1,069 results on '"Speech Sound Disorder"'
Search Results
2. Intensive Speech Motor Chaining Treatment for Residual Speech Sound Disorders (iChain)
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National Institutes of Health (NIH), State University of New York - Upstate Medical University, and National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2025
3. Auditory-Perceptual Training Via Telepractice
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National Institute on Deafness and Other Communication Disorders (NIDCD), Syracuse University, New York University, and Elaine Hitchcock, Associate Professor
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- 2024
4. Treatment Targets in Spanish and English Bilingual Speech Intervention
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National Institute on Deafness and Other Communication Disorders (NIDCD) and Philip Combiths, Assistant Professor
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- 2024
5. Chapter 53 - Language Development and Communication Disorders
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Bang, Janet Y. and Feldman, Heidi M.
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- 2025
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6. A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In DLD: Production
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University of Arizona and Lisa Goffman, Senior Scientist and Endowed Chair
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- 2024
7. Visual Acoustic Biofeedback for RSE Via Telepractice
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National Institute on Deafness and Other Communication Disorders (NIDCD), New York University, Syracuse University, and Elaine Hitchcock, Associate Professor
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- 2024
8. Visual-acoustic Intervention With Service Delivery In-person and Via Telepractice Trial (VISIT)
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Syracuse University, Montclair State University, and National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2024
9. Measuring Aided Language Development (MALD)
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National Institute on Deafness and Other Communication Disorders (NIDCD), University of New Mexico, University of Wisconsin, Milwaukee, and Jennifer Kent-Walsh, Pegasus Professor & Associate Dean of Research
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- 2024
10. Multimodal Data-assisted Primary Screening for Allergic Rhinitis Based on Voice Recognition and Face Recognition
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Zheng Liu, professor
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- 2024
11. Listening like a speech-training app: Expert and non-expert listeners' goodness ratings of children's speech.
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Strömbergsson, Sofia, Fröjdh, Molly, Pettersson, Magdalena, Grósz, Tamás, Getman, Yaroslav, and Kurimo, Mikko
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Speech training apps are being developed that provide automatic feedback concerning children's production of known target words, as a score on a 1–5 scale. However, this 'goodness' scale is still poorly understood. We investigated listeners' ratings of 'how many stars the app should provide as feedback' on children's utterances, and whether listener agreement is affected by clinical experience and/or access to anchor stimuli. In addition, we explored the association between goodness ratings and clinical measures of speech accuracy; the Percentage of Consonants Correct (PCC) and the Percentage of Phonemes Correct (PPC). Twenty speech-language pathologists and 20 non-expert listeners participated; half of the listeners in each group had access to anchor stimuli. The listeners rated 120 words, collected from children with and without speech sound disorder. Concerning reliability, intra-rater agreement was generally high, whereas inter-rater agreement was moderate. Access to anchor stimuli was associated with higher agreement, but only for non-expert listeners. Concerning the association between goodness ratings and the PCC/PPC, correlations were moderate for both listener groups, under both conditions. The results indicate that the task of rating goodness is difficult, regardless of clinical experience, and that access to anchor stimuli is insufficient for achieving reliable ratings. This raises concerns regarding the 1–5 rating scale as the means of feedback in speech training apps. More specific listener instructions, particularly regarding the intended context for the app, are suggested in collection of human ratings underlying the development of speech training apps. Until then, alternative means of feedback should be preferred. [ABSTRACT FROM AUTHOR]
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- 2025
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12. Protocol for visual-acoustic intervention with service delivery in-person and via telepractice (VISIT) non-inferiority trial for residual speech sound disorder.
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McAllister, Tara, Preston, Jonathan L., Hitchcock, Elaine R., Benway, Nina R., and Hill, Jennifer
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BIOFEEDBACK training ,MEDICAL sciences ,COGNITIVE psychology ,CLINICAL trials ,SPEECH disorders - Abstract
Background: Residual speech sound disorder (RSSD) is a high-prevalence condition that negatively impacts social and academic participation. Telepractice service delivery has the potential to expand access to technology-enhanced intervention methods that can help remediate RSSD, but it is not known whether remote service delivery is associated with a reduction in the efficacy of these methods. This project will systematically measure the outcomes of visual-acoustic biofeedback intervention when delivered in-person or online. Methods/design: This project, Visual-acoustic Intervention with Service delivery In-person and via Telepractice (VISIT), aims to treat 76 children in a parallel randomized controlled clinical trial in which children with RSSD will receive visual-acoustic biofeedback treatment either in person or via telepractice. Eligible children will be speakers of American English aged 9–17 years who exhibit RSSD affecting /ɹ/ but otherwise show cognitive-linguistic and hearing abilities within the typical range. All participants will receive twenty sessions of visual-acoustic biofeedback; they will be randomized, with stratification by pre-treatment speech production ability and site, to complete their treatment sessions either in the laboratory setting or at home via telepractice. For the primary outcome measure, blinded listeners will evaluate changes in the perceived accuracy of /ɹ/ production after the end of treatment. Discussion: By comparing outcomes in children randomized to receive a standard course of biofeedback treatment either via telepractice or in-person, this study will provide evidence-based guidance for clinicians seeking flexible service delivery options for a challenging and prevalent condition. Trial registration: ClinicalTrials.gov identifier NCT06517225, 07/23/2024. URL: https://clinicaltrials.gov/study/NCT06517225. [ABSTRACT FROM AUTHOR]
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- 2025
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13. The utility of parent’s and teacher’s concerns for the screening of speech sound disorders: A study on French-speaking preschool children.
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Piron, Léonor, MacLeod, Andrea A.N., and Maillart, Christelle
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SOCIAL participation , *SPEECH disorders , *PRESCHOOL children , *MEDICAL screening , *VERBAL behavior testing - Abstract
Speech sound disorders (SSD) are associated with difficulties in communication, social participation, literacy, and learning. An early identification process is therefore necessary. Our study was aimed at determining the utility and accuracy of parent’s and teacher’s concerns in screening for SSD. We also aimed to determine whether the accuracy of parent’s and teacher’s concern varied according to kindergarten grades. For this study, 215 French-speaking preschool children were recruited from preschools. Eighty children were classified as SSD and 135 were classified as Typically Developing (TD). Children were assessed by a standardised single-word speech sound test. Parents and teachers expressed their level of concern about each child’s speech development by answering ‘no’, ‘a little’ or ‘yes’ to the same question about their concern. Parents’ and teachers’ concerns were also gathered in a variable called ‘joint concern’ to investigate the utility and accuracy of their combined concern. Analyses included tetrachoric correlations, logistic regressions, Kruskal–Wallis tests, and sensibility/specificity analyses. Analyses were employed across all children and within age groups. Results showed positive and significant correlations between the SSD-TD classification, parent’s concern, teacher’s concern and joint concern. Parents’ and teachers’ concerns both showed fair specificity rates (85.2% and 88.1%, respectively) but remained under 80% on sensitivity. The joint concern was the most sensitive measure of all (87.3%) but showed a low specificity rate (76.3%). In conclusion, parents’ and teachers’ concerns both emerged as useful measures for screening for SSD. The combination of their concern revealed how parents and teachers are complementary for SSD screening. [ABSTRACT FROM AUTHOR]
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- 2025
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14. Multiple oppositions intervention: effective phonological treatment of two children with cleft lip and palate and severe speech sound disorder.
