Relevant bibliographies by topics / Speech Sound Disorders (SSDs)

Academic literature on the topic 'Speech Sound Disorders (SSDs)'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Speech Sound Disorders (SSDs)"

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Grigos, Maria I. "Speech Sound Disorders: What's Motor Got To Do With It?" Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 75–87. http://dx.doi.org/10.1044/persp1.sig1.75.

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Speech sound disorders (SSDs) are commonly viewed as involving impaired articulation and/or phonological skills. Speech language pathologists working with individuals with (SSDs) assess the articulation of speech sounds and the coordination of articulatory structures with other components of the speech mechanism, including the phonatory, respiratory, and resonatory subsystems. The sound system of the language and the rules that govern how phonemes are combined are equally critical for clinicians to explore. While the terms “articulation” and “phonology” provide clinicians with a framework for classification, children who are broadly identified with (SSDs) may also display characteristics of a motor speech impairment, which can obscure the decision making process with respect to both diagnosis and treatment. One such motor speech disorder is childhood apraxia of speech (CAS). The focus of this paper is to discuss motor speech deficits in children and to review research that aims to distinguish motor speech patterns in children with (SSDs) with and without CAS. We will also address the relationship between emerging speech motor and linguistic skills.
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Pi, Minkyeong, and Seunghee Ha. "Language Ability to Predict Subtypes of Speech Sound Disorder." Communication Sciences & Disorders 27, no. 3 (September 30, 2022): 658–70. http://dx.doi.org/10.12963/csd.22916.

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Objectives: The purpose of this study is to investigate whether there are differences in vocabulary, grammar, pragmatics, and early literacy skills according to subgroups of speech sound disorders (SSDs). Additionally, this study attempted to examine whether language ability could predict the subtype of SSDs suggested by Dodd’s model for differential diagnosis. Methods: Sixty-two children with SSDs aged 3-9 years were classified into groups with articulation disorders (AD), phonological delays (PD), and consistent/inconsistent phonological disorders (CPD/IPD). Vocabulary and grammar skills were evaluated, and pragmatics and early literacy skills was evaluated based on parental reports. Results: Children with SSDs exhibited significant differences in receptive/expressive vocabulary, receptive/expressive grammar, and early reading performance; but no significant differences were found in pragmatics and early writing. In general, children with AD showed significantly better performance in language than children within the other SSD subgroups, and the children with IPD showed lowest performance. This study showed that grammar was the best predictor of the subtypes of children with SSDs and was most vulnerable to children with SSDs. Conclusion: This study is significant in investigating and examining all aspects of language - vocabulary, grammar, pragmatics, and early literacy - of children with SSDs. This study suggests that the reception and expression of the grammar skills of children with SSDs should be evaluated in the clinical field.
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Ha, Seunghee. "Phonological Error Patterns in Subgroups of Speech Sound Disorders." Communication Sciences & Disorders 27, no. 3 (September 30, 2022): 647–57. http://dx.doi.org/10.12963/csd.22924.

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Objectives: The purpose of this study was to investigate phonological error patterns from multisyllable words in subgroups of speech sound disorders (SSDs) classified by linguistic symptomatology, and to examine whether underlying deficits of each subgroup of SSDs could be identified through phonological error patterns. Methods: The 2-5-syllable words, which a total of 120 children with SSDs from 3 years to 9 years 11 months produced, were analyzed; and phonological error patterns were determined. Phonological error patterns were categorized into whole word error patterns, segmental (consonants and vowels), and distortion error patterns, as well as into developmental and non-developmental error patterns. Statistical analyses were performed to determine whether the subgroups of SSDs show differences in the occurrence ratio of each category. Results: Children with articulation disorders showed a relatively higher ratio of distortions compared to children of other subgroups, which confirms that articulation disorders are related to deficits in motoric level. Children with inconsistent phonological disorders were characterized with higher ratio of whole word error patterns, which may indicate their sequencing difficulties. Children with consistent or inconsistent phonological disorders showed a higher ratio of non-developmental error patterns which may reflect their weakness in phonological representations. Conclusion: This study supported the position that phonological error pattern analysis could allow us to know the underlying deficits which children with SSDs show in speech processing levels and ultimately to understand subgroups of SSDs.
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Ha, Seunghee, and Minkyeong Pi. "Effects of Word Length on Articulatory Accuracy in Children with Speech Sound Disorders." Communication Sciences & Disorders 27, no. 1 (March 31, 2022): 190–201. http://dx.doi.org/10.12963/csd.22878.

