Journal articles: '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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Farquharson, Kelly, and Lisa Boldini. "Variability in Interpreting “Educational Performance” for Children With Speech Sound Disorders." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 938–49. http://dx.doi.org/10.1044/2018_lshss-17-0159.

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Purpose Speech sound disorders (SSDs) can have a negative impact on literacy development, social–emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies interpret “educational performance” as outlined within the Individuals With Disabilities Education Act. The purpose of this study was to explore which educational performance factors speech-language pathologists (SLPs) consider when determining eligibility for children with SSDs. Method This study surveyed public school SLPs to investigate how educational performance is interpreted for children with SSDs. Data from 575 SLPs across the United States are included. Results Results supported variability in interpretation of educational performance within a nationwide sample of SLPs. Specifically, SLPs appear to consider educational performance as multidimensional. We also found within-state and between-states variability, indicating ambiguity in interpreting federal mandates. Finally, caseload size and number of years of experience were significantly related to which educational performance factors SLPs chose. Conclusion There is significant variability across the United States with respect to factors considered part of educational performance for children with SSD. This variability reflects the general quality and specificity of guidelines and/or special education code published by individual states. Clinical and legislative recommendations are included.

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Farquharson, Kelly. "It Might Not Be “Just Artic”: The Case for the Single Sound Error." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 76–84. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0019.

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Purpose The purpose of this article is to explore the ways in which children with mild speech sound disorders (SSDs)—that is, single sound errors—may be at risk for difficulties with phonological awareness, decoding, spelling, and social–emotional well-being. Conclusions SSDs comprise a group of children who have difficulty in consistently and correctly producing 1 or more phonemes in their ambient language. Presently, there is a concerning trend with respect to service provision for children who have only a few—or only 1—sounds in error. That is, these children may not receive services at all. This practice is problematic, because it assumes that children with a single sound in error are not at risk for or experiencing any related educational difficulties. However, research supports connections between SSDs, including single sound errors, and decoding, spelling, and social–emotional deficits. This article aims to make the case for the single sound error—sometimes it is not “just artic.” Clinical recommendations for assessment, treatment, and advocacy are included.

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Preston, Jonathan L., Margaret Hull, and Mary Louise Edwards. "Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders." American Journal of Speech-Language Pathology 22, no. 2 (May 2013): 173–84. http://dx.doi.org/10.1044/1058-0360(2012/12-0022).

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Purpose To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Results Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Conclusion Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.

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Han, Min Jeong, and Sun Jun Kim. "Characteristics of Functional Speech Sound Disorders in Korean Children." Annals of Child Neurology 30, no. 1 (January 1, 2021): 8–16. http://dx.doi.org/10.26815/acn.2021.00535.

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Purpose: A speech sound disorder (SSD) is defined as the presence of a problem with articulation and phonological processes in a child. This study analyzed the clinical characteristics of Korean patients with functional SSDs without any neuromuscular abnormalities. Methods: The medical records of patients aged 36 to 72 months old who were diagnosed with SSDs were retrospectively reviewed. SSD patients who scored less than 85 in the U-Tap test were divided into two groups according to their receptive language scores on the PRES/SELSI. Results: Sixty-seven percent of patients with language impairment (LI) who were diagnosed with an SSD initially visited the hospital for a delay in language development (n=18, 66.7%). Among children with only an SSD, 26.7% (n=8) of the patients recognized it as a language developmental problem. All SSD patients had substitution errors in the onset of initial syllables (SSD, SSD+LI: 100%; typical development [TD]: 37.5%). Of particular note, SSD children with LI had more omission errors (55.6%) than patients with SSD only (16.7%). SSD patients had higher error rates than TD children in all consonants except for the glottal element (P<0.01). The lower the U-Tap score of SSD patients, the lower their expressive language score (P<0.001). Conclusion: A high percentage of children with SSD initially visited the hospital for the treatment of language development delays. Articulation tests are essential for children who suffer from language delay. Furthermore, since incorrect articulation can lead to delays in expressive language development, early interventions should be considered.

