1
|
Case J, Hallin AE. The Relationship Between Speech Accuracy and Linguistic Measures in Narrative Retells of Children With Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:3340-3358. [PMID: 37263015 DOI: 10.1044/2023_jslhr-22-00615] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
BACKGROUND Speech and language are interconnected systems, and language disorder often co-occurs with childhood apraxia of speech (CAS) and non-CAS speech sound disorders (SSDs). Potential trade-off effects between speech and language in connected speech in children without overt language disorder have been less explored. METHOD Story retell narratives from 24 children (aged 5;0-6;11 [years;months]) with CAS, non-CAS SSD, and typical development were analyzed in Systematic Analysis of Language Transcripts (SALT) regarding morphosyntactic complexity (mean length of C-unit in words [MLCU]), lexical diversity (moving-average type-token ratio [MATTR]), and linguistic accuracy (any linguistic error/bound morpheme omissions) and compared to 128 age-matched children from the SALT database. Linear and mixed-effects logistic regressions were performed with speech accuracy (percent phonemes correct [PPC]) and diagnostic group as predictors of the narrative variables. RESULTS PPC predicted all narrative variables. Poorer PPC was associated with lower MLCU and MATTR as well as a higher likelihood of linguistic errors. Group differences were only observed for the error variables. Comparison to the SALT database indicated that 13 of 16 children with CAS and SSD showed a higher-than-expected proportion of linguistic errors, with a small proportion explained by individual speech errors only. CONCLUSIONS The high occurrence of linguistic errors, combined with the relationship between PPC and linguistic errors in children with CAS/SSD, suggests a trade-off between speech accuracy and language output. Longitudinal studies are needed to investigate whether children with SSDs without language disorder show more language difficulties over time as linguistic demands increase.
Collapse
Affiliation(s)
- Julie Case
- Department of Speech-Language-Hearing Sciences, Hofstra University, Hempstead, NY
| | - Anna Eva Hallin
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Speech and Language Pathology, Karolinska Institutet, Stockholm, Sweden
| |
Collapse
|
2
|
Redmond SM, Ash AC, Li H, Zhang Y. Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:2344-2363. [PMID: 38980144 DOI: 10.1044/2024_ajslp-23-00388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/10/2024]
Abstract
PURPOSE Both developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) represent relatively common and chronic neurodevelopmental conditions associated with increased risk for poor academic and interpersonal outcomes. Reports of common co-occurrence suggest these neurodevelopmental disruptions might also be linked. Most of the data available on the issue have been based on case-control studies vulnerable to ascertainment and other biases. METHOD Seventy-eight children, representing four neurodevelopmental profiles (DLD, ADHD, co-occurring ADHD + DLD, and neurotypical development), were administered a battery of psycholinguistic tests. Parents provided standardized ratings of the severity of their children's inattention, hyperactivity/impulsivity, and executive function symptoms. Examiners were blinded to children's clinical status. Group differences, correlations, and best subset regression analyses were used to examine potential impacts of children's ADHD symptoms on their psycholinguistic abilities. RESULTS For children with DLD, significant links between their ADHD symptoms and psycholinguistic abilities were limited to the contributions of elevated hyperactivity/impulsivity symptoms to lower pragmatic abilities. For children without DLD, inattention symptoms contributed to lower levels of performance in pragmatic, sentence recall, receptive vocabulary, and narrative abilities. DISCUSSION Links among children's ADHD symptoms and their psycholinguistic abilities were different for children with and without DLD. Implications for the provision of clinical services are discussed.
Collapse
Affiliation(s)
| | | | - Haojia Li
- The University of Utah, Salt Lake City
| | - Yue Zhang
- The University of Utah, Salt Lake City
| |
Collapse
|
3
|
Yasmin T, Sadia A, Nadeem L, Basra MAR, Rice ML, Raza MH. Whole Genome Analysis in Consanguineous Families Reveals New Loci for Speech Sound Disorder (SSD). Genes (Basel) 2024; 15:1069. [PMID: 39202429 PMCID: PMC11354014 DOI: 10.3390/genes15081069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2024] [Revised: 08/09/2024] [Accepted: 08/09/2024] [Indexed: 09/03/2024] Open
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.
Collapse
Affiliation(s)
- Tahira Yasmin
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore 54590, Pakistan; (T.Y.); (A.S.); (L.N.); (M.A.R.B.)
| | - Aatika Sadia
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore 54590, Pakistan; (T.Y.); (A.S.); (L.N.); (M.A.R.B.)
- Laboratory of Organic Electronics, Department of Science and Technology, Linköping University, Norrköping Campus, 60221 Norrköping, Sweden
| | - Laraib Nadeem
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore 54590, Pakistan; (T.Y.); (A.S.); (L.N.); (M.A.R.B.)
| | - Muhammad Asim Raza Basra
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore 54590, Pakistan; (T.Y.); (A.S.); (L.N.); (M.A.R.B.)
| | - Mabel L. Rice
- Speech-Language-Hearing Sciences & Disorders, University of Kansas, Lawrence, KS 66045, USA;
| | - Muhammad Hashim Raza
- Speech-Language-Hearing Sciences & Disorders, University of Kansas, Lawrence, KS 66045, USA;
| |
Collapse
|
4
|
Girolamo T, Shen L, Gulick AM, Rice ML, Eigsti IM. Studies assessing domains pertaining to structural language in autism vary in reporting practices and approaches to assessment: A systematic review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1602-1621. [PMID: 38145307 PMCID: PMC11189763 DOI: 10.1177/13623613231216155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2023]
Abstract
LAY ABSTRACT Under the Diagnostic and Statistical Manual of Mental Disorders (5th ed.), language impairment can co-occur with autism. It is not yet clear how research defines, reports, and characterizes structural language abilities of autistic individuals eligible for school-based special education services (aged 3-21 years) in the United States. In the United States, students typically must be formally diagnosed to be eligible for services and supports. However, the quality of diagnosis is only as good as the research evidence on which diagnosis depends. To evaluate evidence quality, we examined how studies of school-aged autistic individuals report assessments of language ability. This systematic review included 57 studies using English language age-referenced assessments used to measure structural language. Findings showed many differences across studies in how language abilities were measured and reported. Also, none of the studies fully reported the variables relevant to characterizing language impairment. Outcomes were similar across versions of the Diagnostic and Statistical Manual of Mental Disorders. Findings indicate that researchers and clinicians should pay attention to reporting diagnostic and grouping criteria. Carefully interpreting research evidence is critical for ensuring that diagnostic criteria and supports are representative of and accessible to autistic individuals and relevant parties.
Collapse
Affiliation(s)
- Teresa Girolamo
- San Diego State University, USA
- University of Connecticut, USA
| | | | | | | | | |
Collapse
|
5
|
Ponvannan P, Chinnasami B, Vaishali S, Pinnamaneni M, S S. Gender Differences in the Performance of Language Assessment Scale Trivandrum (LEST) in Children Aged Between Zero and Three Years. Cureus 2024; 16:e63786. [PMID: 39100063 PMCID: PMC11297350 DOI: 10.7759/cureus.63786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/03/2024] [Indexed: 08/06/2024] Open
Abstract
Background The Language Assessment Scale Trivandrum (LEST) is a commonly used scale to assess the language development of children aged between zero and three years. The scale is commonly utilized in healthcare and community environments; however, there are no publicly available gender-specific standards that are used in the scale. The current study set out to examine gender disparities observed in the test and determine whether future accurate assessments will require the creation of separate LEST scales for boys and girls. Methodology A cross-sectional study was conducted among 198 children aged between zero and three years, with 99 girls and 99 boys. Parents of all eligible children after obtaining consent were interviewed, and the LEST scale was used to assess them in the form of a questionnaire. The LEST scale has 33 test items, which are used to test language development. Results There were substantial gender disparities between girls and boys. Boys had a delay in acquiring language milestones compared to girls, and the difference was significant. Overall, 27 girls out of 78 delayed children (34.6%) and 51 boys out of 78 delayed children (65.4%) had language delays with a significant p-value of 0.003. Conclusions Our study suggests that boys follow a different timeline for achieving language milestones compared to girls. These findings need to be validated with a larger study, and if found to have a significant difference, separate scales can be developed for boys and girls to assess language-acquiring skills.
Collapse
Affiliation(s)
- Priyadarshini Ponvannan
- Department of Paediatrics, SRM Medical College Hospital and Research Centre, SRM Institute of Science and Technology, Chennai, IND
| | - Balaji Chinnasami
- Department of Paediatrics, SRM Medical College Hospital and Research Centre, SRM Institute of Science and Technology, Chennai, IND
| | - S Vaishali
- Department of Paediatrics, SRM Medical College Hospital and Research Centre, SRM Institute of Science and Technology, Chennai, IND
| | - Monitha Pinnamaneni
- Department of Paediatrics, SRM Medical College Hospital and Research Centre, SRM Institute of Science and Technology, Chennai, IND
| | - Subash S
- Department of Paediatrics, SRM Medical College Hospital and Research Centre, SRM Institute of Science and Technology, Chennai, IND
| |
Collapse
|
6
|
Harding S, Burr S, Cleland J, Stringer H, Wren Y. Outcome measures for children with speech sound disorder: an umbrella review. BMJ Open 2024; 14:e081446. [PMID: 38684261 PMCID: PMC11086453 DOI: 10.1136/bmjopen-2023-081446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 04/12/2024] [Indexed: 05/02/2024] Open
Abstract
OBJECTIVE Speech sound disorder (SSD) describes a 'persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication'. There is a need to establish which care pathways are most effective and efficient for children with SSD. Comparison of care pathways requires clearly defined, evidence-based, interventions and agreement on how to measure the outcomes. At present, no definitive list of assessments, interventions or outcomes exists. The objective of this umbrella review paper is to provide a rigorous and detailed list of assessments, interventions and outcomes which target SSD in children. DESIGN In December 2022, a systematic search of Ovid Medline, OVID Embase, CINAHL, PsycInfo and Cochrane and a number of grey literature platforms were undertaken. 18 reviews were included, and subsequently 415 primary research articles were assessed for data related to assessments, interventions or outcomes. The AMSTAR (Assessing the Methodological Quality of Systematic Reviews) framework was used to assess the quality of the retained reviews. SETTING Reviews were retained which took place in any setting. PARTICIPANTS The population is children of any age with a diagnosis of SSD of unknown origin. PRIMARY AND SECONDARY OUTCOME MEASURES Reviews reporting outcomes, assessment and interventions for children with SSD. RESULTS Extraction and analysis identified 37 assessments, 46 interventions and 30 outcome measures used in research reporting of SSD. Not all of the listed outcomes were linked to specific outcome measurement tools, but these were measurable through the use of one or more of the assessments extracted from the retained reviews. CONCLUSIONS The findings of this review will be used to develop a Core Outcome Set for children with SSD. The findings are part of a rigorous process essential for advancing healthcare research and practice in the specific area of speech and language therapy for children with SSD. PROSPERO REGISTRATION NUMBER CRD42022316284.
Collapse
Affiliation(s)
- Sam Harding
- Southmead Hospital, Bristol, UK
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Westbury on Trym, UK
| | - Sam Burr
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Westbury on Trym, UK
| | - Joanne Cleland
- Psychological Sciences and Health, University of Strathclyde, Glasgow, UK
| | - Helen Stringer
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Westbury on Trym, UK
- Bristol Dental School, University of Bristol, Bristol, UK
| |
Collapse
|
7
|
Xiong H, Liu X, Yang F, Yang T, Chen J, Chen J, Li T. Developmental Language Differences in Children with Autism Spectrum Disorders and Possible Sex Difference. J Autism Dev Disord 2024; 54:841-851. [PMID: 36538127 DOI: 10.1007/s10803-022-05806-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/25/2022] [Indexed: 12/24/2022]
Abstract
Developmental difference is a common characteristic of autism spectrum disorder (ASD) with unclear sex differences. The current study included 610 children with ASD, aged between 2 and 7 years, with completed language profiles. We used a nonparametric item response theory model called Mokken scale analysis to examine the order of acquisition of developmental language milestones in children with ASD. Our results demonstrated the developmental language differences in the expressive and receptive language dimensions in children with ASD compared with typical developmental sequences. Furthermore, The acquisition of gestures and pragmatics was more impaired in the female subgroup than in the male subgroup. The identified developmental language sequence could help provide a more comprehensive ASD developmental profile.
