scholarly journals Speech-Motor Program/Programming in Children with Childhood Apraxia of Speech, Children with Articulatory and Phonological Disorders and Typically Developing Children

2015 ◽  
Vol 20 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Hyo-Jeong Kim ◽  
Sun Young Choi ◽  
Ji-Wan Ha
Keyword(s):  
Motor Program ◽  
Typically Developing ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Typically Developing Children ◽  
Phonological Disorders ◽  
Speech Motor

scholarly journals Clinical Utility of Repeated Urimal Test of Articulation and Phonation for Patients with Childhood Apraxia of Speech

Children ◽  
2021 ◽  
Vol 8 (12) ◽  
pp. 1106
Author(s):  
Jung-Hae Yun ◽  
So-Min Shin ◽  
Su-Min Son
Keyword(s):  
Clinical Utility ◽  
Normal Group ◽  
Typically Developing ◽  
Apraxia Of Speech ◽  
Intergroup Difference ◽  
Childhood Apraxia Of Speech ◽  
Typically Developing Children ◽  
Articulation Disorder ◽  
Significant Difference ◽  
The Mean

Childhood apraxia of speech (CAS) causes inconstant oromotor production. We investigated the clinical efficacy of repeated urimal test of articulation and phonation (U-TAP) in CAS patients. Twenty-eight children were recruited: 19 with CAS and 9 with functional articulation disorder (FAD). Four age-matched typically developing children were also recruited. U-TAP was performed twice repeatedly, and the error rate of consonant accuracy (CA) was measured. Preschool Receptive-Expressive Language Scale (PRES) was also performed. The mean U-TAP CA showed a significant difference between the three groups, with 42.04% for CAS, 77.92% for FAD, and 99.68% for the normal group (p < 0.05). The mean difference between the two U-TAP CAs was 10.01% for CAS, 0.82% for FAD, and no difference for the normal group, revealing a significant intergroup difference between CAS and FAD (p < 0.05). For the expressive and receptive PRES scores, CAS group showed significantly decreased results compared to FAD and normal group. Only in the CAS group, expressive PRES showed significant decrease rather than receptive PRES score. The CAS group showed a significant difference in the two U-TAP CA compared to the FAD and normal groups. This result implies that repeated U-TAP can be useful for supportive diagnostic tool for CAS by detecting poor reliability of phonation.

scholarly journals Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings

2018 ◽  
Vol 61 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Jennifer Zuk ◽  
Jenya Iuzzini-Seigel ◽  
Kathryn Cabbage ◽  
Jordan R. Green ◽  
Tiffany P. Hogan
Keyword(s):  
Speech Perception ◽  
Language Impairment ◽  
Motor Planning ◽  
Typically Developing ◽  
Apraxia Of Speech ◽  
Speech Delay ◽  
Childhood Apraxia Of Speech ◽  
Core Deficit ◽  
Language Assessments ◽  
Speech Motor

Purpose Childhood apraxia of speech (CAS) is hypothesized to arise from deficits in speech motor planning and programming, but the influence of abnormal speech perception in CAS on these processes is debated. This study examined speech perception abilities among children with CAS with and without language impairment compared to those with language impairment, speech delay, and typically developing peers. Method Speech perception was measured by discrimination of synthesized speech syllable continua that varied in frequency (/dɑ/–/ɡɑ/). Groups were classified by performance on speech and language assessments and compared on syllable discrimination thresholds. Within-group variability was also evaluated. Results Children with CAS without language impairment did not significantly differ in syllable discrimination compared to typically developing peers. In contrast, those with CAS and language impairment showed significantly poorer syllable discrimination abilities compared to children with CAS only and typically developing peers. Children with speech delay and language impairment also showed significantly poorer discrimination abilities, with appreciable within-group variability. Conclusions These findings suggest that speech perception deficits are not a core feature of CAS but rather occur with co-occurring language impairment in a subset of children with CAS. This study establishes the significance of accounting for language ability in children with CAS. Supplemental Materials https://doi.org/10.23641/asha.5848056

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

2020 ◽  
Vol 5 (4) ◽  
pp. 843-852 ◽  
Author(s):  
Nancy Tarshis ◽  
Michelle Garcia Winner ◽  
Pamela Crooke
Keyword(s):  
Social Development ◽  
Social Goals ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Social Competencies ◽  
The Social ◽  
Social Landscape ◽  
Communication Challenges ◽  
Primary Focus ◽  
Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

scholarly journals Cognitive Functions in Childhood Apraxia of Speech

2015 ◽  
Vol 58 (3) ◽  
pp. 550-565 ◽  
Author(s):  
Lian Nijland ◽  
Hayo Terband ◽  
Ben Maassen
Keyword(s):  
Cognitive Functions ◽  
Speech Development ◽  
Typically Developing ◽  
Apraxia Of Speech ◽  
Speech Impairment ◽  
Childhood Apraxia Of Speech ◽  
Control Functions ◽  
Speech Characteristics ◽  
Sequential Memory ◽  
Symptom Complex

Purpose Childhood apraxia of speech (CAS) is diagnosed on the basis of specific speech characteristics, in the absence of problems in hearing, intelligence, and language comprehension. This does not preclude the possibility that children with this speech disorder might demonstrate additional problems. Method Cognitive functions were investigated in 3 domains: complex sensorimotor and sequential memory functions, simple sensorimotor functions, and nonrelated control functions. Seventeen children with CAS were compared with 17 children with normal speech development at 2 occasions within 15 months. Results The children with CAS showed overall lower scores but similar improvement at Occasion 2 compared with the typically developing controls, indicating an overall delay in the development of cognitive functions. However, a specific deviant development in sequential abilities was found as well, indicated by significantly lower scores at Occasion 2 as compared with younger control children at Occasion 1. Furthermore, the scores on the complex sensorimotor and sequential memory tasks were significantly correlated with the severity of the speech impairment. Conclusions These results suggest that CAS involves a symptom complex that not only comprises errors of sequencing speech movements but implicates comorbidity in nonverbal sequential functioning in most children with CAS.