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Objectives: The purpose of this study was to investigate the word length effects in a 1-2-3 syllable string test in children with speech sound disorders (SSDs) and to examine whether the accuracy in the 1-2-3 syllable string test could differentiate subgroups of SSDs classified by linguistic symptomatology.Methods: The 1-2-3 syllable string test was administrated to a total of 161 children with SSDs from 3 years to 9 years 11 months of age. The children with SSDs were classified into four subgroups, articulatory disorders, phonological delay, consistent phonological disorder, and inconsistent phonological disorder. Accuracy in the 1-2-3 syllable string test was measured at word, phoneme, vowel, consonant, and target syllables; and compared among SSD subgroups.Results: The main effects of SSD subgroups and word length exhibited significances at word, phoneme, consonant, and target syllables levels. The interaction effect between subgroups and word length was also significant. Phonological delay and inconsistent phonological disorder revealed significant effects of word length; and in particular, children with inconsistent phonological disorders showed a significant increase of errors as the number of syllable in the test words increased.Conclusion: The results support the possibility that subgroups of SSDs can be differentiated based on accuracy and word length effect in a 1-2-3 syllable string test, which can be useful in identifying children showing inconsistent productions and sequencing difficulties.
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Hearnshaw, Stephanie, Elise Baker, and Natalie Munro. "Speech Perception Skills of Children With Speech Sound Disorders: A Systematic Review and Meta-Analysis." Journal of Speech, Language, and Hearing Research 62, no. 10 (October 25, 2019): 3771–89. http://dx.doi.org/10.1044/2019_jslhr-s-18-0519.

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Purpose The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school–age children with speech sound disorders (SSDs) have difficulties with speech perception. Method Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the most common type of speech perception assessment task—lexical and/or phonetic judgment tasks. Results Across 60 of 73 studies, some or all children with SSDs were reported to have difficulties with speech perception. The meta-analysis showed a significant difference between children with SSDs and children with typically developing speech on lexical and/or phonetic judgment tasks. Conclusion Results from the meta-analysis demonstrate that children with SSDs have difficulties with speech perception. This appears to be the case for some but not all children with SSDs. The findings from this systematic review and meta-analysis also provide insight into the complex range of methodological issues involved in the study of speech perception in children with SSDs and the need for further research. Supplemental Material https://doi.org/10.23641/asha.9808361
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Furlong, Lisa M., Meg E. Morris, Tanya A. Serry, and Shane Erickson. "Treating Childhood Speech Sound Disorders: Current Approaches to Management by Australian Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 581–96. http://dx.doi.org/10.1044/2020_lshss-20-00092.

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Purpose This study explored the intervention processes used by speech-language pathologists (SLPs) to treat children with speech sound disorders (SSDs). Method Semistructured, individual, in-depth interviews were conducted with 11 Australian SLPs. Inductive content analysis was used to classify the data to provide a description of current intervention processes for children with SSDs. Results Three main factors were identified relating to the intervention processes used by SLPs: (a) target selection, (b) therapy approaches, and (c) structural and procedural aspects of therapy sessions, including feedback. The findings revealed that SLPs often combine elements of four therapies: the minimal pairs approach, traditional articulatory approaches, auditory discrimination, and Cued Articulation. Initial therapy targets typically aligned with a developmental approach or were functional speech targets with meaningful relevance to the child and their family. Conclusions These findings contribute to the current state of knowledge about the intervention processes used by SLPs for children with SSDs. The use of hybrid speech pathology therapies, which combined elements of favored approaches, was common. Hybrid methods were intended to help tailor the interventions to individual needs. Client needs were highly prioritized by SLPs and influenced their choice of therapy targets and therapy approaches.
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Kuo, Yao-Ming, Shanq-Jang Ruan, Yu-Chin Chen, and Ya-Wen Tu. "Deep-Learning-Based Automated Classification of Chinese Speech Sound Disorders." Children 9, no. 7 (July 1, 2022): 996. http://dx.doi.org/10.3390/children9070996.