Collapse
Affiliation(s)
- Haiyi Xiong
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China
| | - Xiao Liu
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China
| | - Feng Yang
- Department of Language Disorders, Shenzhen Second People's Hospital, Shenzhen, China
| | - Ting Yang
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China
| | - Jinjin Chen
- Department of Child Healthcare, Shanghai Children's Hospital, Shanghai Jiao Tong University, Shanghai, China
| | - Jie Chen
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China.
| | - Tingyu Li
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China.
| |
Collapse
|
8
|
Kalnak N, Nakeva von Mentzer C. Listening and Processing Skills in Young School Children with a History of Developmental Phonological Disorder. Healthcare (Basel) 2024; 12:359. [PMID: 38338244 PMCID: PMC10855919 DOI: 10.3390/healthcare12030359] [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: 11/27/2023] [Revised: 01/19/2024] [Accepted: 01/27/2024] [Indexed: 02/12/2024] Open
Abstract
There is a lack of longitudinal studies on the broad-based outcomes in children with Developmental Phonological Disorder (DPD). The aim of this study was to investigate listening and processing skills in a clinical sample of 7-to-10-year-old children diagnosed with DPD in their preschool years and compare these to same-aged typically developing (TD) children. The Evaluation of Children's Listening and Processing Skills (ECLiPS) was completed by parents of 115 children with DPD and by parents of 46 TD children. The total ECLiPS mean score, and the five subscale mean scores, the proportion of children with clinically significant difficulties (≤10th percentile), and the proportion of children with co-occurrence of clinically significant difficulties on more than one subscale, were calculated. Results showed that the ECLiPS mean scores did not differ between the groups. There was no difference between groups regarding language and literacy, but a higher proportion of children with DPD than TD had difficulties in the total score, speech, and auditory processing, environmental and auditory sensitivity, and pragmatic and social skills. In addition, 33.9% of children with DPD had clinically significant difficulties in two or more subscales compared to 10.9% of TD children.
Collapse
Affiliation(s)
- Nelli Kalnak
- Department of Women’s and Children’s Health, Karolinska Institutet, 171 77 Stockholm, Sweden
- Department of Speech-Language Pathology, Helsingborg Hospital, 251 87 Helsingborg, Sweden
| | - Cecilia Nakeva von Mentzer
- Department of Neuroscience, Uppsala University, 751 23 Uppsala, Sweden
- School of Health Sciences, Örebro University, 701 82 Örebro, Sweden
- SpecEDL—Special Education, Development and Learning, Örebro University, 701 82 Örebro, Sweden
- Disability Research, Örebro University, 701 82 Örebro, Sweden
| |
Collapse
|
9
|
Pelkonen AM, Närhi L, Häkli S, Raatikainen AM, Pirttiniemi P, Silvola AS. Effectiveness of oral motor appliances on oral motor function and speech in children: a systematic review. Acta Odontol Scand 2024; 82:9-17. [PMID: 37615355 DOI: 10.1080/00016357.2023.2249547] [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] [Received: 04/03/2023] [Accepted: 08/14/2023] [Indexed: 08/25/2023]
Abstract
BACKGROUND Different oral motor appliances have been used in connection with speech therapy to improve oral motor function and speech development, but no consensus has been reached on the effectiveness of the appliances. The objective was to systematically review the effectiveness of oral motor appliances on oral motor function and speech in children with speech sound disorders (SSDs) or oral motor dysfunctions. METHODS A systematic search was conducted up to February 2023 in the PubMed, Scopus, and Cochrane databases. Inclusion criteria were prospective randomized or case-control clinical trials investigating the effect of intraoral appliances on orofacial function and/or speech. The risk of bias was evaluated by the Cochrane Collaboration's Robins-I tool. RESULTS Nine publications of three individual studies met the inclusion and search criteria. Six of the publications were conducted in children with Down Syndrome (DS) and three publications were conducted in children with Cerebral Palsy (CP). No meta-analysis was made due to the limitations of the publications. Selected studies reported some beneficial effects of intraoral appliances on oral motor function in children with DS and CP, although the evidence is low. Due to the study design in selected studies and confounding factors, the overall risk of bias was categorized as moderate or high. DISCUSSION Intraoral appliances may improve oral motor function in children with DS and CP. Due to lack of studies this review limited to children with DS and CP. The initial question concerning SSDs was not answered. Well-designed RCTs with larger sample sizes are needed, especially among non-syndromic children with SSDs. The level of evidence was considered very low.
Collapse
Affiliation(s)
| | - Linnea Närhi
- Research Unit of Population Health, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Sanna Häkli
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
- Department of Otorhinolaryngology and Phoniatrics, Oulu University Hospital, Oulu, Finland
- PEDEGO Research Unit, University of Oulu, Oulu, Finland
| | - Anna-Maria Raatikainen
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
- Department of Otorhinolaryngology and Phoniatrics, Oulu University Hospital, Oulu, Finland
- PEDEGO Research Unit, University of Oulu, Oulu, Finland
| | - Pertti Pirttiniemi
- Research Unit of Population Health, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Anna-Sofia Silvola
- Research Unit of Population Health, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
| |
Collapse
|
10
|
Farag HM, Eldessouky H, Shahin E, Atef M. Phonological awareness training and phonological therapy approaches for specific language impairment children with speech sound disorders: a comparative outcome study. Eur Arch Otorhinolaryngol 2024; 281:479-487. [PMID: 37943316 PMCID: PMC10764452 DOI: 10.1007/s00405-023-08274-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 09/29/2023] [Indexed: 11/10/2023]
Abstract
PURPOSE Children with specific language impairment (SLI) might present with speech sound disorder (SSD) and phonological awareness (PA) deficits which put them at risk of potential reading problems. This work aimed to organize an intervention program in Arabic for phonological training and to assess the effect of PA training versus the phonological therapy (PT) for children with SLI and SSD. METHODS The study was carried out on 60 children with comorbid SLI and SSD, aged 5-7 years. Children were equally divided into two groups; each group received language therapy combined with (PT or PA training). Measures of language development, phonological output, and PA were taken before therapy and at 4 month post-therapy for all children. RESULTS The two therapy groups made nearly the same amount of progress in the development of language and phonological production, with no significant differences regarding language age and percent of consonants correct (PCC). The PA training group progressed more on the PA skills than children who received PT over the same time. CONCLUSIONS PA training could facilitate the development of phonological skills by targeting the child's awareness of phonemes and improving the production of sound patterns.
Collapse
Affiliation(s)
- Heba Mahmoud Farag
- ENT Department, Faculty of Medicine, Phoniatrics, Phoniatric Unit, Cairo University, King Faisal Street, 300, Cairo, Giza, 12511, Egypt.
| | - Hossam Eldessouky
- ENT Department, Faculty of Medicine, Phoniatrics, Phoniatric Unit, Cairo University, King Faisal Street, 300, Cairo, Giza, 12511, Egypt
| | - Elham Shahin
- ENT Department, Faculty of Medicine, Phoniatrics, Phoniatric Unit, Cairo University, King Faisal Street, 300, Cairo, Giza, 12511, Egypt
| | - Mai Atef
- ENT Department, Faculty of Medicine, Phoniatrics, Phoniatric Unit, Cairo University, King Faisal Street, 300, Cairo, Giza, 12511, Egypt
| |
Collapse
|
11
|
Roepke E, Brosseau-Lapré F. Morphosyntactic profiles among preschoolers with and without speech sound disorders. CLINICAL LINGUISTICS & PHONETICS 2023:1-19. [PMID: 38044123 PMCID: PMC11144832 DOI: 10.1080/02699206.2023.2286883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2023] [Accepted: 11/19/2023] [Indexed: 12/05/2023]
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.
Collapse
Affiliation(s)
- Elizabeth Roepke
- Speech, Language, and Hearing Sciences, Saint Louis University, St. Louis, MO
| | | |
Collapse
|
12
|
Eldeeb SY, Ludwig NN, Wieckowski AT, Dieckhaus MFS, Algur Y, Ryan V, Dufek S, Stahmer A, Robins DL. Sex differences in early autism screening using the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F). AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:2112-2123. [PMID: 36786236 PMCID: PMC10423742 DOI: 10.1177/13623613231154728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/15/2023]
Abstract
LAY ABSTRACT This study examined a widely used autism screening tool, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up to identify differences in screening for autism between toddler males and females. Examining sex differences in screening for autism in toddlerhood is important as it determines who will be referred for evaluations and receive diagnoses, which is critical for access to autism-specific early intervention. This study found that females were less likely to screen positive and be invited for evaluations compared with males. Females at high likelihood for autism were less likely to be diagnosed with autism, which decreases confidence in the screener's results. Importantly, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up accurately identified both males and females with autism. Future research should examine ways to improve accuracy in screening results for females.
Collapse
Affiliation(s)
| | - Natasha N. Ludwig
- Kennedy Krieger Institute, John Hopkins School of Medicine, Baltimore, MD
| | | | | | - Yasemin Algur
- Department of Epidemiology & Biostatistics, Drexel University, Philadelphia, PA
| | - Victoria Ryan
- Department of Epidemiology & Biostatistics, Drexel University, Philadelphia, PA
| | - Sarah Dufek
- Department of Psychiatry and Behavioral Sciences, University of California, Davis MIND Institute, Sacramento, CA
| | - Aubyn Stahmer
- Department of Psychiatry and Behavioral Sciences, University of California, Davis MIND Institute, Sacramento, CA
| | - Diana L. Robins
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA
| |
Collapse
|
13
|
Selin C, Jackson Y. Adversity effects on nonword repetition skills: A proxy measure of language and reading ability. CHILD ABUSE & NEGLECT 2023; 142:105919. [PMID: 36243575 PMCID: PMC10090222 DOI: 10.1016/j.chiabu.2022.105919] [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: 03/14/2022] [Revised: 09/30/2022] [Accepted: 10/01/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Children exposed to adversity are at increased risk for underachievement in reading; however, how early that risk appears and the mechanisms underlying that risk are unclear. OBJECTIVE Identify whether individual variation in nonword repetition-a clinical indicator of language and reading ability-can be captured in early childhood (three- to five-years-old) and how various features of adversity exposure (e.g., dosage, severity) are associated with performance. PARTICIPANTS AND SETTING Community-based sample of children between the ages of three- and five-years-old who were exposed to significant adversity (n = 92) and living in a major Midwestern metropolitan area. METHODS Participants completed a nonword repetition task, and their parent completed a comprehensive adversity questionnaire to report on the child's cumulative lifetime adversity exposure. RESULTS Over a third of the participants (34.78 %) did not meet age expectations on the nonword repetition task; however, nonword repetition performance did not significantly associate with the features of the adverse experience (i.e., dosage, severity, frequency, chronicity). CONCLUSIONS Risk for underachievement in reading appears early in the preschool years for children exposed to adversity; however, the underlying mechanisms remain unclear since the features of the children's adverse experiences did not associate with their performance. Implications for prevention and early identification within the learning context are discussed.
Collapse
Affiliation(s)
- Claire Selin
- Department of Human Development & Family Studies, Pennsylvania State University, 201B Henderson, University Park, PA 16802, USA.
| | - Yo Jackson
- Department of Psychology, Pennsylvania State University, 219 Moore, University Park, PA 16802, USA
| |
Collapse
|
14
|
Dokovova M, Sugden E, Cartney G, Schaeffler S, Cleland J. Tongue Shape Complexity in Children With and Without Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:2164-2183. [PMID: 37267440 DOI: 10.1044/2023_jslhr-22-00472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE This study investigates the hypothesis that younger speakers and speakers with more severe speech sound disorders are more likely to use simpler (undifferentiated) tongue gestures due to difficulties with, or immaturity of, lingual motor control. METHOD The hypothesis is tested using cross-sectional secondary data analysis of synchronous audio and high-speed ultrasound recordings from children with idiopathic speech sound disorders (n = 30, aged 5;0-12;11 [years;months]) and typically developing children (n = 29, aged 5;8-12;10), producing /a/, /t/, /ɹ/, /l/, /s/, and /ʃ/ in an intervocalic /aCa/ environment. Tongue shape complexity is measured using NINFL (Number of INFLections) and modified curvature index (MCI) from splines fitted to ultrasound images at the point of maximal lingual gesture. Age, perceived accuracy, and consonant are used as predictors. RESULTS The results suggest that as age increases, children with speech sound disorders have lower MCI compared to typically developing children. Increase in age also led to decrease of MCI for the typically developing group. In the group of children with speech sound disorders, perceptually incorrect /ɹ/ productions have lower MCI than correct productions, relative to /a/. CONCLUSIONS There is some evidence of systematic tongue shape complexity differences between typically developing children and children with speech sound disorders when accounting for increase in age. Among children with speech sound disorders, increase in age and perceptually incorrect consonant realizations are associated with decreasing tongue shape complexity.