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Andersen, Helene Søgaard, Jørgensen, Line Dahl, Wilstrup, Casper, and Willadsen, Elisabeth
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ARTICULATION disorders , *CONSONANTS , *TREATMENT effectiveness , *JUDGMENT sampling , *DESCRIPTIVE statistics , *PRE-tests & post-tests , *CLEFT lip , *COMPARATIVE studies , *CLEFT palate , *SPEECH therapy , *VELOPHARYNGEAL insufficiency , *CHILDREN - Abstract
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]
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- 2025
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15. Malocclusion and Its Relationship with Sound Speech Disorders in Deciduous and Mixed Dentition: A Scoping Review.
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Aprile, Mariangela, Verdecchia, Alessio, Dettori, Claudia, and Spinas, Enrico
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MIXED dentition ,SPEECH disorders ,CHILD patients ,ARTICULATION (Speech) ,MALOCCLUSION ,PHONEME (Linguistics) - Abstract
Objectives: The intricate relationship between malocclusions and speech sound disorders (SSDs) is yet to be fully understood. This is particularly true for pediatric patients during the deciduous and mixed dentition stages. Employing a methodical scoping review approach, this study scrutinizes the recent literature to elucidate how these dental misalignments impact speech articulation and phonetic clarity. Methods: The present scoping review has been conducted following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. The selected articles have been found using PubMed, Scopus, Web of Science, and The Cochrane Library; the scope was limited to studies describing cases of patients in the deciduous or mixed dentition stage and the presence of both malocclusion and SSDs. Results: Out of the 1880 articles found, 44 passed the initial screening and 12 met the eligibility criteria and have been included in this review. Conclusions: The analysis reveals that while there is a consensus on the influence of malocclusions on speech production, the extent and specific nature of these effects vary across studies. anterior open bite is frequently associated with speech disorders, affecting phonemes by altering airflow and tongue placement. The review highlights the need for multidisciplinary approaches for effective treatment and calls for further investigation into the causative relationships between malocclusions and SSDs. [ABSTRACT FROM AUTHOR]
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- 2025
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16. Dynamic assessment, more than a diagnostic tool? Uses for goals, teaching moments, and procedural issues during intervention of speech sound disorder.
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Glaspey, Amy, MacLeod, Andrea A. N., Trumble, Pyper, and Andersen, Megan
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SPEECH therapy , *SPEECH disorders , *CURRICULUM-based assessment , *TREATMENT effectiveness , *PHONOLOGY - Abstract
Dynamic assessment is typically used for diagnostic and baseline purposes; however, the current study explored expanding the use of dynamic assessment as a curriculum-based measure to additionally capture teaching moments and observe intervention elements during treatment of speech sound disorder (NCT06075303). Teaching moments occur when an SLT presents an antecedent, the child produces a behaviour, and the SLT responds with a consequence related to accuracy; yet, little is known about the characteristics of these elements that are the most essential for improving treatment outcomes. To address this gap, we used the Glaspey Dynamic Assessment of Phonology’s scoring system to establish the goal, code teaching moments, describe procedural issues, and evaluate children’s skill development. The participants included two English-speaking boys, ages three and six, with speech sound disorder. A modified cycles approach was administered by an SLT and a student clinician with two blocks of targets (minimally and moderately adaptable). Results indicated that coding with dynamic assessment was successfully used for tracking changes within the teaching moments and provided a more complete perspective of treatment efficacy when combined with outcome measures, yet more research is needed to establish goals with dynamic assessment. Both children demonstrated progress in a short period of time, though Participant 1 made more significant gains, which may be attributed to many elements including treatment intensity, target selection, clinician variables, or client variables. Overall, this preliminary research supports that dynamic assessment may lead to dynamic intervention, thus bridging assessment and treatment practices. [ABSTRACT FROM AUTHOR]
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- 2024
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17. Relationship between Anatomical and Physiological Problems with Speech Problems in Turkish-Speaking Children with Cleft Lip and Palate.
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Birol, Namık Yücel and Logacev, Özlem Ünal
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Objective: The aim of this study was to describe the speech and resonance characteristics of Turkish-speaking children with cleft lip and palate (CLP) and to investigate the relationship between oral anatomical-physiological problems and speech-resonance problems. Materials and Methods: 40 Turkish-speaking children with CLP between the ages of 3 and 15 underwent oral-motor evaluation, nasometric evaluation (The Nasometric Assessment Tool-Turkish), articulation evaluation (sentence repetition test), and perceptual resonance evaluation. Results: The most common speech errors seen in the participants were backing, differentiation of glides, voicing errors, labialisation, nasalisation, palatalisation, dentalisation and lateralisation. 35% of the participants had normal resonance, while the remaining 65% had resonance-airflow problems. A significant relationship was found between hypernasality and nasalisation, weak articulation, and double articulation. A significant relationship was found between class III malocclusion and dentalisation, lateralisation, bilabialisation; crossbite and lateralisation; missing teeth and dentalisation, palatalisation, fronting. Conclusion: There is a relationship between dental and occlusal anomalies and speech errors and between hypernasality and speech errors. In addition to articulation errors, phonological processes may also be present in Turkish-speaking children with CLP. The results of this study can be taken into consideration by speech and language therapists while conducting assessments and providing interventions for Turkish-speaking children with CLP. [ABSTRACT FROM AUTHOR]
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- 2024
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18. Influence - Intervention Break - Children - Speech Sound Disorders
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Caritas Austria and Volkshilfe Upper Austria
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- 2024
19. Simplified Ultrasound Feedback for Speech Remediation (SUFSR)
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Suzanne Boyce, Professor
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- 2024
20. How speech and language therapists and parents work together in the therapeutic process for children with speech sound disorder: A scoping review.
