Blog Archives

What Factors Place Children With Speech Sound Disorders at Risk for Reading Problems?

Conclusions: The present study makes a significant theoretical contribution to the literature as the first study, to our knowledge, that has tested the hypothesis that weaknesses in representation-related phonological processing may underlie the difficulties in phonological awareness and reading that are demonstrated by children with SSDs.

from American Journal of Speech Language Pathology

Evidence-Based Practice for Children With Speech Sound Disorders: Part 1 Narrative Review

Conclusion: Collaborative research reflecting higher levels of evidence using rigorous experimental designs is needed to compare the relative benefits of different intervention approaches.

from Language, Speech and Hearing Services in Schools

Evidence-Based Practice for Children With Speech Sound Disorders: Part 2 Application to Clinical Practice

Conclusion: SLPs need to use their clinical expertise to integrate research findings with the constraints and complexities of everyday clinical practice and client factors, values, and preferences in their management of SSDs in children.

from Language, Speech and Hearing Services in Schools

Importance of the auditory perceptual target to the achievement of speech production accuracy

The purpose of this paper is to discuss the clinical implications of a model of the segmental component of speech motor control called the DIVA model (Directions into Velocities of Articulators). The DIVA model is implemented on the assumption that the infant has perceptual knowledge of the auditory targets in place before learning accurate production of speech sounds and suggests that difficulties with speech perception would lead to imprecise speech and inaccurate articulation. We demonstrate through a literature review that children with speech delay, on average, have significant difficulty with perceptual knowledge of speech sounds that they misarticulate. We hypothesize, on the basis of the DIVA model, that a child with speech delay who has good perceptual knowledge of a phonological target will learn to make the appropriate articulatory adjustments to achieve phonological goals. We support the hypothesis with two case studies. The first case study involved short-term learning in a laboratory task by a child with speech delay. Although the child misarticulated sibilants, he had good perceptual and articulatory knowledge of vowels. He demonstrated that he was fully capable of spontaneously adapting his articulatory patterns to compensate for altered feedback of his own speech output. The second case study involved longer-term learning during speech therapy. This francophone child received 6 weeks of intervention that was largely directed at improving her perceptual knowledge of /JV, leading to significant improvements in her ability to produce this phoneme correctly, both during minimal pair activities in therapy and during post-treatment testing.

from the Canadian Journal of Speech-Language Pathology and Audiology

My Speech Problem, Your Listening Problem, and My Frustration: The Experience of Living With Childhood Speech Impairment

Conclusion: Successful communication is dependent on the skills of speakers and listeners. Intervention with children who experience speech impairment needs to reflect this reciprocity by supporting both the speaker and the listener and by addressing the frustration they experience.

from Language, Speech and Hearing Services in Schools

The EpiSLI Database: A Publicly Available Database on Speech and Language

Clinical Implications: If our research questions are concerned with the characteristics of the actual population of children with SLI that exists in our communities and not just those who are being served, then we need to turn to methods of epidemiology to aid our research.

from Language, Speech and Hearing Services in Schools

What Influences Literacy Outcome in Children With Speech Sound Disorder?

Conclusions: Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI). Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development.

from the Journal of Speech, Language, and Hearing Research

Between-Word Simplification Patterns in the Continuous Speech of Children With Speech Sound Disorders.

Purpose: This study was designed to identify and describe between-word simplification patterns in the continuous speech of children with speech sound disorders. It was hypothesized that word combinations would reveal phonological changes that were unobserved with single words, possibly accounting for discrepancies between the intelligibility of single-word samples and that of continuous speech. Method: Four boys with developmental speech sound disorders provided samples of single words and continuous speech. Substitutions and deletions with single words formed the basis for determining 2 categories of between-word segment mismatches: observed and novel. Mismatches were attributed to one of 4 types of between-word simplifications reported for typical phonological development: between-word consonant deletion, between-word cluster reduction, between-word consonant sequence reduction, and between-word assimilation. Results: Continuous speech revealed observed and novel patterns. Segment mismatches occurred differentially among potential between-word simplification environments. The most frequently occurring novel pattern involved the deletion of a coda consonant within a between-word consonant sequence. Conclusions: Children with speech sound disorders demonstrated substitutions and deletions between words in continuous speech that may not be predicted on the basis of single-word productions. The identification of potential contexts for such mismatches may serve as a framework for the assessment of continuous speech samples of children with speech sound disorders in health care and school settings. [ABSTRACT FROM AUTHOR]
from Language, Speech, and Hearing Services in Schools