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Relevant bibliographies by topics / Speech disorders

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Academic literature on the topic 'Speech disorders'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Speech disorders"

1

A, Poornima, and Praveena Vallivel. "Children Speech Disorder Detection Using Speech Analytics: A Literature Survey." International Journal for Research in Applied Science and Engineering Technology 11, no. 6 (June 30, 2023): 4398–404. http://dx.doi.org/10.22214/ijraset.2023.54466.

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Abstract: Children speech impairments can have a big impact on how well a kid communicates and develops as a person. Early diagnosis of speech impairments is essential for prompt intervention and efficient therapy. Speech analytics approaches have become promising tools in recent years for the identification and evaluation of various speech problems in children. This literature review seeks to present an overview of the state-of-the-art in speech analytics-based child speech disorder detection. It explores the approaches and technology used in speech analytics for disorder detection and covers a wide spectrum of speech disorders, such as articulation abnormalities, phonological disorders, and language disorders. The survey emphasises the potential impact of speech analytics in enhancing the diagnosis while highlighting the obstacles, trends, and future directions in this quickly expanding sector

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Smith, Margaret. "Understanding speech disorders." Nursing Standard 5, no. 48 (August 21, 1991): 30–33. http://dx.doi.org/10.7748/ns.5.48.30.s43.

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Bloch, Steven. "Motor Speech Disorders." International Journal of Language & Communication Disorders 44, no. 3 (January 2009): 394–95. http://dx.doi.org/10.1080/13682820701740713.

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Perkin, G. D. "Some speech disorders." Journal of Neurology, Neurosurgery & Psychiatry 58, no. 2 (February 1, 1995): 191–200. http://dx.doi.org/10.1136/jnnp.58.2.191.

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Shen, Tianjie, and Kathleen C. Y. Sie. "Surgical Speech Disorders." Facial Plastic Surgery Clinics of North America 22, no. 4 (November 2014): 593–609. http://dx.doi.org/10.1016/j.fsc.2014.07.010.

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Baird, G. "Developmental Speech Disorders." Archives of Disease in Childhood 66, no. 3 (March 1, 1991): 371–72. http://dx.doi.org/10.1136/adc.66.3.371-b.

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Gyllenberg, David, Bianca Arrhenius, Auli Suominen, and Andre Sourander. "S133. DIAGNOSED SPEECH, SCHOLASTIC AND MOTOR DISORDERS AS PREDICTORS FOR NON-AFFECTIVE PSYCHOSES." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S86. http://dx.doi.org/10.1093/schbul/sbaa031.199.

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Abstract Background Premorbid cognitive impairments are associated with schizophrenia, but little is known about the risk of developing psychoses among children with diagnosed speech, scholastic and motor disorders. Our aim was to study if children diagnosed with these are at increased risk of non-affective psychoses in adolescence and early adulthood. Methods We identified all children born 1996–2001 that were diagnosed with a speech disorder (ICD-10 code F80), scholastic disorder (F81), motor disorder (F82) or mixed developmental disorder (F83) before age 15 in outpatient and inpatient specialized services in Finland by using nationwide registers (n=17,038). A control cohort of children without these disorders was identified (n=63,745). The outcome was non-affective psychoses (F20-F29) diagnosed between age 15 years and the end of year 2017 (maximum age at end of follow-up: 16.0–21.9 years). We used Cox regression to study the association between speech, scholastic and motor disorders and psychoses and adjusted for sex, urbanicity and comorbid depression and conduct disorders. Results A total of 216 and 251 subjects were diagnosed with non-affective psychoses during follow-up in the cohort of speech, scholastic and motor disorders and the control-cohort, respectively. The cumulative incidence of psychoses from age 15.0 to 21.9 years was 2.4 % (95% confidence interval [CI] 2.0 - 2.8 %) in the cohort of speech, scholastic and motor disorders compared to 0.8 % (95% CI 0.7 % - 1.0 %) in the control-cohort (adjusted hazard ratio [aHR] 2.6, 95% CI 2.2 - 3.2). When stratified by a pure or a combination of at least two speech, scholastic and motor disorders, all categories were significantly associated with psychoses with the highest HR for motor disorders (aHR 3.6, 95% CI 2.0 - 6.4), followed by the combination of different speech, scholastic and motor disorders (3.3, 2.4 - 4.4), pure scholastic disorders (2.4, 1.5 - 3.7) and pure speech disorders (1.7, 1.2 - 2.6). Discussion Non-affective psychoses in late adolescence and early adulthood are associated with speech, scholastic and motor disorders diagnosed in childhood, in particular motor development disorders.