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Pritchard, Katherine, Stojanovik, Vesna, Titterington, Jill, and Pagnamenta, Emma
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PARENTING , *WORKING parents , *SPEECH disorders , *PATIENT-professional relations , *SPEECH therapists - Abstract
Background: Aims: Methods & Procedures: Main contribution: Conclusions & Implications: WHAT THIS PAPER ADDS What is already known on the subject What this paper adds to the existing knowledge What are the potential or actual clinical implications of this work? Speech sound disorders (SSDs) are broadly defined as difficulty producing speech sounds in childhood. Reported prevalence of SSD varies from 2.3% to 24.6%, depending on how SSD is defined and the included age range. SSDs that do not resolve before age 8 can have a lasting impact on a child's academic achievements. The intensity of intervention for SSD is important to ensure effectiveness. However, there is a gap between the evidence base for intensity and speech and language therapists’ (SLTs) clinical practice. One way that SLTs try to bridge this gap is by working with parents. SLTs believe that working with parents/caregivers is vital for a child with SSD to make progress.To conduct a scoping review of the literature to provide a comprehensive picture of the perceptions, experiences and strategies underpinning collaborative working between SLTs and parents/caregivers of children (aged ≤ 5 years 11 months) with SSD to increase intervention intensity at home.This scoping review was completed in accordance with PRISMA‐ScR guidelines. A systematic search of PubMed, PsycInfo, CINHAL, Web of Science, EBSCOhost and EThOS was conducted using synonyms of three key terms: SSD, Therapy, Parents. Key journals and papers were hand searched for unique papers. A total of 29 papers were included for review. Data were analysed using thematic synthesis to develop themes. These themes are discussed using the PAGER framework to identify advances, gaps, evidence for practice and areas for future research.Seven key themes were identified: individualization, setting expectations, daily life, parental knowledge, parental involvement, therapeutic relationships and supporting parents to deliver home practice. There has been an acceleration of research around working with parents of children with SSD, with increased consideration of effective adult coaching techniques. Parents value the parental and child relationship with the SLT and feel this supports the success of home practice. There is a need for further research, and guidance for SLTs working with parents of children with SSD to enable them to support parents to deliver home practice effectively.Emerging evidence supports the value of SLTs and parents working together to support home practice for children with SSD. The review highlighted the importance of SLTs allocating time to build positive therapeutic relationships with parents to support engagement in therapy. Approaching intervention, in particular, home practice, flexibly and in collaboration with parents, allows parents to fit home practice into their daily lives. Providing clear information to parents supports the fidelity of, and engagement in, home practice. There is a gap between what is recommended in the evidence base for intervention intensity for children with SSD and current clinical practice worldwide. SLTs try to bridge this gap through home practice and believe that working with parents/caregivers is vital for children with SSD to make progress. However, little is known about the best ways for SLTs to work with parents for this population. Training parents to be implementers of intervention in a personalized and flexible way is important and valued by parents and SLTs. Parents value understanding the clinical rationale behind the intervention approach and benefit from explicit instructions for home practice, including discussion, written information, observation and feedback. Therapeutic relationships take time to develop and impact parental engagement in home practice. The findings of this study highlight existing knowledge which will support SLTs to work optimally with parents to implement home practice for their child with SSD. It highlights the importance of taking time to foster working relationships with parents to support effective home practice. The review identifies gaps in the current skills and knowledge of SLTs, highlighting the need for further research, support and guidance for SLTs in their work with parents, as well as implications for the development of the SLT pre‐registration curriculum. [ABSTRACT FROM AUTHOR]
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- 2024
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21. The Relationship between Speech Sound Disorder and Cortical Auditory Evoked Potential.
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Barrozo, Tatiane Faria, Silva, Liliane Aparecida Fagundes, Matas, Carla Gentile, and Wertzner, Haydée Fiszbein
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CROSS-sectional method , *AUDITORY perception testing , *DATA analysis , *RESEARCH funding , *SEVERITY of illness index , *AGE distribution , *DESCRIPTIVE statistics , *BRAIN stem , *ANALYSIS of variance , *STATISTICS , *AUDITORY perception , *SPEECH perception , *AUDITORY evoked response , *ARTICULATION disorders in children , *CHILDREN - Abstract
Introduction: Speech sound disorder (SSD) is a speech and language disorder associated with difficulties in motor production, perception, and phonological representation of sounds and speech segments. Since auditory perception has a fundamental role in forming and organizing sound representation for its recognition, studies that evaluate the cortical processing of sounds are required. Thus, the present study aimed to verify the relation between SSD severity measured by the percentage of correct consonants (PCCs) with the cortical auditory evoked potentials (CAEPs) using speech stimulus. Methods: Twenty-nine children with normal hearing participated in this research and were grouped into three groups by SSD level measured by the PCC index. In addition, the groups were subdivided according to the children's age group: between 60–71 months, 72–83 months, and 83–94 months. The CAEP with speech stimulus was carried out in all children. Results: Older children had longer P1 and N1 latencies. In P2 latency, there was an interference of age only in the severe group. The N2 latency was affected by age, where older children had longer latency. Conclusion: The amplitude of CAEP has not suffered any interference with the age, or severity of SSD. For the latency, older children generally presented longer averages than younger ones. Plain Language Summary: Speech sound disorders (SSDs) are a language disorder prevalent in children and are featured by difficulties in the perception, production, and organization of speech sounds. This disorder can be associated with some deficits in the sound process. Thus, this study used a speech stimulus to measure the relationship between age and SSD severity, measured by the percentage of correct consonants, with cortical auditory evoked potentials (CAEPs). The latency of P1, N1, P2, N2, and P3 components and P1-N1, P2-N2, and P3 amplitudes were analyzed in both ears. No interference of severity, age, and ear was found in the latency of P1 and N1 components. The P2 latency was longer than the one proposed in the literature, and younger children with more severe SSD had lower mean latency values for this component. No interaction was found between the N2 latency and SSD severity. As for P3 latency, all children in this study had values within the normal limits for the age group. No SSD severity, age, and ear interference were observed in the P1-N1 amplitude. However, it was observed that the amplitude of this complex increases with age and decreases with SSD severity in the right ear. Finally, there was no SSD severity, age, and ear interference in P2-N2 and P3 amplitudes. CAEP analysis showed important aspects of the auditory path of children with SSD, suggesting difficulty in directing attention and discriminating the stimuli used, which can interfere with the phonological representation of speech sounds. [ABSTRACT FROM AUTHOR]
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- 2024
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22. Gender and age biases in the assessment of speech accuracy: A study of speech‐language clinicians' ratings of /s/ accuracy.
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Munson, Benjamin, Wruck, Chloe, Benway, Nina R., and Preston, Jonathan L.
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SPEECH therapists , *STATISTICAL correlation , *VOWELS , *SPEECH , *RESEARCH funding , *SOUND , *CONSONANTS , *MULTIPLE regression analysis , *PHONOLOGICAL awareness , *SEX discrimination , *CHI-squared test , *WORK experience (Employment) , *DESCRIPTIVE statistics , *AGEISM , *SPEECH evaluation , *ATTITUDES of medical personnel , *ANALYSIS of variance , *RESEARCH methodology , *SOCIODEMOGRAPHIC factors , *DATA analysis software , *COMPARATIVE studies , *ASSIGNED gender , *LANGUAGE acquisition , *REGRESSION analysis , *EVALUATION ,RESEARCH evaluation - Abstract
Purpose: Typically developing children assigned male at birth (AMAB) and children assigned female at birth (AFAB) produce the fricative /s/ differently: AFAB children produce /s/ with a higher spectral peak frequency. This study examined whether implicit knowledge of these differences affects speech‐language pathologists'/speech and language therapists' (SLPs'/SLTs') ratings of /s/ accuracy, by comparing ratings made in conditions where SLPs/SLTs were blind to children's sex assigned at birth (SAB) to conditions in which they were told this information. Methods: SLPs (n = 95) varying in clinical experience rated the accuracy of word‐initial /s/ productions (n = 87) of eight children with speech sound disorder in one of four conditions: one in which no information about the children was revealed, one in which children's SAB was revealed, one in which children's age was revealed, and one in which both were revealed. Results: Despite there being no statistically significant differences between AFAB and AMAB children's /s/ production in researcher‐determined accuracy or in one acoustic characteristic, spectral centroid, SLPs in all four conditions judged the /s/ productions of AFAB children as more accurate than AMAB children. Listeners were significantly less likely to judge the productions of AMAB children to be inaccurate in the conditions in which age or age and SAB were revealed. These effects were consistent across SLPs with greatly varying levels of clinical experience. Conclusion: Knowing or imputing children's age and SAB can affect ratings of /s/ accuracy. Clinicians should be mindful of these potential effects. Future research should understand how expectations about sociolinguistic variation in speech affect appraisals of their speech and language. WHAT THIS PAPER ADDS: What is already known on the subject: Adult men and women produce /s/ differently. A consensus is that these differences reflect sociolinguistic gender marking, rather than being the passive consequence of vocal‐tract differences. Recent studies have shown that children assigned female at birth (AFAB) and those assigned male at birth (AMAB) produce /s/ differently in ways that mirror the differences between adult men and women, and which presumably reflect gender marking. What this paper adds to existing knowledge: We asked whether US‐based speech‐language pathologists' (SLPs) ratings of the accuracy of /s/ differ depending on whether they are rating an AFAB or an AMAB child, and whether these differences are greater in conditions in which people are told the sex assigned at birth of the child being rated. We found that SLPs were more likely to judge AFAB children's /s/ productions to be more accurate than AMAB children's, even though the productions from the AMAB and AFAB children that were used as stimuli were matched for accuracy as determined by trained researchers. What are the clinical implications of this work?: SLPs/speech‐language therapists should be sensitive to the influence of social variables when assessing /s/. SLPs/speech‐language therapists might rate children's productions differently depending on whether they believe they are rating an AFAB or an AMAB child. [ABSTRACT FROM AUTHOR]
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- 2024
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23. Considerations of dialect on the identification of speech sound disorder in Vietnamese‐speaking children.