Collapse
Affiliation(s)
- Marie Dokovova
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - Ellie Sugden
- School of Health Sciences, Western Sydney University, Richmond, New South Wales, Australia
| | - Gemma Cartney
- School of Health Sciences, Queen Margaret University, Edinburgh, United Kingdom
| | - Sonja Schaeffler
- School of Health Sciences, Queen Margaret University, Edinburgh, United Kingdom
| | - Joanne Cleland
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| |
Collapse
|
15
|
Potapova I, Combiths P, Pruitt-Lord S, Barlow J. Word-final complexity in speech sound intervention: two case studies. CLINICAL LINGUISTICS & PHONETICS 2023; 37:363-384. [PMID: 36121007 PMCID: PMC10024642 DOI: 10.1080/02699206.2022.2122082] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 08/17/2022] [Accepted: 08/17/2022] [Indexed: 05/20/2023]
Abstract
In speech sound intervention, consonant clusters promote generalisation (i.e. improvement in untreated sounds and words), ostensibly due to their relative complexity compared to other phonological targets. However, our understanding of clusters as intervention targets is largely restricted to those in word-initial position (e.g. [fl-], flip). The present study extends available work to consider the effects of word-final consonant cluster targets (e.g. [-ks]). Phonologically complex word-final clusters may be morphologically simple (e.g. mix) or morphologically complex (e.g. packs, inflected with third-person singular) - yet this cross-domain complexity remains an understudied phenomenon. Presently, two case studies provide an initial investigation of word-final cluster intervention targets for children with phonologically based speech sound disorders. Intervention targets for both Anna (3;7 [years;months]) and David (4;1) featured the phonologically complex word-final cluster [-ks], with Anna's target being morphologically simple and David's being morphologically complex. Intervention was provided in 45-minute, individual sessions three times per week for a maximum of 18 sessions. Both children demonstrated high target accuracy by intervention's end. Following intervention, both children demonstrated progress in intelligibility and ability to produce word-final consonant clusters; David further demonstrated generalisation across multiple measures. Results are interpreted with consideration of individual differences and existing research on complexity in phonological intervention. Overall, present findings motivate continued research, as manipulation of word-final complexity allows for emphasis on a context that is relevant for children with speech sound disorders, for peers with difficulties in morphology (including word-final grammatical morphemes) and for the substantial proportion of children demonstrating weaknesses in both domains.
Collapse
|
16
|
Narasimhan SV, Singh SS, Nataraja NP, Vinod SK, RathnaMala M. A Report on Cases with Communication Disorders at a Tertiary care Hospital in Mysore District of Karnataka, India: A Retrospective Study Across Five Years. Indian J Otolaryngol Head Neck Surg 2023; 75:594-599. [PMID: 37274987 PMCID: PMC10234999 DOI: 10.1007/s12070-022-03400-x] [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: 01/25/2022] [Accepted: 12/07/2022] [Indexed: 12/23/2022] Open
Abstract
Communication disorders affect an individual's social, emotional and behavioural well-being. Estimating the number of clients with various causes of communication disorders can assist in the prevention, early identification, intervention, rehabilitation and counselling process. India is the second-largest populated country with diversity in terms of culture and geography. Therefore, estimating the data on number of clients presenting with communication disorders is warranted across different parts of the country. In a retrospective study, the clinical records of cases reporting to the JSS Institute of Speech and Hearing, Mysore, for the last five years were reviewed. A total of 9511 cases diagnosed with communication disorders were included in the study. The percentage of male cases was higher than the females amongst all the types of communication disorders. The percentage of paediatric cases with speech and language disorders was the highest, followed by adult cases. Across the hearing disorders, the highest number of cases were from the adult age group, and the lowest number of hearing-disordered cases were noted in the paediatric age group throughout all five years. Among all the risk factors, perinatal history was the highest seen risk factor, and consanguinity was the lowest seen risk factor associated with communication disorders. The results of the present study revealed that among cases with communication disorders at the tertiary care hospital in Mysore, hearing impairment was one of the most commonly seen conditions, followed by child language disorders. The history of perinatal factors as a risk for communication disorders was noted in a maximum number of cases.
Collapse
Affiliation(s)
- S V Narasimhan
- JSS Institute of Speech and Hearing, Mysore, Karnataka India
| | - S Sanjana Singh
- JSS Institute of Speech and Hearing, Mysore, Karnataka India
| | - N P Nataraja
- JSS Institute of Speech and Hearing, Mysore, Karnataka India
| | - Sruthi K Vinod
- JSS Institute of Speech and Hearing, Mysore, Karnataka India
| | | |
Collapse
|
17
|
Krueger BI, Beers H, Frankenberry J. Interpretation of Misarticulated Words by Children With and Without Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1137-1147. [PMID: 36848217 DOI: 10.1044/2022_jslhr-22-00474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Children with speech sound disorders (SSDs) often struggle with forming early representations for phonemes and words, which could impact their speech production as well as their lexical access. This difficulty may limit their ability to accurately identify nonexemplar productions of words, such as developmental misarticulations produced by peers. The purpose of this study was to examine word interpretation of misarticulated words by children with SSD. METHOD Seventeen monolingual English-speaking preschoolers were assessed for language, phonological processing, and articulation skills. Participants heard three types of words: accurate productions (e.g., "leaf"), common misarticulated productions (e.g., "weaf"), uncommon misarticulated productions (e.g., "yeaf"), and unrelated nonwords (e.g., "gim"). Children were presented with these words aurally and asked to select the picture that matched what they heard-either a real object or a blank square. RESULTS The proportion of real object picture selections was calculated for each word type and compared within subjects. The findings indicate that children with SSD reliably associated common misarticulated words with pictured objects more frequently than they did in the uncommon misarticulation condition. These results were compared between subjects to typically developing (TD) peers' responses using a one-way analysis of variance. The results indicate that children with SSD identified common substitutions as real object pictures more often than TD peers. CONCLUSION The results of this study suggest that children with SSD are sensitive to the commonness of misarticulations; however, they accept common substitutions as real object pictures significantly more often than TD peers.
Collapse
|
18
|
Hafeez H, Yasmin T, Raza MH, Mubarak L, Ashraf K, Samra MM, Basra MAR. Receptive vocabulary, memory span, and speech articulation in Pakistani children with developmental language disorders. Child Neuropsychol 2023; 29:391-412. [PMID: 35723553 PMCID: PMC11318491 DOI: 10.1080/09297049.2022.2087866] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 06/03/2022] [Indexed: 10/18/2022]
Abstract
This study aimed to find the association of receptive vocabulary in the development of speech and language among school-going children (4-13 years) with language disorders. On the basis of non-verbal receptive vocabulary and percentage correct consonants (PCC) scores, children from public schools in Punjab, Pakistan with speech and language issues were separated into three groups; Speech sound disordered (SSD, N = 15), Language Impaired (LI) comorbid with SSD (N = 42) and typically developed (TD, N = 15). Urdu version of Peabody picture vocabulary test, fourth edition (U-PPVT-4), Digit memory test (DMT), and Test for assessment of articulation and phonology in Urdu (TAAPU) were used to assess non-verbal receptive vocabulary, Short-term memory (STM), Working memory (WM), and SSD. Correlation and regression analyses were performed to find the association of receptive vocabulary with other measures used. Receptive vocabulary, STM, WM, omission, substitution, and PCC scores were significantly different (p < 0.01) when compared among LI+SSD, SSD, and TD groups. Regression analysis showed that receptive vocabulary was significantly associated with STM and WM in the LI+SSD group. A positive correlation was found between the U-PPVT-4 standard score with STM and WM for LI+SSD and SSD groups. Our findings in Urdu-speaking children suggested that STM and WM were less developed in children with speech and language impairments. Moreover, children with speech and language deficits not only had weaker receptive vocabulary but also attention should be given to improving STM and WM that contribute to LI.
Collapse
Affiliation(s)
- Huma Hafeez
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | - Tahira Yasmin
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | | | - Lubna Mubarak
- Education Department, Government Graduate College for Women, Lahore, Pakistan
- Department of Education, Virtual University, Lahore, Pakistan
| | - Komal Ashraf
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | - Malka M. Samra
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | - Muhammad Asim Raza Basra
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| |
Collapse
|
19
|
Dailey S, Bergelson E. Talking to talkers: Infants' talk status, but not their gender, is related to language input. Child Dev 2023; 94:478-496. [PMID: 36458329 PMCID: PMC10478774 DOI: 10.1111/cdev.13872] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Prior research points to gender differences in some early language skills, but is inconclusive about the mechanisms at play, providing evidence that both infants' early input and productions may differ by gender. This study examined the linguistic input and early productions of 44 American English-learning infants (93% White) in a longitudinal sample of home recordings collected at 6-17 months (in 2014-2016). Girls produced more unique words than boys (Cohen's d = .67) and this effect grew with age, but there were no significant gender differences in language input (d = .22-.24). Instead, caregivers talked more to infants who had begun to talk (d = .93-.97), regardless of gender. Therefore, prior results highlighting gender-based input differences may have been due, at least partly, to this talking-to-talkers effect.
Collapse
Affiliation(s)
- Shannon Dailey
- Department of Psychology and Neuroscience, Duke University
| | | |
Collapse
|
20
|
Harding S, Burr S, Cleland J, Stringer H, Wren Y. Outcome measures for children with speech sound disorder: an umbrella review protocol. BMJ Open 2023; 13:e068945. [PMID: 36797019 PMCID: PMC9936291 DOI: 10.1136/bmjopen-2022-068945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/18/2023] Open
Abstract
INTRODUCTION Speech sound disorder (SSD) describes a 'persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication'. There is a need to establish which care pathways are most effective and efficient for children with SSD. Comparison of care pathways requires clearly defined, evidence-based interventions and agreement on how to measure the outcomes. At present, no list of assessments, interventions or outcomes exists.The objective of this paper is to provide a rigorous and detailed protocol for an umbrella review of assessments, interventions and outcomes that target SSD in children. The protocol details the development of a search strategy and trial of an extraction tool. METHODS AND ANALYSES The umbrella review has been registered with PROSPERO (CRD42022316284). Papers included can use a review methodology of any sort but must include children of any age, with an SSD of unknown origin. In accordance with the Joanna Briggs Institute scoping review methods guidelines, an initial search of the Ovid Emcare and Ovid Medline databases was conducted. Following this, a final search strategy for these databases were produced. A draft extraction form was developed. ETHICS AND DISSEMINATION Ethical approval is not needed for an umbrella review protocol. Following the systematic development of an initial search strategy and extraction form, an umbrella review of this topic can take place. Dissemination of findings will be through peer-reviewed publications, social media, and patient and public engagement.
