may be useful for establishing new articulations; however, generalization is more variable.
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Grames, Lynn Marty, and Mary Blount Stahl. "An Innovative Collaborative Treatment Model: The Community-Based Speech-Language Pathologist and Cleft Palate Team." Cleft Palate-Craniofacial Journal 54, no. 2 (March 2017): 242–44. http://dx.doi.org/10.1597/16-119.
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Problem Children with cleft-related articulation disorders receive ineffectual or inappropriate speech therapy locally due to lack of training and a disconnect between the team and local speech-language pathologists. Solution A collaborative care program that is billable for the team allows the local speech-language pathologist to earn continuing education units and facilitates effective local speech therapy. This program is the first of its kind, according to the American Speech-Language-Hearing Association Continuing Education Board for Speech Pathology.
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Kishon-Rabin, Liat, Inbal Gehtler, Riki Taitelbaum, Jona Kronenberg, Chava Muchnik, and Minka Hildesheimer. "Development of Speech Perception and Production in Children with Cochlear Implants." Annals of Otology, Rhinology & Laryngology 111, no. 5_suppl (May 2002): 85–90. http://dx.doi.org/10.1177/00034894021110s518.
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The purpose of the present study was twofold: 1) to compare the hierarchy of perceived and produced significant speech pattern contrasts in children with cochlear implants, and 2) to compare this hierarchy to developmental data of children with normal hearing. The subjects included 35 prelingual hearing-impaired children with multichannel cochlear implants. The test materials were the Hebrew Speech Pattern Contrast (HeSPAC) test and the Hebrew Picture Speech Pattern Contrast (HePiSPAC) test for older and younger children, respectively. The results show that 1) auditory speech perception performance of children with cochlear implants reaches an asymptote at 76% (after correction for guessing) between 4 and 6 years of implant use; 2) all implant users perceived vowel place extremely well immediately after implantation; 3) most implanted children perceived initial voicing at chance level until 2 to 3 years after implantation, after which scores improved by 60% to 70% with implant use; 4) the hierarchy of phonetic-feature production paralleled that of perception: vowels first, voicing last, and manner and place of articulation in between; and 5) the hierarchy in speech pattern contrast perception and production was similar between the implanted and the normal-hearing children, with the exception of the vowels (possibly because of the interaction between the specific information provided by the implant device and the acoustics of the Hebrew language). The data reported here contribute to our current knowledge about the development of phonological contrasts in children who were deprived of sound in the first few years of their lives and then developed phonetic representations via cochlear implants. The data also provide additional insight into the interrelated skills of speech perception and production.
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Jeong, Pil Yeon, and Hyun Sub Sim. "Analysis of Subgroup Distribution and Discriminant Function Analysis in Children with Cerebral Palsy Based on Speech Language Profile Group." Communication Sciences & Disorders 26, no. 2 (June 30, 2021): 447–62. http://dx.doi.org/10.12963/csd.21810.
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Objectives: This study aimed to identify the subgroups distribution of children with cerebral palsy (CP) by using Speech, Language Profile Group (SLPG), and examine discriminant factors that differentiate subgroups.Methods: Eighty-seven children aged 4-16 years with CP participated in the study (spastic 67, dyskinetic 4, ataxic 3, mixed 13). Data was collected from a speech production task (sustained vowel /a/, Assessment of Articulation and Phonology for Children, sentence repetition), language test (receptive vocabulary), and PIQ test (K-WISC-III, K-WIPPSI). Independent variables were maximum phonation time (MPT), intensity, speech rate, intelligibility, receptive vocabulary score, and cognition ability. For the analysis, children with CP were classified into six speech language profile groups; NSMILCT (no clinical speech motor involvement and age appropriate language, cognition abilities), NSMI-LCI (no clinical speech motor involvement and impaired language, cognition abilities), SMI-LCT (speech motor impairment and age appropriate language, cognition abilities), SMI-LCI (speech motor impairment and impaired language, cognition abilities), ANAR-LCT (anarthria and age appropriate language, cognition abilities), and ANAR-LCI (anarthria and impaired language, cognition abilities).Results: Descriptive study showed that of all children with CP, the proportion of NSMI-LCT was 11.5%, NSMI-LCI was 8.0%, SMI-LCT was 12.6%, SMI-LCI was 19.5%, ANAR-LCT was 11.5%, and ANAR-LCI was 36.8%. Very strong relationships were noted between SLPG and CFCS, and moderate relationships were noted between SLPG and GMFCS. Canonical discriminant function analysis revealed that the speech intelligibility variable accounted for 85.1%, the speech rate variable was 9.7%, and the language variable was 5.2%.Conclusion: This study suggested that the SLPG classification system helps us to stratify the subgroups for understanding speech, language features in children with CP.
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Furlong, Lisa M., Meg E. Morris, Tanya A. Serry, and Shane Erickson. "Treating Childhood Speech Sound Disorders: Current Approaches to Management by Australian Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 581–96. http://dx.doi.org/10.1044/2020_lshss-20-00092.
