1
|
Samuelsson J, Thunberg G, Johnels JÅ, Palmqvist L, Heimann M, Reichenberg M, Lundälv M, Holmer E. The potential impact of literacy intervention on speech sound production in students with intellectual disability and communication difficulties. CLINICAL LINGUISTICS & PHONETICS 2024:1-17. [PMID: 38965836 DOI: 10.1080/02699206.2024.2374915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 06/26/2024] [Indexed: 07/06/2024]
Abstract
A small body of research and reports from educational and clinical practice suggest that teaching literacy skills may facilitate the development of speech sound production in students with intellectual disabilities (ID). However, intervention research is needed to test the potential connection. This study aimed to investigate whether twelve weeks of systematic, digital literacy intervention enhanced speech sound production in students with ID and communication difficulties. A sample of 121 students with ID were assigned to four different groups: phonics-based, comprehension-based, a combination with both phonics- and comprehension-based intervention and a comparison group with teaching-as-usual. Speech sound production was assessed before and after the intervention. The results on the data without the imputed variable suggested a significant positive effect of systematic, digital literacy interventions on speech sound production. However, results from sensitivity analyses with imputed missing data was more ambiguous, with the effect only approaching significance (ps = .05-.07) for one of the interventions. Nonetheless, we tentatively suggest that systematic, digital literacy intervention could support speech development in students with ID and communication difficulties. Future research should be done to confirm and further elucidate the functional mechanisms of this link, so that we may have a better understanding and can improve instruction and the pivotal abilities of speech and reading.
Collapse
Affiliation(s)
- Jenny Samuelsson
- Speech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Habilitation & Health, Region Västra Götaland, Gothenburg, Sweden
| | - Gunilla Thunberg
- Speech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Dart - Centre for AAC and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Speech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Child Neuropsychiatric Clinic, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Lisa Palmqvist
- Disability Research Division, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Mikael Heimann
- Division of Psychology, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Monica Reichenberg
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Mats Lundälv
- Dart - Centre for AAC and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Emil Holmer
- Disability Research Division, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| |
Collapse
|
2
|
Stefánsdóttir H, Crowe K, Magnússon E, Guiberson M, Másdóttir T, Ágústsdóttir I, Baldursdóttir ÖV. Measuring speech intelligibility with deaf and hard-of-hearing children: A systematic review. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:265-277. [PMID: 38079579 PMCID: PMC10950422 DOI: 10.1093/deafed/enad054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 09/21/2023] [Accepted: 10/30/2023] [Indexed: 03/21/2024]
Abstract
There is great variability in the ways in which the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part, or all, of their communication system is measured. This systematic review examined the measures and methods that have been used when examining the speech intelligibility of children who are DHH and the characteristics of these measures and methods. A systematic database search was conducted of CENTRAL; CINAHL; Cochrane; ERIC; Joanna Briggs; Linguistics, Language and Behavior Abstracts; Medline; Scopus; and Web of Science databases, as well as supplemental searches. A total of 204 included studies reported the use of many different measures/methods which measured segmental aspects of speech, with the most common being Allen et al.'s (2001, The reliability of a rating scale for measuring speech intelligibility following pediatric cochlear implantation. Otology and Neurotology, 22(5), 631-633. https://doi.org/10.1097/00129492-200109000-00012) Speech Intelligibility Rating scale. Many studies included insufficient details to determine the measure that was used. Future research should utilize methods/measures with known psychometric validity, provide clear descriptions of the methods/measures used, and consider using more than one measure to account for limitations inherent in different methods of measuring the speech intelligibility of children who are DHH, and consider and discuss the rationale for the measure/method chosen.
Collapse
Affiliation(s)
- Harpa Stefánsdóttir
- Department of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | - Kathryn Crowe
- Department of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
- School of Education, Charles Sturt University, Bathurst, NSW, Australia
| | - Egill Magnússon
- Department of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | - Mark Guiberson
- Division of Communication Disorders, College of Health Sciences, University of Wyoming, United States
| | - Thora Másdóttir
- Department of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | - Inga Ágústsdóttir
- Department of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | - Ösp V Baldursdóttir
- Department of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| |
Collapse
|
3
|
Shields R, Hopf SC. Intervention for residual speech errors in adolescents and adults: A systematised review. CLINICAL LINGUISTICS & PHONETICS 2024; 38:203-226. [PMID: 36946222 DOI: 10.1080/02699206.2023.2186765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 02/23/2023] [Accepted: 02/23/2023] [Indexed: 06/18/2023]
Abstract
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.
Collapse
Affiliation(s)
- Rebecca Shields
- Speech Pathology Department, School of Allied Health, Exercise and Sport Sciences, Charles Sturt University, Albury, Australia
| | - Suzanne C Hopf
- Speech Pathology Department, School of Allied Health, Exercise and Sport Sciences, Charles Sturt University, Albury, Australia
| |
Collapse
|
4
|
Dahan Z, Pincivy A, Nhan C, Bergeron M. Characterizing Dysphonia After Pediatric Open Airway Reconstruction: Systematic Review and Meta-Analysis. J Otolaryngol Head Neck Surg 2024; 53:19160216241266570. [PMID: 39138869 PMCID: PMC11325326 DOI: 10.1177/19160216241266570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/15/2024] Open
Abstract
BACKGROUND Pediatric laryngotracheal stenosis often requires open airway reconstruction. While these surgeries establish an airway for adequate ventilation, many patients develop subsequent dysphonia. Numerous studies have reported outcomes related to voice. OBJECTIVE This study aims to evaluate dysphonia in pediatric patients following open airway reconstruction, focusing on acoustic parameters, perceptual voice quality, and voice-related quality of life. METHODS A comprehensive search using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines across 6 databases identified articles involving pediatric patients who underwent open airway reconstruction and reported postoperative vocal acoustic parameters, perceptual voice quality, voice-related quality of life, or vocal mechanics. Articles were assessed for bias risk, and common outcomes were synthesized qualitatively and quantitatively using meta-analyses. RESULTS Among 4089 articles, 21 were included, involving 497 pediatric patients. Laryngotracheoplasty was the most common procedure followed by cricotracheal resection. The Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) scale was frequently used to assess voice quality, with a mean score of 55.6 [95% confidence intervals (CIs): 47.9-63.3]. Voice-related quality of life was measured using the pediatric Voice Handicap Index (pVHI) and Pediatric Voice-Related Quality of Life Survey, with mean scores of 35.6 (95% CI: 21.4-49.7) and 83.7 (95% CI: 74.1-93.2), respectively. The fundamental frequency was 210.5 (95% CI: 174.6-246.3). Other common findings included supraglottic phonation, anterior commissure blunting, posterior glottic diastasis, and abnormal vocal cord mobility. CONCLUSION Pediatric patients experiencing dysphonia after open airway reconstruction exhibited moderately decreased voice quality and reduced voice-related quality of life. However, there was inconsistency in study protocols and outcome measures used. Preserving voice quality during airway reconstruction is crucial to avoid negative impacts on quality of life.