scholarly journals Model-Driven Treatment of Childhood Apraxia of Speech: Positive Effects of the Speech Motor Learning Approach

2018 ◽  
Vol 27 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Anita van der Merwe ◽  
Mollie Steyn
Keyword(s):  
Motor Learning ◽  
Speech Errors ◽  
Effect Sizes ◽  
Learning Approach ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Age Appropriate ◽  
Speech Motor Learning ◽  
Whole Word ◽  
Speech Motor

Purpose The aim of the study was to propose the speech motor learning approach (Van der Merwe, 2011) as a treatment for childhood apraxia of speech and to determine if it will effect positive change in the ability of a 33-month-old child to produce untreated nonwords and words containing treated age-appropriate consonants (Set 1 sounds), untreated age-appropriate consonants (Set 2), and untreated age-inappropriate consonants (Set 3) and also to determine the nature and number of segmental speech errors before and after treatment. Method An A-B design with multiple target measures and follow-up was implemented to assess the effects of treatment of Set 1. Effect sizes for whole-word accuracy were determined, and two criterion lines were generated following the conservative dual criterion method. Speech errors were judged perceptually. Results Conservative dual criterion analyses indicated no reliable treatment effect due to rising baseline scores. Effect sizes showed significant improvement in whole-word accuracy of untreated nonwords and real words containing age-appropriate treated sounds and real words containing age-appropriate untreated sounds. The number of errors for all three sound sets declined. Sound distortion was the most frequent error type. Conclusions Preliminary evidence suggests potentially positive treatment effects. However, rising baseline scores limit causal inference. Replication with more children of different ages is necessary. Supplemental Materials https://doi.org/10.23641/asha.5596708

scholarly journals Developing a test battery for diagnosis of childhood apraxia of speech in Arabic speakers

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Dalia Abdou ◽  
Omayma Afsah ◽  
Hemmat Baz ◽  
Tamer Abou-Elsaad
Keyword(s):  
Speech Sound ◽  
Test Battery ◽  
Apraxia Of Speech ◽  
Validity And Reliability ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Phonological Disorders ◽  
Arabic Speakers ◽  
Egyptian Children ◽  
Arabic Speaking

Abstract Background Childhood apraxia of speech (CAS) is a speech sound disorder in which the precision and consistency of movements underlying speech are impaired in absence of neuromuscular deficits. It is important to differentiate between language disorders and CAS to avoid misdiagnosis. The objective of this study was to develop a test battery for CAS in order to identify its possible presence in Arabic-speaking children, thus allowing the planning of appropriate therapy programs. The constructed test battery for CAS was administered to 70 monolingual Arabic-speaking Egyptian children including 10 children with suspected CAS, 20 children with phonological disorders, and 40 typically developing children. Participants’ responses were statistically analyzed to assess the validity and reliability, and to evaluate sensitivity and specificity of the test battery. Results Statistically significant differences were found between the three groups as regard all subtotal and total scores of CAS test battery with good validity and reliability of the test. Conclusions The constructed test battery for diagnosis of CAS is a reliable, valid, and sensitive tool that can be used to detect the presence of CAS in Arabic-speaking children and differentiate between it and phonological disorders.

scholarly journals Data-Driven Classification of Dysarthria Profiles in Children With Cerebral Palsy

2018 ◽  
Vol 61 (12) ◽  
pp. 2837-2853 ◽  
Author(s):  
Kristen M. Allison ◽  
Katherine C. Hustad
Keyword(s):  
Cerebral Palsy ◽  
Motor Development ◽  
Hierarchical Cluster ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Speech Characteristics ◽  
Naturally Occurring ◽  
Speech Features ◽  
Speech Motor

Purpose The objectives of this study were to examine different speech profiles among children with dysarthria secondary to cerebral palsy (CP) and to characterize the effect of different speech profiles on intelligibility. Method Twenty 5-year-old children with dysarthria secondary to CP and 20 typically developing children were included in this study. Six acoustic and perceptual speech measures were selected to quantify a range of segmental and suprasegmental speech characteristics and were measured from children's sentence productions. Hierarchical cluster analysis was used to identify naturally occurring subgroups of children who had similar profiles of speech features. Results Results revealed 4 naturally occurring speech clusters among children: 1 cluster of children with typical development and 3 clusters of children with dysarthria secondary to CP. Two of the 3 dysarthria clusters had statistically equivalent intelligibility levels but significantly differed in articulation rate and degree of hypernasality. Conclusion This study provides initial evidence that different speech profiles exist among 5-year-old children with dysarthria secondary to CP, even among children with similar intelligibility levels, suggesting the potential for developing a pediatric dysarthria classification system that could be used to stratify children with dysarthria into meaningful subgroups for studying speech motor development and efficacy of interventions.

Final Consonant Discrimination in Children

2002 ◽  
Vol 45 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Jan Edwards ◽  
Robert A. Fox ◽  
Catherine L. Rogers
Keyword(s):  
Age Groups ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Phonological Disorders ◽  
Preschool Age Children ◽  
Whole Word

Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the whole-word condition was correlated with receptive vocabulary size and a measure of articulatory accuracy across all children. These results suggest that there is a complex relationship among word learning skills, the ability to attend to fine phonetic detail, and the acquisition of articulatory-acoustic and acoustic-auditory representations.

Sign in / Sign up

Export Citation Format

Share Document