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Purpose This study explored the intervention processes used by speech-language pathologists (SLPs) to treat children with speech sound disorders (SSDs). Method Semistructured, individual, in-depth interviews were conducted with 11 Australian SLPs. Inductive content analysis was used to classify the data to provide a description of current intervention processes for children with SSDs. Results Three main factors were identified relating to the intervention processes used by SLPs: (a) target selection, (b) therapy approaches, and (c) structural and procedural aspects of therapy sessions, including feedback. The findings revealed that SLPs often combine elements of four therapies: the minimal pairs approach, traditional articulatory approaches, auditory discrimination, and Cued Articulation. Initial therapy targets typically aligned with a developmental approach or were functional speech targets with meaningful relevance to the child and their family. Conclusions These findings contribute to the current state of knowledge about the intervention processes used by SLPs for children with SSDs. The use of hybrid speech pathology therapies, which combined elements of favored approaches, was common. Hybrid methods were intended to help tailor the interventions to individual needs. Client needs were highly prioritized by SLPs and influenced their choice of therapy targets and therapy approaches.
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Abraham, Suzanne. "Differential Treatment of Phonological Disability in Children With Impaired Hearing Who Were Trained Orally." American Journal of Speech-Language Pathology 2, no. 3 (September 1993): 23–30. http://dx.doi.org/10.1044/1058-0360.0203.23.
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The efficacy of differential treatment of phonological disability was studied in children with moderate to severe sensorineural hearing impairments who presented with both phonetic and phonemic error types. Two treatments were administered to four subjects aged 5:0 to 10:5 with prelinguistic hearing impairment who had been trained orally. Phonetic treatment was modeled in accord with an articulation approach using syllable imitation. Phonemic treatment was modeled in accord with a phonological approach using meaningful minimal contrasts. Phonetic targets were consonant singletons; phonemic targets were phonological processes. Within each treatment, one target was trained; the other served as a control. Results indicated a tendency toward improved target production in training and generalization with phonemic treatment. Individual subject differences in training and in generalization were evident for the phonetic treatment. No between-treatment differences in training were found. However, between-treatment differences in generalization were significant. Clinical issues and implications of the findings are discussed.
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Elbert, Jean. "Occurrence and pattern of impaired reading and written language in children with attention deficit disorders." Annals of Dyslexia 43, no. 1 (December 1993): 26–43. http://dx.doi.org/10.1007/bf02928172.
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Belyaeva, O. L., and T. S. Bogdanova. "DIDACTIC POTENTIAL OF CARTOON ANIMATION IN DEVELOPMENT OF SPEECH AMONG SENIOR PRESCHOOLERS WITH BISENSORY DISORDERS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 18–29. http://dx.doi.org/10.25146/1995-0861-2021-56-2-268.
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Statement of the problem. Modern researchers emphasize the need for practical use of new tools, including the use of information and communication tools, learning and development of children with disabilities. One of the growing groups of children with disabilities is a group of preschoolers with simultaneous hearing and visual impairments. With regard to this group of children, the problem field for research is wide, and scientific developments are few. Therefore, the problem of finding means of comprehensive development of preschool children with bisensory impairments, and, in particular, their speech development, remains quite relevant in visual impairment pedagogy. One of such means, according to the authors of the article, is cartoon animation. The purpose of the article is to disclose the didactic potential of cartoon animation as a pedagogical tool in the development of speech among preschool children with significant hearing impairment and simultaneous visual impairment in the degree of visually impaired. Methodology (materials and methods) The research methodology is based on the fundamental scientific work of S.A. Zykov, revealing the essence of communicative-activity system and its leading role in the speech development of children with hearing impairment; it is also based on the analysis of foreign and Russian scientific works, revealing the content of innovative approaches in teaching children with bisensory impairment. Research results. The article reveals the didactic potential of cartoon animation as a means of speech development among children with significant hearing impairment corrected by hearing aids or cochlear implants and simultaneous visual impairment in the degree of amblyopia. It is shown that the essential content of the process of creating cartoons in the joint activity of children and adults, as well as the use of ready-made cartoons, plays an essential role in the complex process of speech development, namely, in the development of grammatical structure of speech, coherent speech, and enrichment of the vocabulary. We have developed an algorithm for the joint activities of an adult and a child with simultaneous hearing and vision impairment in the creation of cartoon films aimed at the speech development of this group of children. Conclusion. Cartoon animation, being a modern information and communication tool, has a high potential for application in defectology. The process of creating cartoons in the joint activity of preschool children with bisensory impairments and adults, as well as the use of ready-made cartoons they have created, is potentially one of the effective techniques of the communicative-activational system used in deaf-blind pedagogy and typhlo-surdopedagogy. The process of creating cartoons can be used as a means of developing all components of speech in preschool children with significant hearing impairment with correction by hearing aids or cochlear implants and simultaneous visual impairment of low vision.
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Roseberry-McKibbin, Celeste. "Assessment and Intervention for Children With Limited English Proficiency and Language Disorders." American Journal of Speech-Language Pathology 3, no. 3 (September 1994): 77–88. http://dx.doi.org/10.1044/1058-0360.0303.77.
