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AbstractPurposeMethodsResultsConclusions\nIMPLICATIONS FOR REHABILITATIONThis study evaluates the effects of phonological awareness (PA) and combined PA/transcranial direct current stimulation (tDCS) interventions to improve rapid automatized naming (RAN) and verbal short-term memory (VSTM) in developmental dyslexia.In this randomized, double-blind, sham-controlled clinical trial, we included a PA+sham tDCS group [Mean age: 9.54 (1.15), 71% male] and a PA+ active tDCS group [Mean age: 9.18 (1.30), 85% male] in which we applied tDCS over the left parieto-temporal junction. Each volunteer participated in 15 intervention sessions (session duration 60 min, 3 times per week × 5 weeks). Data of the groups over time were analyzed by a mixed model analysis of variance (ANOVA) with the between-subject factor group and the within-subject factor time.The PA intervention led to increased RAN and VSTM test scores in both groups after the end of interventions (p < 0.05). tDCS had no further effect on outcome measures as compared to PA intervention alone.PA training is valuable to improve RAN and VSTM abilities in dyslexia. Anodal tDCS during the PA intervention had no further therapeutic effect on these skills. Therefore, the use of anodal tDCS over the left parieto-temporal junction is not recommended to improve RAN and VSTM functions in dyslexia. Phonological processing difficulties, including reduced phonological awareness, rapid automatized naming and verbal short-term memory are the leading cause of dyslexia.Phonological awareness training is beneficial to improve automatized naming and verbal short-term memory abilities in dyslexia.Transcranial direct current stimulation is an adjunctive method applied in reading studies to improve performance.This study showed the effectiveness of phonological awareness training on rapid automatized naming and verbal short-term memory abilities, but transcranial direct current stimulation did not have an additional effect on this improvement in the present study.Because of the limited effectiveness of transcranial direct current stimulation as adjunctive intervention in the treatment of dyslexia, rehabilitation professionals should use it conservatively.Rehabilitation professionals should use phonological awareness training to improve rapid automatized naming and verbal short-term memory instead of separate treatment of these deficits.Phonological processing difficulties, including reduced phonological awareness, rapid automatized naming and verbal short-term memory are the leading cause of dyslexia.Phonological awareness training is beneficial to improve automatized naming and verbal short-term memory abilities in dyslexia.Transcranial direct current stimulation is an adjunctive method applied in reading studies to improve performance.This study showed the effectiveness of phonological awareness training on rapid automatized naming and verbal short-term memory abilities, but transcranial direct current stimulation did not have an additional effect on this improvement in the present study.Because of the limited effectiveness of transcranial direct current stimulation as adjunctive intervention in the treatment of dyslexia, rehabilitation professionals should use it conservatively.Rehabilitation professionals should use phonological awareness training to improve rapid automatized naming and verbal short-term memory instead of separate treatment of these deficits. [ABSTRACT FROM AUTHOR]

We investigated whether phonological awareness mediated the relationship between speechreading and reading comprehension in Chinese adults with hearing impairment (HI) and normal hearing (NH). Speechreading, phonological awareness, and reading comprehension tests were administered to 154 young adults with HI and 97 young adults with NH in China. Results revealed significant correlations between speechreading, phonological awareness, and reading comprehension in adults with HI, but not those with NH. Phonological awareness did not mediate the relationship between speechreading and reading comprehension in either group of participants. These results suggest that visual speech information (speechreading) contributes to the development of phonological representations in adults with HI, which in turn supports reading comprehension. This relationship was not observed in the adults with NH. Teachers and clinicians working with HI students need to have an understanding of this difference, and take into account the developmental nature of the relationship between speechreadaing, phonological awareness and reading comprehension in the HI students for differentiated reading intervention. If attention to the visual speech information via speechreading indeed contributes to better phonological awareness, HI students may benefit from other visual methods to develop component skills that are foundational to reading success. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate if multiple oppositions intervention (MOI) generated widespread change in the phonological systems of two children with cleft lip and palate (CLP) and severe speech sound disorders (SSD). We treated two children (ages 5;4 and 5;6) with CLP and severe SSD using MOI for 24 and 29 sessions. We measured the percentage consonants correct (PCC) for target consonants and untreated consonants in non-treatment single words, as well as PCC for connected speech. Data points were collected in the baseline, intervention, and maintenance phase with post-tests conducted immediately after intervention and at 1, 3, 6 and 12 months. Two speech and language therapists (SLTs) unfamiliar with the children performed phonetic transcriptions, and we calculated intra- and inter-rater agreement. We graphed the data, and used permutation tests to analyse the probability that the observed increases in PCC were due to random chance. Both children experienced considerable improvements in PCC across all measures at the first post-test, supporting the impact of MOI on their entire phonological system. The PCC continued to increase during the maintenance phase. By the final post-test, the PCC in connected speech exceeded 90% for both children, reducing their SSD classification to mild. Our findings support that a phonological, contrastive intervention approach targeting multiple consonants simultaneously can create system-wide phonological change for children with CLP and severe SSD. Further research with more participants is needed to strengthen these findings. [ABSTRACT FROM AUTHOR]

The literature reports contradictory results regarding the influence of visual cues on speech perception tasks in children with phonological disorder (PD). This study aimed to compare the performance of children with (n = 15) and without PD (n = 15) in audiovisual perception task in voiceless fricatives. Assuming that PD could be associated with an inability to integrate phonological information from two sensory sources, we presumed that children with PD would present difficulties in integrating auditory and visual cues compared to typical children. A syllable identification task was conducted. The stimuli were presented according to four conditions: auditory-only (AO); visual-only (VO); audiovisual congruent (AV+); and audiovisual incongruent (AV-). The percentages of correct answers and the respective reaction times in the AO, VO, and AV+ conditions were considered for the analysis. The correct percentage of auditory stimuli was considered for the AV- condition, as well as the percentage of perceptual preference: auditory, visual, and/or illusion (McGurk effect), with the respective reaction time. In comparing the four conditions, children with PD presented a lower number of correct answers and longer reaction time than children with typical development, mainly for the VO. Both groups showed a preference for auditory stimuli for the AV- condition. However, children with PD showed higher percentages for visual perceptual preference and the McGurk effect than typical children. The superiority of typical children over PD children in auditory-visual speech perception depends on type of stimuli and condition of presentation. [ABSTRACT FROM AUTHOR]

The current study aimed to assess the effectiveness of incorporating ultrasound visual biofeedback (UVB) into a treatment programme addressing persistent speech sound disorders linked to cleft palate in children who have been unresponsive to traditional therapy approaches. Materials and Methods. A single-subject multiple baseline experiment was conducted with five children aged 6:5–13:5 over a period of 16 therapy sessions. Treatment focused on providing cues from real-time ultrasound images to assist children in modifying their tongue movements. Probe data were collected before, mid, and post-treatment to assess target consonant accuracy for 50 untreated words. The results of the statistical analysis suggested participants showed a significant increase in percent target consonant accuracy as a result of intervention using UVB. Although most of the participants exhibited progress in generalising learned phonemes to untreated words, some did not show improvement in gaining generalisation from treated phonemic contexts to those untreated ones. When traditional methods fail to yield significant progress, incorporating ultrasound biofeedback into the treatment programme emerges as a viable option to enhance sound accuracy in children with persistent speech sound disorders resulting from cleft palate. [ABSTRACT FROM AUTHOR]