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Benway, Nina R., and Jonathan L. Preston. "Differences Between School-Age Children With Apraxia of Speech and Other Speech Sound Disorders on Multisyllable Repetition." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 794–808. http://dx.doi.org/10.1044/2020_persp-19-00086.

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Purpose The aim of the study was to evaluate whether features of childhood apraxia of speech (CAS) identified in previous literature could be replicated in a sample of school-age children. Method A literature review was conducted to identify candidate speech features that have been previously considered when differentiating CAS from other types of speech sound disorders (SSDs). The candidate features recoverable from blinded transcriptions of multisyllable word repetitions (MSWRs) were applied to a cohort of 61 children aged 7–17 years, previously classified as having CAS ( n = 21) or non-CAS SSD ( n = 40). Results One hundred and ninety-four features had been explored in previous literature to assess their ability to differentiate CAS from other SSDs. Fifteen perceptual features were selected from this list to be applied to performance on the MSWR. In this sample, children with CAS differed from children with SSD on the prevalence of voicing changes, percentage of structurally correct words, correct lexical stress, and syllable deletions within a speech corpus derived from the MSWR task. Conclusion Although previous literature points to numerous features as differentiating CAS from other SSDs, only a portion of those features were replicated in this sample of school-age children. Features of CAS that affect segmental accuracy, prosody, and word structure may be likely to persist into late childhood and early adolescence.

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Nilsson, Camilla, Jill Nyberg, and Sofia Strömbergsson. "How are speech sound disorders perceived among children? A qualitative content analysis of focus group interviews with 10–11-year-old children." Child Language Teaching and Therapy 37, no. 2 (March 3, 2021): 163–75. http://dx.doi.org/10.1177/0265659021995538.

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The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during four focus group interviews. The transcribed interviews underwent a qualitative content analysis. The analysis resulted in five identified main themes of listener reactions, concerning the experiences as a listener, the perspective of the speaker, as well as observations of speech characteristics. Reactions of empathy were expressed towards a perceived misalignment between speaker age and speech production proficiency. Awareness of peer reactions are clinically useful, for the understanding and acknowledgement of everyday contextual factors of children with SSDs, during planning and motivation of speech intervention. The children’s self-selected terminology may serve future quantitative investigations to further determine the boundaries of acceptability towards SSDs as well as towards non-standard sociolects or language varieties.

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Case, Julie, and Maria I. Grigos. "A Framework of Motoric Complexity: An Investigation in Children With Typical and Impaired Speech Development." Journal of Speech, Language, and Hearing Research 63, no. 10 (October 16, 2020): 3326–48. http://dx.doi.org/10.1044/2020_jslhr-20-00020.

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Introduction The current work presents a framework of motoric complexity where stimuli differ according to movement elements across a sound sequence (i.e., consonant transitions and vowel direction). This framework was then examined in children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development (TD). Method Twenty-four children (CAS, n = 8; SSD, n = 8; TD, n = 8), 5–6 years of age, participated in this study. The children produced words that varied in motoric complexity while transcription, acoustic, and kinematic data were collected. Multidimensional analyses were conducted to examine speech production accuracy, speech motor variability, and temporal control. Results Analyses revealed poorer accuracy, longer movement duration, and greater speech motor variability in children with CAS than TD (across all measures) and other SSDs (accuracy and variability). All children demonstrated greater speech motor variability and longer duration as movement demands increased within the framework of motoric complexity. Diagnostic grouping did not mediate performance on this task. Conclusions Results of this study are believed to reveal gradations of complexity with increasing movement demands, thereby supporting the proposed framework of motoric complexity. This work also supports the importance of considering motoric properties of sound sequences when evaluating speech production skills and designing experimental and treatment stimuli.