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This article describes a system for analyzing acoustic data to assist in the diagnosis and classification of children’s speech sound disorders (SSDs) using a computer. The analysis concentrated on identifying and categorizing four distinct types of Chinese SSDs. The study collected and generated a speech corpus containing 2540 stopping, backing, final consonant deletion process (FCDP), and affrication samples from 90 children aged 3–6 years with normal or pathological articulatory features. Each recording was accompanied by a detailed diagnostic annotation by two speech–language pathologists (SLPs). Classification of the speech samples was accomplished using three well-established neural network models for image classification. The feature maps were created using three sets of MFCC (Mel-frequency cepstral coefficients) parameters extracted from speech sounds and aggregated into a three-dimensional data structure as model input. We employed six techniques for data augmentation to augment the available dataset while avoiding overfitting. The experiments examine the usability of four different categories of Chinese phrases and characters. Experiments with different data subsets demonstrate the system’s ability to accurately detect the analyzed pronunciation disorders. The best multi-class classification using a single Chinese phrase achieves an accuracy of 74.4 percent.
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Rusiewicz, Heather Leavy, and Jessica Lynch Rivera. "The Effect of Hand Gesture Cues Within the Treatment of /r/ for a College-Aged Adult With Persisting Childhood Apraxia of Speech." American Journal of Speech-Language Pathology 26, no. 4 (November 8, 2017): 1236–43. http://dx.doi.org/10.1044/2017_ajslp-15-0172.

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Purpose Despite the widespread use of hand movements as visual and kinesthetic cues to facilitate accurate speech produced by individuals with speech sound disorders (SSDs), no experimental investigation of gestural cues that mimic that spatiotemporal parameters of speech sounds (e.g., holding fingers and thumb together and “popping” them to cue /p/) currently exists. The purpose of this study was to examine the effectiveness of manual mimicry cues within a multisensory intervention of persisting childhood apraxia of speech (CAS). Method A single-subject ABAB withdrawal design was implemented to assess the accuracy of vowel + /r/ combinations produced by a 21-year-old woman with persisting CAS. The effect of manual mimicry gestures paired with multisensory therapy consisting of verbal instructions and visual modeling was assessed via clinician and naïve listener ratings of target sound accuracy. Results According to the perceptual ratings of the treating clinician and 28 naïve listeners, the participant demonstrated improved speech sound accuracy as a function of the manual mimicry/multisensory therapy. Conclusions These data offer preliminary support for the incorporation of gestural cues in therapy for CAS and other SSDs. The need for continued research on the interaction of speech and manual movements for individuals with SSDs is discussed.
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Pi, Minkyeong, and Seunghee Ha. "Risk Factors for Subtypes of Children with Speech Sound Disorders Classified by Linguistic Symptoms." Communication Sciences & Disorders 26, no. 4 (December 31, 2021): 884–96. http://dx.doi.org/10.12963/csd.21860.

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Objectives: The purpose of this study is to investigate 22 risk factors for speech sound disorders (SSDs) and to find out whether there are differences in risk factors for each subtype of SSDs of Dodd’s model.Methods: Sixty-two children with SSDs aged 3-9 years participated in the study, and 22 risk factors reported in literature were investigated through parental interviews and a nonverbal intelligibility test. Children with SSDs were divided into children with articulation disorders, phonological delays, and consistent/inconsistent phonological disorders.Results: As a result of the principal component analysis, 22 risk factors were classified into 1) language and gross motor development, 2) gender and early development, 3) otitis media with effusion, 4) socioeconomic status, and 5) family history. Among all risk factors, only general developmental delay around 2 years of age showed a significantly different frequency among subtypes of SSDs.Conclusion: This study directly investigated the risk factors of children with SSDs and classified a number of risk factors into five categories. This study suggests that if children show early general developmental delays, they should be closely monitored and early evaluation and interventions should be planned.
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Tambyraja, Sherine, and Kelly Farquharson. "Describing How School-Based SLPs Determine Eligibility for Children with Speech Sound Disorders." Seminars in Speech and Language 40, no. 02 (February 22, 2019): 105–12. http://dx.doi.org/10.1055/s-0039-1677761.

