Measuring Speech-Sound Learning Using Visual Analog Scaling

2012 ◽  
Vol 19 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Benjamin Munson ◽  
Sarah K. Schellinger ◽  
Kari Urberg Carlson
Keyword(s):  
Speech Production ◽  
Clinical Utility ◽  
Speech Sound ◽  
Speech Language Pathologists ◽  
Ambient Language ◽  
Sound Learning ◽  
Children's Speech

The ultimate goal for speech-language pathologists is to align the linguistic behaviors of the clients whom we serve with those of the ambient language of the community. In light of this goal, it is critical that change in speech production is measured accurately. In this article, we review the use of visual analog scaling as a measure of change in children’s speech production. Following a discussion of this tool, the authors consider the clinical utility of this type of measurement.

scholarly journals Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

2018 ◽  
Vol 49 (4) ◽  
pp. 774-786 ◽  
Author(s):  
Kathryn L. Cabbage ◽  
Kelly Farquharson ◽  
Jenya Iuzzini-Seigel ◽  
Jennifer Zuk ◽  
Tiffany P. Hogan
Keyword(s):  
At Risk ◽  
Young Children ◽  
Speech Production ◽  
Sound Production ◽  
Speech Sound ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
History Of ◽  
Production Errors

Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

scholarly journals Phonotactic probabilities in young children's speech production

2004 ◽  
Vol 31 (3) ◽  
pp. 515-536 ◽  
Author(s):  
TANIA S. ZAMUNER ◽  
LOUANN GERKEN ◽  
MICHAEL HAMMOND
Keyword(s):  
Speech Production ◽  
Phonological Acquisition ◽  
Phonotactic Probability ◽  
Ambient Language ◽  
Sound Patterns ◽  
Children's Speech

This research explores the role of phonotactic probability in two-year-olds' production of coda consonants. Twenty-nine children were asked to repeat CVC non-words that were used as labels for pictures of imaginary animals. The CVC non-words were controlled for their phonotactic probabilities, neighbourhood densities, word-likelihood ratings, and contained the identical coda across low and high phonotactic probability pairs. This allowed for comparisons of children's productions of the same coda consonant in low and high phonotactic probability environments. Children were significantly more likely to produce the same coda in high phonotactic probability non-words than in low phonotactic probability non-words. These results are consistent with the hypothesis that phonotactic probability is a predictor of coda production in English. Moreover, this finding provides further evidence for the role of the input and distribution of sound patterns in the ambient language as a basis for phonological acquisition.

Anatomical and Neuromuscular Maturation of the Speech Mechanism: Evidence from Acoustic Studies

1976 ◽  
Vol 19 (3) ◽  
pp. 421-447 ◽  
Author(s):  
R. D. Kent
Keyword(s):  
Motor Control ◽  
Speech Production ◽  
Developmental Disorders ◽  
Speech Sound ◽  
Speech Development ◽  
Spectrographic Analysis ◽  
Acoustic Data ◽  
Scale Factors ◽  
Acoustic Analyses ◽  
Children's Speech

This paper surveys acoustic studies of speech development and discusses the data with respect to the anatomical and neuromuscular maturation of the speech mechanism. The acoustic data on various aspects of speech production indicate that the accuracy of motor control improves with age until adult-like performance is achieved at about 11 or 12 years, somewhat after the age at which speech sound acquisition usually is judged to be complete. Other topics of discussion are (1) problems in the spectrographic analysis of children’s speech, (2) formant scale factors that relate children’s and adults' data, and (3) identification and diagnosis of developmental disorders through acoustic analyses of speech sounds.

scholarly journals Neural mechanisms underlying speech perception in children with speech sound disorders

2019 ◽  
Author(s):  
Alycia Erin Cummings ◽  
Ying Wu
Keyword(s):  
Speech Production ◽  
Speech Sound ◽  
Event Related Potential ◽  
Speech Discrimination ◽  
Phonological Representations ◽  
Before And After ◽  
Speech Treatment ◽  
Pre Treatment ◽  
Sound Discrimination ◽  
Children's Speech

Purpose: The underlying mechanisms of speech sound disorder (SSD) are unknown. To examine the relationship between inaccurate phonological representations and speech production ability, neural changes that occurred in conjunction with speech treatment were measured. Method: Twenty preschool-aged children with SSD participated in a traditional speech treatment program targeting a single sound (/ɹ l ʧ θ s k/) for 19 sessions. Event-related potential (ERP) recordings were completed before and after treatment, with approximately three months between sessions. During ERP recordings, two oddball stimulus sets, each containing four consonant-vowel (CV) syllables: one standard (ba/treated sound) and three deviants (ba/treated sound, da, one other CV) were presented. ERP responses indexing speech sound encoding (auditory P1/P2) and speech sound discrimination (mismatch negativity, MMN) were measured.Results: Children’s speech discrimination responses to treated sounds shifted from a positive mismatch response (PMR) pre-treatment to a MMN response post-treatment. Pre-treatment treated sound P1/P2 latencies negatively correlated with the amount of change in speech production accuracy.Conclusions: Children’s speech discrimination responses changed from using developmentally immature neural networks pre-treatment to using more mature networks after treatment, suggesting that children’s phonological representations of treated sounds became more fine-grained and/or detailed after treatment. Interestingly, children’s pre-treatment neural responses correlated with treatment outcomes, providing initial evidence for a biomarker of speech production ability.