Collapse
Affiliation(s)
- Zachary Dahan
- Department of Surgery, Faculty of Medicine, University of Montreal, Montreal, QC, Canada
| | - Alix Pincivy
- Medical library, CHU Sainte Justine, Montreal, QC, Canada
| | - Carol Nhan
- Department of Surgery, Faculty of Medicine, University of Montreal, Montreal, QC, Canada
- Department of Pediatric Otolaryngology-Head and Neck Surgery, CHU Ste-Justine, Montreal, QC, Canada
- CHU Sainte Justine Research Institute, CHU Sainte Justine, Montreal, QC, Canada
| | - Mathieu Bergeron
- Department of Surgery, Faculty of Medicine, University of Montreal, Montreal, QC, Canada
- Department of Pediatric Otolaryngology-Head and Neck Surgery, CHU Ste-Justine, Montreal, QC, Canada
- CHU Sainte Justine Research Institute, CHU Sainte Justine, Montreal, QC, Canada
| |
Collapse
|
5
|
Krueger BI, Storkel HL. The impact of age on the treatment of late-acquired sounds in children with speech sound disorders. CLINICAL LINGUISTICS & PHONETICS 2023; 37:783-801. [PMID: 35801558 PMCID: PMC9825682 DOI: 10.1080/02699206.2022.2093130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 06/08/2022] [Accepted: 06/14/2022] [Indexed: 06/15/2023]
Abstract
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.
Collapse
|
6
|
McAllister J, Skinner J, Hayhow R, Heron J, Wren Y. The Association Between Atypical Speech Development and Adolescent Self-Harm. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1600-1617. [PMID: 37080239 PMCID: PMC10457079 DOI: 10.1044/2023_jslhr-21-00652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 06/09/2022] [Accepted: 02/06/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Adolescent self-harm is a major public health issue internationally. Various factors associated with adolescent self-harm have been identified, including being bullied and experiencing mental health problems. Stuttering and speech sound disorder are associated with both of these factors. It was hypothesized that both stuttering and speech sound disorder would be associated with self-harm. This is the first study to explore the relationship between communication disorders and adolescent self-harm. METHOD Secondary analysis of a large, longitudinal, prospective, community sample, the Avon Longitudinal Study of Parents and Children, was carried out. Clinicians identified children who stuttered or exhibited speech sound disorder at the age of 8 years. When the cohort members were 16 years old, they were asked to complete a questionnaire about self-harm. Multinomial logistic regression was used to examine the associations between stuttering and speech sound disorder and the self-harm outcomes, adjusting for other relevant factors. RESULTS Of 3,824 participants with data for both speech status and self-harm, 94 (2.5%; 95% confidence interval [CI; 2.0, 3.0]) stuttered at 8 years of age and 127 (3.3%; 95% CI [2.8, 3.9]) displayed speech sound disorder. Speech sound disorder at the age of 8 years was associated with self-harm with suicidal intent in both unadjusted and adjusted models. Differences between the adjusted and unadjusted models were small, suggesting that speech sound disorder is largely an independent risk factor for self-harm with suicidal intent. Stuttering at the age of 8 years was not associated with adolescent self-harm, and there was no association between speech sound disorder and self-harm without suicidal intent. CONCLUSION Compared with individuals without speech sound disorder, adolescents with speech sound disorder at the age of 8 years have twice the risk of reporting self-harm with suicidal intent, even when other important predictors are taken into account. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.22573030.
Collapse
Affiliation(s)
- Jan McAllister
- School of Health and Social Care, University of Essex, Colchester, United Kingdom
| | - Jane Skinner
- Norwich Medical School, University of East Anglia, United Kingdom
| | - Rosemarie Hayhow
- Bristol Speech & Language Therapy Research Unit, North Bristol NHS Trust, United Kingdom
| | - Jon Heron
- Bristol School of Medicine,University of Bristol, United Kingdom
| | - Yvonne Wren
- Bristol Speech & Language Therapy Research Unit, North Bristol NHS Trust, United Kingdom
- Bristol Dental School, University of Bristol, United Kingdom
- Cardiff Metropolitan University, United Kingdom
| |
Collapse
|
7
|
Adriaansen A, Van Oudenhove B, Van Lierde K, D'haeseleer E, Meerschman I. Knowledge of the Voice in the Teachers' Population and their Ability to Refer Children with Voice Disorders to a Speech-Language Pathologist. J Voice 2022:S0892-1997(22)00197-7. [PMID: 35953332 DOI: 10.1016/j.jvoice.2022.06.035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 06/29/2022] [Accepted: 06/30/2022] [Indexed: 10/15/2022]
Abstract
OBJECTIVES The objectives of this study were to investigate (1) the knowledge of primary school teachers regarding voice and voice disorders, (2) the primary school teacher's ability to identify and refer a dysphonic child to a speech-language pathologist (SLP), and (3) potential contributing factors that might affect this ability. METHOD AND MATERIALS Thirty-one primary school teachers (30 women, one man) with a mean age of 33 years (range: 22-57 years; SD: 11.1 years) were included in this study. They filled out an online questionnaire, gathering demographic information, estimations of their knowledge regarding voice and voice disorders, and their ability to refer a dysphonic child to an SLP. Furthermore, they completed an online quiz (maximum score: 9) with basic questions about the voice, vocal health and voice disorders. RESULTS Most teachers (58.1%) rated their knowledge as basic, 16.1% as adequate and 25.8% as good. One out of four teachers (25.8%) received voice-related information during their education. A substantial part (38.7%) gathered information through other channels, such as voice therapy. Almost all participants (90%) reported to have no or little experience with dysphonic children. Half of them (51.6%) felt unsure about their ability to refer a dysphonic child to an SLP, and 54.8% were willing to attend extra voice workshops. A significant association was found between the estimated knowledge regarding voice (disorders) and attendance of voice therapy (P = 0.020). More than half of the teachers who attended voice therapy (57.1%) estimated their voice-related knowledge as good, compared to only 16.7% of the teachers who did not attend voice therapy. Moreover, a significant association was found between the years of teaching experience and the quiz total score (P = 0.040). The majority of the teachers with the least teaching experience (57.1%) achieved a score between 4 and 6, whereas the teachers with more experience achieved a score between 7 and 9. CONCLUSION This study suggests that the voice-related knowledge of primary school teachers is limited. Consequently, teachers do not feel confident in referring a dysphonic child to an SLP. As teachers can be important sources in indirect assessment of pediatric dysphonia, they need to be well informed and extensively trained in using voice screening protocols. Interdisciplinary cooperation between SLPs and teachers should be optimized to provide the best available care and improve the children's quality of life.