Purpose: To present the sensitivity and specificity and establish cutoff points (receiver operating characteristic [ROC] curve) for the PraxiFala Battery. Method: The sample included 308 Brazilian-speaking children aged 3;0–7;11. Twenty-one children had motor speech disorders (MSD), 58 children had phonological disorder (PD), and 229 had typical speech (TS) development. Participants were administered the PraxiFala Battery, which contains verbal (word and sentence production), nonverbal (orofacial praxis), and diadochokinetic tasks. The sensitivity and specificity of items in each task were then calculated using ROC curves. Result: Total scores on the verbal (word production), nonverbal (orofacial praxis), and diadochokinetic tasks had good sensitivity and specificity. The only scores with poor sensitivity and specificity in differentiating between TS, PD, and MSD were consistency and prosody in the verbal tasks (sentence production), and item /ta/ in the diadochokinetic task. Area under the ROC curve (AUC) values were greater than 0.7 for most items in the comparison between TS vs. MSD and PD vs. MSD. AUC values were poor or fair among children with TS and PD, suggesting that this instrument may not be accurate in identifying these groups. Conclusion: The verbal, nonverbal, and diadochokinetic tasks in the PraxiFala Battery had good sensitivity and specificity. [ABSTRACT FROM AUTHOR]

The aim of the current study was to identify whether certain morphosyntactic constructs are more difficult for children with speech sound disorder than children with typical speech development. In this post-hoc study, we used chi-square analyses to identify group differences on individual questions on a standardised test of expressive morphosyntax. Participants included 80 preschool-age children, 40 with typical speech and language development (TD), and 40 with speech sound disorder and typical language development (SSD). A chi-square analysis revealed group (TD vs. SSD) differences in usage of subject pronouns, irregular past tense verbs, and yes/no interrogative formation. Ordinal logistic regression revealed that phonological awareness was related to irregular past tense verb use. Children with SSD may present with subclinical morphosyntax difficulties. Speech-language pathologists should consider incorporating morphosyntax assessment into test batteries for children with SSD. [ABSTRACT FROM AUTHOR]

Non-Word Repetition (NWR) tasks effectively identify language impairments and assess phonological skills across diverse populations and languages, including Arabic. Prior research revealed heterogeneity of performance in children with Autism Spectrum Disorder (ASD) on NWR tasks. The current study is the first to evaluate phonological skills of Palestinian-Arabic-speaking children with and without ASD, employing a Palestinian-Arabic NWR task. A total of 142 Palestinian-Arabic-speaking children, aged 5–11 participated in the study, including 75 children with Typical Language Development (TLD) and 67 children with ASD. The NWR task included 18 non-words of varying length (1–4 syllables) and complexity (with and without consonant clusters). Quantitative analysis examined the effects of length and phonological complexity on the NWR accuracy scores in children with TLD and ASD. Error pattern analysis accounting for phoneme and syllable substitutions/deletions/additions and lexicalisations aimed to shed light on the phonological representations of children with and without ASD. Within the ASD group, two subgroups emerged: 72% exhibited age-appropriate NWR performance, while 28% showed performance at-risk for phonological impairment. Non-word length, rather than complexity, significantly influenced the children’s performance. Consonant substitution was the most frequent error pattern across all groups. On the theoretical side, these findings extend cross-linguistic evidence of phonological skill heterogeneity in children with ASD to Arabic-speaking children. Additionally, they highlight an overall delayed but qualitatively similar pattern of phonological development in children with ASD. On the clinical side, results underscore the importance of comprehensive language assessment in children with ASD. [ABSTRACT FROM AUTHOR]

Dysarthria and Apraxia of Speech (AoS) are motor speech disorders in which neurological lesions differentially affect motor control, possibly leading to noticeable differences in articulation and consequently sound production. Among the sounds requiring greater motor capacity because of its articulatory complexity is the voiceless alveolar sibilant fricative /s/. The aim of this study was to identify acoustic variables able to distinguish between dysarthria and AoS, and between these disorders and normal speech in Spanish speakers. The production of this fricative was acoustically examined in 28 individuals with motor neurological disorders (20 with dysarthria, 8 with AoS) and in 28 neurologically healthy persons. Participants repeated 12 monosyllabic words containing the fricative plus one of the five Spanish vowels. The variables measured were absolute durations of the fricative, vowel, and fricative+vowel sequence, along with the vowel-to-fricative duration ratio. Findings indicate that duration of the fricative can distinguish between controls and speakers with dysarthria, but not between controls and speakers with AoS. Measures related to vowel duration served to distinguish between speakers with dysarthria and speakers with AoS and between each of them and controls. Further, speakers with dysarthria and those with AoS differed from each other and from controls in terms of articulatory variability; speakers with dysarthria showing most variability. In the latter participants, articulatory variability was higher for unrounded segments, vowels and fricatives, while in speakers with AoS this variability was higher for rounded segments. These observations are discussed within a framework of motor control models. [ABSTRACT FROM AUTHOR]

We examined the cognitive processes underlying the comprehension of reduced word pronunciation variants in natives and advanced learners of French. In a passive listening visual world task, participants heard sentences containing either a reduced or a full form and saw pictures representing the target word, a phonological competitor and two neutral distractors. After each sentence they saw a picture and had to decide whether it matched the content of that sentence. Eye movements and EEG were recorded simultaneously. Because the two recordings offer complementary information about cognitive processes, we developed methods for analysing the signals in combination. We found a stronger effect of reduction on phonetic processing and semantic integration in learners than in natives, but the effects are different from the N100/N400 and P600 effects found in previous research. Time-locking EEG signals on fixation moments in the eye movements offers a window onto the time course of semantic integration. [ABSTRACT FROM AUTHOR]

This simulation study assessed the ability of Speech-Output Technologies (SOTs) to keep in-time during conversational repair. Fifty-eight Other Initiated Repair (OIR) initiators were collected from transcripts of repair interaction sequences collected from past research. A range of selection latencies were then used to calculate simulated utterance composition delays for the OIR initiators using two popular SOT software apps, with and without the use of word prediction. To determine whether OIR utterances could be produced within a socially sensitive temporal gap, composition delay was compared to a conservative temporal limit obtained for oral communicators (Kendrick, 2015). Even at the fastest 0.5 s selection latency level, utterance-level composition delays for both SOTs were substantially greater than the OIR limit set for this study. Next, AAC production rate data spanning a variety of technologies, access methods, tasks and user profiles was obtained from the literature. Communication performance for these groups was then evaluated against the identified temporal OIR limit. None of the user groups were found to be capable of producing full OIR utterances within the temporal limits of oral-speech conversation, with most unable to type even a single selection within these bounds. Because of the frequency and importance of repair in conversation, these results have important implications for designing devices to enable their users to successfully engage in such important conversational activities. [ABSTRACT FROM AUTHOR]