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Phạm, Ben and McLeod, Sharynne
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ARTICULATION disorders , *VOWELS , *DIALECTS , *CONSONANTS , *DECISION making in clinical medicine , *MULTILINGUALISM , *SPEECH evaluation , *LANGUAGE acquisition , *CHILDREN ,RESEARCH evaluation - Abstract
Background: The dialect spoken by children influences diagnostic decision‐making regarding the identification and severity of speech sound disorder (SSD). Aims: The primary objective was to review papers that examined the influence of dialect on the identification of SSD in Vietnamese‐speaking children. Methods & Procedures: Five studies of mono‐ and multilingual Vietnamese‐speaking children living in Vietnam and Australia were reviewed to examine the influence of dialect on the assessment and analysis children's speech. The main Vietnamese dialects (Standard, Northern, Central, Southern) differ in the production of consonants, vowels and tones. Main contribution: Most speech assessments define correct production using the standard dialect of a language. Insights from recent studies of Vietnamese provide recommendations for also considering dialect in diagnostic decision‐making. First, we recommend adding column(s) to the assessment score sheet that includes the dialectal variants spoken by adults in the child's family or community. Second, we calculate the accuracy of production twice, based on the standard form and dialectal form. Third, we report the percentage of consonants correct—standard (PCC‐S) and percentage of consonants correct—dialect (PCC‐D). Conclusions & Implications: Diagnostic decision‐making is influenced by dialectal variation in children's speech, so speech and language therapists need to compare standard and dialectal productions when undertaking assessments, analysis and diagnostic decision‐making. WHAT THIS PAPER ADDS: What is already known on the subject: Most speech assessments use the standard form of a dialect as the correct production. The standard dialect is used for diagnosis of SSD and identification of intervention targets. What this paper adds to the existing knowledge: This paper examines five research studies of Vietnamese to identify ways to consider dialect in speech and language therapy assessment and analysis. Vietnamese provides a complex environment for this examination since there are numerous Vietnamese dialects and they differ according to consonants, vowels and tones. What are the potential or actual clinical implications of this work?: Speech and language therapists are encouraged to add column(s) to their assessment score sheet that includes the dialectal variants spoken by adults and to report the PCC‐S and PCC‐D. [ABSTRACT FROM AUTHOR]
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- 2024
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24. Speech sound disorder or DLD (phonology)? Towards a consensus agreement on terminology.
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Stringer, Helen, Cleland, Joanne, Wren, Yvonne, Rees, Rachel, and Williams, Pam
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CONSENSUS (Social sciences) , *ARTICULATION disorders , *TERMS & phrases , *DIFFERENTIAL diagnosis , *DYSARTHRIA , *DECISION making in clinical medicine , *COMMUNICATIVE disorders , *DEVELOPMENTAL disabilities , *LANGUAGE disorders , *PHONETICS , *SPEECH disorders , *EVIDENCE-based medicine , *DECISION trees , *SPEECH apraxia , *COMORBIDITY - Abstract
Background: The publication of phase 2 of the CATALISE project in 2017 clarified terminology for children with developmental language disorder (DLD) or delay but unintentionally muddied the water for children with unintelligible speech. A diagnostic label of DLD (phonology) indicates poor prognosis and phonological disorder that persists into middle childhood. However, in contrast to other diagnostic labels that fall under the overarching term of speech sound disorder (SSD), DLD (phonology) does not elucidate the characteristics of the child's speech nor does it point us in the direction of appropriate intervention. Aims: The aim of this paper is to discuss terminology in SSD leading to an evidence‐based model which builds on the model of DLD developed in CATALISE, supports descriptive diagnosis and signposts intervention. Methods: Following a focused review of literature proposing or describing terminology for SSD, an expert group of researchers in developmental SSD proposed a revised model of existing terminology. Groups of UK speech and language therapists (SLTs) who provide services for children with SSD were asked to comment on its acceptability and feasibility. Discussion: A three‐level terminology model was developed. This comprised an overarching Level 1 term; Level 2 terms that differentiated SSD of unknown origin from SSD with associated or underlying conditions; and specific diagnostic terms at Level 3 to support further assessment and intervention decisions. Consulted SLTs generally expressed agreement with the proposed terminology and a willingness to adopt it in practice. Conclusions: Existing terminology for childhood SSD provides a good basis for clinical decision‐making. A modified version of Dodd's (2005) terminology was found to be acceptable to UK SLTs. There is an evident overlap of SSD with CATALISE terminology. However more detailed and specialist terminology than 'DLD (phonology)' is required to support clinical decision‐making. It is proposed that endorsement by the UK Royal College of Speech and Language Therapists would obviate the need for a Delphi process. What this paper adds: What is already known on this subject: Over nearly a hundred years, as our knowledge and understanding of speech sound disorder (SSD) has increased, so has the terminology that is used to describe those disorders. Current terminology not only describes subtypes of SSD but can also signpost us to effective interventions. With the publication, in 2017, of phase 2 of CATALISE a new term of 'developmental language disorder (DLD) (phonology)' was introduced with the unintentional consequence of challenging more specific descriptive terms for SSD. What this paper adds: In the context of CATALISE and DLD (phonology), the history and nature of SSD terminology are reappraised. Building on the model of DLD developed in CATALISE, a tiered model that supports descriptive diagnosis and signposts intervention is proposed for discussion. Clinical implications of this study: The proposed model of terminology for SSD provides descriptive and detailed labels that will support accuracy in differential diagnosis of developmental SSD by speech and language therapists. Furthermore, a decision‐making tree for SSD demonstrates the pathway from diagnostic use of the terminology to the selection of evidence‐based, effective interventions. [ABSTRACT FROM AUTHOR]
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- 2024
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25. How to cut the pie is no piece of cake: Toward a process‐oriented approach to assessment and diagnosis of speech sound disorders.