Collapse
Affiliation(s)
- Sam Harding
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Westbury on Trym, UK
- Department of Research and Innoviation, North Bristol NHS Trust, Westbury on Trym, UK
| | - Sam Burr
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Westbury on Trym, UK
| | - Joanne Cleland
- Department of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK
| | - Helen Stringer
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Westbury on Trym, UK
- Bristol Dental School, University of Bristol, Bristol, UK
| |
Collapse
|
21
|
Yasmin T, Hafeez H, Sadia A, Lubna M, Tarar SA, Raza MH, Basra MAR. Working memory span and receptive vocabulary assessment in Urdu speaking children with speech sound disorder. Acta Psychol (Amst) 2022; 231:103777. [PMID: 36356337 PMCID: PMC11318477 DOI: 10.1016/j.actpsy.2022.103777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 10/13/2022] [Accepted: 10/17/2022] [Indexed: 11/09/2022] Open
Abstract
Emerging evidence suggests that impaired speech may be related to reduced working memory (WM). The current study aimed to validate and compare the influence of articulation, short-term memory (STM), WM, and receptive vocabulary abilities of Pakistani children with speech sound disorder (SSD; N = 50) versus typically developing (TD; N = 30) children aged 7-13 years. Assessments included the Test for Assessment of Articulation and Phonology in Urdu (TAAPU), Peabody Picture Vocabulary Test-4, translated to Urdu (U-PPVT-4), and Digit Memory Test (DMT) used to determine speech articulation, receptive vocabulary, and memory abilities respectively. The percentage correct consonants (PCC) score was used to divide the SSD group further into SSD severity groups. The TD and SSD groups significantly differed in performance on all tasks (p < 0.05). Moreover, the SSD severity groups showed significant differences (p < 0.0001) in performance on different components of TAAPU (total errors and substitution errors) and DMT tasks. However, the SSD severity groups did not show significant differences in performance on the U-PPVT-4. Correlational analyses indicate statistically significant correlations of PCC with STM, WM, and receptive vocabulary. Regression analyses suggested that both WM and STM contribute to speech intelligibility in children with SSD. Our findings in Urdu-speaking children support previous results in English-speaking children suggesting the articulation skills, receptive vocabulary, STM, and WM were less developed in children with SSD than in TD children.
Collapse
Affiliation(s)
- Tahira Yasmin
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | - Huma Hafeez
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | - Aatika Sadia
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | - Mubarak Lubna
- Department of Education, Govt. Graduate College for Women, Alipurchatha, Gujranwala, Pakistan; Department of Education, Virtual University, Lahore, Punjab, Pakistan
| | - Sharmeen Aslam Tarar
- Centre for Clinical Psychology, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | | | - Muhammad Asim Raza Basra
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan.
| |
Collapse
|
22
|
Yoon JA, An SW, Choi YS, Seo JS, Yoon SJ, Kim SY, Shin YB. Correlation of Language Assessment Batteries of Toddlers With Developmental Language Delay. Ann Rehabil Med 2022; 46:256-262. [DOI: 10.5535/arm.22045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Accepted: 08/22/2022] [Indexed: 11/09/2022] Open
Abstract
Objective To analyze the correlation between standardized language assessment batteries of toddlers and developmental language delays.Methods A total of 319 children with suspected language developmental delays were enrolled in this study retrospectively. They underwent the Receptive and Expressive Vocabulary Test (REVT) for vocabulary development assessment and at least one of two language assessment batteries: The Sequenced Language Scale for Infants (SELSI) or the Preschool Receptive-Expressive Language Scale (PRES) for language development assessment. The correlation of the results for receptive and expressive language between the scales were analyzed.Results The participants were divided into two groups: SELSI and REVT (n=45) and PRES and REVT (n=273). When the children’s results were classified into groups (average, mild delay, and delay), receptive and expressive scores were significantly correlated with each other in both SELSI-REVT and PRES-REVT groups. In addition, the correlation of mean developmental age between tests are analyzed. In the SELSI-REVT group, there was weak correlation of mean developmental age between tests for receptive and expressive language. In the PRES-REVT group, there was a strong positive correlation of mean developmental age for receptive and expressive language in children aged >36 months. Attention deficits during the test was found to be the statistically significant factor affecting the differences between the tests. The odds ratios for receptive and expressive language were 2.60 (95% confidence interval,1.15–5.84) and 1.94 (95% confidence interval, 1.15–3.27), respectively.Conclusion This study examined the correlations and influencing factors between language development evaluation tools for toddlers. An integrated interpretation of comprehensive language and vocabulary evaluation tools may be possible in children older than 3 years of language developmental age.
Collapse
|
23
|
Diepeveen S, Terband H, van Haaften L, van de Zande AM, Megens-Huigh C, de Swart B, Maassen B. Process-Oriented Profiling of Speech Sound Disorders. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1502. [PMID: 36291438 PMCID: PMC9600371 DOI: 10.3390/children9101502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Revised: 09/19/2022] [Accepted: 09/26/2022] [Indexed: 11/16/2022]
Abstract
The differentiation between subtypes of speech sound disorder (SSD) and the involvement of possible underlying deficits is part of ongoing research and debate. The present study adopted a data-driven approach and aimed to identify and describe deficits and subgroups within a sample of 150 four to seven-year-old Dutch children with SSD. Data collection comprised a broad test battery including the Computer Articulation Instrument (CAI). Its tasks Picture Naming (PN), NonWord Imitation (NWI), Word and NonWord Repetition (WR; NWR) and Maximum Repetition Rate (MRR) each render a variety of parameters (e.g., percentage of consonants correct) that together provide a profile of strengths and weaknesses of different processes involved in speech production. Principal Component Analysis on the CAI parameters revealed three speech domains: (1) all PN parameters plus three parameters of NWI; (2) the remaining parameters of NWI plus WR and NWR; (3) MRR. A subsequent cluster analysis revealed three subgroups, which differed significantly on intelligibility, receptive vocabulary, and auditory discrimination but not on age, gender and SLPs diagnosis. The clusters could be typified as three specific profiles: (1) phonological deficit; (2) phonological deficit with motoric deficit; (3) severe phonological and motoric deficit. These results indicate that there are different profiles of SSD, which cover a spectrum of degrees of involvement of different underlying problems.
Collapse
Affiliation(s)
- Sanne Diepeveen
- HAN University of Applied Sciences, 6524 TM Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Department of Rehabilitation, Radboud University Medical Center, 6525 AJ Nijmegen, The Netherlands
| | - Hayo Terband
- Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA 52242, USA
| | - Leenke van Haaften
- Donders Institute for Brain, Cognition and Behaviour, Department of Rehabilitation, Radboud University Medical Center, 6525 AJ Nijmegen, The Netherlands
| | | | | | - Bert de Swart
- HAN University of Applied Sciences, 6524 TM Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Department of Rehabilitation, Radboud University Medical Center, 6525 AJ Nijmegen, The Netherlands
| | - Ben Maassen
- Centre for Language and Cognition, Groningen University, 9712 EK Groningen, The Netherlands
| |
Collapse
|
24
|
Kabakoff H, Gritsyk O, Harel D, Tiede M, Preston JL, Whalen DH, McAllister T. Characterizing sensorimotor profiles in children with residual speech sound disorder: a pilot study. JOURNAL OF COMMUNICATION DISORDERS 2022; 99:106230. [PMID: 35728449 PMCID: PMC9464712 DOI: 10.1016/j.jcomdis.2022.106230] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 03/18/2022] [Accepted: 06/02/2022] [Indexed: 06/04/2023]
Abstract
PURPOSE Children with speech errors who have reduced motor skill may be more likely to develop residual errors associated with lifelong challenges. Drawing on models of speech production that highlight the role of somatosensory acuity in updating motor plans, this pilot study explored the relationship between motor skill and speech accuracy, and between somatosensory acuity and motor skill in children. Understanding the connections among sensorimotor measures and speech outcomes may offer insight into how somatosensation and motor skill cooperate during speech production, which could inform treatment decisions for this population. METHOD Twenty-five children (ages 9-14) produced syllables in an /ɹ/ stimulability task before and after an ultrasound biofeedback treatment program targeting rhotics. We first tested whether motor skill (as measured by two ultrasound-based metrics of tongue shape complexity) predicted acoustically measured accuracy (the normalized difference between the second and third formant frequencies). We then tested whether somatosensory acuity (as measured by an oral stereognosis task) predicted motor skill, while controlling for auditory acuity. RESULTS One measure of tongue shape complexity was a significant predictor of accuracy, such that higher tongue shape complexity was associated with lower accuracy at pre-treatment but higher accuracy at post-treatment. Based on the same measure, children with better somatosensory acuity produced /ɹ/ tongue shapes that were more complex, but this relationship was only present at post-treatment. CONCLUSION The predicted relationships among somatosensory acuity, motor skill, and acoustically measured /ɹ/ production accuracy were observed after treatment, but unexpectedly did not hold before treatment. The surprising finding that greater tongue shape complexity was associated with lower accuracy at pre-treatment highlights the importance of evaluating tongue shape patterns (e.g., using ultrasound) prior to treatment, and has the potential to suggest that children with high tongue shape complexity at pre-treatment may be good candidates for ultrasound-based treatment.
Collapse
Affiliation(s)
- Heather Kabakoff
- Department of Communicative Sciences and Disorders, New York University, 665 Broadway Floor 9, New York, NY, 10012, USA.
| | - Olesia Gritsyk
- Department of Communicative Sciences and Disorders, New York University, 665 Broadway Floor 9, New York, NY, 10012, USA
| | - Daphna Harel
- Center for the Practice and Research at the Intersection of Information, Society, and Methodology, New York University, 246 Greene Street Floor 2, New York, NY, 10003, USA
| | - Mark Tiede
- Haskins Laboratories, Yale University, 300 George Street Suite 900, New Haven, CT 06511, USA
| | - Jonathan L Preston
- Haskins Laboratories, Yale University, 300 George Street Suite 900, New Haven, CT 06511, USA; Department of Communication Sciences and Disorders, Syracuse University, 621 Skytop Road Suite 1200, Syracuse, NY, 13244, USA
| | - D H Whalen
- Haskins Laboratories, Yale University, 300 George Street Suite 900, New Haven, CT 06511, USA; Department of Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, 365 Fifth Avenue Floor 5, New York, NY, 10016, USA; Linguistics Department, Yale University, 370 Temple St, New Haven, CT, 06511, USA
| | - Tara McAllister
- Department of Communicative Sciences and Disorders, New York University, 665 Broadway Floor 9, New York, NY, 10012, USA
| |
Collapse
|
25
|
McAllister T, Eads A, Kabakoff H, Scott M, Boyce S, Whalen DH, Preston JL. Baseline Stimulability Predicts Patterns of Response to Traditional and Ultrasound Biofeedback Treatment for Residual Speech Sound Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2860-2880. [PMID: 35944047 PMCID: PMC9911120 DOI: 10.1044/2022_jslhr-22-00161] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Revised: 05/10/2022] [Accepted: 05/10/2022] [Indexed: 05/26/2023]
Abstract
PURPOSE This study aimed to identify predictors of response to treatment for residual speech sound disorder (RSSD) affecting English rhotics. Progress was tracked during an initial phase of traditional motor-based treatment and a longer phase of treatment incorporating ultrasound biofeedback. Based on previous literature, we focused on baseline stimulability and sensory acuity as predictors of interest. METHOD Thirty-three individuals aged 9-15 years with residual distortions of /ɹ/ received a course of individual intervention comprising 1 week of intensive traditional treatment and 9 weeks of ultrasound biofeedback treatment. Stimulability for /ɹ/ was probed prior to treatment, after the traditional treatment phase, and after the end of all treatment. Accuracy of /ɹ/ production in each probe was assessed with an acoustic measure: normalized third formant (F3)-second formant (F2) distance. Model-based clustering analysis was applied to these acoustic measures to identify different average trajectories of progress over the course of treatment. The resulting clusters were compared with respect to acuity in auditory and somatosensory domains. RESULTS All but four individuals were judged to exhibit a clinically significant response to the combined course of treatment. Two major clusters were identified. The "low stimulability" cluster was characterized by very low accuracy at baseline, minimal response to traditional treatment, and strong response to ultrasound biofeedback. The "high stimulability" group was more accurate at baseline and made significant gains in both traditional and ultrasound biofeedback phases of treatment. The clusters did not differ with respect to sensory acuity. CONCLUSIONS This research accords with clinical intuition in finding that individuals who are more stimulable at baseline are more likely to respond to traditional intervention, whereas less stimulable individuals may derive greater relative benefit from biofeedback. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20422236.