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AbstractThe purpose of this study was to explore how school-based speech–language pathologists (SLPs) determine eligibility for children with speech sound disorders (SSDs). Presently, there is substantial variability nationwide with respect to if or how children with SSDs receive speech therapy in public schools. We report the results of a nation-wide survey of school-based SLPs, which further underscore this variability. Findings provide insight into which and how many factors SLPs report contributing to eligibility decisions, as well as which and how many components of an assessment are mandatory. Our discussion includes a call to advocacy for SLPs, but also a need for increased awareness of this problematic variability for school administrators.
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Dissertations / Theses on the topic "Speech Sound Disorders (SSDs)"

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Williams, A. "Intensity in Phonological Intervention: Is There a Prescribed Amount?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2000.

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Despite a number of studies that have demonstrated positive outcomes for inducing clinical change in children with speech sound disorders (SSD), there is a need to address the question of whether resources are being applied in an optimal manner. As a consequence, there has been a call to look within interventions to examine parameters that may contribute to intervention outcomes; specifically the intensity of intervention (dose, frequency, duration, and cumulative intervention intensity). In this paper, empirical evidence from three intervention studies using multiple oppositions primarily, and a second contrastive approach, minimal pairs, is reported with regard to the parameters of intervention intensity. The findings indicated that greater intensity yields greater treatment outcomes. Further, quantitative and qualitative changes in intensity occur as intervention progresses, and there were differences in intensity based on severity of the SSD. Based on these data, suggestions were made toward establishing some prescribed amounts of intensity to affect treatment outcomes for children with SSD.
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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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Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7810.

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Oriti, Taylor. "Narrative Abilities in Preschool Children with Childhood Apraxia of Speech, Speech Sound Disorder, and Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586948079666208.

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Williams, A. Lynn. "Frameworks for Analyzing Speech Sound Disorders in Children." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2015.

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Pera, Natalie. "Processing predictors of severity of speech sound disorders." Thesis, University of Canterbury. Dept of Communication Disorders, 2013. http://hdl.handle.net/10092/7949.

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This study investigated whether or not variability in the severity of speech sound disorders is related to variability in phonological short-term memory and/or variability in the accuracy of phonological representations. The aim was to determine speech processing predictors of severity of speech sound disorders. A total of 33 children, aged three to six years of age, were assessed on measures of nonword repetition, accuracy of phonological representations, accuracy of speech production, and language. The tests administered included the Clinical Evaluation of Language Fundamentals Preschool – 2 Australian, the Diagnostic Evaluation of Articulation and Phonology, the Nonword Repetition Test (modified), and the Phonological Representation Judgement Task (modified). The relationships between the results of these tests were established using a correlation analysis. The relationship between accuracy of phonological representations and the percentage of consonants correct was found to be mediated by language. There was no significant relationship between nonword repetition and percentage consonants correct. These findings may have been the result of small sample size, age of the participants, or co-morbid language difficulties. These findings imply that variability in severity of speech sound disorders may be related to a variable not directly assessed in this study. This variable may be a constraint relating to the stored motor programs within children’s speech processing systems. Implications for future research are discussed.
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Williams, A. Lynn, Sharynne McLeod, Rebecca J. McCauley, Steven F. Warren, and Marc E. Fey. "Interventions for Speech Sound Disorders in Children (CLI)." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188.

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With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach
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Williams, A. Lynn, Jan Edwards, Benjamin Munson, Amy Glaspey, and Shelley Velleman. "Assessment of Speech Sound Disorders: Clinical Decision Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2055.