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Salih, Darun Abdulrahman. "Dysphonia as a Speech Disorder." JOURNAL OF LANGUAGE STUDIES 8, no. 1 (January 31, 2024): 149–73. http://dx.doi.org/10.25130/lang.8.1.7.

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Oral communication is one of the most important forms of communication. It is through which the speaker directly delivers the content of the verbal message to the addressee. Usually, the existence of any defect or disorder in the speaker’s vocal cords may result in not delivering the message properly. One of the problems that cause such improper delivery of a verbal message is voice disorders, especially voice hoarseness (Dysphonia). Thus, this paper is entitled (Dysphonia as a Speech Disorder), which refers to the changes occurring in the speaker’s voice that are marked as disorders compared to the normal patterns. Such disorder occurs due to a defect in the elements needed for the process of voice production in a healthy person. This disorder is not confined to a specific age group. It can occur at any age, from childhood onwards, and it may be a temporary or chronic disorder. Speech disorders and their treatment methods are often approached in the domain of applied linguistics, and dysphonia is one of those voice disorders that have not received ample attention from researchers in general, and speech pathologists in particular, despite the steady increase in the number of cases day after day due to several factors including the noise pollution and crowdedness in cities, and some everyday duties that cause injury, which then can be an effective factor for this disorder to occur. Hence, this study is determined to introduce the most important modern trends in rehabilitating voice disorders and presenting methods for curing them.

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Tyshchenko, Vladyslav. "SPEECH PRAXIS DISORDERS: DISORDERS QUALIFICATION IN THE CONDITIONS OF REVISION OF SPEECH-LANGUAGE PATHOLOGY CLASSIFICATIONS REVISION." Scientific Journal of Khortytsia National Academy, no. 2023-9 (December 20, 2023): 154–61. http://dx.doi.org/10.51706/2707-3076-2023-9-18.

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The article covers the issue of qualifications relevant for modern speech-language therapy science and praxis of the disorder: apraxia and dyspraxia of speech in persons with sound disorders. Concepts: praxis, apraxia and dyspraxia of speech, – are considered. The types of praxis and their participation in the acts of creation and implementation of the motor program of speech are determined. The typology of apraxia and dyspraxia of speech was determined and their differential features were identified both within the group of speech praxis disorders and in the group of phonological disorders as a whole. In particular, the differences between kinetic and kinesthetic praxis and the specifics of the demonstration of their disorders in speech are represented. Thus, it is determined that kinesthetic (afferent) apraxia of speech manifests itself mainly at the level of phonological disorders of the type of literal paraphasias – numerous, variable, unstable substitutions of sounds. The second feature of this form of apraxia (dyspraxia) of speech is the significant difficulty in automating the sounds that have already been produced. Instead, kinetic (efferent) apraxia of speech primarily affects the reproduction of the syllabic structure of the word and the difficulties of overcoming them with relatively preserved pronunciation of separate sounds. The author draws attention to two options for the qualification of speech praxis disorders, as an separate sound disorder, and as a symptom in more complex disorders: cortical dysarthria, motor kinesthetic (afferent) and motor kinetic (efferent) alalia and aphasia. The essential problems of the qualification of apraxias and dyspraxias of speech in the absence of such nosologies in the clinical-pedagogical and psychological-pedagogical classifications of speech disorders existing in Ukraine are emphasized. The ways of solving the specified problems are justified by revising the existing classifications and including apraxia and dyspraxia of speech as separate nosologies in them. Options for coordinating the formulation of speech-language therapy conclusions are presented, in which this disorders are qualified according to the old and updated classifications.

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Shuvarova, S., V. Sevastyanov, E. Borisova, and N. Leontyeva. "the Disorders of Emotional and Volitional Spheres in Preschool Children with Speech Pathology." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71318-5.