The present study explores generalisation of production skills across languages when treating speech sound disorders in bilingual children. Early work suggests that treating shared sounds across languages may facilitate cross-linguistic generalisation. Thus, selecting shared sounds across languages as targets may have clinical advantages. In this study, we asked if cross-linguistic generalisation can be facilitated for targets using shared sounds in bilingual children with phonological delays from Spanish (L1) into English (L2) when treating only the L1. Two Spanish-English bilingual children between the ages of 5;0–5;3 with speech sound disorders participated in an intervention with shared sounds as targets. Each child received two sessions per week of therapy that included both linguistically-based and motor-based approaches. Accuracy of targets was assessed within and across languages using a single-subject case design. Results show increased accuracy of targets and generalisation of sounds across languages when treatment was administered only in the L1. Specific growth varied per target and child. The implications affect how we select treatment targets in bilingual children. Future studies should explore additional ways to select targets to increase generalisation of skills and replicate with additional participants. [ABSTRACT FROM AUTHOR]

When speech sound errors persist beyond childhood they are classified as residual speech errors (RSE) and may have detrimental impacts on an individual's social, educational and employment participation. Despite this, individuals who present with RSE are usually not prioritised on large caseloads. The aim of this literature review was to examine what intervention approaches are available in remediating RSE, and how effective are they for adolescents and adults? A systematised review was undertaken. Comprehensive and systematic searching included search of terms across seven databases, forward and reverse citation searching, and key author contact. Thirty articles underwent critical appraisal before data extraction. Inductive thematic analysis was done before completion of a narrative review. Twenty-three (76.6%) of the articles were from the US and most studies involved intervention for 'r' (90%). Intervention approaches for RSE involved traditional articulation therapy, auditory perceptual training, instrumental approaches, and approaches based on principles of motor learning. Twenty-one studies (70%) investigated the use of more than one intervention approach. Measures of intervention efficacy varied between studies; however, any intervention approach tended to be more successful if delivered in a more intensive schedule. A variety of approaches can be used for RSE, but a combination of high intensity, traditional therapy with adjunctive instrumental biofeedback may be most effective, especially with highly motivated individuals. Unfortunately, this usually requires costly equipment and training to implement. More information about the best dosage and intensity intervention for RSE, evaluated for a larger number of phonemes across other languages and dialects is required. [ABSTRACT FROM AUTHOR]

Considering that the syllable is a well-defined unit in the Spanish language, we assume that it could be analyzed at the core of phonological paraphasias. Identify if the characteristics of the Spanish syllable system are reflected in the production of phonological errors among Spanish-speaking aphasic patients. Twenty-four Spanish-speaking aphasic patients with different aetiology, severity, and type of aphasia participated in the study. We designed Word and Pseudoword Repetition Tasks controlling for stimuli length, syllable structure frequency, and syllable position. The production of paraphasias evidences an effect of syllable complexity and syllable frequency, since the CV syllable structure which is the simplest but also the most common one in Spanish, was more resistant to errors. Stimulus length and stimuli lexicality effects were evident since monosyllabic stimuli and words (opposed to pseudowords) triggered fewer errors, respectively. Also, we observed an interaction of length/lexicality, where polysyllabic pseudowords were related to a higher number of errors. Finally, results revealed a strong correlation between the relative frequency of syllable structures in Spanish and the percentage of syllable structures in phonemic paraphasias. The repetition of words and pseudowords by these Spanish-speaking aphasic patients confirm that their phonological errors are related to the syllabic system of the Spanish language. This finding has implications when assessing Spanish-speaking aphasic patients. [ABSTRACT FROM AUTHOR]

The current study explored the characteristics of phonological errors of preschool children with DLD (Developmental Language Disorder), distinguishing between typical versus atypical phonological processes in segmental, syllabic and word levels. The analysis included 87 responses of words with phonological errors from a naming test, produced by 13 preschool children with DLD, aged 4;4–6;3 years. These responses included 166 phonological processes, which were classified into typical and atypical processes at the levels of: segments, syllables, and prosodic words. The findings revealed that 70% of the phonological processes were atypical. Furthermore, ten children produced more atypical processes, and there were more atypical than typical processes in segmental and word levels. It is suggested that some children with DLD represent phonological processes that are similar to those that children with speech and sound disorders produce. Therefore, clinically, the results emphasise the importance of analysing the typical and atypical characteristics of phonological errors as part of language assessment. [ABSTRACT FROM AUTHOR]

Background: The Beatalk technique is a speech therapy method, based on human beatboxing, involving intense, rapid repetitions of speech-like sounds. The goals of the current feasibility study were to test its effect in enhancing articulation accuracy and voice measures in a small group of adults with intellectual disability (ID), using a wide range of measures of verbal communication, and to refine the treatment protocol. Methods: A group pre-test–post-test experimental design was used (n = 12). Treatment consisted of ten weekly group sessions of 40 min, each followed by two self-practice sessions. Changes in speech intelligibility, voice, and communication skills were assessed. Results: The findings indicate significant improvements in speech production and intelligibility measures (Percentage of Consonant Correct, and staff-member intelligibility scores), voice measures (vocal loudness, Harmonic-Noise-Ratio, shimmer, and jitter) and staff-member communication scores. Implications: These results extend our understanding of the effects of the Beatalk technique, and suggest that it may have potential as an effective intervention for adults with ID. As the experimental design is limited in its ability to yield strong conclusions, further controlled studies are required. [ABSTRACT FROM AUTHOR]

The present study investigates whether training second language pronunciation with tactile cues facilitates the production of non-native sounds involving accessible articulatory features. In a between-subjects experiment with a pretest-training-posttest design, 50 Turkish learners of English received audiovisual training on a set of target words and sentences containing two English interdental fricatives, /θ/ and /ð/, in one of two conditions, tactile and non-tactile. The tactile condition involved self-touching the tongue as it protruded during pronunciation of the two target sounds. Participants' pronunciation performance was assessed through a word-imitation task, a sentence-imitation task, and a discourse reading task. Results showed that while both training conditions helped learners to improve their pronunciation performance in all three tasks, the tactile condition triggered greater improvements in the discourse reading task. These results extend previous findings on the benefits of tactile input for speech perception and suggest the efficacy of multisensory training paradigms for improving second language pronunciation. [ABSTRACT FROM AUTHOR]

The question of 'when' to treat speech sounds is often posed in the context of normative data. The new normative data suggest that speech sounds such as /ɹ/ and /l/ are acquired earlier than previously thought. The present study compared the treatment of late-acquired sounds between two age groups of English-speaking children: Young children (4–5) and Old children (7–8). Eight monolingual children with speech sound disorder (SSD) participated in the study. Each child received a criterion-based, standardised, two-phase therapy protocol. Treatment efficacy was measured by examining children's accuracy on real world speech probes. Treatment efficiency was measured by calculating the number of sessions required to meet the exit criterion and the mean session duration. For treatment efficacy, young children learned treated sounds as effectively as oldchildren did. For treatment efficiency, both groups required a comparable number of sessions, but young children required longer sessions than old children. The results suggest that delaying treatment of individual speech sounds is unnecessary and that a range of sounds should be considered as potential treatment targets. [ABSTRACT FROM AUTHOR]