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This session is developed by, and presenters invited by Speech Sound Disorders in Children. A case-based approach will be used to assess the complexity of SSD through assessment and analysis measures that guide clinical decisions regarding differential diagnosis, intervention planning, and progress monitoring.
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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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Farquharson, Kelly, A. Lynn Williams, Ann Tyler, and Elise Baker. "Incorporating Science into Practice for Treatment of Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2044.

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This session is developed by, and presenters invited by Speech Sound Disorders in Children. Using an evidence-based practice framework, this short course will examine clinical decisions suited to children with speech sound disorder. Evidence-based recommendations and case-based assessment data will guide analysis, target selection, goal writing, intervention, and service delivery options. Strategies for translating evidence into practice will be considered. Audience participation is encouraged.
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Books on the topic "Speech Sound Disorders (SSDs)"

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Children's speech sound disorders. Chichester: Wiley-Blackwell, 2009.

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Manual of speech sound disorders. [Place of publication not identified]: Cengage Learning, 2014.

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W, Bankson Nicholas, and Flipsen Peter, eds. Articulation and phonological disorders: Speech sound disorders in children. 7th ed. Boston: Pearson, 2013.

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Lynn, Williams A., McLeod Sharynne, and McCauley Rebecca Joan 1952-, eds. Interventions for speech sound disorders in children. Baltimore: Paul H. Brookes Pub., 2010.

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Gilbert, Daymon W. Sound strategies for sound production: A multisensory approach for improving intelligibility : clinician's manual. Austin, Tex: Pro-Ed, 2007.

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Thomas, Jack E. Speech practice material: From sound to practice. San Diego: Plural Pub., 2008.

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McLeod, Sharynne, and Brian Goldstein, eds. Multilingual Aspects of Speech Sound Disorders in Children. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147.

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Multilingual aspects of speech sound disorders in children. Bristol: Multilingual Matters, 2011.

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Hegde, M. N. (Mahabalagiri N.), 1941- author, ed. Assessment and treatment of speech sound disorders in children: A dual-level text. Austin, TX: PRO-ED, an international publisher, 2015.

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Smith-Kiewel, Linda L. Once upon a sound: Literature-based phonological activities. Eau Claire, Wis: Thinking Publications, 1998.

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Book chapters on the topic "Speech Sound Disorders (SSDs)"

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Howard, Sara. "Children with Speech Sound Disorders." In The Handbook of Language and Speech Disorders, 337–61. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch15.

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McLeod, Sharynne, and Sarah Masso. "Speech Sound Disorders in Children." In International Handbook of Language Acquisition, 362–86. New York, NY: Routledge, [2019] | Series: Routledge: Routledge, 2019. http://dx.doi.org/10.4324/9781315110622-19.

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Ifukube, Tohru. "Assistive Tool Design for Speech Production Disorders." In Sound-Based Assistive Technology, 169–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47997-2_6.

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McLeod, Sharynne. "13. Multilingual Speech Assessment." In Multilingual Aspects of Speech Sound Disorders in Children, edited by Sharynne McLeod and Brian Goldstein, 113–43. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147-017.

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Edwards, Jan, and Benjamin Munson. "18. Transcription of the Speech of Multilingual Children with Speech Sound Disorders." In Multilingual Aspects of Speech Sound Disorders in Children, edited by Sharynne McLeod and Brian Goldstein, 170–81. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147-022.

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Scarpino, Shelley E., and Brian A. Goldstein. "21. Analysis of the Speech of Multilingual Children with Speech Sound Disorders." In Multilingual Aspects of Speech Sound Disorders in Children, edited by Sharynne McLeod and Brian Goldstein, 196–206. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147-025.

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Goldstein, Brian A., and Sharynne McLeod. "10. Typical and Atypical Multilingual Speech Acquisition." In Multilingual Aspects of Speech Sound Disorders in Children, edited by Sharynne McLeod and Brian Goldstein, 84–100. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147-014.

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Pert, Sean. "Speech Sound Disorder in a bilingual context." In Working with Children Experiencing Speech and Language Disorders in a Bilingual Context, 146–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003125563-7.