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Objective:To study the peculiarity of emotional and volitional spheres in preschool children with speech pathology.Methods:250 children aged from 2 to 7 years old with speech pathology were examined. the following kinds of speech disorders were educed: impressive speech disorders - 9,2 %, expressive speech disorders - 31,2%, mixed speech disorders - 59,6 %. Due to the seriousness of the speech disorders the children were divided into 3 groups.Results:The educed disorders develop in the following psychopathological syndromes: neurotic, autism-like, hyperdynamic. in 62% of children with impressive speech disorders the autism-like syndrome was marked, and in 38 % both the autism-like and the hyperdynamic syndromes. in 74 % of children with expressive speech disorders the hyperdynamic syndrome was marked and in 26 % the neurotic syndrome. All the 3 syndromes were educed in children with mixed speech disorders however if in the structure of speech disorder a sensorial component prevailed then the autism-like syndrome was found. with the predominance of a motor component there were both hyperdynamic and neurotic syndromes. Direct dependence of intensity of these syndromes on seriousness of speech disorders was educed.Conclusions:The results of the research show, that children with speech pathology at preschool age have already the disorders of emotional and volitional spheres which influences the development of the personality of a child and contributes to the reinforcement of negative forms of reaction.

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Dissertations / Theses on the topic "Speech disorders"

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Preston, Jonathan. "Phonological processing and speech production in preschoolers with speech sound disorders." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Ng, Kwok-hang Ashley. "Phonological processing in children with speech disorders." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209193.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.

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Williams, A. Lynn. "Speech Disorders Resource Guide for Preschool Children." Digital Commons @ East Tennessee State University, 2002. https://www.amzn.com/0769300804.

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Speech Disorders Resource Guide for Preschool Children provides detailed information about assessment, analysis and intervention methods pertaining to childhood speech disorders. Also covers intervention outcomes and treatment efficacy. A concise, easy-to-use format makes it an ideal clinical resource tool for students and clinicians.
https://dc.etsu.edu/etsu_books/1181/thumbnail.jpg

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Williams, A. Lynn, and Carol Stoel-Gammon. "Identification of Speech-language Disorders in Toddlers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2038.

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This session is developed by, and presenters invited by, Speech Sound Disorders in Children and Language in Infants Toddlers and Preschoolers. This invited session provides an overview of early speech/language development with a focus on identifying delay/disorders in toddlers. Types of speech/language behaviors in prelinguistic/ early linguistic development that serve as “red flags” for possible disorders will be discussed. The need for developmentally appropriate assessments will be highlighted.

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Williams, A. Lynn. "Updates in Treating Speech Disorders in Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2021.

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Peter, Beate. "Multivariate characteristics and data-based disorder classification in children with speech disorders of unknown origin /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8211.

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Theron, Karin. "Temporal aspects of speech production in bilingual speakers with neurogenic speech disorders." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08072003-152242.

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Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1666.

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A variety of unusual and challenging auditory events may be associated with excessive loudness, pitch anomalies, aversions to specific sounds, or the sensation of pain in the ears. This presentation will review mechanisms associated with disordered sound tolerance (DST), including hyperacusis, diplacusis, and auditory nociception. Audiologists lack consensus regarding the terminology associated with such disorders (i.e., misophonia) and distinctions will be made between different labeling schemes. Relations between audiometric status and DST will be reinforced using clinical data.

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Jacobson, G., Robert Brey, R. Gans, D. Zapala, and Faith W. Akin. "Grand Rounds in Balance Disorders." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2454.

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Akin, Faith W., G. Jacobson, R. Brey, R. Gans, and D. Zapala. "Grand Rounds in Balance Disorders." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2453.

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Books on the topic "Speech disorders"

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Lanier, Wendy. Speech disorders. Detroit: Lucent Books, 2010.

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Miller, Nick, and Anja Lowit, eds. Motor Speech Disorders. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092338.

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Dalton, Peggy. Disorders of fluency: Studies in disorders of communication. 2nd ed. London: Cole and Whurr, 1989.

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Dalton, Peggy. Disorders of fluency. 2nd ed. London: Cole and Whurr, 1989.

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Kent, Raymond D., ed. Intelligibility in Speech Disorders. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sspcl.1.

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Crary, Michael A. Developmental motor speech disorders. San Diego, Calif: Singular Pub. Group, 1993.