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The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.
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Nakajima, Toshiko. "Relationship between Language Development and Articulation Disorders in Children with Repaired Clefts of Lip and Palate." Japan Journal of Logopedics and Phoniatrics 39, no. 1 (1998): 5–8. http://dx.doi.org/10.5112/jjlp.39.5.
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Howard, Sara. "The interplay between articulation and prosody in children with impaired speech: Observations from electropalatographic and perceptual analysis." Advances in Speech Language Pathology 9, no. 1 (January 2007): 20–35. http://dx.doi.org/10.1080/14417040601057692.
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Gunawan, Gunawan, and Anisyah Dewi Syah Fitri. "Efektivitas Penggunaan Speech Trainer Pada Kasus Gangguan Pendengaran Studi Kasus Di YPAC Surakarta." Jurnal Keterapian Fisik 4, no. 2 (November 28, 2019): 111–18. http://dx.doi.org/10.37341/jkf.v4i2.195.
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Background: Hearing loss is the difficulty of someone to hear sounds from mild to severe degrees, so that they experience obstacles in understanding other people's speech through their own hearing or someone who has lost the ability to hear so that they cannot process language information through hearing with or without hearing aids (Travis, 1978).Based on the Results of Basic Health Research conducted by the Indonesian Ministry of Health in 2013 (Riskesdas 2013) presents significant information in terms of the prevalence of disability in children. The prevalence of blind people is 0.17%, speech impaired 0.14%, down syndrome 0.13%, physical impairment 0.08, hearing impaired 0.07% and disability caused by trauma and accidents 0.53%. In children aged 24 - 59 months found 0.14% of children who are speechless from the overall data of children with disabilities.Speech therapy to handle cases of hearing loss, with Speech Trainer aids, especially articulations.The main purpose of providing effective information and benefits of speech trainer aids for speech therapy cases of dysaudia aged 3-6 years specifically in the pronunciation of consonant / r / Late articulation.Providing information to the Speech Therapist, one of the procedures in the use of speech trainer therapy aids, especially in the case of dysaudia who do not use Google implants.Providing information and understanding to parents about the problem of a child's condition that does not use sophisticated Google implants, can be treated with speech trainer. Because Koglea implants are expensive. Methods: This research uses survey method, aims to find information that will be used to solve problems and not to test hypotheses.The instruments in this study were consonants / r / followed by vocal sounds [/ a /, / i /, / u / e /, / e / and / o /] the final position in the form of words as follows: Snake, Comb, Egg , Suitcase, Bucket, Tail. With the help of pictures. and Therapeutic Tools used in intervening in Children, namely: Speech Trainer and Consonant / r / Articulation Card and Mirror. Results: Based on the results of this study, it can be concluded that from the study land surveyed as many as 4 (four) children with hearing loss in YPAC. Conclusion: Speech Trainer did not show any influence at the time of T1 to T4, there was an influence at the time of T5 that is indicated in the word Comb there were 3 subjects (75.0%), eggs had 3 subjects (75.0%), Buckets had 1 Subject ( 25.0%), and tails there were 2 subjects (50.0%), whereas in the word snake, and luggage did not show any successful pronunciation.The effectiveness of using Speech Trainer lies in the pronunciation of the consonant / r / on the word comb and egg on T5 (p = 0.010).
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Ristic, Snezana, Biljana Kocic, and Zoran Milosevic. "The effect of parental attitudes on habilitation of hearing impaired children." Vojnosanitetski pregled 70, no. 4 (2013): 363–67. http://dx.doi.org/10.2298/vsp111007034r.
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Background/Aim. Habilitation of children with hearing loss is a very complex process and requires a team work. Habilitation period length, as well as the effects themselves are individual and depend on many factors. The goal of any habilitation process is to improve the quality of life of each individual to the maximal extent possible, regardless of whether embedded cochlear implant, or other forms of amplification applied. A long-standing practice has shown that the influence of parents and their attitudes in the habilitation process is great. The aim of this study was to examine the extent of this influence in order to educate the parents so to help their children maximize their potential. Methods. The instruments used in this study were: semi-structured interview, the Parental Attitudes Scale (PAD), Package Nottingham Early Estimates (NEAP). The participants in this study were the parents with children aged 4-15 years. The extent of hearing loss in the children was recorded at the beginning and during the habilitation process and all were actively involved at least three months. For statistical analysis of this study the descriptive and inferential statistical techniques were applied. Results. The results of our study show significant differences in certain parental attitudes. A close cooperation of the parents and quality experts interactions with the parents are a prerequisite for a successful habilitation. Conclusion. The result of this research show that the process of habilitation of children with hearing and speech disorders is significantly affected by the parent attitudes. Parental attitudes were proved to be especially important for children with greater hearing loss. It was also noted that in our society mainly mothers are concerned with hearing-damaged children, which indicates that the educational process should be extend to both parents.