Electropalatography (EPG) has been used in the past 50 years for studying the patterns of contact between the tongue and the palate during speech production in typical speakers and those with speech disorders due to different causes. At the 7th EPG Symposium in Japan that was held online on 24 January 2021 (see: ), a panel of invited experts discussed their views regarding further developments and application of the technique. This paper provides a summary of this discussion. EPG offers information on articulation which cannot be replaced by other instrumental measures of speech. Identified areas for further hardware development are thinner EPG plates, better dental and palatal coverage, wireless connectivity, and sensors that provide additional articulatory information (e.g. tongue pressure, tongue-palate distance). EPG can serve as a resource for teaching speech disorders and phonetics. Furthermore, EPG therapy can be combined with telepractice in the speech therapy of clients with speech disorders. [ABSTRACT FROM AUTHOR]

This paper explores the impact of phonological overlap amongst items on short term memory recall performance by manipulating the type, number and syllabic position of shared phonemes between words in a serial recall task. Roodenrys et al [Roodenrys, S., Miller., L. M., & Josifoski, N. (2022b). Phonemic interference in short-term memory contributes to forgetting but it is not due to overwriting. Journal of Memory and Language, 122, 104301. https://doi.org/10.1016/j.jml.2021.104301] demonstrated that when the phonemes of a target word also occur in words earlier in the list, recall of the target word is impaired. Two experiments are reported that further examine the nature of this interference effect. Experiment 1 varied the type and number of phonemes shared with the single syllable target word by other list words and found a single shared vowel impaired target word recall performance as much as two shared consonants. Experiment 2 altered the syllabic position of the overlapping phonemes and found shared syllabic position was necessary to impair recall of the target word. It is argued these results show that not all phonological overlap is equally detrimental and specific psycholinguistic conditions are necessary to produce interference that impairs recall performance. [ABSTRACT FROM AUTHOR]

Music-based interventions are used in the treatment of childhood speech sound disorders (SSDs). Hypotheses on working mechanisms are being developed, focussing on shared neural processes. However, evidence of the effect of treatment with musical elements in SSDs in children is lacking. This study reviews the literature regarding the use of music-based interventions in the treatment of childhood SSDs. A systematic search in six databases was conducted, yielding 199 articles, eight of which met the inclusion criteria. Included articles were reviewed on study characteristics, patient characteristics, interventions, outcomes and methodological quality. This review included four case studies, three single-subject design studies and one cohort study. Seven studies reported positive outcomes on speech production, but outcome measures in the four studies with experimental design were not all aimed at the level of speech (motor) processes. Methodological quality was sufficient in one study. Seven out of eight studies in this review report positive outcomes of music-based interventions in the treatment of SSDs. However, these outcomes are not sufficiently supported by evidence due to insufficient methodological quality. Suggestions for improving methodological quality in future research are presented. [ABSTRACT FROM AUTHOR]

Neurodegenerative motor diseases (NMDs) have devastating effects on the lives of patients and their loved ones, in part due to the impact of neurologic abnormalities on speech, which significantly limits functional communication. Clinical speech researchers have thus spent decades investigating speech features in populations suffering from NMDs. Features of impaired articulatory function are of particular interest given their detrimental impact on intelligibility, their ability to encode a variety of distinct movement disorders, and their potential as diagnostic indicators of neurodegenerative diseases. The objectives of this scoping review were to identify (1) which components of articulation (i.e. coordination, consistency, speed, precision, and repetition rate) are the most represented in the acoustic literature on NMDs; (2) which acoustic articulatory features demonstrate the most potential for detecting speech motor dysfunction in NMDs; and (3) which articulatory components are the most impaired within each NMD. This review examined literature published between 1976 and 2020. Studies were identified from six electronic databases using predefined key search terms. The first research objective was addressed using a frequency count of studies investigating each articulatory component, while the second and third objectives were addressed using meta-analyses. Findings from 126 studies revealed a considerable emphasis on articulatory precision. Of the 24 features included in the meta-analyses, vowel dispersion/distance and stop gap duration exhibited the largest effects when comparing the NMD population to controls. The meta-analyses also revealed divergent patterns of articulatory performance across disease types, providing evidence of unique profiles of articulatory impairment. This review illustrates the current state of the literature on acoustic articulatory features in NMDs. By highlighting the areas of need within each articulatory component and disease group, this work provides a foundation on which clinical researchers, speech scientists, neurologists, and computer science engineers can develop research questions that will both broaden and deepen the understanding of articulatory impairments in NMDs. [ABSTRACT FROM AUTHOR]

Deficits in temporal auditory processing, and in particular higher gap detection thresholds have been reported in children with inconsistent phonological disorder (IPD). Here we hypothesized that providing these children with extra time for phoneme identification may in turn enhance their phonological planning abilities for production, and accordingly improve not only consistency but also accuracy of their speech. We designed and tested a new temporal-based therapy, inspired by Core Vocabulary Therapy and called it T-CVT, where we digitally lengthened formant transitions between phonemes of words used for therapy. This allowed to target both temporal auditory processing and word phonological planning. Four preschool Persian native children with IPD received T-CVT for eight weeks. We measured changes in speech consistency (% inconsistency) and accuracy (percentage of consonants correct PCC) to assess the effects of the intervention. Therapy significantly improved both consistency and accuracy of word production in the four children: % inconsistency decreased from 59% on average before therapy to 2% post-T-CVT, and PCC increased from 61% to 92% on average. Consistency and accuracy were furthermore maintained or even still improved at three-month follow-up (2% inconsistency and 99% PCC). Results in a nonword repetition task showed the generalization of these effects to non-treated material: % inconsistency for nonwords decreased from 67% to 10% post-therapy, and PCC increased from 63% to 90%. These preliminary findings support the efficacy of the T-CVT intervention for children with IPD who show temporal auditory processing deficits as reflected by higher gap detection thresholds. [ABSTRACT FROM AUTHOR]

While many examples of speech pathology intervention approaches for children with speech sound disorders (SSDs) exist in English and some other European languages, approaches with children in other languages are largely unknown. The aim was to determine current speech-language pathologists (SLPs) intervention practices with children with SSDs in the ME, and to then compare these with international practices. Data were collected by online questionnaire using Qualtrics. One hundred and eighty-nine SLPs completed the survey. Participants were required to be Arabic first language speaking SLPs practicing in the ME (e.g. Kuwait, Saudi Arabia, UAE, and Egypt), working with children with SSDs. The respondents reported a frequent use of phonological awareness, traditional articulation therapy, auditory discrimination, minimal pairs, and whole language therapy approaches in the treatment of children with SSDs, like their counterparts in Australia, the USA, UK, and Portugal. Gaps between research recommendations for evidence-based practice and actual clinical practice are identified, and discussed. Future research should investigate the efficacy of speech-therapy approaches to improve service delivery for Arabic-speaking children with SSDs in the ME. [ABSTRACT FROM AUTHOR]