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Lee, Alice, and Niamh Moore. "A Survey of the Usage of Nonspeech Oral Motor Exercises by Speech and Language Therapists in the Republic of Ireland." Journal of Clinical Speech and Language Studies 21, no. 1 (September 1, 2014): 1–40. http://dx.doi.org/10.3233/acs-2014-21104.

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Objective: To collect information on the usage of nonspeech oral motor exercises (NSOMEs) by speech and language therapists (SLTs) for treating speech sound disorders (SSDs) in children in the Republic of Ireland. Method: SLTs who had worked with children with SSDs were invited to complete an online questionnaire adapted from a previous survey conducted in the US by Lof and Watson (2008). Main results:: 22/39 (56%) of the respondents reported using NSOMEs. Information from a colleague about the usefulness of NSOMEs, continuing education, and literature influenced the respondents the most to use NSOMEs. Most respondents used NSOMEs as a “warm up”, mainly with children with childhood apraxia of speech, dysarthria, and Down Syndrome. Conclusion: NSOMEs are used by over half of the respondents despite the lack of evidence that supports this treatment approach. Continuous effort to encourage the application of evidence-based practice in clinics is warranted.

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Siemons-Lühring, Denise I., Harald A. Euler, Philipp Mathmann, Boris Suchan, and Katrin Neumann. "The Effectiveness of an Integrated Treatment for Functional Speech Sound Disorders—A Randomized Controlled Trial." Children 8, no. 12 (December 16, 2021): 1190. http://dx.doi.org/10.3390/children8121190.

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Background: The treatment of functional speech sound disorders (SSDs) in children is often lengthy, ill-defined, and without satisfactory evidence of success; effectiveness studies on SSDs are rare. This randomized controlled trial evaluates the effectiveness of the integrated SSD treatment program PhonoSens, which focuses on integrating phonological and phonetic processing according to the Integrated Psycholinguistic Model of Speech Processing (IPMSP). Methods: Thirty-two German-speaking children aged from 3.5 to 5.5 years (median 4.6) with functional SSD were randomly assigned to a treatment or a wait-list control group with 16 children each. All children in the treatment group and, after an average waiting period of 6 months, 12 children in the control group underwent PhonoSens treatment. Results: The treatment group showed more percent correct consonants (PCC) and a greater reduction in phonological processes after 15 therapy sessions than the wait-list control group, both with large effect sizes (Cohen’s d = 0.89 and 1.04). All 28 children treated achieved normal phonological abilities: 21 before entering school and 7 during first grade. The average number of treatment sessions was 28; the average treatment duration was 11.5 months. Conclusion: IPMSP-aligned therapy is effective in the treatment of SSD and is well adaptable for languages other than German.

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Ha, Seunghee, and Minkyeong Pi. "Phonological Processing Skills of Children with Phonological Delay and Phonological Disorder." Communication Sciences & Disorders 27, no. 4 (December 31, 2022): 844–54. http://dx.doi.org/10.12963/csd.22932.

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Objectives: The purpose of this study was to examine the phonological processing skills between children with phonological delay and phonological disorder compared to those of typically developing children. This study aimed to explore whether children with phonological delay and phonological disorder show general or specific weakness on phonological processing skills and if the phonological processing skills can differentiate children with phonological delay from children with phonological disorder. Methods: The participants were 27 children with speech sound disorders (SSDs) and 20 typically developing children. Children with SSDs consisted of 10 children with phonological delay and 17 children with phonological disorder. The tasks for phonological processing skills involved phonological awareness at the levels of word, syllable, body-coda, and phoneme; phonological memory tests including nonword repetition and sentence repetition; and phonological retrieval through rapid automatized number naming test. Results: Children with phonological disorder showed significantly lower phonological awareness at word level than typically developing children and they also exhibited significantly lower nonword repetition than children with phonological delay as well as typically developing children. Both children with phonological delay and disorder performed less well on rapid automatized naming than typically developing children. Conclusion: This study suggests that children with phonological disorder are at higher risk for deficits in phonological processing, and their weakness in nonword repetition which taps phonological memory is more prominent than in children with normal speech or phonological delay.