Collapse
Affiliation(s)
- Tara McAllister
- Department of Communicative Sciences and Disorders, New York University, NY
| | - Amanda Eads
- Department of Communicative Sciences and Disorders, New York University, NY
| | - Heather Kabakoff
- Department of Neurology, Grossman School of Medicine, New York University, NY
| | - Marc Scott
- Department of Applied Statistics, Social Science, and Humanities, New York University, NY
| | - Suzanne Boyce
- Haskins Laboratories, New Haven, CT
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - D. H. Whalen
- Haskins Laboratories, New Haven, CT
- Program in Speech-Language-Hearing Sciences, Graduate School and University Center, City University of New York, NY
| | - Jonathan L. Preston
- Haskins Laboratories, New Haven, CT
- Department of Communication Sciences and Disorders, Syracuse University, NY
| |
Collapse
|
26
|
Peter B, Davis J, Finestack L, Stoel-Gammon C, VanDam M, Bruce L, Kim Y, Eng L, Cotter S, Landis E, Beames S, Scherer N, Knerr I, Williams D, Schrock C, Potter N. Translating principles of precision medicine into speech-language pathology: Clinical trial of a proactive speech and language intervention for infants with classic galactosemia. HGG ADVANCES 2022; 3:100119. [PMID: 35677809 PMCID: PMC9168611 DOI: 10.1016/j.xhgg.2022.100119] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 05/16/2022] [Indexed: 11/18/2022] Open
Abstract
Precision medicine is an emerging approach to managing disease by taking into consideration an individual's genetic and environmental profile toward two avenues to improved outcomes: prevention and personalized treatments. This framework is largely geared to conditions conventionally falling into the field of medical genetics. Here, we show that the same avenues to improving outcomes can be applied to conditions in the field of behavior genomics, specifically disorders of spoken language. Babble Boot Camp (BBC) is the first comprehensive and personalized program designed to proactively mitigate speech and language disorders in infants at predictable risk by fostering precursor and early communication skills via parent training. The intervention begins at child age 2 to 5 months and ends at age 24 months, with follow-up testing at 30, 42, and 54 months. To date, 44 children with a newborn diagnosis of classic galactosemia (CG) have participated in the clinical trial of BBC. CG is an inborn error of metabolism of genetic etiology that predisposes up to 85% of children to severe speech and language disorders. Of 13 children with CG who completed the intervention and all or part of the follow-up testing, only one had disordered speech and none had disordered language skills. For the treated children who completed more than one assessment, typical speech and language skills were maintained over time. This shows that knowledge of genetic risk at birth can be leveraged toward proactive and personalized management of a disorder that manifests behaviorally.
Collapse
Affiliation(s)
- Beate Peter
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Jennifer Davis
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Lizbeth Finestack
- Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN, USA
| | | | - Mark VanDam
- Speech and Hearing Sciences, Washington State University, Spokane, WA, USA
| | - Laurel Bruce
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Yookyung Kim
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Linda Eng
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Sarah Cotter
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Emily Landis
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Sam Beames
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Nancy Scherer
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Ina Knerr
- National Centre for Inherited Metabolic Disorders, Children’s Health Ireland at Temple Street, Dublin, Ireland
| | - Delaney Williams
- Speech and Hearing Sciences, Washington State University, Spokane, WA, USA
| | - Claire Schrock
- Speech and Hearing Sciences, Washington State University, Spokane, WA, USA
| | - Nancy Potter
- Speech and Hearing Sciences, Washington State University, Spokane, WA, USA
| |
Collapse
|
27
|
Malocclusion in children with speech sound disorders and motor speech involvement: a cross-sectional clinical study in Swedish children. Eur Arch Paediatr Dent 2022; 23:619-628. [PMID: 35776286 PMCID: PMC9338153 DOI: 10.1007/s40368-022-00728-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Accepted: 06/10/2022] [Indexed: 11/27/2022]
Abstract
OBJECTIVES The objectives of this study were to investigate the occurrence, types and severity of malocclusions in children with speech sound disorder (SSD) persisting after 6 years of age, and to compare these findings to a control group of children with typical speech development (TSD). METHODS In total, 105 children were included: 61 with SSD and motor speech involvement (mean age 8:5 ± 2:8 years; range 6:0-16:7 years, 14 girls and 47 boys) and 44 children with TSD (mean age 8:8 ± 1:6; range 6:0-12:2 years, 19 girls and 25 boys). Extra-oral and intra-oral examinations were performed by an orthodontist. The severity of malocclusion was scored using the IOTN-DHC Index. RESULTS There were differences between the SSD and TSD groups with regard to the prevalence, type, and severity of malocclusions; 61% of the children in the SSD group had a malocclusion, as compared to 29% in the TSD group. In addition, the malocclusions in the SSD group were rated as more severe. Functional posterior crossbite and habitual lateral and/or anterior shift appeared more frequently in the SSD group. Class III malocclusion, anterior open bite and scissors bite were found only in the SSD group. CONCLUSION Children with SSD and motor speech involvement are more likely to have a higher prevalence of and more severe malocclusions than children with TSD.
Collapse
|
28
|
Farquharson K, Tambyraja S. Introduction: Innovations in Treatment for Children With Speech Sound Disorders. Lang Speech Hear Serv Sch 2022; 53:627-631. [PMID: 35763415 DOI: 10.1044/2022_lshss-22-00065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE There is a clear need for effective and efficient interventions for children with speech sound disorder (SSD) that can be implemented in both clinical and school-based settings. METHOD This forum was created for any clinician who treats SSDs. We asked the invited authors to include immediately actionable information, such as therapy activities, tips for goal writing or progress monitoring, assessment processes, and frameworks for conversations with parents. RESULTS We have curated nine scientifically based articles that highlight the heterogeneity of SSDs and how various subpopulations require uniquely tailored interventions. Some children with SSDs require treatment approaches that are more heavily embedded in phonological theories (e.g., maximal or multiple oppositions) or that extend beyond speech production and include speech perception and phonological awareness skills. Clinicians also need to be mindful of not only which sounds are affected, but which kinds of errors a child is making. For instance, lateral lisps and residual speech sound errors should be evaluated and treated differently from other kinds of speech sound errors. There are certainly subpopulations of children with SSDs for whom there is extremely limited data upon which speech-language pathologists can base clinical decisions, such as children under the age of 3 years or children who are multilingual. Finally, there is a crucial need to better understand the social-emotional impacts of SSDs. Tools to aid in including social-emotional data within assessment and intervention outcomes are also included in this forum. CONCLUSION The traditional articulation approach is the most commonly used approach in school-based settings; however, there are many children for whom this approach is not appropriate. We hope to provide a robust resource for busy school-based speech-language pathologists who treat children with SSD-specifically, we hope clinicians embrace the opportunity to "think outside the box" of traditional articulation therapy.
Collapse
Affiliation(s)
- Kelly Farquharson
- Florida State University, School of Communication Science and Disorders, Tallahassee, FL
| | - Sherine Tambyraja
- The Ohio State University, Crane Center for Early Childhood Research and Policy, Columbus, OH
| |
Collapse
|
29
|
Mogren Å, Sand A, Havner C, Sjögreen L, Westerlund A, Agholme MB, Mcallister A. Children and adolescents with speech sound disorders are more likely to have orofacial dysfunction and malocclusion. Clin Exp Dent Res 2022; 8:1130-1141. [PMID: 35723352 PMCID: PMC9562821 DOI: 10.1002/cre2.602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 05/19/2022] [Accepted: 05/24/2022] [Indexed: 11/08/2022] Open
Abstract
Background Children with speech sound disorders (SSD) form a heterogeneous group that differs in terms of underlying cause and severity of speech difficulties. Orofacial dysfunction and malocclusions have been reported in children with SSD. However, the association is not fully explored. Objectives Our aims were to describe differences in orofacial function and malocclusion between a group of children and adolescents with compared to without SSD and to explore associations between those parameters among the group with SSD. Methods A total of 105 participants were included, 61 children with SSD (6.0–16.7 years, mean age 8.5 ± 2.8, 14 girls and 47 boys) and 44 children with typical speech development (TSD) (6.0–12.2 years, mean age 8.8 ± 1.6, 19 girls and 25 boys). Assessments of orofacial function included an orofacial screening test and assessment of bite force, jaw stability, chewing efficiency, and intraoral sensory‐motor function. Possible malocclusions were also assessed. Result Children with SSD had both poorer orofacial function and a greater prevalence of malocclusion than children with TSD. Furthermore, children with SSD and poorer orofacial function had a greater risk of malocclusion. Conclusion Our result suggests that children with SSD are more prone to having poorer orofacial function and malocclusion than children with TSD. This illustrates the importance of assessing coexisting orofacial characteristics in children with SSD, especially since orofacial dysfunction may be linked to an increased risk of malocclusion. This result highlights the need for a multiprofessional approach.
Collapse
Affiliation(s)
- Åsa Mogren
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Speech and Language Pathology Karolinska Institutet Stockholm Sweden
- Public Dental Service Mun‐H‐Center, Orofacial Resource Centre for Rare Diseases Gothenburg Sweden
| | - Anders Sand
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Speech and Language Pathology Karolinska Institutet Stockholm Sweden
| | - Christina Havner
- Public Dental Service Mun‐H‐Center, Orofacial Resource Centre for Rare Diseases Gothenburg Sweden
- Department of Orthodontics, Institute of Odontology, Sahlgrenska Academy Gothenburg University Gothenburg Sweden
| | - Lotta Sjögreen
- Public Dental Service Mun‐H‐Center, Orofacial Resource Centre for Rare Diseases Gothenburg Sweden
| | - Anna Westerlund
- Department of Orthodontics, Institute of Odontology, Sahlgrenska Academy Gothenburg University Gothenburg Sweden
| | - Monica Barr Agholme
- Department of Dental Medicine, Division of Orthodontics and Pediatric Dentistry Karolinska Institutet Stockholm Sweden
| | - Anita Mcallister
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Speech and Language Pathology Karolinska Institutet Stockholm Sweden
- Medical Unit Speech and Language Pathology, Women's Health and Allied Health Professionals Theme Karolinska University Hospital Stockholm Sweden
| |
Collapse
|
30
|
Simões-Zenari M, Santos Batista GK, de Oliveira Pagan-Neves L, Nemr K, Wertzner HF. Acoustic voice and spectrographic measures in children with the phonological process of devoicing. Int J Pediatr Otorhinolaryngol 2022; 157:111137. [PMID: 35427996 DOI: 10.1016/j.ijporl.2022.111137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Revised: 04/06/2022] [Accepted: 04/09/2022] [Indexed: 11/28/2022]
Abstract
INTRODUCTION Children with speech sound disorders (SSDs) who present the devoicing of plosive and/or fricative sounds may have difficulties with glottal respiratory control. OBJECTIVE To analyze acoustic vocal measures, spectrographic aspects and the risk of dysphonia among children with devoicing SDDs and compare the results with those of other groups of children. METHODS Twenty-five boys aged between six and 12 years participated. They were divided into four groups: the SSD-devoicing (PPDG), dysphonia (DG), SSDs other than devoicing (PPOG) and control groups (CG). The vocal tasks were recorded, and perceptual-auditory and acoustic voice analyses were performed. The children's parents answered questions about voice-related aspects (to determine a dysphonia risk score). All data were compared among the groups. RESULTS Due to the sample size, an effect size analysis was considered, and the results showed possible differences between the PPDG and the other groups in measures of fundamental frequency (F0), jitter, shimmer, harmonic-to-noise ratio, maximum frequency of harmonic definition and dysphonia risk score. CONCLUSIONS The PPDG showed a high F0 and abnormal jitter and shimmer values. Although the voices of the children in this group had more harmonics than noise, the maximum frequency for defining the harmonics was very restricted. The PPDG had the lowest dysphonia risk score among all of the groups. Variations in F0, jitter and shimmer may indicate difficulties with controlling vocal adjustments, which appear to be hyperfunctional and not to impact vocal projection or voicing.