Collapse
Affiliation(s)
- Anke Adriaansen
- Centre for Speech and Language Sciences, Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium
| | - Bram Van Oudenhove
- Centre for Speech and Language Sciences, Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium
| | - Kristiane Van Lierde
- Centre for Speech and Language Sciences, Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium; Faculty of Humanities, Department of Speech-Language Pathology and Audiology, University of Pretoria, Pretoria, South Africa
| | - Evelien D'haeseleer
- Centre for Speech and Language Sciences, Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium; Royal Conservatory Brussels, Musical Department, Brussels, Belgium
| | - Iris Meerschman
- Centre for Speech and Language Sciences, Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium.
| |
Collapse
|
8
|
Harb JL, Crawford KL, Simmonds JC, Roberts C, Scott AR. Race, Income, and the Timeliness of Cleft Palate Repair in the United States. Cureus 2021; 13:e13414. [PMID: 33758709 PMCID: PMC7978132 DOI: 10.7759/cureus.13414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Objective To determine if differences exist in the timing of cleft palate repair with respect to sex, race, income, and geographical location within the United States. Design Retrospective cross-sectional study using the Kids' Inpatient Database (KID) from 1997 to 2009. Setting Inpatient. Patients Children with cleft palate with or without cleft lip undergoing inpatient cleft palate repair. Main outcome measures Age at the time of palatoplasty (in months) by sex, race, income quartile, and geographic location. Results A total of 7,218 children with cleft palate underwent repair at a mean age of 12.1 months (95% CI 12.0-12.3). Females underwent palatoplasty at an older age (13.6 months) than males (13.2 months), a difference of 0.47 months (SE: 0.19, p=0.015). White children underwent surgery at an earlier age (12.1 months) than Black (12.9 months) (difference: 0.73 months, SE: 0.37, p=0.045), Hispanic (12.7 months) (difference: 0.57 months, SE 0.25, p=0.025), and Asian children (15.7 months) (difference: 3.60 months, SE 0.49, p<0.0001). Asian children were also found to undergo repair later than Hispanic (difference 3.03 months, SE 0.51, p<0.0001) and Black (difference: 2.87 months, SE 0.59, p<0.0001) children. Patients born into the highest income brackets were repaired 0.75 months earlier than those in the lowest bracket (SE: 0.26, p=0.005). Patients in the Midwest underwent palatoplasty later (14.3 months) than in the Northeast (12.9 months) (difference: 1.36 months, SE: 0.31, p<0.0001), South (13.2 months) (difference: 1.05 months, SE: 0.36, p=0.004), and West (13.2 months) (difference: 1.09 months, SE: 0.32, p=0.0007). Conclusions After controlling for confounding factors, our results suggest that in recent history, Black, Hispanic, and Asian children with cleft palate were repaired later than their White counterparts. In addition, children of affluent families were repaired earliest, and economically disadvantaged children were repaired later than their peers.
Collapse
Affiliation(s)
- Jennifer L Harb
- Otolaryngology - Head and Neck Surgery, Tufts Medical Center, Boston, USA
| | - Kayva L Crawford
- Otolaryngology - Head and Neck Surgery, University of California San Diego School of Medicine, San Diego, USA
| | - Jonathan C Simmonds
- Otolaryngology - Head and Neck Surgery, Massachusetts Eye and Ear, Boston, USA
| | - Cullen Roberts
- Surgery, Brigham and Women's Hospital, Harvard Medical School, Boston, USA
| | - Andrew R Scott
- Pediatric Otolaryngology and Facial Plastic Surgery, Tufts Children's Hospital, Boston, USA
| |
Collapse
|
9
|
Lockenvitz S, Tetnowski JA, Oxley J. The sociolinguistics of lisping: a review. CLINICAL LINGUISTICS & PHONETICS 2020; 34:1169-1184. [PMID: 32646249 DOI: 10.1080/02699206.2020.1788167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 06/22/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Abstract
This article presents a review of the lisping research literature with the aim of providing a framework for the consideration of the sociolinguistics of lisping. We consider, in turn, the nature of lisping, the construction of identity through speech, the nature of stigma, and, in particular, stigma associated with communication disorders and especially lisping. Further, we examine two aspects of the literature on lisping in more detail: lisping as minor bodily stigma and lisping and the internet. We conclude that experiential research on identity construction at the level of the individual, and stigma theory at a collective speech community level, support the case for viewing the sociolinguistics of lisping as a legitimate field of study and establishing a framework for acknowledgment of and further investigation into the self-identified adult who lisps.
Collapse
Affiliation(s)
- Sarah Lockenvitz
- Communication Sciences and Disorders, Missouri State University , Springfield, USA
| | - John A Tetnowski
- Communication Sciences and Disorders, Oklahoma State University , Stillwater, USA
| | - Judith Oxley
- Communicative Disorders, University of Louisiana , Lafayette, USA
| |
Collapse
|
10
|
Bettens K, Alighieri C, Bruneel L, De Meulemeester L, Van Lierde K. Peer attitudes toward children with cleft (lip and) palate related to speech intelligibility, hypernasality and articulation. JOURNAL OF COMMUNICATION DISORDERS 2020; 85:105991. [PMID: 32470866 DOI: 10.1016/j.jcomdis.2020.105991] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 03/18/2020] [Accepted: 03/19/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND AIMS In addition to anatomical and physiological problems, children with a cleft (lip and) palate (CP ± L) often face psychosocial difficulties. A complex interaction between patient and environment may induce these problems. Based on the literature, speech disorders may negatively influence a listener's judgement of a speaker. Therefore, the aim of the present study was to investigate the attitudes of peers toward the speech of children with CP ± L. METHOD Sixty-nine typically-developing children (7-12 years, 34 boys, 35 girls) judged audio-recorded speech samples of nine children with CP ± L and three control children based on three attitude components, i.e. cognitive, affective and behavioral. A speech intelligibility percentage was determined for each speaker based on transcriptions by 23 naïve adult listeners. Furthermore, two speech-language pathologists perceptually rated the degrees of hypernasality, nasal airflow and articulation errors. A correlation was calculated between the attitude components and the speech intelligibility percentage, and the attitude components and perceptual judgements. Additionally, the possible influence of age and gender of the listeners on their attitudes was explored. RESULTS A significantly positive correlation was found between the speech intelligibility percentage and the attitude components: when a child was understood better, more positive attitudes were measured. A significantly negative correlation was found between perceptual judgements and all attitudes components: presence of more hypernasality, nasal airflow or articulation errors resulted in more negative attitudes. Furthermore, boys and younger children seem to have more negative attitudes compared to girls and older children. CONCLUSION This study provides additional evidence that peers show more negative attitudes toward children with more speech disorders due to CP ± L. Further research may explore the possible impact of age and gender on attitudes of peers. Intervention should focus on, changing the cognitive, affective and behavioral attitudes of peers in a more positive direction and encouraging the psychosocial development of children with CP ± L.