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Littlejohn, Meghan and Maas, Edwin
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ARTICULATION disorders , *MOTOR ability , *PHONOLOGICAL awareness , *EVALUATION of medical care , *SPEECH evaluation , *SPEECH disorders , *PHONETICS , *SPEECH apraxia ,SPEECH disorder diagnosis ,PHYSIOLOGICAL aspects of speech - Abstract
Background: 'Speech sound disorder' is an umbrella term that encompasses dysarthria, articulation disorders, childhood apraxia of speech and phonological disorders. However, differential diagnosis between these disorders is a persistent challenge in speech pathology, as many diagnostic procedures use symptom clusters instead of identifying an origin of breakdown in the speech and language system. Aims: This article reviews typical and disordered speech through the lens of two well‐developed models of production—one focused on phonological encoding and one focused on speech motor planning. We illustrate potential breakdown locations within these models that may relate to childhood apraxia of speech and phonological disorders. Main Contribution: This paper presents an overview of an approach to conceptualisation of speech sound disorders that is grounded in current models of speech production and emphasises consideration of underlying processes. The paper also sketches a research agenda for the development of valid, reliable and clinically feasible assessment protocols for children with speech sound disorders. Conclusion: The process‐oriented approach outlined here is in the early stages of development but holds promise for developing a more detailed and comprehensive understanding of, and assessment protocols for speech sound disorders that go beyond broad diagnostic labels based on error analysis. Directions for future research are discussed. What this paper adds: What is already known on the subject: Speech sound disorders (SSD) are heterogeneous, and there is agreement that some children have a phonological impairment (phonological disorders, PD) whereas others have an impairment of speech motor planning (childhood apraxia of speech, CAS). There is also recognition that speech production involves multiple processes, and several approaches to the assessment and diagnosis of SSD have been proposed. What this paper adds to existing knowledge: This paper provides a more detailed conceptualisation of potential impairments in children with SSD that is grounded in current models of speech production and encourages greater consideration of underlying processes. The paper illustrates this approach and provides guidance for further development. One consequence of this perspective is the notion that broad diagnostic category labels (PD, CAS) may each comprise different subtypes or profiles depending on the processes that are affected. What are the potential or actual clinical implications of this work?: Although the approach is in the early stages of development and no comprehensive validated set of tasks and measures is available to assess all processes, clinicians may find the conceptualisation of different underlying processes and the notion of potential subtypes within PD and CAS informative when evaluating SSD. In addition, this perspective discourages either/or thinking (PD or CAS) and instead encourages consideration of the possibility that children may have different combinations of impairments at different processing stages. [ABSTRACT FROM AUTHOR]
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- 2024
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26. Morphosyntactic profiles among preschoolers with and without speech sound disorders.
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Roepke, Elizabeth and Brosseau-Lapré, Françoise
- Subjects
- *
COMPARATIVE grammar , *ARTICULATION disorders , *RESEARCH funding , *DATA analysis , *T-test (Statistics) , *PHONOLOGICAL awareness , *CHI-squared test , *SOUND recordings , *STATISTICS , *LANGUAGE acquisition , *VIDEO recording , *REGRESSION analysis - Abstract
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]
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- 2024
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27. The agreement of phonetic transcriptions between paediatric speech and language therapists transcribing a disordered speech sample.
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Mallaband, Laura Jane
- Subjects
- *
SPEECH therapy , *SPEECH therapists , *VOWELS , *CROSS-sectional method , *CONSONANTS , *EVALUATION of medical care , *DESCRIPTIVE statistics , *PEDIATRICS , *TELEMEDICINE , *ATTITUDES of medical personnel , *SPEECH evaluation , *PHONETICS , *VIDEO recording - Abstract
Background: Speech and language therapists (SLTs) regularly use phonetic transcription to record and analyse typical and disordered speech. Phonetic transcription is highly demanding of auditory perceptual skills so researchers are sceptical about its accuracy and reliability. The literature describes how phonetic transcription is prone to auditory illusions and biases, such as a preference to transcribe speech sounds from the transcriber's own language. Few empirical research studies have calculated agreement amongst transcribers where a range of agreement scores have been reported (51%–97%). There is a consensus that agreement rates decrease as phonetic detail increases. Vowels and consonants are characterised by different perceptual features within the International Phonetic Alphabet (IPA) so they may differ in agreement rates, and thus far there is contradictory evidence as to whether vowels or consonants are more agreed upon. Transcription agreement studies to date have most commonly recruited phoneticians rather than SLTs so further research is warranted to determine transcription agreement amongst SLTs and its impact on clinical practice. Aims: The study's primary aim was to calculate agreement scores from a group of English‐speaking SLTs who transcribed disordered speech samples in an ecologically valid setting. The study also sought to contribute to the pre‐existing contradictory evidence base regarding whether vowels or consonants may be more agreed upon by comparing their agreement scores. The researcher aimed to comment on SLTs' use of diacritics and non‐native speech symbols (symbols not included in the English phonetic inventory) in terms of their frequency and agreement of use. By analysing transcriptions, the study aimed to discuss the impact transcription variability has on speech sound error patterns and thus its impact on clinical decision‐making such as diagnosis, choice of intervention and therapy targets. Methods: Twelve paediatric SLTs were recruited via a convenience sample at two National Health Service trusts, two of whom were specialists in Speech Sound Disorders (SSDs). Participants transcribed 16 words from a video of a boy with disordered speech completing the Diagnostic Evaluation of Articulation and Phonology (DEAP, Dodd et al., 2006) from a telehealth appointment. The use of diacritics and non‐English IPA symbols were manually analysed. A classic agreement score was calculated for each target word using a Python script, and then for vowels and consonants in isolation. Datasets were manually analysed to determine whether differences in transcription resulted in the identification of different speech sound error patterns. The researcher considered the implications this had within clinical practice. Results: The average classic agreement score was 56.3%. Consonants were more agreed upon than vowels with agreement scores of 62.8% and 48.6%, respectively. Nine participants (75%) used diacritics (most commonly length marks) and eight participants (67%) transcribed non‐native IPA symbols at least once in their datasets, but generally with low frequencies and agreements amongst their use. Transcriptions captured the occurrence of typical and atypical error patterns but only three error patterns, out of the 20 identified, were present in all 12 participants' transcriptions. Conclusions: The agreement score of 56.3% questions the accuracy and reliability of transcription amongst SLTs which is an essential skill of the profession. The findings highlight SLTs should be more cautious of interpreting vowels than consonants given lower agreement rates. The frequency of use of non‐native symbols and diacritics was relatively low which could reflect a low accuracy of their use or reduced confidence in transcribing these. The study discussed how variations in transcriptions can impact phonological and phonetic analysis, which in turn can influence clinical decision‐making such as diagnosing SSDs, selecting further diagnostic assessments and choosing therapy targets and interventions. The Royal College of Speech and Language Therapists‐endorsed transcription guidelines (Child Speech Disorder Research Network, 2017) could be revised to convey realistic expectations of SLTs' transcription skills, or SLTs should be offered more training to improve transcription skills to meet current expectations. Other suggestions to improve transcription accuracy are discussed such as via instrumental methods, yet these come with their own limitations such as practicality, costs and need for specialist training. WHAT THIS PAPER ADDS: What is already known on this subject: Phonetic transcription is highly demanding of human perceptual skills, and researchers are sceptical about its reliability. There are few empirical research studies calculating agreement amongst transcribers, and a range of agreement scores have been reported (51%−97%) dependent on the research conditions. Research mostly involves experienced transcribers (e.g., phoneticians) rather than speech and language therapists (SLTs), a profession expected to regularly use phonetic transcription to record and analyse typical and disordered speech. What this study adds to existing knowledge: A range of transcription agreement scores have been reported in previous studies, mainly comparing pairs or small groups of specialist transcribers rather than SLTs. This study provides an agreement score of 56.3% when a group of 12 SLTs transcribed a disordered speech sample in an ecologically valid setting (where speech samples were taken from a real‐life speech sound assessment over a telehealth appointment using the Diagnostic Evaluation of Articulation and Phonology). The study found consonants are more agreed upon than vowels, adding to the contradictory evidence base. Unlike other studies, the researcher analysed transcriptions to identify error patterns to examine the impact that transcription variation has on clinical decision‐making. What are the potential or actual clinical implications of this work?: The researcher questions whether SLTs are meeting the expectations of 'accurate transcription' as listed by the Royal College of Speech and Language Therapists (RCSLT) endorsed transcription guidelines (Child Speech Disorder Research Network, 2017) given the relatively low agreement score of 56.3%. The study also questions the reliability of the use of diacritics and non‐English International Phonetic Alphabet (IPA) symbols and whether SLTs should be expected to use these due to perceptual limitations. Twenty phonological processes emerged from the datasets, only three of which were agreed upon across all 12 participants. The researcher therefore discusses how transcription variations could result in different diagnoses, therapy targets and interventions choices. The paper suggests more training is required to enhance transcription accuracy, and also considers the appropriateness of utilising instrumental methods whilst recognising its limitations such as feasibility, costs and specialist training needs. [ABSTRACT FROM AUTHOR]