Although speaking rate is central for many speech disorders, no consensus exists regarding the measurement of this feature. The purpose of this study was to examine the correlations between perceptual listener evaluations and various measures of speaking rate. Furthermore, the study investigated the relationship between speaking rate and articulation rate and how pauses in speech affect the perceived tempo. Nine healthy females were selected to produce stimuli representing three habitual speech tempi during semi-spontaneous speech: slow (n = 3), neutral (n = 3) and fast (n = 3). Speaking rate was analyzed both by manual calculation and through automatic detection by a script to the computer-based program Praat. Thirty untrained male and female listeners evaluated the recordings with regard to speech tempo on visual analogue scales from very slow to very fast. Large, significant correlations (Pearson's r) were found between all objective measures of speaking rate and perceptual listener evaluations. Words/minute showed the largest correlation (.91), followed by syllables/second (.89), while articulation rate (pauses excluded) as automatically measured by the script, showed the smallest correlation (.69). Possible explanations for the findings are discussed. Untrained listeners' evaluation of speech tempo in normal subjects correlated strongly with objective measurements. The results both support the use of auditive-perceptual evaluation of tempo and the use of automatic script analysis for clinical use. Speaking rate (pauses included) showed better consistency with perceptual listener evaluations than articulation rate. [ABSTRACT FROM AUTHOR]

Cognitive mechanisms such as short-term memory (STM) are considered to relate to speech development, yet the extent of potential limitations in children with speech sound disorders (SSD) is unknown and the nature of the relationship is debatable. The present paper explores the development of speech input and output processing skills along with STM skills in Greek-speaking children with SSD and typically developing (TD) controls. Potential relationships in performance between tasks that require phonological processing are explored. Participants with SSD aged 5;1–6;2 years (n = 30) and TD controls aged 5;1–5;11 years (n = 100) were monolingual Greek-speaking children. Speech processing skills and phonological storage were assessed as follows: (1) Input processing: a nonword auditory discrimination task was used to assess phoneme discrimination skills. Stimuli comprised 24 pairs of nonwords consisting of the same number of phonemes (2–7 phonemes) and syllables (1–3 syllables). (2) Output processing: a nonword repetition task was used to assess speech production skills. Stimuli comprised 24 nonwords of varying length (2–5 syllables). (3) STM: a task of immediate verbal recall was used to assess phonological storage. Stimuli comprised a chunk of five words; each word (2–4 syllables long) was semantically unrelated to others. The results showed that TD children outperformed children with SSD in all tasks; a significant correlation between performance in nonword repetition and immediate verbal recall was found for TD children. There were no significant correlations between performance on nonword auditory discrimination with nonword repetition or with immediate verbal recall for TD children or children with SSD. [ABSTRACT FROM AUTHOR]

In speech sound intervention, consonant clusters promote generalisation (i.e. improvement in untreated sounds and words), ostensibly due to their relative complexity compared to other phonological targets. However, our understanding of clusters as intervention targets is largely restricted to those in word-initial position (e.g. [fl-], flip). The present study extends available work to consider the effects of word-final consonant cluster targets (e.g. [-ks]). Phonologically complex word-final clusters may be morphologically simple (e.g. mix) or morphologically complex (e.g. packs, inflected with third-person singular) – yet this cross-domain complexity remains an understudied phenomenon. Presently, two case studies provide an initial investigation of word-final cluster intervention targets for children with phonologically based speech sound disorders. Intervention targets for both Anna (3;7 [years;months]) and David (4;1) featured the phonologically complex word-final cluster [-ks], with Anna's target being morphologically simple and David's being morphologically complex. Intervention was provided in 45-minute, individual sessions three times per week for a maximum of 18 sessions. Both children demonstrated high target accuracy by intervention's end. Following intervention, both children demonstrated progress in intelligibility and ability to produce word-final consonant clusters; David further demonstrated generalisation across multiple measures. Results are interpreted with consideration of individual differences and existing research on complexity in phonological intervention. Overall, present findings motivate continued research, as manipulation of word-final complexity allows for emphasis on a context that is relevant for children with speech sound disorders, for peers with difficulties in morphology (including word-final grammatical morphemes) and for the substantial proportion of children demonstrating weaknesses in both domains. [ABSTRACT FROM AUTHOR]

Previous work has demonstrated that the distribution of morphophonological patterns in the lexicon influences how unimpaired speakers inflect novel nonwords (Albright & Hayes [2003]. Rules vs. Analogy in English past tenses: A computational/experimental study. Cognition, 90(2), 119–161). Here, we investigated whether morphophonological patterns impact the language production of a group of individuals with acquired language impairment (n = 16). Using a past-tense production task, we found that both accuracy and error patterns were impacted by the distribution of morphophonological patterns. Participants were more accurate producing regular verbs when more phonologically similar verbs also take the regularised past tense form. Additionally, regularisation errors for irregular verbs (e.g. runned) occurred more frequently when the regularised form occurred more in phonologically similar verbs. These effects occurred across and within allomorphic subgroups of the regular past tense (i.e. stem+/t/, stem+/d/, stem+/əd/). Taken together, these results indicate that speakers are sensitive to the distribution of morphophonological patterns in the language at a high degree of granularity. [ABSTRACT FROM AUTHOR]

To explore Swedish clinical practice regarding assessment of suspected Speech Sound Disorders (SSD) in children. A web-based questionnaire, regarding assessment of SSD in children 4;6–6;11 (years; months), was distributed to Swedish speech-language pathologists (SLPs) through social media and online forums. The questions concerned the frequency and manner of assessment for seven assessment components, chosen based on a review of international recommendations for SSD assessment. A total of 131 SLPs responded to the questionnaire. The results show that Swedish SSD assessment practices vary with regards to the frequency and manner of assessment for many components. Speech output is frequently assessed while speech perception, phonological awareness and oral-motor function are assessed less frequently. A variety of manners of assessment, for example, standardised tests, non-standardised material, and informal assessment procedures, such as observation, are utilized by respondents. Swedish SSD assessment practices are variable. The present paper reveals areas for development within SLP practice and education programmes, and provides a new perspective on present praxis with regards to the assessment of suspected SSD in Sweden. [ABSTRACT FROM AUTHOR]