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Gildersleeve-Neumann, Christina, and Brian A. Goldstein. "24. Intervention for Multilingual Children with Speech Sound Disorders." In Multilingual Aspects of Speech Sound Disorders in Children, edited by Sharynne McLeod and Brian Goldstein, 214–27. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147-028.

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Goldstein, Brian A., and Sharynne McLeod. "30. Multilingual Children with Speech Sound Disorders: An Epilogue." In Multilingual Aspects of Speech Sound Disorders in Children, edited by Sharynne McLeod and Brian Goldstein, 263–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847695147-034.

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Conference papers on the topic "Speech Sound Disorders (SSDs)"

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Dudy, Shiran, Meysam Asgari, and Alexander Kain. "Pronunciation analysis for children with speech sound disorders." In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7319655.

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Bhat, Chitralekha, Apeksha Chaplot, Anjali Kant, and Sunil Kumar Kopparapu. "Digitization Of Hindi Photo Articulation Test For Speech Sound Disorders." In 8th International Conference on Pervasive Computing Technologies for Healthcare. ICST, 2014. http://dx.doi.org/10.4108/icst.pervasivehealth.2014.255430.

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Fukui, Kazutoshi, Shunsuke Ishimitsu, Takahiro Yamanaka, and Hayato Nagoshi. "Improvement of sound quality using support system for speech disorders." In 2012 IEEE 1st Global Conference on Consumer Electronics (GCCE). IEEE, 2012. http://dx.doi.org/10.1109/gcce.2012.6379639.

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Erman Mahmut, Emilian, and Vasile Stoicu-Tivadar. "Current Challenges in the Computer-Based Assessment of Speech Sound Disorders." In 2018 IEEE 12th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2018. http://dx.doi.org/10.1109/saci.2018.8440938.

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Shahin, Mostafa, Beena Ahmed, Daniel V. Smith, Andreas Duenser, and Julien Epps. "Automatic Screening Of Children With Speech Sound Disorders Using Paralinguistic Features." In 2019 IEEE 29th International Workshop on Machine Learning for Signal Processing (MLSP). IEEE, 2019. http://dx.doi.org/10.1109/mlsp.2019.8918725.

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Grzybowska, Joanna, and Maciej Klaczynski. "Computer-assisted HFCC-based learning system for people with speech sound disorders." In 2014 XXII Annual Pacific Voice Conference (PVC). IEEE, 2014. http://dx.doi.org/10.1109/pvc.2014.6845423.

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Georgoulas, George, Voula C. Georgopoulos, and Chrysostomos D. Stylios. "Speech Sound Classification and Detection of Articulation Disorders with Support Vector Machines and Wavelets." In Conference Proceedings. Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2006. http://dx.doi.org/10.1109/iembs.2006.259499.

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Georgoulas, George, Voula C. Georgopoulos, and Chrysostomos D. Stylios. "Speech Sound Classification and Detection of Articulation Disorders with Support Vector Machines and Wavelets." In Conference Proceedings. Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2006. http://dx.doi.org/10.1109/iembs.2006.4397876.

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Drechsel, James S., Jacob B. Munger, Allyson A. Pulsipher, and Scott L. Thomson. "Development and Response of Materially-Nonlinear, Multi-Layer Synthetic Models of the Human Vocal Folds." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-176564.

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Abstract:
The human vocal folds are responsible for sound production during normal speech, and a study of their flow-induced vibrations can lead to improved prevention and treatment of voice disorders. However, studying the vocal folds in vivo or using excised larynges has several disadvantages. Therefore, alternatives exist using either synthetic (physical) and/or computational vocal fold models. In order to be physiologically relevant, the behavior and properties of these models must reasonably match those of the human vocal folds.
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Reports on the topic "Speech Sound Disorders (SSDs)"

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Early speech sound disorder alone confers a low risk on reading difficulties. Acamh, October 2018. http://dx.doi.org/10.13056/acamh.10542.

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Early speech sound disorder (SSD) combined with other risk factors, such as language impairment (LI) and dyslexia, can have negative consequences on literacy development, according to new research from Marianna Hayiou-Thomas and colleagues.
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