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- 2024
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28. Orthognathic Speech Pathology: Phonetic Contrasts of Patients With Dental Discrepancies Pre- and Post-Treatment Analyses (OSP)
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North Carolina State University
- Published
- 2024
29. Building Sentences With Preschoolers Who Use AAC
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University of New Mexico and National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2024
30. Delineation of Sensorimotor Subtypes Underlying Residual Speech Errors (C-RESULTS)
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Syracuse University, Montclair State University, and National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2023
31. Correcting Residual Errors With Spectral, Ultrasound, Traditional Speech Therapy (C-RESULTS)
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Syracuse University, Montclair State University, and National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2023
32. A Framework For Linking Sequential Pattern Rules in DLD: Perception in Adults
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The University of Texas at Dallas and LouAnn Gerken, Professor
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- 2023
33. A Framework For Linking Sequential Pattern Rules in DLD: Perception in Toddlers
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The University of Texas at Dallas and LouAnn Gerken, Professor
- Published
- 2023
34. Neural Indices of Intervention Outcomes in Children With Speech Sound Disorders
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National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2023
35. Dynamic Assessment of Phonological Disorders
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- 2023
36. Whole Genome Analysis in Consanguineous Families Reveals New Loci for Speech Sound Disorder (SSD).
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Yasmin, Tahira, Sadia, Aatika, Nadeem, Laraib, Basra, Muhammad Asim Raza, Rice, Mabel L., and Raza, Muhammad Hashim
- Subjects
- *
ARTICULATION disorders , *SPEECH disorders , *SPEECH apraxia , *ARTICULATION (Speech) , *SPEECH - Abstract
Speech is the most common means of communication in humans. Any defect in accurate speech production ability results in the development of speech sound disorder (SSD), a condition that can significantly impair an individual's academic performance, social interactions, and relationships with peers and adults. This study investigated the genetic basis of SSD in three Pakistani families. We performed family-based genome-wide parametric linkage analysis and homozygosity mapping in three consanguineous families with SSD from the Punjab province of Pakistan. The Test for Assessment of Articulation and Phonology in Urdu (TAAPU) was used to analyze the speech articulation data and determine the Percentage Correct Consonants (PCC) score. The PCC score defined the affected and unaffected individuals in each family. Parametric linkage analysis revealed a linkage to chromosome 5 (5q21.3-5q23.1) with a significant logarithm of the odds (LOD) score of 3.13 in a Pakistani family with specific language impairment-97 (PKSLI-97) under an autosomal recessive mode of inheritance. The other two families showed a suggestive linkage at 6p22.1, 14q12, and 16q12.1 under the recessive mode of inheritance. Interestingly, homozygosity mapping showed a loss of heterozygosity in the linkage region at 5q15-5q23.1, shared among seven affected (mostly in the younger generation) and one unaffected individual of PKSLI-97. Our analysis identified the 6p22 locus previously implicated in dyslexia, childhood apraxia of speech (CAS), and language impairment, confirming the role of KIAA0319 and DCDC2 in this locus. These findings provide statistical evidence for the genomic regions associated with articulation disorder and offer future opportunities to further the role of genes in speech production. [ABSTRACT FROM AUTHOR]
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- 2024
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37. Intelligibility in Context Scale: Psychometric evidence and implications for Saudi Arabic-English-speaking preschoolers.
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Abdulkader, Dalia M., Washington, Karla N., Kokotek, Leslie E., Al-tuwairqi, Asrar, and Al-tamimi, Anfal
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SPEECH disorder diagnosis ,MULTILINGUALISM in children ,COMPARATIVE grammar ,MULTITRAIT multimethod techniques ,REPEATED measures design ,RESEARCH funding ,DATA analysis ,RECEIVER operating characteristic curves ,CRONBACH'S alpha ,RESEARCH methodology evaluation ,RESEARCH evaluation ,QUESTIONNAIRES ,INTELLIGIBILITY of speech ,DESCRIPTIVE statistics ,PSYCHOMETRICS ,RESEARCH methodology ,SPEECH evaluation ,STATISTICAL reliability ,STATISTICS ,ANALYSIS of variance ,DATA analysis software ,ENGLISH language ,SENSITIVITY & specificity (Statistics) ,INTER-observer reliability ,DISCRIMINANT analysis ,EVALUATION ,CHILDREN - Abstract
Purpose: To evaluate the reliability, validity, and diagnostic accuracy (sensitivity, specificity) of the Intelligibility in Context Scale in Saudi Arabic (ICS-SA) and English (ICS-E) as potential measures of functional speech intelligibility in bilingual preschool-aged Saudi Arabian children. Method: The study included 36 parent-child (aged 3;0 to 6;5 years; months) dyads who were bilingual speakers of Saudi Arabic and English, which included two groups—typically developing (TD, n = 29) and suspected speech sound disordered (sSSD, n = 7). The children's intelligibility was evaluated in both languages using the ICS-SA and ICS-E. Children's single-word productions were collected in both languages and calculated for percentage of consonants, vowels, and phonemes correct (i.e. PCC/PVC/PPC) to establish their speech-sound competence. Result: The mean scores for the entire sample (n = 36) were 4.43 (SD = 0.79) for the ICS-SA and 4.48 (SD = 0.79) for the ICS-E, showing that parents rated their children's intelligibility in both languages similarly. Both the ICS-SA and ICS-E demonstrated excellent internal consistency (α = 0.96 and α = 0.95, respectively). There was high inter-rater and test-retest reliability for the ICS-SA, while there was fair to high inter-rater and test-retest reliability in ICS-E. Significant correlations were found for the ICS-SA, but weak correlations were noted for the ICS-E, which indicated fair to moderate evidence of criterion validity. Construct validity efforts indicated a weak correlation with age on both the ICS-SA and ICS-E. The findings also indicated high discriminant accuracy for both the ICS-SA (0.86, 0.86) and ICS-E (0.71, 0.69). Conclusion: This study provides initial validation and reliability evidence for using the ICS-SA and ICS-E with Saudi Arabic- and English-speaking preschoolers, however, ICS-E scores suggest further testing is warranted. By extension, these findings expand the bilingual knowledge base and offer new tools for identifying children in Saudi Arabia who may be at risk for having a speech sound disorder. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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38. Malocclusion and Its Relationship with Sound Speech Disorders in Deciduous and Mixed Dentition: A Scoping Review
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Mariangela Aprile, Alessio Verdecchia, Claudia Dettori, and Enrico Spinas
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deciduous dentition ,dyslalias ,malocclusion ,mixed dentition ,pediatric patients ,speech sound disorder ,Dentistry ,RK1-715 - Abstract
Objectives: The intricate relationship between malocclusions and speech sound disorders (SSDs) is yet to be fully understood. This is particularly true for pediatric patients during the deciduous and mixed dentition stages. Employing a methodical scoping review approach, this study scrutinizes the recent literature to elucidate how these dental misalignments impact speech articulation and phonetic clarity. Methods: The present scoping review has been conducted following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. The selected articles have been found using PubMed, Scopus, Web of Science, and The Cochrane Library; the scope was limited to studies describing cases of patients in the deciduous or mixed dentition stage and the presence of both malocclusion and SSDs. Results: Out of the 1880 articles found, 44 passed the initial screening and 12 met the eligibility criteria and have been included in this review. Conclusions: The analysis reveals that while there is a consensus on the influence of malocclusions on speech production, the extent and specific nature of these effects vary across studies. anterior open bite is frequently associated with speech disorders, affecting phonemes by altering airflow and tongue placement. The review highlights the need for multidisciplinary approaches for effective treatment and calls for further investigation into the causative relationships between malocclusions and SSDs.