Collapse
Affiliation(s)
- Kim Bettens
- Department of Rehabilitation Sciences, Speech and Language, Ghent University, Ghent, Belgium.
| | - Cassandra Alighieri
- Department of Rehabilitation Sciences, Speech and Language, Ghent University, Ghent, Belgium
| | - Laura Bruneel
- Department of Rehabilitation Sciences, Speech and Language, Ghent University, Ghent, Belgium
| | - Lara De Meulemeester
- Department of Rehabilitation Sciences, Speech and Language, Ghent University, Ghent, Belgium
| | - Kristiane Van Lierde
- Department of Rehabilitation Sciences, Speech and Language, Ghent University, Ghent, Belgium; Department of Speech-Language Therapy and Audiology, University of Pretoria, Pretoria, South Africa
| |
Collapse
|
11
|
Shimko A, Redmond S, Ludlow A, Ash A. Exploring gender as a potential source of bias in adult judgments of children with specific language impairment and attention-deficit/hyperactivity disorder. JOURNAL OF COMMUNICATION DISORDERS 2020; 85:105910. [PMID: 31147086 PMCID: PMC8935968 DOI: 10.1016/j.jcomdis.2019.105910] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Revised: 05/06/2019] [Accepted: 05/14/2019] [Indexed: 06/09/2023]
Abstract
The purpose of this follow-up study to Ludlow (2013) was to examine potential sources of variability within attributional ratings adults (age range: 21-73) assigned to child speakers affected by either Specific Language Impairment (SLI) or Attention-Deficit/Hyperactivity Disorder (ADHD). Factors considered were rater's gender [Rater Male (RM) or Rater Female (RF)], the reported gender of the speakers [Speaker Male (SM) or Speaker Female (SF)], and the type of neurodevelopmental disorder involved (SLI or ADHD). Eighty participants (40 male and 40 female) rated brief, transcribed, narratives previously produced in Ludlow (2013) by boys affected by either SLI, ADHD, or who had typical neurodevelopment (TN). Narratives were presented to raters as having been generated by either a boy or a girl. After reading each narrative, participants provided ratings in response to 15 questions about the narrative, the child speaker's attributes, and family background. Analyses revealed a significant main effect for speaker group, such that raters assigned more pejorative attributes to children with a disorder (ADHD = SLI < TN and ADHD < SLI < TN) across all dimensions. Significant speaker gender main effects (SM < SF) were limited to questions targeting the speaker's behavioral attributes. Results obtained in this study with transcription stimuli replicated previous reports that had used audio stimuli. These findings contribute to a growing body of research documenting the presence of robust, multidimensional, implicit, negative biases among most individuals towards children displaying language differences associated with common neurodevelopmental disorders.
Collapse
Affiliation(s)
- Alison Shimko
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA.
| | - Sean Redmond
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA.
| | - Amy Ludlow
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA.
| | - Andrea Ash
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA.
| |
Collapse
|
12
|
Nyberg J, Hagberg E, Havstam C. "She Sounds Like a Small Child or Perhaps She has Problems"-Peers' Descriptions of Speech in 7-Year-Olds Born With Cleft Palate. Cleft Palate Craniofac J 2019; 57:707-714. [PMID: 31818136 DOI: 10.1177/1055665619890785] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVE The aim of this study was to explore how 7-year-olds describe speech in children born with cleft palate in their own words and to investigate whether they perceive signs of velopharyngeal incompetence (VPI) and articulation errors, and if so, which terminology they use. METHODS/PARTICIPANTS Twenty 7-year-olds participated in 6 focus group interviews where they listened to 8 speech samples with different types of cleft speech characteristics and described what they heard. The same speech samples had been assessed by speech-language pathologists and comprised normal speech, different degrees of VPI, oral articulation disorders, and glottal articulation. The interviews were analyzed with qualitative content analysis. RESULTS The analysis resulted in 4 interlinked categories: descriptions of speech, thoughts on personal traits, consequences for communication, and emotional reactions and associations. Each category contains 4 to 5 subcategories with the children's descriptions and reflections. Glottal articulation and severe signs of VPI caused the most negative emotional reactions and were described as sounding scary and incomprehensible and the children speculated on the risk of social rejection of the speakers. Retracted oral articulation was also noted and described but with a vocabulary similar to the professionals. Minor signs of VPI were not noted. CONCLUSIONS Seven-year-olds are direct and straightforward in their reactions to cleft palate speech characteristics. More pronounced signs of VPI and articulatory difficulties, also minor ones, are noted. Clinically, articulatory impairments may be more important to treat than minor signs of VPI.
Collapse
Affiliation(s)
- Jill Nyberg
- Division of Speech and Language Pathology, Department of Clinical Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
| | - Emilie Hagberg
- Division of Speech and Language Pathology, Department of Clinical Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Stockholm Craniofacial Team, Patient Area Craniofacial Disorders and Functional Area Speech and Language Pathology, Karolinska University Hospital, Stockholm, Sweden
| | - Christina Havstam
- Division of Speech-Language Pathology, Sahlgrenska University Hospital, Gothenburg, Sweden.,Institute of Neuroscience and Physiology/Speech-Language Pathology Unit, Sahlgrenska Academy at University of Gothenburg, Sweden
| |
Collapse
|
13
|
Lee Y. Validation of the Intelligibility in Context Scale for Korean-speaking pre-school children. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 21:395-403. [PMID: 30246562 DOI: 10.1080/17549507.2018.1485740] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2017] [Revised: 03/17/2018] [Accepted: 06/03/2018] [Indexed: 06/08/2023]
Abstract
Purpose: The Intelligibility in Context Scale (ICS) is a parent-reported screening tool focussed on parents' perception of their child's speech intelligibility. The purposes of this study were to evaluate the psychometric properties of the Korean version of the ICS (ICS-K) and to investigate whether the ICS-K is a useful tool for distinguishing between Korean-speaking children with typical development (TD) and those with speech sound disorder (SSD). Method: A total of 178 Korean-speaking pre-school children (145 children with TD and 33 children with SSD) participated in this study. Speech skills were assessed using the Assessment of Phonology and Articulation for Children. The parents of the children completed the ICS-K. Result: The ICS-K showed high internal consistency and test-retest reliability. Criterion validity was established through a significant correlation between the ICS-K and the percentage of consonants correct. Construct validity was also established through significant correlations between the ICS-K mean scores and the item scores. A discriminant analysis revealed that the ICS-K had high sensitivity (90.9%) and adequate specificity (77.9%) in classifying children into either the TD or the SSD group. Conclusion: The psychometric properties of the ICS-K support its clinical value in measuring functional speech intelligibility in Korean-speaking children with SSD.
Collapse
Affiliation(s)
- Youngmee Lee
- Department of Communication Disorders, Tongmyong University , Busan , Republic of Korea
| |
Collapse
|
14
|
Abstract
Purpose
The purpose of this article is to explore the ways in which children with mild speech sound disorders (SSDs)—that is, single sound errors—may be at risk for difficulties with phonological awareness, decoding, spelling, and social–emotional well-being.