Collapse
Affiliation(s)
- Marcia Simões-Zenari
- Speech Therapy, Physiotherapy and Occupational Therapy Departament, The Universidade de Sao Paulo Medical School, Rua Cipotanea, 51, CEP 05360-000, Sao Paulo, SP, Brazil.
| | - Giovana Kaila Santos Batista
- Speech Therapy, Physiotherapy and Occupational Therapy Departament, The Universidade de Sao Paulo Medical School, Rua Cipotanea, 51, CEP 05360-000, Sao Paulo, SP, Brazil
| | - Luciana de Oliveira Pagan-Neves
- Speech Therapy, Physiotherapy and Occupational Therapy Departament, The Universidade de Sao Paulo Medical School, Rua Cipotanea, 51, CEP 05360-000, Sao Paulo, SP, Brazil
| | - Katia Nemr
- Speech Therapy, Physiotherapy and Occupational Therapy Departament, The Universidade de Sao Paulo Medical School, Rua Cipotanea, 51, CEP 05360-000, Sao Paulo, SP, Brazil
| | - Haydée Fiszbein Wertzner
- Speech Therapy, Physiotherapy and Occupational Therapy Departament, The Universidade de Sao Paulo Medical School, Rua Cipotanea, 51, CEP 05360-000, Sao Paulo, SP, Brazil
| |
Collapse
|
31
|
To CKS, McLeod S, Sam KL, Law T. Predicting Which Children Will Normalize Without Intervention for Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1724-1741. [PMID: 35381182 DOI: 10.1044/2022_jslhr-21-00444] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The speech of some children does not follow a typical normalization trajectory, and they develop speech sound disorders (SSD). This study investigated predictive correlates of speech sound normalization in children who were at risk of SSD. METHOD A prospective population cohort study of 845 Cantonese-speaking preschoolers was conducted over 2.5 years to examine (a) children who resolved nonadult realizations of consonants (normalized) and (b) those who had persisting speech sound difficulties (did not normalize). From these 845, a sample of 82 participants characterized as having SSD (1.25 SDs below the mean in a standardized speech assessment, with a delay in initial consonant acquisition or with one or more atypical errors) was followed for 2 years at 6-month intervals or until the completion of their initial consonant inventory. Data from 43 children who did not receive speech-language pathology services were analyzed with survival analysis to model time to normalization while controlling for covariates. The target event (outcome) was the completion of their initial consonant inventory. RESULTS Under the no-intervention condition, the estimated median time to normalization was 6.59 years of age. Children who were more likely to normalize or normalized in a shorter time were stimulable to all errors and more intelligible as rated by caregivers using the Intelligibility in Context Scale. Those who showed atypical error patterns did not necessarily take longer to normalize. Similarly, expressive language ability was not significantly associated with speech normalization. CONCLUSIONS Stimulability and intelligibility were more useful prognostic factors of speech normalization when compared to (a)typicality of error patterns and expressive language ability. Children with low intelligibility and poor stimulability should be prioritized for speech-language pathology services given that their speech errors are less likely to resolve naturally.
Collapse
Affiliation(s)
| | - Sharynne McLeod
- Charles Sturt University, Bathurst, New South Wales, Australia
| | - Ka Lam Sam
- The University of Hong Kong, Hong Kong SAR, China
| | - Thomas Law
- The Chinese University of Hong Kong, Hong Kong SAR, China
| |
Collapse
|
32
|
POYRAZ A, GUL F. Gelişimsel Dil Bozukluğu Olan ve Olmayan Okul Öncesi Çocuklarda İletişim Becerileri, Ebeveyn Tutumları ve Ebeveynin Stres Düzeyinin Değerlendirilmesi. İSTANBUL GELIŞIM ÜNIVERSITESI SAĞLIK BILIMLERI DERGISI 2022. [DOI: 10.38079/igusabder.977376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
|
33
|
Mountford HS, Braden R, Newbury DF, Morgan AT. The Genetic and Molecular Basis of Developmental Language Disorder: A Review. CHILDREN (BASEL, SWITZERLAND) 2022; 9:586. [PMID: 35626763 PMCID: PMC9139417 DOI: 10.3390/children9050586] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 03/28/2022] [Accepted: 04/12/2022] [Indexed: 01/05/2023]
Abstract
Language disorders are highly heritable and are influenced by complex interactions between genetic and environmental factors. Despite more than twenty years of research, we still lack critical understanding of the biological underpinnings of language. This review provides an overview of the genetic landscape of developmental language disorders (DLD), with an emphasis on the importance of defining the specific features (the phenotype) of DLD to inform gene discovery. We review the specific phenotype of DLD in the genetic literature, and the influence of historic variation in diagnostic inclusion criteria on researchers' ability to compare and replicate genotype-phenotype studies. This review provides an overview of the recently identified gene pathways in populations with DLD and explores current state-of-the-art approaches to genetic analysis based on the hypothesised architecture of DLD. We will show how recent global efforts to unify diagnostic criteria have vastly increased sample size and allow for large multi-cohort metanalyses, leading the identification of a growing number of contributory loci. We emphasise the important role of estimating the genetic architecture of DLD to decipher underlying genetic associations. Finally, we explore the potential for epigenetics and environmental interactions to further unravel the biological basis of language disorders.
Collapse
Affiliation(s)
- Hayley S. Mountford
- Department of Biological and Medical Sciences, Oxford Brookes University, Oxford OX3 0BP, UK; (H.S.M.); (D.F.N.)
| | - Ruth Braden
- Murdoch Children’s Research Institute, Royal Children’s Hospital, Melbourne 3052, Australia;
| | - Dianne F. Newbury
- Department of Biological and Medical Sciences, Oxford Brookes University, Oxford OX3 0BP, UK; (H.S.M.); (D.F.N.)
| | - Angela T. Morgan
- Murdoch Children’s Research Institute, Royal Children’s Hospital, Melbourne 3052, Australia;
| |
Collapse
|
34
|
Arnold HL, Plante E, Vance R. Translating Enhanced Conversational Recast to a Telepractice Setting. Lang Speech Hear Serv Sch 2022; 53:275-289. [PMID: 35104418 DOI: 10.1044/2021_lshss-21-00051] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This investigation adapted a well-studied language treatment method, Enhanced Conversational Recast, paired with auditory bombardment to a teletherapy format. METHOD The study used a single case series approach (n = 7) to determine the feasibility of teletherapy with children ages 5 and 6 years of age. Treatment targeted grammatical errors in the context of dialogic reading and craft activities. Clinicians administered 24 doses in the form of focused conversational recasting, followed by 12 doses consisting of simple sentences containing the grammatical forms targeted for remediation. Children were treated for up to 26 sessions, with four children treated on consecutive weekdays and three treated twice a week. Treatment progress was operationalized as generalization of target grammatical forms to untreated linguistic contexts, as well as spontaneous use of the treated form. To control for nontreatment effects, generalization of an untreated form was also tracked throughout the treatment period. RESULTS Six of the seven children showed clinically meaningful gains in the use of the grammatical forms targeted for treatment within the treatment period. This was true for children enrolled in both treatment schedules. Learning for treated forms was retained after treatment was discontinued. In comparison, no change was seen for untreated forms for six of the seven children. CONCLUSIONS The results suggest that this treatment method is feasible in a telepractice format, even with young children. The range of individual results is generally comparable to previous face-to-face versions of this treatment.
Collapse
Affiliation(s)
- Haley L Arnold
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Rebecca Vance
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| |
Collapse
|
35
|
van Noort-van der Spek IL, Dudink J, Reiss IK, Franken MCJP. Early Speech Sound Production and Its Trajectories in Very Preterm Children From 2 to 4 Years of Age. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1294-1310. [PMID: 35263167 DOI: 10.1044/2021_jslhr-21-00388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Very preterm (VPT) children are at risk for speech and language problems throughout school age. However, little is known about early speech sound production in these children. This study aims to present a detailed description of early speech sound production and its trajectories in VPT children from 2 to 4 years of age. In addition, this study aimed to determine if early speech sound production is associated with speech production and expressive language function at 4 years of age. METHOD In 63 VPT children (< 32 weeks of gestation, 41 boys, mean gestational age = 28.8 weeks, mean birth weight = 1,135 g), speech sound production was assessed by naturalistic speech analysis at 2 years of corrected age and speech and language function by standardized tests at 4 years of age. RESULTS Speech sound production was found to be abnormal in 49% of the VPT children at 2 years of age and in 19% at 4 years of age. Four different speech production trajectories from 2 to 4 years of age could be identified: a normal trajectory, an abnormal trajectory, a catch-up trajectory, and a growing-into-deficit trajectory. Early speech production, defined by the number of acquired consonants at 2 years of age, significantly predicted the word production score at 4 years of age and the sentence production score at 4 years of age. CONCLUSIONS Compared to the general population, an alarmingly high proportion of VPT children showed speech production problems at 2 years of age. About half of these children showed persistent speech problems at 4 years of age. Moreover, these problems were associated with expressive language problems at the age of 4 years. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19310822.
Collapse
Affiliation(s)
- Inge L van Noort-van der Spek
- Department of Otorhinolaryngology, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
| | - Jeroen Dudink
- Division of Neonatology, Department of Pediatrics, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
- Division of Neonatology, Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Centre, Utrecht, the Netherlands
| | - Irwin K Reiss
- Division of Neonatology, Department of Pediatrics, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
| | - Marie-Christine J P Franken
- Department of Otorhinolaryngology, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
| |
Collapse
|
36
|
McCormack J, McLeod S, Harrison LJ, Holliday EL. Drawing Talking: Listening to Children With Speech Sound Disorders. Lang Speech Hear Serv Sch 2022; 53:713-731. [PMID: 35302869 DOI: 10.1044/2021_lshss-21-00140] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE Listening to children using age-appropriate techniques supports evidence-based clinical decision-making. In this article, we test the Sound Effects Study Drawing Protocol, an arts-based technique, to support children with speech sound disorder (SSD) to express their views about talking. METHOD Participants were 124 Australian children aged 4-5 years in the Sound Effects Study. Their parents and teachers were concerned about their talking, and they were assessed as having SSD on the Diagnostic Evaluation of Articulation and Phonology. Drawings and children's interpretations were elicited then analyzed using the (a) Who Am I? Draw-a-Person Scale and (b) Sound Effects Study Focal Points. RESULTS Drawings were developmentally typical for 4- to 5-year-olds. The six Sound Effects Study Focal Points were identified across the 124 drawings: body parts and facial expressions, talking and listening, relationships and connection, positivity, negativity, and no talking. Participants portrayed talking and listening as an action requiring mouths and ears represented by symbols (letters, speech bubbles) or as an activity with a variety of people. Children typically portrayed themselves as happy when talking; however, some portrayed negativity and some chose not to draw talking. CONCLUSIONS In keeping with Articles 12 and 13 of the Convention on the Rights of the Child, this research demonstrated that 4- to 5-year-old children with SSD can express their views about talking via drawing. Professionals may use the Sound Effects Study Drawing Protocol as a child-friendly technique to support children to express views to guide holistic, evidence-based, child-centered speech-language pathology practice.
Collapse
Affiliation(s)
- Jane McCormack
- Faculty of Health Sciences, Australian Catholic University, Sydney, New South Wales, Australia
| | - Sharynne McLeod
- Faculty of Education, Charles Sturt University, Bathurst, New South Wales, Australia
| | - Linda J Harrison
- Faculty of Education, Charles Sturt University, Bathurst, New South Wales, Australia.,Macquarie School of Education, Macquarie University, Sydney, New South Wales, Australia
| | - Erin L Holliday
- Faculty of Education, Charles Sturt University, Bathurst, New South Wales, Australia
| |
Collapse
|
37
|
Farquharson K, McIlraith A, Tambyraja S, Constantino C. Using the Experience Sampling Method to Examine the Details of Dosage in School-Based Speech Sound Therapy. Lang Speech Hear Serv Sch 2022; 53:698-712. [PMID: 35302900 DOI: 10.1044/2021_lshss-21-00130] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The purpose of this project was to collect practice-based evidence regarding dosage in speech sound therapy sessions in school-based settings. Dosage is the number of trials within a therapy session for any one particular child. School-based speech-language pathologists (SLPs) face a variety of obstacles to service delivery, often making the implementation of evidence-based practices difficult. To that end, we were interested in exploring how therapy parameters, such as group size and session frequency were associated with dosage. METHOD Using the experience sampling method, we queried school-based SLPs (n = 90) across the United States. SLPs participated via a phone application, which randomly alerted them to participate 3 times per day for 5 days. SLPs also completed a demographic questionnaire that included information regarding caseload size and job satisfaction. RESULTS We report results from 670 therapy sessions. Results revealed that the therapy parameter of group size was negatively related to dosage. The SLP parameter of caseload size was positively related to dosage, but this was a small association. The child parameter of comorbidity was negatively related to dosage. CONCLUSIONS Our results support that as group size increases, children receive smaller doses of speech sound practice. Similarly, children who have a reported comorbidity received smaller doses compared to children who have an isolated speech sound disorder. We discuss implications for school-based practitioners and researchers.