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- 2025
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39. staRt: Enhancing Speech Treatment With Smartphone-delivered Biofeedback (staRt)
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National Institutes of Health (NIH) and National Institute on Deafness and Other Communication Disorders (NIDCD)
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- 2023
40. Beatboxing and Residual Speech Errors
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Heather Leavy Rusiewicz, Associate Professor
- Published
- 2023
41. Manipulating Linguistic Complexity to Improve Child Language Treatment Outcomes
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National Institute on Deafness and Other Communication Disorders (NIDCD) and Jessica Barlow, Professor
- Published
- 2023
42. Diagnosing inconsistent phonological disorder: quantitative and qualitative measures.
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Dodd, Barbara, McIntosh, Beth, Crosbie, Sharon, and Holm, Alison
- Subjects
- *
PEARSON correlation (Statistics) , *RESEARCH funding , *QUALITATIVE research , *T-test (Statistics) , *QUANTITATIVE research , *MANN Whitney U Test , *CHI-squared test , *DESCRIPTIVE statistics , *APRAXIA ,SPEECH disorder diagnosis - Abstract
Studies of children's consistency of word production allow identification of speech sound disorder. Inconsistent errors are reported for two groups of children: childhood apraxia of speech (CAS) due to difficulty with the motoric precision and consistency of speech movements; and inconsistent phonological disorder (IPD) attributed to impaired phonological planning. This paper describes the inconsistent productions of children with IPD in comparison to typically developing children. In two studies of suspected SSD (N = 135), 22 children pronounced ≥40% of 25 words inconsistently on three repeated trials. No participant had symptoms of CAS. They were monolingual and spoke Australian- or Irish-English. Assessment determined the proportions of words said consistently (i.e. the same across productions: all correct or with the same error) or inconsistently (i.e. differently across productions: at least one correct and one error or different errors in productions). Qualitative analyses examined error types and explored the effect of target words' characteristics on inconsistency. Children with IPD produced 52% of words with different errors. While 56% of all phoneme errors were developmental (age appropriate or delayed), atypical errors typified inconsistency: default sounds and word structure errors. Words with more phonemes, syllables and consonant clusters were vulnerable to inconsistency, but their frequency of occurrence had no effect. TD children and those with IPD had different quantitative and qualitative error profiles, confirming IPD as a diagnostic category of SSD. Qualitative analyses supported the hypothesised deficit in phonological planning of words' production for children with IPD. [ABSTRACT FROM AUTHOR]
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- 2024
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43. Understanding capacity for implementing new interventions: A qualitative study of speech and language therapy services for children with speech sound disorder.
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Nicoll, Avril, Roulstone, Sue, Williams, Brian, and Maxwell, Margaret
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SPEECH therapy , *SPEECH therapists , *NATIONAL health services , *QUALITATIVE research , *RESEARCH funding , *INTERVIEWING , *MEDICAL care , *TREATMENT effectiveness , *DESCRIPTIVE statistics , *ATTITUDES of medical personnel , *COMPARATIVE studies , *MEDICAL practice , *CHILDREN - Abstract
Background: Many speech sound disorder (SSD) interventions with a long‐term evidence base are 'new' to clinical practice, and the role of services in supporting or constraining capacity for practice change is underexplored. Innovations from implementation science may offer solutions to this research–practice gap but have not previously been applied to SSD. Aim: To explain variation in speech and language therapy service capacity to implement new SSD interventions. Methods & Procedures: We conducted an intensive, case‐based qualitative study with 42 speech and language therapists (SLTs) in three NHS services (n = 39) and private practice (n = 3) in Scotland. We explored therapists' diverse experiences of SSD practice change through individual interviews (n = 28) or self‐generated paired (n = 2) or focus groups (n = 3). A theoretical framework (Normalization Process Theory) helped us understand how the service context contributed to the way therapists engaged with different practice changes. Outcomes & Results: We identified six types ('cases') of practice change, two of which involved the new SSD interventions. We focus on these two cases ('Transforming' and 'Venturing') and use Normalization Process Theory's Cognitive participation construct to explain implementation (or not) of new SSD interventions in routine practice. Therapists were becoming aware of the new interventions through knowledge brokers, professional networks and an intervention database. In the Transforming case, new SSD interventions for selected children were becoming part of local routine practice. Transforming was the result of a favourable service structure, a sustained and supported 'push' that made implementation of the new interventions a service priority, and considerable collective time to think about doing it. 'Venturing' happened where the new SSD interventions were not a service priority. It involved individual or informal groups of therapists trying out or using one or more of the new interventions with selected children within the constraints of their service context. Conclusions & implications: New, evidence‐based SSD interventions may be challenging to implement in routine practice because they have in common a need for therapists who understand applied linguistics and can be flexible with service delivery. Appreciating what it really takes to do routine intervention differently is vital for managers and services who have to make decisions about priorities for implementation, along with realistic plans for resourcing and supporting it. WHAT THIS PAPER ADDS: What is already known on the subject: Many SSD interventions have an evidence base but are not widely adopted into routine clinical practice. Addressing this is not just about individual therapists or education/training, as workplace pressures and service delivery models make it difficult to change practice. What this paper adds to the existing knowledge: This paper applies innovations from implementation science to help explain how what is going on in services can support or constrain capacity for implementing evidence‐based SSD interventions. What are the potential or actual clinical implications of this work?: Service managers and therapists will have a clearer idea of the time and support they may realistically have to invest for new SSD interventions to be used routinely. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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44. Comparison of speech changes caused by four different orthodontic retainers: a crossover randomized clinical trial.
- Author
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Coelho LORENZONI, Diego, Castanha HENRIQUES, José Fernando, Korb da SILVA, Letícia, Rodrigues ROSA, Raquel, BERRETIN-FELIX, Giédre, Salvatore FREITAS, Karina Maria, and JANSON, Guilherme
- Subjects
ORTHODONTIC retainers ,SPEECH ,CLINICAL trials ,NATIVE language ,SPEECH disorders ,CORRECTIVE orthodontics - Abstract
Copyright of Dental Press Journal of Orthodontics is the property of Dental Press International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
45. Araştırma Makalesi Erken Çocukluk Döneminde Konuşma Sesi Bozukluğu Tanısı Almış Çocukların Ebeveynlerinin Kaygı Düzeylerinin İncelenmesi.