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Bogdanova, Tamara Gennadievna, Elena Nikolaevna Morgacheva, Tatiana Mikhailovna Popova, Olga Yurievna Sokolova, and Nadia Shamilevna Tjurina. "Creativity and creative work in children with disabilities." SHS Web of Conferences 117 (2021): 01005. http://dx.doi.org/10.1051/shsconf/202111701005.
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The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.
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Jacoby, Gregory P., Linda Lee, Ann W. Kummer, Linda Levin, and Nancy A. Creaghead. "The Number of Individual Treatment Units Necessary to Facilitate Functional Communication Improvements in the Speech and Language of Young Children." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 370–80. http://dx.doi.org/10.1044/1058-0360(2002/041).
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The present study was conducted to determine the average number of treatment units needed to achieve improvements in functional communication. The subjects, ages 3 to 6 years, consisted of 234 children who received speech-language pathology services over a two-year period at Children's Hospital Medical Center (CHMC) in Cincinnati, Ohio. Subjects had disorders of articulation and/or language and were rated on all areas of deficit using the ASHA functional communication measures (FCMs) of articulation/intelligibility, spoken language production, and spoken language comprehension. Because many subjects had more than one area of deficit, a total of 394 ratings were obtained. Results indicated that as the number of treatment units increased, the FCM level improved. These improvements were statistically significant for subjects with articulation/intelligibility and spoken language production disorders only. Younger children received the greatest benefit per units of therapy provided. Children with lower initial functional abilities generally required more units of therapy to demonstrate improvement than children with higher initial ability levels. Children with an associated factor, (i.e., anoxic brain damage, syndromes, hearing loss, etc.) generally required more units of therapy than those who had no other factors, although the results were not statistically significant. The majority of subjects (76.5%) improved by at least one FCM level following 20 hours or more of therapy. There was improvement of two FCM levels in 38.5%, and more than two levels in 18.5% of the overall group. The present study indicates that improvement in FCM abilities is made with treatment, and that the degree of improvement is correlated with the number of treatment units provided.
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Case, Julie, and Maria I. Grigos. "A Framework of Motoric Complexity: An Investigation in Children With Typical and Impaired Speech Development." Journal of Speech, Language, and Hearing Research 63, no. 10 (October 16, 2020): 3326–48. http://dx.doi.org/10.1044/2020_jslhr-20-00020.
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Introduction The current work presents a framework of motoric complexity where stimuli differ according to movement elements across a sound sequence (i.e., consonant transitions and vowel direction). This framework was then examined in children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development (TD). Method Twenty-four children (CAS, n = 8; SSD, n = 8; TD, n = 8), 5–6 years of age, participated in this study. The children produced words that varied in motoric complexity while transcription, acoustic, and kinematic data were collected. Multidimensional analyses were conducted to examine speech production accuracy, speech motor variability, and temporal control. Results Analyses revealed poorer accuracy, longer movement duration, and greater speech motor variability in children with CAS than TD (across all measures) and other SSDs (accuracy and variability). All children demonstrated greater speech motor variability and longer duration as movement demands increased within the framework of motoric complexity. Diagnostic grouping did not mediate performance on this task. Conclusions Results of this study are believed to reveal gradations of complexity with increasing movement demands, thereby supporting the proposed framework of motoric complexity. This work also supports the importance of considering motoric properties of sound sequences when evaluating speech production skills and designing experimental and treatment stimuli.
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Smit, Ann Bosma. "Phonologic Error Distributions in the Iowa-Nebraska Articulation Norms Project." Journal of Speech, Language, and Hearing Research 36, no. 5 (October 1993): 931–47. http://dx.doi.org/10.1044/jshr.3605.931.
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The errors on word-initial consonant clusters made by children in the Iowa-Nebraska Articulation Norms Project (Smit, Hand, Freilinger, Bernthal, & Bird, 1990) were tabulated by age range and frequency. The error data show considerable support for Greenlee’s (1974) stages in the acquisition of clusters: the youngest children show cluster reduction, somewhat older children show cluster preservation but with errors on one or more of the cluster elements, and the oldest children generally show correct production. These stages extended to three-element clusters as well. Typical cluster reduction errors were (a) reduction to the obstruent in obstruent-plus-approximant clusters and (b) reduction to the second element in /s/-clusters. When clusters were preserved, but one member was in error, the error was typically the same as for the singleton consonant. Cluster errors are discussed in terms of theories of phonologic development, including open genetic programs and feature geometry. These data are expected to be useful in evaluation and treatment of disorders of phonology.
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Casby, Michael W. "Speech-Language Pathologists' Attitudes and Involvement regarding Language and Reading." Language, Speech, and Hearing Services in Schools 19, no. 4 (October 1988): 352–61. http://dx.doi.org/10.1044/0161-1461.1904.352.