Five Reasons Why Nonspeech Oral Motor Exercises (NSOME) Do Not Work

2010 ◽  
Vol 11 (4) ◽  
pp. 109-117 ◽  
Author(s):  
Gregory L. Lof ◽  
Maggie Watson
Keyword(s):  
Sound Production ◽  
Speech Sound ◽  
Speech Development ◽  
Speech Language Pathologists ◽  
Motor Speech ◽  
Therapeutic Technique ◽  
Oral Motor ◽  
Oral Motor Exercises ◽  
Children's Speech ◽  
Production Problems

Abstract Nonspeech oral motor exercises (NSOME) are used often by speech-language pathologists to help children improve their speech sound productions. However, the phonology, articulation, and motor speech development and disorders literature does not support their use. This article presents five reasons (four theoretical, one empirical) why NSOME are not an appropriate therapeutic technique for treating children's speech sound production problems.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

“I Can See What You’re Saying”: Clinical Utility of Spectral Moment Analysis

2011 ◽  
Vol 21 (2) ◽  
pp. 44-54
Author(s):  
Kerry Callahan Mandulak
Keyword(s):  
Speech Production ◽  
Speech Signal ◽  
Clinical Utility ◽  
Acoustic Analysis ◽  
Moment Analysis ◽  
Analysis Tool ◽  
Spectral Moment ◽  
Clinical Measure ◽  
Perceptual Analysis ◽  
Disordered Speech

Spectral moment analysis (SMA) is an acoustic analysis tool that shows promise for enhancing our understanding of normal and disordered speech production. It can augment auditory-perceptual analysis used to investigate differences across speakers and groups and can provide unique information regarding specific aspects of the speech signal. The purpose of this paper is to illustrate the utility of SMA as a clinical measure for both clinical speech production assessment and research applications documenting speech outcome measurements. Although acoustic analysis has become more readily available and accessible, clinicians need training with, and exposure to, acoustic analysis methods in order to integrate them into traditional methods used to assess speech production.

scholarly journals Speech Sound Production in 2-Year-Olds Who Are Hard of Hearing

2014 ◽  
Vol 23 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Lauren M. Unflat Berry ◽  
Elizabeth A. Walker ◽  
Melody Harrison ◽  
Jacob Oleson ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Sound Production ◽  
Speech Sound ◽  
Linguistic Variables ◽  
Vowel Production ◽  
Severe Hearing Loss ◽  
Children's Speech

Purpose The purpose of the study was to (a) compare the speech sound production abilities of 2-year-old children who are hard of hearing (HH) to children with normal hearing (NH), (b) identify sources of risk for individual children who are HH, and (c) determine whether speech sound production skills at age 2 were predictive of speech sound production skills at age 3. Method Seventy children with bilateral, mild-to-severe hearing loss who use hearing aids and 37 age- and socioeconomic status–matched children with NH participated. Children's speech sound production abilities were assessed at 2 and 3 years of age. Results At age 2, the HH group demonstrated vowel production abilities on par with their NH peers but weaker consonant production abilities. Within the HH group, better outcomes were associated with hearing aid fittings by 6 months of age, hearing loss of less than 45 dB HL, stronger vocabulary scores, and being female. Positive relationships existed between children's speech sound production abilities at 2 and 3 years of age. Conclusion Assessment of early speech sound production abilities in combination with demographic, audiologic, and linguistic variables may be useful in identifying HH children who are at risk for delays in speech sound production.

Articulation Norms Used by Practicing Speech-Language Pathologists in Oregon

1980 ◽  
Vol 45 (1) ◽  
pp. 103-111 ◽  
Author(s):  
Susan Roach Stewart ◽  
Glenn Weybright
Keyword(s):  
Speech Sound ◽  
Clinical Implications ◽  
Speech Language Pathologists ◽  
Developmental Norms ◽  
Traditional Norms

Recent investigations of childrens' developing articulation abilities indicate substantially earlier ages for speech-sound acquisition as compared to traditional norms. Speech-language pathologists in Oregon were asked which developmental norms they used when assessing articulation development. The majority refer to Templin's 1957 investigation instead of more recent norms. Those respondents who did not use developmental norms reported other factors and sources as useful references when determining articulation status. Clinical implications of these findings are discussed.

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