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Loudermill, Chenell, Tamar Greenwell, and Françoise Brosseau-Lapré. "A Comprehensive Treatment Approach to Address Speech Production and Literacy Skills in School-Age Children with Speech Sound Disorders." Seminars in Speech and Language 42, no. 02 (March 2021): 136–46. http://dx.doi.org/10.1055/s-0041-1723840.

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AbstractChildren with speech sound disorders (SSDs) represent a large proportion of clients served by school-based speech-language pathologists (SLPs). While considerable evidence is available regarding the identification of SSD in school-age children, there is a paucity of information regarding service delivery aspects of school-based speech therapy, such as frequency of sessions, number of trials, distribution of sessions over time, and format (individual or group intervention) that impacts the ability of SLPs to effectively treat SSD in the schools. School-age children with SSD are at risk for later literacy deficits, and strategically addressing their language and emerging literacy needs in addition to speech production accuracy may lead to increased intelligibility and better educational outcomes. In this article, we discuss the heterogeneity of school-age children with SSD with regard to weaknesses in phonological processing skills and language skills. We summarize the information currently available regarding the aspects of service delivery that contribute to gains in speech production accuracy. We conclude by sharing an example of how school-based SLPs could target speech production, phonological awareness, and morphological awareness in the same session with a child with SSD to maximize gains in speech and literacy skills.

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Macrae, Toby. "Comprehensive Assessment of Speech Sound Production in Preschool Children." Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 39–56. http://dx.doi.org/10.1044/persp1.sig1.39.

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This paper describes a comprehensive speech sound assessment for preschool children suspected of having a speech sound disorder (SSD). Recommended components include standardized single-word testing, additional single-word testing, connected speech sampling, phonological analyses, stimulability testing, and inconsistency testing. While data collection and some cursory analyses take place during the evaluation session, allowing the speech-language pathologist (SLP) to share key information with the parents/caregivers, much of the in-depth analysis takes place later. Since most preschool children's SSDs are phonological in nature, a phonological approach to analysis, target selection, and treatment is required. Two examples of phonological analyses, a place-voice-manner (PVM) analysis and an error pattern analysis, are discussed. Both allow the SLP to identify patterns of difficulty in the child's speech with regards to the place, voicing, and/or manner characteristics of target consonants. Phonological analyses can be performed using the child's single-word and connected speech samples. This information, along with the results from the stimulability and inconsistency testing, will allow the SLP to gain a complete picture of the child's speech sound abilities and difficulties, determine prognosis for change, and identify treatment targets.

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Jasso, Javier, and Jill R. Potratz. "Assessing Speech Sound Disorders in School-Age Children From Diverse Language Backgrounds: A Tutorial With Three Case Studies." Perspectives of the ASHA Special Interest Groups 5, no. 3 (June 30, 2020): 714–25. http://dx.doi.org/10.1044/2020_persp-19-00151.

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Purpose Assessing speech sound disorders (SSDs) in children from multilingual backgrounds requires synthesis of language- and dialect-specific information to arrive at a more accurate diagnosis. We present three case studies of school-age children with unique linguistic profiles to aid speech-language pathologists in assessing this diverse population. Our aim is to offer feasible strategies for speech-language pathologists who do not speak the student's language(s). Method Three multilingual school-age children with suspected SSD were assessed as part of an initial evaluation at a suburban school district. Children spoke Vietnamese–English, Japanese–Polish–English, and Tamil–English. Students' languages were considered in the entire assessment process (i.e., interview, test selection, data analysis, and clinical decision making), and appropriate measures and resources were chosen to understand word-level and spontaneous articulation, phonological awareness, and language skills. A contrastive analysis was used to determine the presence of an SSD. Conclusions Although all students presented with patterns attributable to transfer processes (e.g., nonmainstream vowel productions) and/or dialectal differences, only one of the three students presented with an SSD. Together, these cases underscore the importance of a comprehensive assessment for multilingual children.