Conclusions
SSDs comprise a group of children who have difficulty in consistently and correctly producing 1 or more phonemes in their ambient language. Presently, there is a concerning trend with respect to service provision for children who have only a few—or only 1—sounds in error. That is, these children may not receive services at all. This practice is problematic, because it assumes that children with a single sound in error are not at risk for or experiencing any related educational difficulties. However, research supports connections between SSDs, including single sound errors, and decoding, spelling, and social–emotional deficits. This article aims to make the case for the single sound error—sometimes it is not “just artic.” Clinical recommendations for assessment, treatment, and advocacy are included.
Collapse
Affiliation(s)
- Kelly Farquharson
- School of Communication Science and Disorders, Florida State University, Tallahassee
| |
Collapse
|
15
|
Abstract
Purpose
The purpose of this article is to discuss the social impact of speech sound disorders for children, specifically in the public school system, and to examine different methods of social impact assessment for speech-language therapy services using 3 hypothetical cases.
Method
This article presents 3 common cases seen by school-based speech-language pathologists and discusses the types of assessments that may be conducted for each child's needs. One child has errors on many sounds, 1 child has errors on only /r/, and 1 child produces strident sounds with a lateral lisp.
Results
As these are hypothetical cases, possibilities are discussed for each case. Similarities and differences exist among the 3 cases in terms of assessing the social impact of their speech sound disorder; however, each child could qualify for services based on social impact assessments.
Conclusion
Social impact assessments are an important portion of a speech sound evaluation; however, they are often overlooked. Emphasis is placed on articulation assessments and/or commonly accepted developmental norms. The determination of social impact supplies a more complete picture for making eligibility decisions for children with speech sound disorders and may lead to more meaningful treatment methods for the student.
Collapse
|
16
|
Farquharson K, Boldini L. Variability in Interpreting “Educational Performance” for Children With Speech Sound Disorders. Lang Speech Hear Serv Sch 2018; 49:938-949. [DOI: 10.1044/2018_lshss-17-0159] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2017] [Accepted: 05/08/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose
Speech sound disorders (SSDs) can have a negative impact on literacy development, social–emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies interpret “educational performance” as outlined within the Individuals With Disabilities Education Act. The purpose of this study was to explore which educational performance factors speech-language pathologists (SLPs) consider when determining eligibility for children with SSDs.
Method
This study surveyed public school SLPs to investigate how educational performance is interpreted for children with SSDs. Data from 575 SLPs across the United States are included.
Results
Results supported variability in interpretation of educational performance within a nationwide sample of SLPs. Specifically, SLPs appear to consider educational performance as multidimensional. We also found within-state and between-states variability, indicating ambiguity in interpreting federal mandates. Finally, caseload size and number of years of experience were significantly related to which educational performance factors SLPs chose.
Conclusion
There is significant variability across the United States with respect to factors considered part of educational performance for children with SSD. This variability reflects the general quality and specificity of guidelines and/or special education code published by individual states. Clinical and legislative recommendations are included.
Collapse
|
17
|
Wium AM, Louw B. Mixed-methods research: A tutorial for speech-language therapists and audiologists in South Africa. SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS 2018; 65:e1-e13. [PMID: 30035606 PMCID: PMC6111631 DOI: 10.4102/sajcd.v65i1.573] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Revised: 04/30/2018] [Accepted: 05/08/2018] [Indexed: 01/30/2023] Open
Abstract
BACKGROUND Mixed-methods research (MMR) offers much to healthcare professions on clinical and research levels. Speech-language therapists and audiologists work in both educational and health settings where they deal with real-world problems. Through the nature of their work, they are confronted with multifaceted questions arising from their efforts to provide evidence-based services to individuals of all ages with communication disorders. MMR methods research is eminently suited to addressing such questions. Objective: The aim of this tutorial is to increase awareness of the value of MMR, especially for readers less familiar with this research approach. Method: A literature review was conducted to provide an overview of the key issues in MMR. The tutorial discusses the various issues to be considered in the critical appraisal of MMR, followed by an explanation of the process of conducting MMR. A critical review describes the strengths and challenges in MMR. Results: MMR is less commonly used or published in the fields of speech-language therapy and audiology. Conclusion: Researchers working in teams can draw on the strengths of different disciples and their research approaches. Such collaborative enterprises will contribute to capacity building. Researchers, SLTs and audiologists are encouraged to make use of MMR to address the complex research issues in the multicultural, multifaceted South African context. MMR makes an important contribution to the understanding of individuals with communication disorders, and in turn, researchers in the two disciplinary fields of speech-language therapy and audiology can contribute to the development of this research approach. MMR is well suited to the complexity of South African contexts and its populations, as it can provide multiple perspectives of a topic.
Collapse
Affiliation(s)
- Anna-Marie Wium
- Discipline Speech-Language Pathology and Audiology, Sefako Makgatho Health Sciences University.
| | | |
Collapse
|
18
|
Lee Y. Exploring the Utility of Speech Intelligibility Rated by Parents for Screening Children with Speech Sound Disorders. COMMUNICATION SCIENCES AND DISORDERS-CSD 2018. [DOI: 10.12963/csd.17426] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
19
|
Swaminathan D, Farquharson K. Using Response to Intervention for Speech Sound Disorders: Exploring Practice Characteristics and Geographical Differences. ACTA ACUST UNITED AC 2018. [DOI: 10.1044/persp3.sig16.53] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Divya Swaminathan
- Department of Communication Sciences & Disorders, Emerson College
Boston, MA
| | - Kelly Farquharson
- Department of Communication Sciences & Disorders, Emerson College
Boston, MA
- Dr. Farquharson is now in the School of Communication Science and Disorders at Florida State University, Tallahassee, FL
| |
Collapse
|
20
|
Panico J, Daniels DE, Hughes S, Smith RE, Zelenak J. Comparing perceptions of student teachers and regular education teachers toward students who stutter: a mixed-method approach. SPEECH LANGUAGE AND HEARING 2017. [DOI: 10.1080/2050571x.2017.1391425] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- James Panico
- Department of Applied Health, Southern Illinois University Edwardsville, Edwardsville, IL, USA
| | - Derek E. Daniels
- Department of Communication Sciences and Disorders, Wayne State University, Detroit, MI, USA
| | | | - Randall E. Smith
- Department of Teaching and Learning, Southern Illinois University Edwardsville, Edwardsville, IL, USA
| | - Jennie Zelenak
- Department of Applied Health, Southern Illinois University Edwardsville, Edwardsville, IL, USA
| |
Collapse
|
21
|
Lee A, Gibbon FE, Spivey K. Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate. Cleft Palate Craniofac J 2017; 54:262-268. [DOI: 10.1597/15-088] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Objective The objective of this study was to investigate whether reduced speech intelligibility in children with cleft palate affects social and personal attribute judgments made by typically developing children of different ages. Design The study (1) measured the correlation between intelligibility scores of speech samples from children with cleft palate and social and personal attribute judgments made by typically developing children based on these samples and (2) compared the attitude judgments made by children of different ages. Participants A total of 90 typically developing children, 30 in each of three age groups (7 to 8 years, 9 to 10 years, and 11 to 12 years). Outcome Measures Speech intelligibility scores and typically developing children s attitudes were measured using eight social and personal attributes on a three-point rating scale. Results There was a significant correlation between the speech intelligibility scores and attitude judgments for a number of traits: “sick-healthy” as rated by the children aged 7 to 8 years, “no friends-friends” by the children aged 9 to 10 years, and “ugly-good looking” and “no friends-friends” by the children aged 11 to 12 years. Children aged 7 to 8 years gave significantly lower ratings for “mean-kind” but higher ratings for “shy-outgoing” when compared with the other two groups. Conclusions Typically developing children tended to make negative social and personal attribute judgments about children with cleft palate based solely on the intelligibility of their speech. Society, educators, and health professionals should work together to ensure that children with cleft palate are not stigmatized by their peers.