Ultrasound biofeedback therapy (UBT), which incorporates real-time imaging of tongue articulation, has demonstrated generally positive speech remediation outcomes for individuals with residual speech sound disorder (RSSD). However, UBT requires high attentional demands and may therefore benefit from a simplified display of articulation targets that are easily interpretable and can be compared to real-time articulation. Identifying such targets requires automatic quantification and analysis of movement features relevant to accurate speech production. Our image-analysis program TonguePART automatically quantifies tongue movement as tongue part displacement trajectories from midsagittal ultrasound videos of the tongue, with real-time capability. The present study uses such displacement trajectories to compare accurate and misarticulated American-English rhotic /ɑr/ productions from 40 children, with degree of accuracy determined by auditory perceptual ratings. To identify relevant features of accurate articulation, support vector machine (SVM) classifiers were trained and evaluated on several candidate data representations. Classification accuracy was up to 85%, indicating that quantification of tongue part displacement trajectories captured tongue articulation characteristics that distinguish accurate from misarticulated production of /ɑr/. Regression models for perceptual ratings were also compared. The simplest data representation that retained high predictive ability, demonstrated by high classification accuracy and strong correlation between observed and predicted ratings, was displacements at the midpoint of /r/ relative to /ɑ/ for the tongue dorsum and blade. This indicates that movements of the dorsum and blade are especially relevant to accurate production of /r/, suggesting that a predictive parameter and biofeedback target based on this data representation may be usable for simplified UBT. [ABSTRACT FROM AUTHOR]

Dyslexic children have impairments in working memory and manual dexterity. Studies have shown that when cognitive development has deficits, motor development is often impaired, indicating a strong interconnection between both domains, and the possibility of interference with each other's proper functioning. Thus, a new literature review is necessary to understand which components of working memory and manual dexterity are affected in dyslexic children and the possible relationship between them. This review aimed to perform a systematic review and meta-analysis to analyze both skills in dyslexic children. The protocol was carried out according to the criteria established by PRISMA being registered at PROSPERO under number CRD 42021238901. Six literature databases were searched to locate studies published between 2001 and 2021: EMBASE, ERIC, ISI Web of Science, PubMed, PsycINFO, and Scopus. 21 studies met the inclusion criteria. The findings suggest that dyslexic children have significantly poorer visuospatial and verbal working memory with more impairments in the phonological loop. No significant differences were found in manual dexterity. [ABSTRACT FROM AUTHOR]

Children with speech sound disorders (SSDs) have difficulties affecting different levels of speech production. For treatment to be beneficial, it is important to differentiate between Childhood Apraxia of Speech (CAS) – a motor speech disorder with deficits in speech praxis – and other SSDs (nonCAS-SSD). We have previously developed a motor speech examination Dynamisk motorisk talbedömning (DYMTA). We aimed to evaluate DYMTAs reliability and validity in a small-scale sample to estimate DYMTAs usability in diagnostic settings. Speech, language, and oral motor abilities were assessed in 45 children between 40 and 106 months. Intra- and inter-rater reliability of DYMTA were analyzed. Further, DYMTAs ability to validly discriminate between children with CAS and nonCAS-SSD was assessed. The intra-rater reliability for the scores of DYMTA was strong, with ICCs ranging from 0.97 to 1.0. DYMTA total score had strong inter-rater reliability as evidenced both by the agreement estimates (DYMTA-A: 0.91 and DYMTA-B: 0.87) and the ICCs (0.97 and 0.96). Inter-rater reliability was also strong for the separate subscores on agreement estimates and for all subscores on ICCs, except for the Prosody subscores. DYMTA accurately discriminated between children with CAS and nonCAS-SSD in this small sample with an AUC of 0.92 for DYMTA-A and 0.94 for DYMTA-B. With its focus on speech movements, DYMTA could serve as a valuable addition to other tests when assessing children's speech motor performance. This first examination suggests that DYMTA may be both a reliable and valid tool in the diagnostic process of SSD. [ABSTRACT FROM AUTHOR]

The aim was to compare movement patterns of lips and jaw in lateral, vertical and anteroposterior directions during vowel production in children with typical speech development (TSD) and in children with speech sound disorders (SSD) persisting after the age of six. A total of 93 children were included, 42 children with TSD (6:0–12:2 years, mean age 8:9 ± 1:5, 19 girls and 23 boys) and 51 children with SSD (6:0–16:7 years, mean age 8:5 ± 3:0, 14 girls and 37 boys). Range of motion (ROM) in lips and jaw in the vowels [a, ʊ, ɪ] produced in a syllable repetition task and median values in resting position were measured with a system for 3D motion analysis. The analysis was based on the coordinates for the mouth corners and the chin centre. There were significant differences between the groups on movements in lateral direction in both lips and jaw. Children with TSD had generally smaller and more, symmetrical movements in the lips and jaw, in all three dimensions compared to children with SSD. There were no significant differences between the groups in resting position. Children with SSD persisting after the age of six years show more asymmetrical and more variable movement patterns in lips and jaw during vowel production compared with children with TSD in a simple syllable repetition task. Differences were more pronounced in lateral direction in both lips and jaw. [ABSTRACT FROM AUTHOR]

The Dutch Diagnostic Instrument for Mild Aphasia (DIMA-nl) is a standardized battery recently created for evaluating the language performance of patients during the perioperative period of glioma surgery. Our aim was to establish normative data for the DIMA-fr, a French version of the DIMA-nl. The DIMA-nl was first adapted to French. The 14 subtasks of the DIMA-fr were then administered to 391 participants recruited from the general French population. The effects of sex, age and level of education were determined by analysis of variance (ANOVA). Normative data were computed as means, medians, standard deviations and percentiles. Our results demonstrated that age and level of education had an effect on the performance of all subtests but not sex. We thus stratified the norms into four different groups: (i) 18–69 years-old with Baccalauréat (Bac, the French High School Diploma) (n = 246); (ii) 18–69 years-old without Bac (n = 70); (iii) >70 years-old with Bac (n = 48); (iv) >70 years-old without Bac (n = 27). The DIMA-fr is thus the first standardized French battery of tests to specifically assess language during the perioperative period of awake glioma surgery. However, to be used in the clinic, the DIMA-fr must now be validated in patients. The DIMA, which is currently standardized in several languages, could become a reference tool for international studies. [ABSTRACT FROM AUTHOR]

Although group studies provide necessary information about the range and frequency of phenomena in phonological development, individual profiles (case studies) can be used to describe entire phonological systems in detail. Profiles from different languages can highlight similarities and differences across languages that may be less obvious in group studies. The current issue presents profiles of children with protracted phonological development (PPD: speech sound disorders) from 16 languages (Akan, Kuwaiti Arabic, Bulgarian, Canadian English, Farsi, Canadian French, German, Greek, Icelandic, Japanese, Mandarin, Polish, European Portuguese, Slovenian, Granada Spanish, Swedish). Utilising a constraints-based nonlinear phonological framework, each profile describes a child's strengths and needs in word structure, segments, features and their interactions and suggests an intervention plan. Where available, follow-up data from after clinical intervention are included. This introductory paper provides the theoretical background for the papers and reflects on the findings, drawing out particular themes and implications for phonological and developmental theories and clinical intervention. [ABSTRACT FROM AUTHOR]