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Iuzzini-Seigel, Jenya. "Procedural Learning, Grammar, and Motor Skills in Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typically Developing Speech." Journal of Speech, Language, and Hearing Research 64, no. 4 (April 14, 2021): 1081–103. http://dx.doi.org/10.1044/2020_jslhr-20-00581.

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Purpose This case–control study sought to determine if (a) children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development would perform differently on a procedural learning assessment and (b) whether grammatical ability would impact group differences. Method Communication, motor, and procedural learning abilities were assessed in 48 children with CAS ( n = 13), SSD ( n = 20), and typical development ( n = 15), between 43 and 97 months of age ( M = 66 months, SD = 12 months). Results On average, children with CAS demonstrated grammatical and motor impairments and required an increased number of exposures to the visuospatial sequence to demonstrate procedural learning, compared to peers with SSD or typical development. A subset of children from each group demonstrated an unanticipated procedural learning pattern wherein they evidenced an uptick in reaction time during the second sequenced block. Children with CAS with this pattern still evidenced procedural learning gains by the fifth sequenced block. In contrast, children with SSD and typical development with this pattern showed poor procedural learning outcomes and were characterized by lower scores on language and motor assessments as well. Conclusions This research provides partial support for the procedural learning deficit hypothesis in children with CAS and for a subset of children with SSD as well. Future research should examine the role of a serial reaction time task in identifying children at risk of multisystem communication and motor deficits. Supplemental Material https://doi.org/10.23641/asha.14173532

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Westby, Carol. "Outgrowing Speech Sound Disorders." Word of Mouth 34, no. 1 (July 21, 2022): 5–8. http://dx.doi.org/10.1177/10483950221101453a.

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Saounatsou, Vasiliki. "Children's Speech Sound Disorders." International Journal of Language & Communication Disorders 45, no. 6 (November 2010): 706. http://dx.doi.org/10.3109/13682821003611987.

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Kim, Seong-Tae. "Speech-Sound Disorders in Children." Journal of Clinical Otolaryngology Head and Neck Surgery 30, no. 2 (December 2019): 176–81. http://dx.doi.org/10.35420/jcohns.2019.30.2.176.

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Cabbage, Katy. "Speech Sound Disorders in Children." Seminars in Speech and Language 40, no. 02 (February 22, 2019): 079–80. http://dx.doi.org/10.1055/s-0039-1677758.

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Goldstein, Brian A., and Christina E. Gildersleeve-Neumann. "Bilingualism and Speech Sound Disorders." Current Developmental Disorders Reports 2, no. 3 (June 23, 2015): 237–44. http://dx.doi.org/10.1007/s40474-015-0049-3.

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Imai, Satoko. "Speech Sound Disorders in Children." Japan Journal of Logopedics and Phoniatrics 57, no. 4 (2016): 359–66. http://dx.doi.org/10.5112/jjlp.57.359.

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Westby, Carol. "Treating Children With Speech Sound Disorders." Word of Mouth 27, no. 4 (February 8, 2016): 1–4. http://dx.doi.org/10.1177/1048395015623963.

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Furlong, Lisa, Shane Erickson, and Meg E. Morris. "Computer-based speech therapy for childhood speech sound disorders." Journal of Communication Disorders 68 (July 2017): 50–69. http://dx.doi.org/10.1016/j.jcomdis.2017.06.007.

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Murphy, Cristina B., Andressa K. Peres, Elaine C. Zachi, Dora F. Ventura, Luciana Pagan-Neves, Haydee F. Wertzner, and Eliane Schochat. "Generalization of Sensory Auditory Learning to Top-Down Skills in a Randomized Controlled Trial." Journal of the American Academy of Audiology 26, no. 01 (January 2015): 019–29. http://dx.doi.org/10.3766/jaaa.26.1.3.