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A survey was conducted to explore public school speech-language pathologists' attitudes and perceptions of their knowledge, competencies, educational needs, and involvement with children regarding the relationship between oral language and reading disorders. Data indicated that public school speech-language pathologists believe they ought to be involved with children with reading disorders, yet they report that they are not involved to a great extent. Those surveyed also reported a present lack of competencies and available training to assist them in assuming a more integral role in the management of children who possess a reading disorder. ...the speech pathologist's role in reading instruction is something more than the identification and remediation of coexisting defects of articulation or auditory perception.... The speech pathologist has an essential contribution to make to the process of reading acquisition, in normal and language disordered children ?. The speech pathologist has the responsibility to assess and develop the linguistic prerequisites for reading, as well as to assist the child in developing the specific linguistic awareness required for reading (Rees, 1974, pp. 257-258). ...we believe that there is a significant amount of evidence to indicate that speech pathologists can make a very important contribution to the prevention and treatment of reading problems (Stark, 1975, p. 834). Because the speech-language pathologist is a specialist in the area of language, he/she is, in many cases, the best qualified to identify, assess and remediate the language-based reading problems exhibited by many reading-disordered children (Catts & Kamhi, 1986, p. 335).
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Shim, Hee-Jeong, Hyo-Joo Lee, and Chang-Won Seo. "The effect of articulation therapy using visual phonics to improve the speech intelligibility and vowel space of children with impaired hearing." Phonetics and Speech Sciences 10, no. 2 (June 2018): 85–96. http://dx.doi.org/10.13064/ksss.2018.10.2.085.
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Shim, Hee-Jeong, Hyo-Joo Lee, and Chang-Won Seo. "The effect of articulation therapy using visual phonics to improve the speech intelligibility and vowel space of children with impaired hearing." Phonetics and Speech Sciences 10, no. 2 (June 2018): 85–96. http://dx.doi.org/10.13064/ksss.2018.10.2.85.
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Van Doorn, Jan, and Alison Purcell. "Nasalance Levels in the Speech of Normal Australian Children." Cleft Palate-Craniofacial Journal 35, no. 4 (July 1998): 287–92. http://dx.doi.org/10.1597/1545-1569_1998_035_0287_nlitso_2.3.co_2.
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Objective Nasalance scores have been shown to depend on the regional dialect of English spoken. Australian cleft palate clinics are increasingly making use of the Nasometer as part of their evaluation of velopharyngeal inadequacy. There are, however, no normative data for Australian English available as reference information. The objective of this study, therefore, was to obtain comprehensive nasalance data for a large group of Australian children, aged 4 to 9 years, for two standard nasalance passages (Zoo Passage and Nasal Sentences) and to investigate any gender or age differences within that age range. Participants The participants were 245 children (123 female, 122 male) ranging in age from 4 years, 0 months, to 9 years, 3 months. The children were recruited from a variety of schools and preschools across the Sydney metropolitan region. The children all spoke Australian English, and their hearing, articulation skills, and speech resonance were within normal limits. Method Mean nasalance scores were obtained for two speech passages that are used as standards for Nasometer testing (Zoo Passage and Nasal Sentences). In addition, the nasalance data were analyzed for any gender and age dependence, using separate analyses of variance for each speech passage. Five consecutive age groups were used to examine age dependence (4-, 5-, 6-, 7-, and 8-year-old children). Results A mean score of 13.1 (SD, 5.9) was obtained for the Zoo Passage, and a mean of 59.6 (SD, 8.1) for the Nasal Sentences. The analysis of variance results indicated that, at a probability level of p < 0.01, there was no statistically significant age or gender dependence for either speech passage. Conclusion These normative nasalance data for children who speak Australian English will provide important reference information for clinicians who assess nasality disorders in cleft palate clinics in Australia.
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Dodd, Barbara, Kyriaki Ttofari-Eecen, Katherine Brommeyer, Kelly Ng, Sheena Reilly, and Angela Morgan. "Delayed and disordered development of articulation and phonology between four and seven years." Child Language Teaching and Therapy 34, no. 2 (October 30, 2017): 87–99. http://dx.doi.org/10.1177/0265659017735958.
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Some children’s speech impairment resolves spontaneously. Others have persistent problems affecting academic and social development. Identifying early markers that reliably predict long-term outcome would allow better prioritization for preschool intervention. This article evaluates the significance of different types of speech errors, made by 93 four-year-olds in a longitudinal population cohort study, for performance at seven years. At four years, the non-age appropriate speech errors made on standardized assessments were categorized as: phonologically delayed (error patterns typical of younger children); or, some errors atypical of normal development, including consistent errors (e.g. word initial consonant deletion), inconsistent pronunciations of the same word, or lateral distortion of /s, z/). Delayed children, some with occasional interdental /s, z/ articulation errors, were more likely to resolve (67%) than those making atypical errors (35%) by seven years. Qualitative analyses indicated that children making few atypical errors were more likely to resolve, irrespective of total number of errors or whether they received intervention. The findings’ theoretical implications relate to deficits underlying phonological disorders. Clinical implications concern assessment measures and prioritization for intervention.
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Kent, Ray D., and Carrie Rountrey. "What Acoustic Studies Tell Us About Vowels in Developing and Disordered Speech." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1749–78. http://dx.doi.org/10.1044/2020_ajslp-19-00178.