Collapse
Affiliation(s)
- Alice Lee
- Head of Speech and Hearing Sciences, University College Cork, Cork, Ireland
| | - Fiona E. Gibbon
- Head of Speech and Hearing Sciences, University College Cork, Cork, Ireland
| | | |
Collapse
|
22
|
Nyberg J, Havstam C. Speech in 10-Year-Olds Born with Cleft Lip and Palate: What Do Peers Say? Cleft Palate Craniofac J 2016; 53:516-26. [DOI: 10.1597/15-140] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Objective The aim of this study was to explore how 10-year-olds describe speech and communicative participation in children born with unilateral cleft lip and palate in their own words, whether they perceive signs of velopharyngeal insufficiency (VPI) and articulation errors of different degrees, and if so, which terminology they use. Methods/Participants Nineteen 10-year-olds participated in three focus group interviews where they listened to 10 to 12 speech samples with different types of cleft speech characteristics assessed by speech and language pathologists (SLPs) and described what they heard. The interviews were transcribed and analyzed with qualitative content analysis. Results The analysis resulted in three interlinked categories encompassing different aspects of speech, personality, and social implications: descriptions of speech, thoughts on causes and consequences, and emotional reactions and associations. Each category contains four subcategories exemplified with quotes from the children's statements. More pronounced signs of VPI were perceived but referred to in terms relevant to 10-year-olds. Articulatory difficulties, even minor ones, were noted. Peers reflected on the risk to teasing and bullying and on how children with impaired speech might experience their situation. The SLPs and peers did not agree on minor signs of VPI, but they were unanimous in their analysis of clinically normal and more severely impaired speech. Conclusions Articulatory impairments may be more important to treat than minor signs of VPI based on what peers say.
Collapse
Affiliation(s)
- Jill Nyberg
- Division of Speech and Language Pathology, Department of Clinical Intervention and Technology, Karolinska Institutet, and Speech-Language Pathologist, Department of Reconstructive Plastic Surgery and Department of Speech Pathology, Karolinska University Hospital, Stockholm, Sweden
| | - Christina Havstam
- Speech-Language Pathologist, Division of Speech and Language Pathology, Sahlgrenska University Hospital and Sahlgrenska Academy at the University of Gothenburg, Gothenburg, Sweden
| |
Collapse
|
23
|
Skelton SL, Richard JT. Application of a Motor Learning Treatment for Speech Sound Disorders in Small Groups. Percept Mot Skills 2016; 122:840-54. [DOI: 10.1177/0031512516647693] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Speech sound treatment in the public schools is often conducted in small groups, but there are minimal data on the efficacy of group treatment. This study evaluated the efficacy of a motor learning-based treatment (Concurrent Treatment) provided to elementary-school students in small groups. Concurrent Treatment incorporates the randomized sequencing of various practice tasks (e.g., words, sentences, or storytelling) and can result in rapid speech sound acquisition during individual treatment settings. Twenty-eight 6- to 9-year-old children participated in a randomized pretest–posttest control group design. The experimental group received Concurrent Treatment, while the control group received treatment (if needed) after the study. Participants in the experimental group acquired their target speech sounds within 40 30-minute sessions in groups of up to four participants (effect size, d = 1.31).
Collapse
Affiliation(s)
- Steven L. Skelton
- Department of Communicative Disorders and Deaf Studies, California State University, CA, USA
| | | |
Collapse
|
24
|
Hitchcock ER, Harel D, Byun TM. Social, Emotional, and Academic Impact of Residual Speech Errors in School-Aged Children: A Survey Study. Semin Speech Lang 2015; 36:283-94. [PMID: 26458203 DOI: 10.1055/s-0035-1562911] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Children with residual speech errors face an increased risk of social, emotional, and/or academic challenges relative to their peers with typical speech. Previous research has shown that the effects of speech sound disorder may persist into adulthood and span multiple domains of activity limitations and/or participation restrictions, as defined by the World Health Organization's International Classification of Functioning, Disability and Health model. However, the nature and extent of these influences varies widely across children. This study aimed to expand the evidence base on the social, emotional, and academic impact of residual speech errors by collecting survey data from parents of children receiving treatment for /r/ misarticulation. By examining the relationship between an overall measure of impact (weighted summed score) and responses to 11 survey items, the present study offers preliminary suggestions for factors that could be considered when making decisions pertaining to treatment allocation in this population.
Collapse
Affiliation(s)
- Elaine R Hitchcock
- Department of Communication Sciences and Disorders, Montclair State University, Montclair, New Jersey
| | - Daphna Harel
- Department of Humanities and Social Sciences in the Professions, New York University
| | - Tara McAllister Byun
- Department of Communicative Sciences and Disorders, New York University, New York, New York
| |
Collapse
|
25
|
Giacchini V, Mota HB. Comparação entre a classificação com base em traços e o percentual de consoantes corretas no desvio fonológico. REVISTA CEFAC 2015. [DOI: 10.1590/1982-0216201517s10413] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJETIVO: verificar se existe diferença entre as classificações de gravidade do desvio fonológico obtido por meio do Percentual de Consoantes Corretas-Revisado e a classificação qualitativa baseada em traços. MÉTODOS: avaliaram-se dados de fala pré-terapia de 38 sujeitos cujos sistemas fonológicos foram classificados segundo a avaliação quantitativa Percentual de Consoantes Corretas-Revisado (Leve, Levemente-moderado, Moderadamente-grave, Grave) e avaliação qualitativa baseada em traços (Leve, Moderado, Moderado-Severo, Severo). Os dados foram analisados por tabelas de frequência e por meio do teste estatístico qui-quadrado (p<0,05). RESULTADOS: na avaliação geral verificou-se uma baixa concordância entre os resultados obtidos com a avaliação qualitativa e a quantitativa dos desvios fonológicos, apenas 34,79% de concordância nas avaliações. Na análise por graus de gravidade, observou-se que os graus extremos (Leve e Severo) obtiveram praticamente a mesma classificação com ambas as propostas, ao contrário do observado nos graus intermediários. CONCLUSÃO: com base nos resultados ressalta-se a importância de avaliações conjuntas, que aliem medidas quantitativas com qualitativas, principalmente para a diferenciação e caracterização dos graus intermediários de gravidade do desvio fonológico.