This paper describes the phonological system of a monolingual Kuwaiti Arabic-speaking 9-year-old girl with Down Syndrome (DS) as part of a special crosslinguistic issue presenting individual profiles of children with protracted phonological development within the framework of constraints-based nonlinear phonology. Her responses to a 100-word speech test were audio-recorded and transcribed narrowly by two native speakers. Analyses showed low accuracy for word shapes (CV sequences), primarily because of expected deletion patterns in initial weak syllables and clusters, but also reflecting inaccuracies in segment length. Vowel match was also relatively low. For consonants, she unexpectedly showed lower accuracy for stops than typically later-developing liquids and fricatives. This case study provides researchers and speech-language pathologists with broader information about expected and unexpected patterns in children with DS and protracted phonological development in general. [ABSTRACT FROM AUTHOR]

This paper investigates persistent elements of protracted phonological development (PPD) at ages 5;10 and 6;3 in a monolingual Greek girl's speech following earlier articulation intervention (3;6) and post-intervention assessment (4;3). The re-assessment data examined here, five months apart, were elicited using the Phonological Assessment for Greek (PAel). Results reveal interesting idiosyncratic patterns in the production of segmental sequences (VV, CC) in complex syllables and longer words, with a striking imbalance between singletons and sequences, which holds especially true for inconsistency in the acquisition of /ɾ/ across CV, CC, and C.C contexts. Phonological delay surfaces as chronological mismatches, idiosyncratic forms and, most notably, disparity between segmental and structural development. [ABSTRACT FROM AUTHOR]

This case study presents an English-speaking preschooler with severely protracted phonological development (PPD) before and after two six-week blocks of intervention (36 sessions). Pre-treatment (3;8), he showed very low whole word, singleton consonant, vowel, and word shape matches. He had two major uncommon patterns: (1) higher accuracy for word-final consonants compared with word-initial (WI) and word-medial (WM); and (2) frequent substitution of onset consonants with glottals [h] or [ʔ]. Goals and treatment strategies were selected using a nonlinear phonological approach. Post-treatment, there was a notable decrease in frequency of glottal substitutions and concomitant increase in word shape, consonant, and vowel match. Pre- and post-treatment data are presented and discussed in terms of theoretical and clinical implications. [ABSTRACT FROM AUTHOR]

This paper describes the complex phonological patterns of one Slovenian-speaking girl with protracted phonological development who received phonological intervention. At 4;6, the child's word length, stress and vowels were age-level, but she showed reduced match levels (accuracy) for syllable structure and consonants. Unusual constraints on word position and sequences, particularly concerning fricatives and stops, resulted in many assimilations, reduplications and metatheses. Addressing these constraints in the first intervention period (to 4;9) led to higher overall accuracy and a transition from less typical to more typical mismatches ("errors"), e.g., sibilant grooving (stridency) and rhotic production as singletons and in clusters. The profile focuses on that initial pre- and post-treatment period, giving a brief overview of the follow-up intervention and outcomes and reflecting on implications for future research and clinical practice.1 [ABSTRACT FROM AUTHOR]

This paper examines the phonology of a German four-year-old with asynchronous phonological development: age-level word structure and vowels, but a restricted consonantal inventory. Both expected and unexpected developmental patterns were evident. While the absence of dorsal non-continuants and most coronal and labiodental fricatives and affricates is not unexpected in four-year-olds with PPD, less expected was his mastery of more marked /l/ and /ʁ/ and the pervasive use of ungrooved interdental fricatives (or affricates) as substitutions. Ungrooved interdentals often replace grooved fricatives and affricates, but in his system, they also replaced stops in more marked prosodic positions (unstressed initial syllables and clusters) and labiodental /f/. His case profile demonstrates the autonomy of phonological tiers (levels) but also the restrictive interactions that occur when one tier dominates, in his case, word structure. A proposed treatment plan targets new feature combinations and consonant sequences in order to address the asynchrony. [ABSTRACT FROM AUTHOR]

This paper addresses the phonology of a Swedish girl, aged 3 years 10 months, with extensive phonological difficulties that include an unusual phonological pattern. She had relatively well-developed phonological building blocks in terms of features, stress pattern and word length (number of syllables), but had extensive difficulties regarding syllable and word shapes, with frequent deletions of both segments and whole syllables. Word-initial position was dominated by non-continuant consonants, both voiced and voiceless, with extensive deletion. Word-medial position was dominated by voiceless obstruents, with extensive use of [j] in place of voiced consonants. Word-final position was similar to word-medial, but with more deletion than [j]. Non-initial stressed syllables resemble word-initial syllables. Consonant clusters mirrored singletons, i.e. with similar substitution patterns or deletions. We present a non-linear analysis of her speech production, and a plan for intervention targeting her special difficulties. [ABSTRACT FROM AUTHOR]

Purpose: Around 9% of children have difficulty acquiring intelligible speech despite typical sensory, neuro-motor and cognitive function. Speech-language pathologists (SLPs) rely on descriptions of children's speech errors to identify speech sound disorder (SSD) and determine intervention targets and goals. Existing normative data, however, need re-evaluation to reflect changes in populations and the language learning environment. This research evaluates whether developmental phonological patterns widely accepted as describing typical acquisition predict speech errors in a recent sample of pre-school children. Method: In 2015, 99 neurotypical children aged 3;0–3;8 years;months were assessed using the Diagnostic Evaluation of Articulation and Phonology (DEAP). Their performance was compared to studies describing speech development by children of the same age for phone repertoire and phonological patterns. Result: There were differences for both measures. Phone repertoire differences were marginal, but changes in phonological pattern use were unexpected. Suppression of three developmental phonological patterns (stopping of fricatives, final consonant deletion and voicing contrasts) was delayed compared to previous norms. Atypical consonant cluster reduction, sometimes considered a marker for disorder, was observed in 10% of children. Conclusion: There were qualitative differences in the speech development of the 2015 cohort of children compared to previous developmental norms. Valid and current normative data are necessary for the accurate identification of children needing intervention. The differences we found reinforce the need for regular updating of assessment tools, as well as greater understanding of how children's language learning environments are changing and potentially influencing speech development. [ABSTRACT FROM AUTHOR]

This study presents a nonlinear phonological analysis of speech data from a Farsi-speaking child with protracted phonological development (aged 4;8) with very low accuracy on consonants. Results revealed some common phenomena (fricatives produced as stops; dorsals and non-anterior coronals produced as anterior coronals) and some uncommon phenomena (nasals produced as oral stops; voicing and devoicing of singleton obstruents in all word positions). These phenomena interacted in word-medial clusters to create an unusual sequence of two anterior-coronal or two bilabial stops, with C1 voiced and C2 voiceless, clusters which do not occur in the basic phonology of Farsi spoken by adults. We present a non-linear constraints-based analysis of the child's speech production and a plan for intervention targeting the child's special difficulties. [ABSTRACT FROM AUTHOR]