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Purpose Literature was reviewed on the development of vowels in children's speech and on vowel disorders in children and adults, with an emphasis on studies using acoustic methods. Method Searches were conducted with PubMed/MEDLINE, Google Scholar, CINAHL, HighWire Press, and legacy sources in retrieved articles. The primary search items included, but were not limited to, vowels, vowel development, vowel disorders, vowel formants, vowel therapy, vowel inherent spectral change, speech rhythm, and prosody. Results/Discussion The main conclusions reached in this review are that vowels are (a) important to speech intelligibility; (b) intrinsically dynamic; (c) refined in both perceptual and productive aspects beyond the age typically given for their phonetic mastery; (d) produced to compensate for articulatory and auditory perturbations; (e) influenced by language and dialect even in early childhood; (f) affected by a variety of speech, language, and hearing disorders in children and adults; (g) inadequately assessed by standardized articulation tests; and (h) characterized by at least three factors—articulatory configuration, extrinsic and intrinsic regulation of duration, and role in speech rhythm and prosody. Also discussed are stages in typical vowel ontogeny, acoustic characterization of rhotic vowels, a sensory-motor perspective on vowel production, and implications for clinical assessment of vowels.
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GUNAWAN, YOICE EMILIA, and PRIJANTI EKA POERWANTININGROEM. "Profil Penderita Keterlambatan Bicara Dengan Pemeriksaan ASSR di TOA Jala Puspa Rumkital Dr. Ramelan Surabaya Tahun 2016 - 2017." Hang Tuah Medical journal 16, no. 2 (June 13, 2019): 161. http://dx.doi.org/10.30649/htmj.v16i2.151.
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<p><strong>Background</strong>: Speech and language delay is experienced by 5-8% of preschoolers and 17% of 5-year-olds. Delay in speech can be caused by hearing loss, brain disorders (such as mental retardation, receptive and / or expressive language-specific disorders), autism or disorders of the mouth organs that make it difficult for children to pronounce words (known as articulation disorders). The procedure for delay in speech depends on the cause, and also involves cooperation between pediatricians, other related specialists, speech therapists and of course parents.</p><p><strong>Aim</strong>: to investigate the profile of patients with speech delay with ASSR examination at TOA Jala Puspa RUMKITAL DR. RAMELAN Surabaya</p><p><strong>Research methods</strong>: This research is a descriptive research. 57 medical record data are recorded, checked for completeness, analyzed in descriptive form then presented in the form of diagrams and tables.</p><p><strong>Results</strong>: The average age of people with speech delay is 2.67 years. Most patients are male. The most prenatal history experienced by people with delayed speech is Rubella infection. The most history of Christmas is hyperbilirubinemia. Most postnatal history is autism. Hearing examination using ASSR mostly shows profound hearing loss.</p><p><strong>Keywords</strong>: Speech delay, ASSR, TOA Jala Puspa</p>
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McLaughlin, Susan A., John C. Thorne, Tracy Jirikowic, Tiffany Waddington, Adrian K. C. Lee, and Susan J. Astley Hemingway. "Listening Difficulties in Children With Fetal Alcohol Spectrum Disorders: More Than a Problem of Audibility." Journal of Speech, Language, and Hearing Research 62, no. 5 (May 21, 2019): 1532–48. http://dx.doi.org/10.1044/2018_jslhr-h-18-0359.
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Purpose Data from standardized caregiver questionnaires indicate that children with fetal alcohol spectrum disorders (FASDs) frequently exhibit atypical auditory behaviors, including reduced responsivity to spoken stimuli. Another body of evidence suggests that prenatal alcohol exposure may result in auditory dysfunction involving loss of audibility (i.e., hearing loss) and/or impaired processing of clearly audible, “suprathreshold” sounds necessary for sound-in-noise listening. Yet, the nexus between atypical auditory behavior and underlying auditory dysfunction in children with FASDs remains largely unexplored. Method To investigate atypical auditory behaviors in FASDs and explore their potential physiological bases, we examined clinical data from 325 children diagnosed with FASDs at the University of Washington using the FASD 4-Digit Diagnostic Code. Atypical behaviors reported on the “auditory filtering” domain of the Short Sensory Profile were assessed to document their prevalence across FASD diagnoses and explore their relationship to reported hearing loss and/or central nervous system measures of cognition, attention, and language function that may indicate suprathreshold processing deficits. Results Atypical auditory behavior was reported among 80% of children with FASDs, a prevalence that did not vary by FASD diagnostic severity or hearing status but was positively correlated with attention-deficit/hyperactivity disorder. In contrast, hearing loss was documented in the clinical records of 40% of children with fetal alcohol syndrome (FAS; a diagnosis on the fetal alcohol spectrum characterized by central nervous system dysfunction, facial dysmorphia, and growth deficiency), 16-fold more prevalent than for those with less severe FASDs (2.4%). Reported hearing loss was significantly associated with physical features characteristic of FAS. Conclusion Children with FAS but not other FASDs may be at a particular risk for hearing loss. However, listening difficulties in the absence of hearing loss—presumably related to suprathreshold processing deficits—are prevalent across the entire fetal alcohol spectrum. The nature and impact of both listening difficulties and hearing loss in FASDs warrant further investigation.