Collapse
Affiliation(s)
| | | | - Sherine Tambyraja
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | | |
Collapse
|
38
|
Fox-Boyer A, Lavaggi S, Fricke S. Phonological variations in typically-developing Italian-speaking children aged 3;0-4;11. CLINICAL LINGUISTICS & PHONETICS 2022; 36:241-259. [PMID: 34291705 DOI: 10.1080/02699206.2021.1945686] [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: 10/30/2020] [Revised: 05/24/2021] [Accepted: 06/16/2021] [Indexed: 06/13/2023]
Abstract
Normative data on phonological acquisition of a language are a prerequisite for evaluating children's speech sound competences. To date, these data are not sufficiently available for Italian. This study, therefore, aimed to describe the phonological development of 183 typically developing monolingual Italian-speaking children aged 3;0-4;11 (four 6-months age bands). Participants were assessed through a picture naming task, and performances analysed in terms of number of phonological variations (Tokens), Types and percentage of occurrence of patterns, and number of infrequent variants (InfrVar) as a measure of stability in speech production. Two cut-off criteria to distinguish InfrVar from phonological patterns were applied. Results showed a gradual reduction of all measures with increasing age. Twenty-two patterns generally in line with previous Italian and cross-linguistic studies were observed, with only five patterns and two phonetic distortions occurring across all age groups. Eight patterns only emerged when applying the lower cut-off criterion, while further seven patterns only occurred with very low frequency or in isolated age groups. These findings highlight the influence of the selected cut-off criterion on the identification of patterns and raise the question of whether some patterns should rather be considered InfVar. Data on younger children are still needed to clarify whether low-frequency patterns are patterns of younger typically developing children that have almost resolved in the age groups assessed. At least half of the phonological variation Tokens fell into the category of InfrVar, indicating a need to pay more attention to this so far ignored measure.
Collapse
Affiliation(s)
| | - Sara Lavaggi
- Health Sciences School, Division of Human Communication Sciences, The University of Sheffield, Sheffield, UK
| | - Silke Fricke
- Health Sciences School, Division of Human Communication Sciences, The University of Sheffield, Sheffield, UK
| |
Collapse
|
39
|
Factor L, Goffman L. Phonological characteristics of novel gesture production in children with developmental language disorder: Longitudinal findings. APPLIED PSYCHOLINGUISTICS 2022; 43:333-362. [PMID: 35342208 PMCID: PMC8955622 DOI: 10.1017/s0142716421000540] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Children with developmental language disorder (DLD; aka specific language impairment) are characterized based on deficits in language, especially morphosyntax, in the absence of other explanatory conditions. However, deficits in speech production, as well as fine and gross motor skill, have also been observed, implicating both the linguistic and motor systems. Situated at the intersection of these domains, and providing insight into both, is manual gesture. In the current work, we asked whether children with DLD showed phonological deficits in the production of novel gestures and whether gesture production at 4 years of age is related to language and motor outcomes two years later. Twenty-eight children (14 with DLD) participated in a two-year longitudinal novel gesture production study. At the first and final time points, language and fine motor skills were measured and gestures were analyzed for phonological feature accuracy, including handshape, path, and orientation. Results indicated that, while early deficits in phonological accuracy did not persist for children with DLD, all children struggled with orientation while handshape was the most accurate. Early handshape and orientation accuracy were also predictive of later language skill, but only for the children with DLD. Theoretical and clinical implications of these findings are discussed.
Collapse
|
40
|
Gerwin KL, Walsh B, Tichenor SE. Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:96-108. [PMID: 34982942 PMCID: PMC9150731 DOI: 10.1044/2021_jslhr-21-00334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 08/19/2021] [Accepted: 09/12/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS). METHOD One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities. NWR abilities were measured using stimuli composed of one- to four-syllable nonwords. RESULTS CWS with typical speech and language and CWNS had higher accuracy scores than CWS with concomitant speech and language disorders. We found no difference in accuracy scores between CWNS and CWS with typical speech and language abilities, nor did we find differences between CWS with speech sound disorder and CWS with both speech sound and language disorders. Accuracy decreased as nonword length increased for all groups. CONCLUSIONS We found that the presence of a concomitant speech and language disorder was a driving factor behind poorer NWR performance in CWS. Accuracy scores differentiated CWS with concomitant disorders from CWS with typical speech and language but not CWS with typical speech and language from CWNS. Considering the speech and language abilities of CWS helped clarify poorer NWR performance and enhances generalizability to the population that exists clinically.
Collapse
Affiliation(s)
- Katelyn L. Gerwin
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing
| | - Bridget Walsh
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing
| | - Seth E. Tichenor
- Department of Speech-Language Pathology, Duquesne University, Pittsburgh, PA
| |
Collapse
|
41
|
Roepke E, Brosseau-Lapré F. Vowel errors produced by preschool-age children on a single-word test of articulation. CLINICAL LINGUISTICS & PHONETICS 2021; 35:1161-1183. [PMID: 33459085 PMCID: PMC8285462 DOI: 10.1080/02699206.2020.1869834] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 12/20/2020] [Accepted: 12/23/2020] [Indexed: 06/12/2023]
Abstract
Eighty-four children, age 4-5 years, with and without speech sound disorder (SSD) completed a battery of standardized speech and language tests, including the Goldman-Fristoe Test of Articulation, Third Edition (GFTA-3). Children with SSD produced more vowel errors than children with typical speech abilities. Percentage vowels correct and consonant error variability were highly correlated, suggesting that poorly specified phonological representations affect both consonants and vowels within a child's phonological system. However, the GFTA-3 did not contain sufficient target words to determine full vowel inventory. Using words from the GFTA-3, we present a case study of a child with vowel errors along with a sample analysis of these errors, primarily in terms of consonant-vowel feature interactions. Children who exhibit vowel errors on standardized single-word tests of speech accuracy may benefit from further vowel probes to determine how vowel and consonant errors interact in their phonological systems for more targeted therapy.
Collapse
Affiliation(s)
- Elizabeth Roepke
- Department of Speech, Language and Hearing Sciences, Purdue University, West Lafayette, Indiana, USA
| | - Françoise Brosseau-Lapré
- Department of Speech, Language and Hearing Sciences, Purdue University, West Lafayette, Indiana, USA
| |
Collapse
|
42
|
Peter B, Davis J, Cotter S, Belter A, Williams E, Stumpf M, Bruce L, Eng L, Kim Y, Finestack L, Stoel-Gammon C, Williams D, Scherer N, VanDam M, Potter N. Toward Preventing Speech and Language Disorders of Known Genetic Origin: First Post-Intervention Results of Babble Boot Camp in Children With Classic Galactosemia. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2616-2634. [PMID: 34665663 PMCID: PMC9135004 DOI: 10.1044/2021_ajslp-21-00098] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 06/13/2021] [Accepted: 07/08/2021] [Indexed: 05/19/2023]
Abstract
Purpose Babble Boot Camp (BBC) is a package of proactive activities and routines designed to prevent speech and language disorders in infants at predictable risk. It is implemented via parent training and currently undergoing clinical trial in children with a newborn diagnosis of classic galactosemia (CG), a metabolic disease with high risk of speech and language disorders. The purpose of this study is to provide updates to a previous pilot study and to present the first set of post-intervention results. Method The intervention and data collection occurred during child ages < 6-24 months, with follow-up assessments of speech and language at ages 2.5 and 3.5 years. Treatment targets included earliest vocalization rates, babble complexity, speech production accuracy, and vocabulary and syntactic growth. The oldest 15 children with CG (including three untreated controls) completed the first set of follow-up assessments. Aggregate data up to 10 months were available for 17 treated children with CG, six untreated children with CG, and six typical controls. Results At ages 7-9 months, babbling complexity, as measured with mean babbling level, was higher in the treated children with CG than in the untreated children with CG and the typical controls. Prior to 24 months of age, the treated children with CG had greater expressive but not receptive vocabulary sizes than an untreated control. Follow-up testing showed typical language scores for all 12 treated children with CG and typical articulation scores for 11 of these, whereas one of three untreated children with CG had low articulation and expressive language scores. Conclusions The BBC appears to be a viable intervention to support the speech and expressive language development of children with GC. Future studies will evaluate the relative contributions of the earliest and later BBC components to outcomes.
Collapse
Affiliation(s)
- Beate Peter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
- Department of Communication Sciences and Disorders, Saint Louis University, MO
| | - Jennifer Davis
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Sarah Cotter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Alicia Belter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Emma Williams
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Melissa Stumpf
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Laurel Bruce
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Linda Eng
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Yookyung Kim
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Lizbeth Finestack
- Department of Speech-Language-Hearing Sciences, University of Minnesota Twin Cities, Minneapolis
| | - Carol Stoel-Gammon
- Department of Speech and Hearing Sciences, University of Washington, Seattle
| | - Delaney Williams
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane
| | - Nancy Scherer
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Mark VanDam
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane
| | - Nancy Potter
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane
| |
Collapse
|
43
|
Nakeva von Mentzer C. Audiometric profiles in children with speech sound disorder: Subclinical hearing loss as a potential factor. CLINICAL LINGUISTICS & PHONETICS 2021; 35:847-873. [PMID: 33225761 DOI: 10.1080/02699206.2020.1833369] [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: 07/08/2020] [Revised: 09/30/2020] [Accepted: 10/04/2020] [Indexed: 06/11/2023]
Abstract
In the present study, hearing sensitivity in children with speech sound disorder (SSD) is scrutinized. Middle ear function (wideband tympanometry and acoustic stapedial reflexes, ASR) and inner ear function (audiometric thresholds in the conventional1-8 kHz and extended10-16 kHz high frequency (EHF) range, and distortion product otoacoustic emissions (DPOAEs2-10 kHz) were investigated. Hearing results were analyzed in relation to speech discrimination of phonemic contrasts (quiet and in noise conditions) and reproduction. Thirty-two children with SSD and 41 children with typical development (TD) ages 4-5 years participated. Children with SSD exhibited significantly less sensitive hearing compared to children with TD. This was demonstrated as more absent contralateral ASR (right ear SSD 43.7%; TD 22.0%), a higher prevalence of minimal hearing loss (MHL, > 15 dB HL at one or more frequencies or ears1-8 kHz and PTA ≤ 20 dB HL, SSD 53.1%; TD 24.3%) and EHF hearing impairment (EHF HI, > 20 dB HL at one or more frequencies or ears10-16 kHz, SSD 31.3%; TD 24.3%). At 2 kHz bilaterally, children with SSD showed significantly higher hearing thresholds than children with TD (mean difference, left ear 3.4 dB: right ear 4.3 dB), together with a significantly lower SNR in DPOAEs at 2.2 kHz (left ear 5.1 dB mean difference between groups). In all children, audiometric thresholds at the key-frequencies for speech, 2 and 4 kHz and DPOAEs within similar spectral regions, predicted 7-12% of the variance in phonemic discrimination and reproduction. Overall, these results suggest that hearing should be more fully investigated in children with SSD.