Collapse
|
26
|
Lagerberg TB, Hartelius L, Johnels JÅ, Ahlman AK, Börjesson A, Persson C. Swedish Test of Intelligibility for Children (STI-CH)--validity and reliability of a computer-mediated single word intelligibility test for children. CLINICAL LINGUISTICS & PHONETICS 2015; 29:201-215. [PMID: 25489674 DOI: 10.3109/02699206.2014.987925] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The aim of this study was twofold: first, to describe a new Swedish intelligibility test (Swedish Test of Intelligibility for Children, STI-CH) and second to evaluate its validity and reliability. STI-CH is based on the repetition of single words. Ten children with a speech-sound disorder (4:6-8:3 years of age, mean = 6.0 years) and 10 children with typical speech and language development (4:8-7:4 years of age, mean = 5.9 years) were included. Twenty speech-language pathology students served as listeners. Intra-judge reliability was high (r > 0.92), as was the intra-class correlation of inter-judge reliability (0.97). In terms of validity, there was a significant difference in STI-CH scores between the two groups, and the scores correlated statistically significantly with the Percentage of Consonants Correct (r = 0.94) and with intelligibility in spontaneous speech (r = 0.85). To sum up, the results indicate that STI-CH could be an option for the assessment of intelligibility in Swedish-speaking children, and that the principles used in the development of the test could be of use in the design of intelligibility tests in languages other than Swedish.
Collapse
Affiliation(s)
- Tove B Lagerberg
- Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, Sahlgrenska Academy at the University of Gothenburg , Gothenburg , Sweden and
| | | | | | | | | | | |
Collapse
|
27
|
Ma EPM, Yu CHY. Listeners' attitudes toward children with voice problems. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013; 56:1409-1415. [PMID: 23926293 DOI: 10.1044/1092-4388(2013/11-0242)] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE To investigate the attitudes of school teachers toward children with voice problems in a Chinese population. METHOD Three groups of listeners participated in this study: primary school teachers, speech-language pathology students, and general university students. The participants were required to make attitude judgments on 12 voice samples using a semantic differential scale with 22 bipolar adjective pairs. The voice samples were collected from 6 children with healthy voices and 6 children with dysphonia. The 22 bipolar adjective pairs were intended to cover nonspeech characteristics about the child's personality, social characteristics, and physical appearance. RESULTS The mean attitude ratings received by children with dysphonic voice were significantly lower (i.e., less favorable) than those received by children with healthy voices in all of the 22 adjective pairs (all ps < .002). The attitude ratings made by the 3 groups of listeners were not significantly different from one another ( ps > .05). CONCLUSION To our knowledge, this is the first study in which the authors examine listeners' perception toward children with voice problems in the Chinese population. The results suggest that voice problems in children warrant attention, and their effects on the child should not be underestimated. The findings also highlight the importance of early identification and intervention for children with voice problems.
Collapse
|
28
|
Zacharias SRC, Kelchner LN, Creaghead N. Teachers' Perceptions of Adolescent Females With Voice Disorders. Lang Speech Hear Serv Sch 2013; 44:174-82. [DOI: 10.1044/0161-1461(2012/11-0097)] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this study was to explore teachers' attitudes toward, and perceptions of personality traits of, female adolescents who presented with voice disorders.
Method
For this comparative study consisting of a 25-item web-based semantic differential survey, teachers rated voice recordings of 4 female adolescents (considered normophonic, mildly, moderately, and severely dysphonic, respectively) on 18 personality traits and 6 teacher attitude parameters. A flyer with a link to the survey was distributed via e-mail to teachers at 8 middle and high schools in Ohio.
Results
Thirty-two teachers completed the survey. Results revealed differences in teachers' perceptions of female adolescents with a normal voice compared to those with voice disorders.
Conclusion
Adolescent female students with voice disorders may be at risk for academic, social, and vocational difficulties. These results highlight and support the need to inform teachers, speech-language pathologists, students, and families about the potential for subtle biases and negative perceptions of students with voice disorders by teachers. Furthermore, teaching self-advocacy to students who have voice disorders may help them obtain an optimal education experience.
Collapse
Affiliation(s)
| | - Lisa N. Kelchner
- University of Cincinnati, OH
- Children's Hospital Medical Center, Cincinnati, OH
| | | |
Collapse
|
29
|
McLeod S, Daniel G, Barr J. "When he's around his brothers … he's not so quiet": the private and public worlds of school-aged children with speech sound disorder. JOURNAL OF COMMUNICATION DISORDERS 2013; 46:70-83. [PMID: 22995337 DOI: 10.1016/j.jcomdis.2012.08.006] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2012] [Revised: 08/17/2012] [Accepted: 08/21/2012] [Indexed: 06/01/2023]
Abstract
UNLABELLED Children interact with people in context: including home, school, and in the community. Understanding children's relationships within context is important for supporting children's development. Using child-friendly methodologies, the purpose of this research was to understand the lives of children with speech sound disorder (SSD) in context. Thirty-four interviews were undertaken with six school-aged children identified with SSD, and their siblings, friends, parents, grandparents, and teachers. Interview transcripts, questionnaires, and children's drawings were analyzed to reveal that these children experienced the world in context dependent ways (private vs. public worlds). Family and close friends typically provided a safe, supportive environment where children could be themselves and participate in typical childhoods. In contrast, when out of these familiar contexts, the children often were frustrated, embarrassed, and withdrawn, their relationships changed, and they were unable to get their message across in public contexts. Speech-language pathology assessment and intervention could be enhanced by interweaving the valuable insights of children, siblings, friends, parents, teachers, and other adults within children's worlds to more effectively support these children in context. LEARNING OUTCOMES 1. Recognize that children with SSD experience the world in different ways, depending on whether they are in private or public contexts. 2. Describe the changes in the roles of family and friends when children with SSD are in public contexts. 3. Discover the position of the child as central in Bronfenbrenner’s bioecological model. 4. Identify principles of child-friendly research. 5. Recognize the importance of considering the child in context during speech-language pathology assessment and intervention.