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Hargrove, Patricia M. Prosody management of communication disorders. San Diego, Calif: Singular Pub. Group, 1994.

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Murdoch, B. E. Acquired Speech and Language Disorders. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3458-1.

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Lorian, Baker, ed. Developmental speech and language disorders. New York: Guilford Press, 1987.

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1933-, Silverman Franklin H., ed. Speech, language, and hearing disorders. Boston: Allyn and Bacon, 1995.

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Book chapters on the topic "Speech disorders"

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Tatham, Mark, and Katherine Morton. "Speech Disorders." In Speech Production and Perception, 278–98. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230513969_12.

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Silveri, Maria Caterina. "Speech Disorders." In Essentials of Cerebellum and Cerebellar Disorders, 457–62. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15070-8_71.

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Cummings, Louise. "Developmental Speech Disorders." In Communication Disorders, 16–37. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40013-0_2.

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Cummings, Louise. "Acquired Speech Disorders." In Communication Disorders, 60–80. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40013-0_4.

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Bean Ellawadi, Allison. "Speech." In Encyclopedia of Autism Spectrum Disorders, 1. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_1699-3.

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Bean, Allison. "Speech." In Encyclopedia of Autism Spectrum Disorders, 2953. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1699.

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Bean Ellawadi, Allison. "Speech." In Encyclopedia of Autism Spectrum Disorders, 4568–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1699.

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Abbs, James H. "Speech Movement Disorders." In Speech and Language, 30–31. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6774-9_11.

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Stengel, E. "Speech Disorders and Mental Disorders." In Novartis Foundation Symposia, 285–98. Chichester, UK: John Wiley & Sons, Ltd., 2008. http://dx.doi.org/10.1002/9780470715321.ch16.

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Milloy, Nancy R. "Developmental voice disorders." In Breakdown of Speech, 83–97. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3390-4_6.

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Conference papers on the topic "Speech disorders"

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Bahadorinejad, Arghavan, and Farshad Almasganj. "Delayed Auditory Feedback for speech disorders." In 2012 International Conference on Biomedical Engineering (ICoBE). IEEE, 2012. http://dx.doi.org/10.1109/icobe.2012.6178984.

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Jamieson, D. G., Li Deng, M. Price, Vijay Parsa, and J. Till. "Interaction of speech disorders with speech coders: effects on speech intelligibility." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-186.

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Ishimitsu, Shunsuke, Kouhei Oda, and Masashi Nakayama. "Body-Conducted Speech Recognition in Speech Support System for Disorders." In 2009 Fourth International Conference on Innovative Computing, Information and Control (ICICIC). IEEE, 2009. http://dx.doi.org/10.1109/icicic.2009.126.

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Zabramnaya, Irina. "SPEECH DISORDERS AND THEIR CAUSES. DICTIONARY FORMATION THROUGH SPEECH GAMES." In EdDev - дидактика XXI века. Киров: Межрегиональный центр инновационных технологий в образовании, 2023. http://dx.doi.org/10.52376/978-5-907623-65-1_22.

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Antipova, Zhanna. "THE ETIOLOGY OF CHILDREN’S SEVERE SPEECH DISORDERS." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m920.sudak.ns2020-16/69-70.

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Martin, Jose Francisco, Raquel Fernandez-Ramos, Jorge Romero-Sanchez, and Francisco Rios. "Signals voice biofeedback for speech fluency disorders." In Microtechnologies for the New Millennium 2003, edited by Angel Rodriguez-Vazquez, Derek Abbott, and Ricardo Carmona. SPIE, 2003. http://dx.doi.org/10.1117/12.499047.

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Metzner, Jörg, Marcel Schmittfull, and Karl Schnell. "Substitute sounds for ventriloquism and speech disorders." In Interspeech 2006. ISCA: ISCA, 2006. http://dx.doi.org/10.21437/interspeech.2006-415.

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Karunasekara, Pasan, Sheshan Deshitha, Dinuja De Alwis, Desan Karunarathna, Shashika Lokuliyana, and Narmada Gamage. "Children's Speech Disorders Identification and Therapy Treatment." In 2023 5th International Conference on Advancements in Computing (ICAC). IEEE, 2023. http://dx.doi.org/10.1109/icac60630.2023.10417158.