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Deryabina, Galina, Viktoriya Lerner, and Aleksey Filatkin. "Various types violations features of junior pupils coordinating abilities with hearing deprivation." Tambov University Review. Series: Humanities, no. 178 (2019): 35–42. http://dx.doi.org/10.20310/1810-0201-2019-24-178-35-42.
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Hearing impairment in the system of analyzers entails not only an isolated “exclusion” of one sense organ, but a defect in the whole development of the child. Hearing impairment is closely functionally interdependent with speech function and motor sphere. The hearing disorder is functionally closely interdependent, with speech function and motor area. For this reason, of all types of motor abilities are the most impaired coordination, as their development is based on the lack of functional formation of sensory systems involved in the management of movements. It is important to note that disorders in the development of coordination abilities in children with hear-ing disorders are most pronounced in preschool and primary school age. The influence of vestibu-lar function disorders as a consequence of auditory deprivation on the development of coordina-tion abilities of children of primary school age is described. These motor tests allow us to identify the development levels of coordination abilities following types: static balance, responsiveness, the ability to coordinate movements, the ability to differentiate muscle efforts and space, the ability to orient in space, tempo-rhythm ability. The obtained test results were evaluated with respect to the indicators of the development of six types of coordination abilities of primary school children without deviations in health status. The comparative analysis revealed the lag of the studied types of coordination abilities of younger schoolchildren with auditory deprivation.
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Flis, P. P., V. V. Filonenko, A. O. Melnyk, Y. P. Nemyrovych, and A. P. Lopoha. "ALGORITHM FOR SPEECH DISORDERS CORRECTION USING PROPRIETARY CONSTRUCTION DEVICE." Вісник наукових досліджень, no. 4 (January 31, 2019): 145–51. http://dx.doi.org/10.11603/2415-8798.2018.4.9780.
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Currently, there is a tendency in Ukraine to increase the number of children with speech disorders. One of the most common disorders of speech function is dyslalia. Speech therapists are the main form of correctional training, children are assigned certain and consistent stages of speech therapy. Along with that, various individual and standard devices are used.
The aim of the study – to conduct logopedic correction of speech disorders in patients with physiologic occlusion using the in-house designed device according to the proposed algorithm.
Materials and Methods. A survey was conducted on 73 children (24 – aged 3 to 6 years, 49 – from 6 to 12 years old) without significant orthodontic pathology in the presence of speech impairment with normal hearing and intelligence and speech correction. In addition to logopedic exercises, it was recommended to use vestibular plates Dr. Hinz - MUPPY-P with beads, removable orthodontic devices with beads, Bluegrass appliances, devices for elimination and prevention of unhealthy tongue habits. In order to identify early risk factors for major dental diseases, the hygienic state of the cavity of the mouth, the intensity of caries, the presence or absence of inflammatory processes in the tissues of periodontal disease were determined.
Results and Discussion. The first step in the algorithm for successful correction of speech disorders were to explain its necessity. The second stage involved the phonetic diagnosis of all aspects of speech, logic, intelligence, memory and thinking. Polymorphic dyslalia was diagnosed in all subjects of reporting panel. The third stage of the algorithm is to carry out work to overcome the abnormalities of the phonetic side of speech was a direct speech correction. The proposed device for elimination and prevention of unhealthy tongue habits was used in 6 cases.
Conclusions. After the speech therapy correction correct articulation and sound were formed. The proposed device for the elimination and prevention unhealthy tongue habits should be used in conjunction with speech therapy, in particular, dyslalia. In addition to the positive logopedic effect of the proposed therapeutic and prophylactic measures, we have also received improvement of the hygienic state of the oral cavity, the absence of an increase in the intensity of the caries of permanent teeth and increased motivation in patients.
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Zabolotny, Dmitry I., Viktor I. Lutsenko, Irina A. Belyakova, Yeugenia I. Svitlychna, Alla A. Berestova, Tetiana Yu Kholodenko, and Nataliya N. Hradiuk. "Development of ukrainian speech discrimination tests for children (phase of formation of tables with words)." OTORHINOLARYNGOLOGY, no. 4(3) 2020 (September 25, 2020): 50–54. http://dx.doi.org/10.37219/2528-8253-2020-4-50.