Collapse
|
44
|
Gregg DE, Hart KC, Vaquerano S, Cuervo S, Suarez M, Graziano PA. Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2021. [DOI: 10.1007/s10862-020-09865-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
45
|
Fatemi Syadar S, Zarifian T, Pascoe M, Modarresi Y. Phonological acquisition in 3- to 5-year-old Kurdish-Speaking children in Iran. JOURNAL OF COMMUNICATION DISORDERS 2021; 93:106141. [PMID: 34304078 DOI: 10.1016/j.jcomdis.2021.106141] [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: 07/05/2020] [Revised: 06/11/2021] [Accepted: 07/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND given the lack of sufficient information and research about phonological acquisition in the Kurdish language, the aim of this study was to examine phonological acquisition in typically developing Kurdish-speaking children. Three analyses were performed: (1) the age of customary, acquisition and mastery production of Kurdish consonants; (2) phonological accuracy and the age of phonological pattern suppression; and (3) effect of age and sex on speech sound acquisition. METHODS this research assessed 120 monolingual Kurdish-speaking children aged 3;0 to 5;0 years. The participants were selected randomly from the health center of Bukan city, Iran. Acquisition of 29 Kurdish consonants was assessed using the Kurdish Speech Test. FINDINGS results found that Kurdish-speaking children had acquired all the vowels before 3;0 and all the consonants in the three positions of initial, medial and final up to 4;6 years old, with the exception of /ʤ/ in initial position, /ɣ/ in medial position and /ʒ/, /z/, /ɡ/, /ɣ/ in final position. Consonant production in initial position was more accurate than in medial and final positions. The accuracy of Kurdish vowels and consonants improves with increasing age as phonological patterns decrease. There was no significant sex difference within the age groups; however, overall, a statistically significant difference was noted for fricative production and for production of word final consonants in the older groups with females outperforming males. CONCLUSIONS the present study is the first investigation of speech sound acquisition in Kurdish-speaking children. Knowledge of typical speech sound acquisition provides a basis for speech-language pathologists working with Kurdish-speaking children to differentiate children with typical development from those with speech delays and speech sound disorders.
Collapse
Affiliation(s)
- Shahla Fatemi Syadar
- Department of Speech therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran; Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Talieh Zarifian
- Department of Speech therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
| | - Michelle Pascoe
- Department of Health and Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa
| | - Yahya Modarresi
- Department of Linguistics, Institute for Humanities and Cultural Studies, Tehran, Iran
| |
Collapse
|
46
|
Benchek P, Igo RP, Voss-Hoynes H, Wren Y, Miller G, Truitt B, Zhang W, Osterman M, Freebairn L, Tag J, Taylor HG, Chan ER, Roussos P, Lewis B, Stein CM, Iyengar SK. Association between genes regulating neural pathways for quantitative traits of speech and language disorders. NPJ Genom Med 2021; 6:64. [PMID: 34315907 PMCID: PMC8316336 DOI: 10.1038/s41525-021-00225-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Accepted: 06/22/2021] [Indexed: 02/06/2023] Open
Abstract
Speech sound disorders (SSD) manifest as difficulties in phonological memory and awareness, oral motor function, language, vocabulary, reading, and spelling. Families enriched for SSD are rare, and typically display a cluster of deficits. We conducted a genome-wide association study (GWAS) in 435 children from 148 families in the Cleveland Family Speech and Reading study (CFSRS), examining 16 variables representing 6 domains. Replication was conducted using the Avon Longitudinal Study of Parents and Children (ALSPAC). We identified 18 significant loci (combined p < 10-8) that we pursued bioinformatically. We prioritized 5 novel gene regions with likely functional repercussions on neural pathways, including those which colocalized with differentially methylated regions in our sample. Polygenic risk scores for receptive language, expressive vocabulary, phonological awareness, phonological memory, spelling, and reading decoding associated with increasing clinical severity. In summary, neural-genetic influence on SSD is primarily multigenic and acts on genomic regulatory elements, similar to other neurodevelopmental disorders.
Collapse
Affiliation(s)
- Penelope Benchek
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Robert P Igo
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Heather Voss-Hoynes
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Yvonne Wren
- Bristol Dental School, Faculty of Health Sciences, University of Bristol, and Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Bristol, UK
| | - Gabrielle Miller
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Barbara Truitt
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Wen Zhang
- Department of Psychiatry, Friedman Brain Institute, and Department of Genetics and Genomic Science and Institute for Multiscale Biology, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Michael Osterman
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Lisa Freebairn
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Jessica Tag
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - H Gerry Taylor
- Department of Pediatrics, Case Western Reserve University, and Rainbow Babies & Children's Hospital, University Hospital Case Medical Center, Cleveland, OH, USA
- Nationwide Children's Hospital Research Institute and Department of Pediatrics, The Ohio State University, Columbus, OH, USA
| | - E Ricky Chan
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Panos Roussos
- Department of Psychiatry, Friedman Brain Institute, and Department of Genetics and Genomic Science and Institute for Multiscale Biology, Icahn School of Medicine at Mount Sinai, New York, NY, USA
- Mental Illness Research, Education, and Clinical Center (VISN 2 South), James J. Peters VA Medical Center, Bronx, NY, USA
| | - Barbara Lewis
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA
- Cleveland Hearing and Speech Center, Cleveland, OH, USA
| | - Catherine M Stein
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA.
| | - Sudha K Iyengar
- Department of Population & Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, USA.
| |
Collapse
|
47
|
Loudermill C, Greenwell T, Brosseau-Lapré F. A Comprehensive Treatment Approach to Address Speech Production and Literacy Skills in School-Age Children with Speech Sound Disorders. Semin Speech Lang 2021; 42:136-146. [PMID: 33725731 DOI: 10.1055/s-0041-1723840] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Children with speech sound disorders (SSDs) represent a large proportion of clients served by school-based speech-language pathologists (SLPs). While considerable evidence is available regarding the identification of SSD in school-age children, there is a paucity of information regarding service delivery aspects of school-based speech therapy, such as frequency of sessions, number of trials, distribution of sessions over time, and format (individual or group intervention) that impacts the ability of SLPs to effectively treat SSD in the schools. School-age children with SSD are at risk for later literacy deficits, and strategically addressing their language and emerging literacy needs in addition to speech production accuracy may lead to increased intelligibility and better educational outcomes. In this article, we discuss the heterogeneity of school-age children with SSD with regard to weaknesses in phonological processing skills and language skills. We summarize the information currently available regarding the aspects of service delivery that contribute to gains in speech production accuracy. We conclude by sharing an example of how school-based SLPs could target speech production, phonological awareness, and morphological awareness in the same session with a child with SSD to maximize gains in speech and literacy skills.
Collapse
Affiliation(s)
- Chenell Loudermill
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana
| | - Tamar Greenwell
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana
| | - Françoise Brosseau-Lapré
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana
| |
Collapse
|
48
|
Wren Y, Pagnamenta E, Peters TJ, Emond A, Northstone K, Miller LL, Roulstone S. Educational outcomes associated with persistent speech disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:299-312. [PMID: 33533175 PMCID: PMC8591628 DOI: 10.1111/1460-6984.12599] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 11/20/2020] [Accepted: 12/15/2020] [Indexed: 05/05/2023]
Abstract
BACKGROUND Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population-based sample and robust measures of speech development. AIM Using a large prospective UK population-based study-the Avon Longitudinal Study of Parents and Children (ALSPAC)-this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10-11 and 13-14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. METHODS & PROCEDURES We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full-scale IQ. OUTCOMES & RESULTS Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10-11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13-14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13-14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. CONCLUSIONS & IMPLICATIONS PSD identified at age 8 years is associated with poor educational attainment at ages 10-11 and 13-14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11-13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long-term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper adds What is already known on the subject Speech-sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech-sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent-teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population-based samples. What this paper adds to existing knowledge This prospective, longitudinal study of a large community-based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13-14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs. What are the potential or actual clinical implications of this work? Understanding the long-term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals.
Collapse
Affiliation(s)
- Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS TrustUniversity of BristolBristolUK
- Bristol Dental SchoolUniversity of BristolBristolUK
| | - Emma Pagnamenta
- School of Psychology and Clinical Language SciencesUniversity of ReadingEarley GateReadingUK
| | - Tim J. Peters
- Population Health Sciences, Bristol Medical SchoolBristolUK
| | - Alan Emond
- Population Health Sciences, Bristol Medical SchoolBristolUK
| | | | | | - Sue Roulstone
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS TrustUniversity of BristolBristolUK
- Faculty of Health and Applied SciencesUniversity of the West of EnglandBristolUK
| |
Collapse
|
49
|
Weiler B, Schuele CM. Tense Marking in the Kindergarten Population: Testing the Bimodal Distribution Hypothesis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:593-612. [PMID: 33529048 PMCID: PMC9150687 DOI: 10.1044/2020_jslhr-20-00335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Revised: 08/21/2020] [Accepted: 11/13/2020] [Indexed: 05/02/2023]
Abstract
Purpose The purpose of this study was to explore whether evidence for a bimodal distribution of tense marking, previously documented in clinically referred samples, exists in a population-based sample of kindergarten children from a rural county in Tennessee. Method A measure of tense marking, the Test of Early Grammatical Impairment (TEGI) Screening Test, was individually administered to consented kindergarten students (N = 153) across three elementary schools in a single school district. The consented children constituted 73% of kindergartners in the district. Cluster analysis was used to evaluate the number and composition of latent classes that best fit the distribution of the TEGI Screening Test scores. Results Analysis of the scores revealed a distribution that deviated significantly from normality. Cluster analyses (Ward's, k-means, single linkage) revealed a two-cluster solution as the best fitting model. The very large effect-size difference in mean TEGI Screening Test score between the two clusters (d = 4.77) provides validation of an identifiable boundary delineating typical from atypical tense marking in this sample of kindergartners. The difference in tense marking across the two clusters was not attributable to child chronological age. The percentage of the sample comprising the low-performing cluster aligns with specific language impairment and developmental language disorder prevalence estimates. Conclusion Additional demonstrations of a bimodal distribution of tense marking in future studies with carefully defined samples could strengthen the clinical marker evidence and utility of this linguistic feature.
Collapse
Affiliation(s)
- Brian Weiler
- Department of Communication Sciences and Disorders, Western Kentucky University, Bowling Green
| | | |
Collapse
|
50
|
Cummings AE, Ogiela DA, Wu YC. Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development. Front Hum Neurosci 2021; 14:580697. [PMID: 33414710 PMCID: PMC7782969 DOI: 10.3389/fnhum.2020.580697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Accepted: 11/30/2020] [Indexed: 11/13/2022] Open
Abstract
The Featurally Underspecified Lexicon (FUL) theory predicts that [coronal] is the language universal default place of articulation for phonemes. This assumption has been consistently supported with adult behavioral and event-related potential (ERP) data; however, this underspecification claim has not been tested in developmental populations. The purpose of this study was to determine whether children demonstrate [coronal] underspecification patterns similar to those of adults. Two English consonants differing in place of articulation, [labial] /b/ and [coronal] /d/, were presented to 24 children (ages 4-6 years) characterized by either a typically developing phonological system (TD) or a phonological disorder (PD). Two syllables, /bɑ/ and /dɑ/, were presented in an ERP oddball paradigm where both syllables served as the standard and deviant stimulus in opposite stimulus sets. Underspecification was examined with three analyses: traditional mean amplitude measurements, cluster-based permutation tests, and single-trial general linear model (GLM) analyses of single-subject data. Contrary to previous adult findings, children with PD demonstrated a large positive mismatch response (PMR) to /bɑ/ while the children with TD exhibited a negative mismatch response (MMN); significant group differences were not observed in the /dɑ/ responses. Moreover, the /bɑ/ deviant ERP response was significantly larger in the TD children than in the children with PD. At the single-subject level, more children demonstrated mismatch responses to /dɑ/ than to /bɑ/, though some children had a /bɑ/ mismatch response and no /dɑ/ mismatch response. While both groups of children demonstrated similar responses to the underspecified /dɑ/, their neural responses to the more specified /bɑ/ varied. These findings are interpreted within a proposed developmental model of phonological underspecification, wherein children with PD are functioning at a developmentally less mature stage of phonological acquisition than their same-aged TD peers. Thus, phonological underspecification is a phenomenon that likely develops over time with experience and exposure to language.
Collapse
Affiliation(s)
- Alycia E Cummings
- Department of Communication Sciences and Disorders, Idaho State University, Meridian, ID, United States
| | - Diane A Ogiela
- Department of Communication Sciences and Disorders, Idaho State University, Meridian, ID, United States
| | - Ying C Wu
- Swartz Center for Computational Neuroscience, University of California, San Diego, San Diego, CA, United States
| |
Collapse
|