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"VIRTUAL REALITY IN SPEECH SOUND DISORDERS THERAPY." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v2end106.

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Przybysz, Débora Cristina, Ana Chrystina Crippa, Isac Bruck, Ana Paula Lopes Luiz, and Ana Paula Dassie Leite. "Speech disorders in children with learning disabilities." In SBN Conference 2022. Thieme Revinter Publicações Ltda., 2023. http://dx.doi.org/10.1055/s-0043-1774492.

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Reports on the topic "Speech disorders"

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PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/metodika-ozdorovitelnoy-raboty.

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Пособие нацелено на формирование педагогов ДОУ готовности к педагогической деятельности в области здоровьесбережения детей с нарушениями речи, на реализации государственного образовательного стандарта, обогащению профессионального опыта педагогов. Учебно-методическое пособие предназначено для организации учебных занятий в рамках курсовой подготовки и переподготовки педагогов ДОУ по программам: «Педагогическая деятельность в условиях реализации ФГОС ДО» и «Теория и методика воспитания и обучения детей с ОВЗ».

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Comerford, Geraldine. Correlations Between the School Situations Questionnaire-Revised and Speech and Language Disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6461.

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Anderson, Deborah. Parental Perceptions of the Efficacy of Clinical Intervention for Speech-Language Disorders at Portland State University's Speech and Language Clinic. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6808.

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DeArmond, Kathryn. The use of phonological process assessment for differentiating developmental apraxia of speech from functional articulation disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5861.

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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, February 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.

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Spencer, Trina, Kerstin Tönsing, and Shakila Dada. Augmentative and Alternative Communication (AAC) Interventions that Promote Labeling, Commenting, and Telling: A Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0078.

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Review question / Objective: The aim of this systematic review is to identify and describe the augmentative and alternative communication (AAC) interventions that improve the labeling, commenting, and telling skills of children with communication disabilities. To that end, the following questions will be addressed: What is the quality and quantity of research investigating AAC interventions to promote labeling, commenting, and telling skills of children with communication disabilities? Which (if any) AAC interventions have sufficient empirical evidence to support their recommendation in practice for teaching children with communication disabilities labeling, commenting, and telling skills? Condition being studied: Speech is the primary modality of communication and socialization. However, not all individuals develop functional speech due to a variety of developmental or acquired disabilities, such as autism spectrum disorders (ASD), cerebral palsy (CP), or traumatic brain Injury. Although diagnoses vary, all these individuals share the condition of being unable to meet all the communication needs that others without disabilities typically meet through speech. Such Individuals are typically described as having complex communication needs or a severe communication disorder, or as requiring augmentative and alternative communication (Von Tetzchner & Basil, 2011).

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Paul-Brown, Diane. Evaluating and Treating Communication and Cognitive Disorders: Approaches to Referral and Collaboration for Speech-Language Pathology and Clinical Neuropsychology. Rockville, MD: American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00137.

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Udupa, Sahana, Iginio Gagliardone, Alexandra Deem, and Laura Csuka. Hate Speech, Information Disorder, and Conflict. MediaWell, Social Science Research Council, April 2020. http://dx.doi.org/10.35650/md.2033.d.2020.

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Larina, E. Speech therapy examination of children with impaired violation disorder, rate of speech, stutterinq: еducational methodical manual. SIB-Expertise, December 2022. http://dx.doi.org/10.12731/er0662.15122022.

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Еducational methodical manual guide is intended for full-time and part-time students enrolled in special (defectological) education 44.03.03, training profile Speech therapy. The manual consists of theer sections, they contain a description of the sequence of stages of speech therapy examination of children with violation disorder, rate of speech, stutterinq, the structure of drawing up a speech therapy opinion, a summary on the topic, questions and control tasks for independent work, a list of references and a glossary. The educational-methodical is intended for students of the defectology department of the university, practicing speech therapists, specialists in the field of speech pathology.

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Garcia, Pablo, and Bruce Knoth. Objective Assessment of Post-Traumatic Stress Disorder Using Speech Analysis in Telepsychiatry. Fort Belvoir, VA: Defense Technical Information Center, February 2013. http://dx.doi.org/10.21236/ada601947.

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