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Topicality: The speech audiometry is an essential diagnostic method which allows to fully assess the effectiveness of the cochlear implantation and hearing aids, to identify the central auditory processing disorders among the patients. Ukrainian audiologists have all necessary tools to perform classical speech audiometry and determine speech discrimination in the difficult acoustic conditions in adults. But it should be said that Ukrainian speech tests for children haven’t been developed yet. Aim: to develop and implement the Ukrainian speech discrimination tests for children. To solve the problem of speech audiometry in Ukraine it was decided to develop several speech discrimination tests for children of different ages and needs. At the first stage the authors have formed the groups with Ukrainian words for speech audiometry in children (starting from preschool age) and made a studio recording of the test that should be tested and validated futher. The formed word groups meet with all the requirements for phonetically balanced speech discrimination tests taking into consideration the peculiarities of children’s audiometry. The following principles were adhered in each group: the presence of all Ukrainian vowel phonemes in the stressed syllable and consonants with different frequency; the presence of words with different numbers of syllables; taking into consideration the rhythmic structure of the word (stress place); keeping a constant ratio of vowels and consonants. The article presents the primary (not yet valid) version of the Ukrainian speech discrimination test for children’s audiometry. Studio recording of this test will be tested in children with normal and impaired hearing as well as in users of hearing aids and cochlear implants. Conclusions: For the first time in Ukraine the tables with words have been formed in the native language for the audiometry in children (starting from the preschool age). The studio recording of the speech discrimination test was done with the female voice. Hence the next phase of development of the Ukrainian speech tests for children is planned the sence of which will be to approbate and validate.
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Richardson, Kelly, and Joan E. Sussman. "Discrimination and Identification of a Third Formant Frequency Cue to Place of Articulation by Young Children and Adults." Language and Speech 60, no. 1 (August 3, 2016): 27–47. http://dx.doi.org/10.1177/0023830915625680.
Full textAbstract:
Typically-developing children, 4 to 6 years of age, and adults participated in discrimination and identification speech perception tasks using a synthetic consonant–vowel continuum ranging from /da/ to /ga/. The seven-step synthetic /da/–/ga/ continuum was created by adjusting the first 40 ms of the third formant frequency transition. For the discrimination task, listeners participated in a Change/No–Change paradigm with four different stimuli compared to the endpoint-1 /da/ token. For the identification task, listeners labeled each token along the /da/–/ga/ continuum as either “DA” or “GA.” Results of the discrimination experiment showed that sensitivity to the third-formant transition cue improved for the adult listeners as the stimulus contrast increased, whereas the performance of the children remained poor across all stimulus comparisons. Results of the identification experiment support previous hypotheses of age-related differences in phonetic categorization. Results have implications for normative data on identification and discrimination tasks. These norms provide a metric against which children with auditory-based speech sound disorders can be compared. Furthermore, the results provide some insight into the developmental nature of categorical and non-categorical speech perception.
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Wittke, Kacie, and Tammie J. Spaulding. "Which Preschool Children With Specific Language Impairment Receive Language Intervention?" Language, Speech, and Hearing Services in Schools 49, no. 1 (January 9, 2018): 59–71. http://dx.doi.org/10.1044/2017_lshss-17-0024.
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Purpose Potential biases in service provision for preschool children with specific language impairment (SLI) were explored. Method In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1. Results In Study 1, the SLI-T group was rated by teachers as having poorer executive functioning than children in the SLIT-NT group, and the SLI-T group also came from families whose mothers had more education. These 2 variables alone predicted SLI-T and SLI-NT group membership with 84% accuracy. In Study 2, the ARTIC-T group were perceived as having comparable executive functioning to the SLI-NT group and better than the SLI-T group, indicating that teachers' knowledge of service provision did not influence their ratings of children's executive functioning. Discussion Preschool children with SLI, whose mothers have higher education levels and whose teachers perceive them as having poorer executive functioning, are more likely to receive intervention. Recognizing service delivery biases is critical for improving early provision of intervention for this population.
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Allison, Kristen M., Claire Cordella, Jenya Iuzzini-Seigel, and Jordan R. Green. "Differential Diagnosis of Apraxia of Speech in Children and Adults: A Scoping Review." Journal of Speech, Language, and Hearing Research 63, no. 9 (September 15, 2020): 2952–94. http://dx.doi.org/10.1044/2020_jslhr-20-00061.
Full textAbstract:
Purpose Despite having distinct etiologies, acquired apraxia of speech (AOS) and childhood apraxia of speech (CAS) share the same central diagnostic challenge (i.e., isolating markers specific to an impairment in speech motor planning/programming). The purpose of this review was to evaluate and compare the state of the evidence on approaches to differential diagnosis for AOS and CAS and to identify gaps in each literature that could provide directions for future research aimed to improve clinical diagnosis of these disorders. Method We conducted a scoping review of literature published between 1997 and 2019, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. For both AOS and CAS, literature was charted and summarized around four main methodological approaches to diagnosis: speech symptoms, quantitative speech measures, impaired linguistic–motor processes, and neuroimaging. Results Results showed that similar methodological approaches have been used to study differential diagnosis of apraxia of speech in adults and children; however, the specific measures that have received the most research attention differ between AOS and CAS. Several promising candidate markers for AOS and CAS have been identified; however, few studies report metrics that can be used to assess their diagnostic accuracy. Conclusions Over the past two decades, there has been a proliferation of research identifying potential diagnostic markers of AOS and CAS. In order to improve clinical diagnosis of AOS and CAS, there is a need for studies testing the diagnostic accuracy of multiple candidate markers, better control over language impairment comorbidity, more inclusion of speech-disordered control groups, and an increased focus on translational work moving toward clinical implementation of promising measures.