These findings suggest that voice and fluency are differentially affected by DBS treatment and that task conditions, interacting with subcortical functionality, influence motor speech performance.
The use of electropalatography (EPG) in the assessment and treatment of motor speech disorders in children with Down’s syndrome: Evidence from two case studies
Conclusions: Findings from these two case studies demonstrate the potential utility of EPG in both the assessment and treatment of speech motor disorders in DS.
from Annals of Dyslexia
Conclusion The point we wish to emphasize here is the relationship between 1) delay in developing speech (i.e., “motor speech delay”), 2) delay in developing clear, mature, well articulated speech (i.e., persistent “infantilisms” of speech), 3) stuttering and 4) specific reading disability. Our clinical experience has taught us that the late talker and/or the one who persists in baby talk, is apt, himself, to have a reading disability or even to be a stutterer. If he himself happens to have neither of these complications, family histories usually show the occurrence of one or all of these disabilities within the wide family group as well as in the siblings of the patient. It is the repeated recurrence of these several language disability syndromes within the same family group that indicates the existence of a genetic relationship
Purpose: There has been renewed interest on the part of speech-language pathologists to understand how the motor system learns and determine whether principles of motor learning, derived from studies of nonspeech motor skills, apply to treatment of motor speech disorders. The purpose of this tutorial is to introduce principles that enhance motor learning for nonspeech motor skills and to examine the extent to which these principles apply in treatment of motor speech disorders.
Method: This tutorial critically reviews various principles in the context of nonspeech motor learning by reviewing selected literature from the major journals in motor learning. The potential application of these principles to speech motor learning is then discussed by reviewing relevant literature on treatment of speech disorders. Specific attention is paid to how these principles may be incorporated into treatment for motor speech disorders.
Conclusions: Evidence from nonspeech motor learning suggests that various principles may interact with each other and differentially affect diverse aspects of movements. Whereas few studies have directly examined these principles in speech motor (re)learning, available evidence suggests that these principles hold promise for treatment of motor speech disorders. Further research is necessary to determine which principles apply to speech motor (re)learning in impaired populations.