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Background: Research has shown that auditory training improves auditory sensory skills; however, it is unclear whether this improvement is transferred to top-down skills, such as memory, attention, and language, and whether it depends on group characteristics in regard to memory and attention skills. Purpose: The primary goal of this research was to investigate the generalization of learning from auditory sensory skills to top-down skills such as memory, attention, and language. We also aimed to compare whether this generalization process occurs in the same way among typically developing children and children with speech sound disorder. Research Design: This study was a randomized controlled trial. Study Sample: Typically developing 7- to 12-yr-old children and children with speech sound disorder were separated into four groups: a trained control group (TDT; n = 10, age 9.6 ± 2.0 yr), a nontrained control group (TDNT; n = 11, age 8.2 ± 1.6 yr), a trained study group (SSDT; n = 10, age 7.7 ± 1.2 yr), and a nontrained study group (SSDNT; n = 8, age 8.6 ± 1.2 yr). Intervention: Both trained groups underwent a computerized, nonverbal auditory training that focused on frequency discrimination, ordering, and backward-masking tasks. The training consisted of twelve 45 min sessions, once a week, for a total of 9 hr of training, approximately. Data Collection and Analysis: Near-transfer (Gap-In-Noise [GIN] and Frequency Pattern Test) and far-transfer measures (auditory and visual sustained attention tests, phonological working memory and language tests) were applied before and after training. The results were analyzed using a 2 × 2 × 2 mixed-model analysis of variance with the group and training as the between-group variables and the period as the within-group variable. The significance threshold was p ≤ 0.05. Results: There was a group × period × training interaction for GIN [F (1.35) = 7.18, p = 0.011], indicating a significant threshold reduction only for the TDT group (Tukey multiple comparisons). There was a significant group × period interaction [F (1.35) = 5.52, p = 0.025] and a training × period interaction for visual reaction time [F (1.35) = 4.20, p = 0.048], indicating improvement in the SSDT group and worsening in both nontrained groups. There was also a significant group × training × period interaction [F (1.35) = 4.27, p = 0.046] for the auditory false alarms, with a significant improvement after training only for the SSDT group. Analysis of variance also revealed that all groups exhibited approximately the same level of gains for all measures, except for GIN [F (3,38) = 4.261, p = 0.011] and visual response time [F (3.38) = 4.069, p = 0.014]. Conclusions: After training, the TDT group demonstrated a significant improvement for GIN and the SSDT exhibited the same for sustained attention, indicating learning generalization from an auditory sensory training to a top-down skill. For the other measures, all groups exhibited approximately the same level of gains, indicating the presence of a test-retest effect. Our findings also show that the memory span was not related to the learning generalization process given that the SSDT exhibited a more pronounced gain in attention skills after the sensory training.

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Shriberg, Lawrence D., Frederic A. Gruber, and Joan Kwiatkowski. "Developmental Phonological Disorders III." Journal of Speech, Language, and Hearing Research 37, no. 5 (October 1994): 1151–77. http://dx.doi.org/10.1044/jshr.3705.1151.

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Prior articles in this series provide a descriptive profile of 178 children with developmental phonological disorders (Shriberg & Kwiatkowski, 1994) and predictive correlates of short-term speech-sound normalization in 54 children (Shriberg, Kwiatkowski, & Gruber, 1994). The present article reports findings from a study of 10 children with developmental phonological disorders whose progress was followed at least once yearly for 7 years. Analyses characterize the sequence, rates, and error patterns of long-term speech-sound normalization in relation to developmental perspectives on the nature of children’s phonological disorders. Findings are interpreted to support the hypothesis of a critical period for speech-sound development, with long-term normalization of significant speech delay reaching a chronological age boundary at approximately 8.5 years.

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Diepeveen, Sanne, Hayo Terband, Leenke van Haaften, Anne Marie van de Zande, Charlotte Megens-Huigh, Bert de Swart, and Ben Maassen. "Process-Oriented Profiling of Speech Sound Disorders." Children 9, no. 10 (September 30, 2022): 1502. http://dx.doi.org/10.3390/children9101502.