Purpose: Individuals with stroke-related apraxia of speech (AOS) plus aphasia tend to produce more speech errors with increasing word length. The Words of Increasing Length task (WIL) uses a 3-point scale to score word accuracy but penalises for error types that can arise either from language or motor impairment, reducing the test's sensitivity and specificity. The purpose here was to identify error types explaining variance in the WIL score, and those associated with AOS and word length. Method: Speech errors were perceptually identified on the WIL task for 51 Australian English-speaking adults with stroke-related aphasia, 25 with concomitant AOS. Multiple regression and linear mixed effects modelling were applied. Result: Variance in WIL scores was best explained with four error types: consonant additions, incorrect number of syllables, false starts and consonant substitutions/distortions. False starts were significantly associated with AOS diagnosis. Incorrect number of syllables, consonant omissions, false starts, and lexical stress errors increased in frequency for longer words and, while the interaction with diagnosis did not reach significance, the effect appeared driven by the AOS group. Conclusion: Findings provide further support for using polysyllabic word production to assess apraxic speech. The WIL task has limitations that may bias patients' performance and clinicians' perceptual evaluation. Data provide valuable information for designing a more sensitive diagnostic protocol for AOS. [ABSTRACT FROM AUTHOR]

Underlying representations are important for the development of spoken and written language. English-speaking children with speech sound disorders (SSD) have been reported to show significant difficulty with tasks tapping phonological representations. The present study describes the development of a task for the assessment of phonological representations in Greek-speaking children. The purpose of the study is twofold: to investigate the development of phonological representation in typically developing (TD) Greek-speaking children and to explore the possibility that children with SSD may have insufficiently defined phonological representations. Greek-speaking preschool aged children (4;0–5;5 years) with SSD receiving intervention (N = 20) were compared to their typically developing peers (N = 80) on their ability to complete a task of real-word auditory discrimination with picture choice. Performance differences were assessed across segmental properties and variation in word structure. TD children aged 4;0–4;5 scored lower than older TD children. A marginally significant difference in performance was found between children with SSD and TD controls. Quantitative analysis of mistakes indicated that children with SSD and TD children aged 4;0–4;5 opt for the phonological distractor. Stimuli tapping on the specification of underlying representations at a segmental level were more taxing compared to stimuli tapping on the integrity of stored word structures. Task materials and procedures used in the present study provide preliminary normative data and may be used for the assessment of Greek-speaking children with SSD. Children with SSD are at risk of developing underspecified phonological representations and therefore should receive assessment of underlying representations to guide intervention. [ABSTRACT FROM AUTHOR]

This study aimed to assess the effectiveness of electropalatography (EPG) intervention in targeting specific phonemes/words in seven adolescents aged 14:10–18:06 with co-occurring speech sound and language disorders. Progress on individualised targets versus controls was evaluated following intervention undertaken as part of the participants' usual speech and language therapy provision. As a group, the participants showed significantly greater progress on their targets than controls, indicating that the EPG intervention was effective. However, performance varied between participants, targets and school terms. Factors that may have influenced the effectiveness of intervention include spending more time on targets and focusing on a specific phoneme. Overall, the results suggest EPG should be considered as an intervention approach for this client group, even in the late teenage years. [ABSTRACT FROM AUTHOR]

The efficiency of intervention for children with speech sound disorder may be influenced by linguistic complexity of the phonological intervention target. Complex targets, particularly, later-acquired, less-known consonants and consonant clusters, have been linked to greater post-intervention generalization to untargeted phonological structures. Yet there is little direct evidence to support target selection based on linguistic complexity for Spanish-speaking children with speech sound disorder. This intervention study utilizes an experimental single-case design to examine the efficacy of intervention in Spanish using different complex targets (i.e. /ɡɾ/, /bɾ/, and /l/). For each of the four Spanish-speaking children with speech sound disorder, sounds at 0% accuracy during baseline were monitored across the baseline period, during and post-intervention, and at one- and two-month follow-up visits. Over the course of intervention, only one participant achieved mastery of the targeted structure in practiced words. However, all participants demonstrated some amount of broad phonological generalization to untargeted consonants or clusters. Variable learning trajectories and broad phonological generalization are discussed as they relate to participant characteristics and linguistic complexity. [ABSTRACT FROM AUTHOR]

Automated analyses of speech samples can offer improved accuracy and timesaving advantages that streamline clinical assessment for children with a suspected speech sound disorder. In this paper, we introduce AutoPATT, an automated tool for clinical analysis of speech samples. This free, open-source tool was developed as a plug-in for Phon and follows the procedures of the Phonological Analysis and Treatment Target Selection protocol, including extraction of a phonetic inventory, phonemic inventory with corresponding minimal pairs, and initial consonant cluster inventory. AutoPATT also provides suggestions for complex treatment targets using evidence-based guidelines. Automated analyses and target suggestions were compared to manual analyses of 25 speech samples from children with phonological disorder. Results indicate that AutoPATT inventory analyses are more accurate than manual analyses. However, treatment targets generated by AutoPATT should be viewed as suggestions and not used to substitute necessary clinical judgement in the target selection process. [ABSTRACT FROM AUTHOR]

Purpose: To examine two screening tools for phonological production, the Evaluation Sommaire de la Phonologie chez l'enfant d'âge préscolaire (ESPP) and the Test de Phonologie du Français Canadien-Dépistage (TPFC-D), developed according to differing theoretical perspectives. The TPFC-D, designed according to nonlinear phonology, includes more words and contains a greater variety of segments across word structure as compared to the ESPP, which was guided by a linear phonological framework. The greater response rate to test items, time of administration, and phonological complexity were expected on the TPFC-D. Method: Each screening tool was administered to 14 4-year-old French-speaking children living in Central Canada. Paired samples t-tests compared children's responses on the two tasks with regards to (a) response rate and time of administration, (b) an overall percentage of consonants correct (PCC) and percentage of vowel correct (PVC), and (c) complexity of productions (i.e. PCC and PVC in relation to word structure, Word Shape Match, Whole Word Match, Phonological Mean Length of Utterance (pMLU) and Proportion of Whole-Word Proximity). Result: Item response rates were higher for the TPFC-D whereas time of administration, PCC and PVC were similar for both the ESPP and TPFC-D. Complexity measures showed a higher proportion of deletions in clusters and higher pMLUs on the TPFC-D compared to the ESPP. Conclusion: Both screening measures are appropriate for speech-language pathologists who want to assess quickly pre-school-aged children. Since the TPFC-D is phonologically more complex, it is recommended for clinicians needing to screen children who likely present with multiple speech sound errors across their phonological system. [ABSTRACT FROM AUTHOR]

The extent to which treatment of speech errors that are phonetic in nature (i.e., distortions) produces generalization to untrained sounds is not well understood. This case study reports a child referred for treatment of a velarized distortion of American English /ɹ/, who also demonstrated an inconsistent velarized distortion of /l/. Acoustic analysis revealed evidence of a covert contrast between /ɹ/ and /l/ prior to treatment. Ultrasound biofeedback treatment and perceptual training targeted /ɹ/ only, but progress was tracked for both /ɹ/ and /l/. Substantial improvements in perceptually rated accuracy and significant changes in acoustic features were observed for both sounds, indicating generalization. These results highlight that generalization from trained to untrained sounds is possible for children with residual speech errors characterized by phonetic distortions. [ABSTRACT FROM AUTHOR]