Collapse
|
30
|
McCormack J, Harrison LJ, McLeod S, McAllister L. A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:1328-48. [PMID: 21498580 DOI: 10.1044/1092-4388(2011/10-0155)] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
PURPOSE To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children's Activities and Participation (International Classification of Functioning, Disability and Health--Children and Youth [ICF-CY]; World Health Organization [WHO], 2007). METHOD Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC; Australian Institute of Family Studies [AIFS], 2009): 1,041 (24.0%) of these children were identified with communication impairment at 4-5 years of age, and 3,288 (76.0%) of these children were not identified with a communication impairment. At age 7-9 years, Activities and Participation (WHO, 2007) outcomes across 5 ICF-CY domains were provided by (a) teachers (Academic Rating Scales [National Center for Education Statistics (NCES), 2002], Approach to Learning Scale [Gresham & Elliott, 1990], School Progress Scale (AIFS, 2009), Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997], and Student-Teacher Relationship Scale [Pianta, 2001]); (b) parents (School-Age Inventory of Temperament [McClowry, 1995] and SDQ); (c) children (Marsh Self-Description Questionnaire-III [Marsh, 1992], School Liking [Ladd & Price, 1987], and Bullying [Kochenderfer & Ladd, 1997]); and (d) child assessment (Peabody Picture Vocabulary Test--III: Adapted; Rothman, 2003). RESULTS Children identified with communication impairment at age 4-5 years performed significantly poorer at age 7-9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than did their peers. Analyses of covariance tests confirmed significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status. CONCLUSION Consideration of the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment and directs future research and practice.
Collapse
|
31
|
McAllister L, McCormack J, McLeod S, Harrison LJ. Expectations and experiences of accessing and participating in services for childhood speech impairment. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2011; 13:251-267. [PMID: 21563899 DOI: 10.3109/17549507.2011.535565] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Speech impairment (speech sound disorder) is a high prevalence condition that responds well to early intervention provided by speech-language pathologists (SLPs). However, not all children in Australia are able to access necessary speech-language pathology services. The aim of this research was to investigate Australian parents' experiences of accessing and engaging in speech-language pathology services for their children with speech impairment. Two studies were conducted to achieve this aim. In Study 1, questionnaires were completed by 109 parents of pre-school children who had been identified with concerns about their speech. Only a third (n = 34, 31.2%) of the parents had previously accessed speech-language pathology services for assessment of their children's speech and just 29 of these (26.6% of the entire sample) reported their children had received intervention. Two thirds (n = 68, 62.4%) of the parents had not sought speech-language pathology services and half of these (n = 35, 32.1% of the entire sample) reported that "services were not needed". There was a small number of parents (n = 7, 6.4%) who had attempted to access services but had been unsuccessful. Parents identified teachers, family, friends, and doctors as important sources of information about their children's speech. In Study 2, interviews were conducted with 13 of the parents to discuss their experiences of speech impairment and service delivery in greater depth. Parents expected that others would make them aware of their child's speech impairment and that they should be able to access speech-language pathology services when required. Consequently, there is a need to raise awareness about speech impairment and speech-language pathology services to ensure appropriate identification, referral, and service provision for children at risk.
Collapse
Affiliation(s)
- Lindy McAllister
- Mayne School of Medicine, The University of Queensland, Herston, Australia.
| | | | | | | |
Collapse
|
32
|
Lundeborg I, Ericsson E, Hultcrantz E, McAllister AM. Influence of adenotonsillar hypertrophy on /s/-articulation in children--effects of surgery. LOGOP PHONIATR VOCO 2010; 36:100-8. [PMID: 21133642 DOI: 10.3109/14015439.2010.531047] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Tonsillar hypertrophy is common in young children and affects several aspects of the speech such as distortions of the dento-alveolar consonants. The study objective was to assess /s/-articulation, perceptually and acoustically, in children with tonsillar hypertrophy and compare effects of two types of surgery, total tonsillectomy and tonsillotomy. Sixty-seven children, aged 50-65 months, on the waiting list for surgery, were randomized to tonsillectomy or tonsillotomy. The speech material was collected preoperatively and 6 months postoperatively. Two groups of age-matched children were controls. /S/-articulation was affected acoustically with lower spectral peak locations and perceptually with less distinct /s/-production before surgery, in comparison to controls. After surgery /s/-articulation was normalized perceptually, but acoustic differences remained. No significant differences between surgical methods were found.
Collapse
Affiliation(s)
- Inger Lundeborg
- Linköping University, Department of Clinical and Experimental Medicine, IKE/Speech Language Pathology, Faculty of Health Sciences, Linköping, Sweden.
| | | | | | | |
Collapse
|
33
|
McCormack J, McLeod S, McAllister L, Harrison LJ. My Speech Problem, Your Listening Problem, and My Frustration: The Experience of Living With Childhood Speech Impairment. Lang Speech Hear Serv Sch 2010; 41:379-92. [DOI: 10.1044/0161-1461(2009/08-0129)] [Citation(s) in RCA: 50] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this article was to understand the experience of speech impairment (speech sound disorders) in everyday life as described by children with speech impairment and their communication partners.
Method
Interviews were undertaken with 13 preschool children with speech impairment (mild to severe) and 21 significant others (family members and teachers).
Results
A phenomenological analysis of the interview transcripts revealed 2 global themes regarding the experience of living with speech impairment for these children and their families. The first theme encompassed the problems experienced by participants, namely (a) the child’s inability to “speak properly,” (b) the communication partner’s failure to “listen properly,” and (c) frustration caused by the speaking and listening problems. The second theme described the solutions participants used to overcome the problems. Solutions included (a) strategies to improve the child’s speech accuracy (e.g., home practice, speech-language pathology) and (b) strategies to improve the listener’s understanding (e.g., using gestures, repetition). Both short- and long-term solutions were identified.
Conclusion
Successful communication is dependent on the skills of speakers and listeners. Intervention with children who experience speech impairment needs to reflect this reciprocity by supporting both the speaker and the listener and by addressing the frustration they experience.
Collapse
|
34
|
Donicht G, Pagliarin KC, Keske-Soares M, Mota HB. Julgamento perceptivo da gravidade do desvio fonológico por três grupos distintos. REVISTA CEFAC 2010. [DOI: 10.1590/s1516-18462010000100004] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJETIVO: comparar a gravidade do desvio fonológico a partir da análise perceptiva de três grupos distintos de julgadoras. MÉTODOS: a pesquisa foi composta de duas amostras, uma julgada, composta por 30 sujeitos com desvio fonológico com idades entre 4:1 e 7:11, e outra julgadora (cinco fonoaudiólogas, cinco leigas e cinco mães). Foi avaliada a fala espontânea das crianças através da narração de três sequências lógicas, as quais foram analisadas pelas julgadoras, acompanhadas por uma grade para marcação da gravidade. Para análise dos dados, foi realizada a Moda das 90 narrativas, possibilitando a análise estatística dos dados através da Análise de Concordância-Kappa. Determinou-se a gravidade do desvio fonológico pelo Percentual de Consoantes Corretas. RESULTADOS: a análise mostrou maior concordância entre os grupos de juízas para os extremos das possibilidades de julgamento (leve e grave), sendo mais difícil o julgamento e classificação da gravidade levemente-moderada e moderadamente-grave. CONCLUSÃO: observou-se maior facilidade dos juízes na identificação e julgamento dos sujeitos com gravidade grave (maior) e leve (menor) na fala. As leigas possuem maior dificuldade para julgar com precisão a gravidade do desvio fonológico do que as mães e fonoaudiólogas.
Collapse
|