- Author
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Şen, Simge and Yeşilyurt, Maral
- Abstract
Copyright of Journal of Language, Speech & Swallowing Research / Dil, Konuşma ve Yutma Araştırmaları Dergisi (DKYAD) is the property of Journal of Language, Speech & Swallowing Research / Dil, Konusma ve Yutma Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
46. Phonological Assessment Instrument: evidence of content validity and response processes.
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Sartori Bernardi, Ana Carolina, Botura, Camila, Sopezack Alves, Giovana, and Pacheco Ribas, Letícia
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- 2024
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47. Comparison of speech changes caused by four different orthodontic retainers: a crossover randomized clinical trial
- Author
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Diego Coelho LORENZONI, José Fernando Castanha HENRIQUES, Letícia Korb da SILVA, Raquel Rodrigues ROSA, Giédre BERRETIN-FELIX, Karina Maria Salvatore FREITAS, and Guilherme JANSON
- Subjects
Orthodontic appliance design ,Orthodontics, corrective ,Speech ,Speech sound disorder ,Dentistry ,RK1-715 - Abstract
ABSTRACT Objective: This study aimed to compare the influence of four different maxillary removable orthodontic retainers on speech. Material and Methods: Eligibility criteria for sample selection were: 20-40-year subjects with acceptable occlusion, native speakers of Portuguese. The volunteers (n=21) were divided in four groups randomized with a 1:1:1:1 allocation ratio. The four groups used, in random order, the four types of retainers full-time for 21 days each, with a washout period of 7-days. The removable maxillary retainers were: conventional wraparound, wraparound with an anterior hole, U-shaped wraparound, and thermoplastic retainer. Three volunteers were excluded. The final sample comprised 18 subjects (11 male; 7 female) with mean age of 27.08 years (SD=4.65). The speech evaluation was performed in vocal excerpts recordings made before, immediately after, and 21 days after the installation of each retainer, with auditory-perceptual and acoustic analysis of formant frequencies F1 and F2 of the vowels. Repeated measures ANOVA and Friedman with Tukey tests were used for statistical comparison. Results: Speech changes increased immediately after conventional wraparound and thermoplastic retainer installation, and reduced after 21 days, but not to normal levels. However, this increase was statistically significant only for the wraparound with anterior hole and the thermoplastic retainer. Formant frequencies of vowels were altered at initial time, and the changes remained in conventional, U-shaped and thermoplastic appliances after three weeks. Conclusions: The thermoplastic retainer was more harmful to the speech than wraparound appliances. The conventional and U-shaped retainers interfered less in speech. The three-week period was not sufficient for speech adaptation.
- Published
- 2024
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48. Comparing Traditional and Biofeedback Telepractice Treatment for Residual Speech Errors (C-RESULTS TPT)
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Syracuse University, Montclair State University, and National Institute on Deafness and Other Communication Disorders (NIDCD)
- Published
- 2023
49. Acoustic Voice Analysis in Children with Speech Sound Disorder and Intellectual Disability
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Min Jeong Han, Mi Kyoung Song, and Sun Jun Kim
- Subjects
speech sound disorder ,intellectual disability ,voice ,child ,Internal medicine ,RC31-1245 ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 ,Neurology. Diseases of the nervous system ,RC346-429 - Abstract
Purpose This study was conducted to analyze the acoustic differences associated with the presence of speech sound disorder (SSD) and/or cognitive ability. Methods Medical records from 2016 to 2022 were retrospectively analyzed. The study included children aged 4 to 8 years who had undergone developmental assessments. Based on the assessment results, participants were divided into three groups: children with SSD without intellectual disability (ID), children with SSD and ID, and typically developing (TD) children. Voices were analyzed using the Multidimensional Voice Program (MDVP). Results The average ages of children with SSD, those with SSD and ID, and those categorized as TD were 61.0±11.4, 62.3±10.7, and 64.2±9.4 months, respectively (P=0.482). The proportion of children with SSD and ID who also had attention deficit hyperactivity disorder was significantly higher (53.3%) than in the other groups (P=0.010). In the MDVP analysis, among values related to fundamental frequency, the number of segments computed was significantly lower in children with SSD and ID compared to the other groups (SSD, 25.0; SSD with ID, 17.0; TD, 19.0; P=0.001). Similarly, the total number of pitch periods detected was significantly lower among those with both SSD and ID (SSD, 230.0; SSD with ID, 152.5; TD, 187.0; P=0.001). No other parameters significantly differed across groups. Conclusion Acoustic analysis can reflect voice changes in children with SSD and ID compared to both those with SSD and TD children. Therefore, voice analysis may serve as a supportive screening tool for patients with SSD.
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- 2024
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50. The effect of infant feeding methods and non-nutritive sucking behaviours on speech sound development at age five years
- Author
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Burr, Sam, Deave, Toity, and Wren, Yvonne
- Subjects
infant feeding ,breast feeding ,bottle feeding ,dummy ,non-nutritive sucking ,speech sound development ,speech sound disorder - Abstract
Children with speech sound disorders (SSD) constitute the largest population of referrals to speech and language therapy (SLT) services (Broomfield & Dodd, 2004). This study aims to identify potential early risk factors for SSD at the critical ages of two-five years by investigating the relationship between different infant feeding regimes (exclusive breastfeeding, bottle and mixed feeding), non-nutritive sucking (NNS) and motor development of speech in early childhood. If a relationship is identified, this will support parents to make informed care choices from birth onwards, as well as reinforcing national public health messages and maximising positive long-term health and social outcomes for children. This study contains three independent but related strands. Strand One used data from the Avon Longitudinal Study of Parents and Children (ALSPAC) to investigate the relationship between feeding, NNS and speech development at ages two and five in a longitudinal cohort study. Strand Two collected data as part of the ALSPAC Generation Two study (ALSPAC-G2) to look at feeding, NNS and speech development in two- to four-year-olds. Strand Three used NHS SLT clinical caseload data to investigate the feeding histories of children aged two-five years diagnosed with SSD and determine whether a greater proportion were exposed to one particular type of feeding regime and/or NNS than would occur in the general population. Children participating in Strands Two and Three completed detailed standardised speech sound assessments. Data on potential confounding variables for speech was collected and included in the analysis. Speech articulation skills and phonetic inventory were described in detail and statistical analysis undertaken to identify differences between groups of children fed by different methods and with different NNS behaviours. Relationships between variables, and specifically the role that feeding and NNS plays in the speech development of children with and without SSD, were explored. The study found that different patterns of feeding and NNS were associated with different speech sound outcomes between ages two-five years. Longer duration of exclusive breastfeeding was indicated to be associated with reduced parental concern about speech at age 18 months. Associations between feeding and specific consonant sound errors were observed. Exclusive breastfeeding was found to be associated with markedly reduced likelihood of alveolar sound errors at age 5 years compared with exclusive bottle feeding. Although some association between NNS was not shown to have an impact on speech sound development at age 5 years. The findings of this study were explored in the context of relevant theoretical mechanisms for sucking and speech sound development. Implications for clinical practice and public health messaging are described, and recommendations for future research are outlined.
- Published
- 2022
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