Evidence-Based Practice and Treatment of Speech Sound Disorders in Bilingual Children

2007 ◽  
Vol 14 (2) ◽  
pp. 18-21
Author(s):  
Kathryn Kohnert
Keyword(s):  
Evidence Based Practice ◽  
Speech Sound ◽  
Bilingual Children ◽  
Evidence Based ◽  
Speech Sound Disorders

scholarly journals Diagnostic Accuracy of Traditional Measures of Phonological Ability for Bilingual Preschoolers and Kindergarteners

2018 ◽  
Vol 49 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Leah Fabiano-Smith ◽  
Katherine Hoffman
Keyword(s):  
Diagnostic Accuracy ◽  
Speech Sound ◽  
English Speakers ◽  
Bilingual Children ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Receiver Operating Characteristic Curves ◽  
Phonological Disorders ◽  
Language Groups ◽  
Good Diagnostic Accuracy

Purpose Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish–English speakers, and 8 bilingual children with phonological disorders. Children's single-word speech productions were examined on Percentage Consonants Correct–Revised (Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997a) and accuracy of early-, middle-, and late-developing sounds (Shriberg, 1993) in English. Consonant accuracy in English was compared between monolinguals and bilinguals with and without speech sound disorders. Logistic regression and receiver operating characteristic curves were used to observe diagnostic accuracy of the measures examined. Results Percentage Consonants Correct–Revised was found to be a good indicator of phonological ability in both monolingual and bilingual English-speaking children at the age of 5;0. No significant differences were found between language groups on any of the measures examined. Conclusions Our results suggest that traditional measures of phonological ability for monolinguals could provide good diagnostic accuracy for bilingual children at the age of 5;0 years. These findings are preliminary, and children younger than 5;0 years should be examined for risk of misdiagnosis.

scholarly journals Quality of Mobile Phone and Tablet Mobile Apps for Speech Sound Disorders: Protocol for an Evidence-Based Appraisal

2016 ◽  
Vol 5 (4) ◽  
pp. e233 ◽  
Author(s):  
Lisa M Furlong ◽  
Meg E Morris ◽  
Shane Erickson ◽  
Tanya A Serry
Keyword(s):  
Mobile Phone ◽  
Mobile Apps ◽  
Speech Sound ◽  
Evidence Based ◽  
Speech Sound Disorders

scholarly journals Tutorial: Speech Motor Chaining Treatment for School-Age Children With Speech Sound Disorders

2019 ◽  
Vol 50 (3) ◽  
pp. 343-355 ◽  
Author(s):  
Jonathan L. Preston ◽  
Megan C. Leece ◽  
Jaclyn Storto
Keyword(s):  
Motor Learning ◽  
Research Evidence ◽  
Speech Sound ◽  
School Age Children ◽  
Evidence Based ◽  
School Age ◽  
Speech Sound Disorders ◽  
Feedback Type ◽  
Practice Variability ◽  
Speech Motor

Purpose Operationalized treatments for school-age children with speech sound disorders may result in more replicable and evidence-based interventions. This tutorial describes Speech Motor Chaining (SMC) procedures, which are designed to build complex speech around core movements by incorporating several principles of motor learning. The procedures systematically manipulate factors such as feedback type and frequency, practice variability, and stimulus complexity based on the child's performance. Method The rationale and procedures for SMC are described. Examples are presented of how to design stimuli, deliver feedback, and adapt the approach. Free resources are provided to guide clinicians through implementation of the procedure. Data on fidelity of implementation and dose per session are presented. Clinical and research evidence is provided to illustrate likely outcomes with the procedure. Results SMC is a method that can result in successful acquisition of target speech patterns and generalization to untrained words. Most clinicians can implement the procedure with over 90% fidelity, and most children can achieve over 200 trials per session. Conclusion Clinicians and researchers can use or adapt the operationally defined SMC procedures to incorporate several principles of motor learning into treatment for school-age children with speech sound disorders. Supplemental Material https://osf.io/5jmf9/

Phonological Measures for Bilingual Spanish-English–Speaking Preschoolers: The Language Combination Effect

2021 ◽  
pp. 1-27
Author(s):  
Leah Fabiano-Smith ◽  
Chelsea Privette ◽  
Lingling An
Keyword(s):  
Diagnostic Accuracy ◽  
Speech Sound ◽  
Bilingual Children ◽  
Support Vector ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Receiver Operating Characteristic Curves ◽  
English Speaking ◽  
Spanish Phonology ◽  
The Individual

Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3–6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English–speaking children ( x = 5;3), five bilingual Spanish-English–speaking children with speech sound disorders ( x = 4;6), 26 typically developing monolingual English-speaking children ( x = 4;8), and six monolingual English-speaking children with speech sound disorders ( x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct–revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language. Results Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy. Conclusion To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual children need to be assessed across both gross and discrete measures of phonological ability. Supplemental Material https://doi.org/10.23641/asha.16632604

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