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The differentiation between subtypes of speech sound disorder (SSD) and the involvement of possible underlying deficits is part of ongoing research and debate. The present study adopted a data-driven approach and aimed to identify and describe deficits and subgroups within a sample of 150 four to seven-year-old Dutch children with SSD. Data collection comprised a broad test battery including the Computer Articulation Instrument (CAI). Its tasks Picture Naming (PN), NonWord Imitation (NWI), Word and NonWord Repetition (WR; NWR) and Maximum Repetition Rate (MRR) each render a variety of parameters (e.g., percentage of consonants correct) that together provide a profile of strengths and weaknesses of different processes involved in speech production. Principal Component Analysis on the CAI parameters revealed three speech domains: (1) all PN parameters plus three parameters of NWI; (2) the remaining parameters of NWI plus WR and NWR; (3) MRR. A subsequent cluster analysis revealed three subgroups, which differed significantly on intelligibility, receptive vocabulary, and auditory discrimination but not on age, gender and SLPs diagnosis. The clusters could be typified as three specific profiles: (1) phonological deficit; (2) phonological deficit with motoric deficit; (3) severe phonological and motoric deficit. These results indicate that there are different profiles of SSD, which cover a spectrum of degrees of involvement of different underlying problems.

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Preston, Jonathan L., and Laura L. Koenig. "Phonetic Variability in Residual Speech Sound Disorders." Topics in Language Disorders 31, no. 2 (2011): 168–84. http://dx.doi.org/10.1097/tld.0b013e318217b875.

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&NA;. "Foreword to Speech Sound Disorders in Children." Topics in Language Disorders 31, no. 2 (2011): 93–95. http://dx.doi.org/10.1097/tld.0b013e318217e4fb.

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&NA;. "On Speech Sound Disorders, Language, and Reading." Topics in Language Disorders 31, no. 2 (2011): 91–92. http://dx.doi.org/10.1097/tld.0b013e31821fecc2.

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Sancibrian, Sherry. "Speech Sound Disorders: Where Do I Begin?" ASHA Leader 22, no. 5 (May 2017): 30–32. http://dx.doi.org/10.1044/leader.scm.22052017.30.

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Lee, Eun Ju. "The Effect of Speech Sound Disorders on Language, Literacy, and Nonverbal Mathematical Thinking Skills of 6-Year-Old Children." Communication Sciences & Disorders 27, no. 4 (December 31, 2022): 879–93. http://dx.doi.org/10.12963/csd.22936.

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Objectives: The purpose of this study is to examine the effects of speech sound disorders on the development of language, literacy, and nonverbal mathematical thinking skills. Methods: 1,474 children who participated in both the ‘Three-Sentence-Screening Test for Korean speech sound disorders’ and ‘Academic Skills: Language and Literacy Ability, and Non-Language Mathematical Thinking’ as part of the Panel Study on Korean Children (7th year, age 6) were targeted. Through the ‘Three-Sentence-Screening Test for Korean speech sound disorders’, the severity of speech sound disorder was classified into four groups (general, slight speech error, recommendation of deep examination, and suspected articulation disorder); and scores for three academic abilities (language and literacy, non-verbal mathematical thinking) measurement variables were compared through multivariate analysis (MANOVA) and one-way analysis (ANOVA). Results: At the age of 6, it was confirmed that the severity of speech sound disorders had a significant effect on all aspects of language, literacy, and non-verbal mathematical thinking skills. Conclusion: The results of these studies are consistent with the results of existing studies that have found that speech sound disorders acted as a variable affecting language, literacy, and mathematical thinking in existing studies. Therefore, it may be necessary to identify children with speech sound disorders early in the pre-school age period and to observe their language and academic ability more carefully to support them.

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Grudziąż-Sękowska, Justyna, Dorota Olczak-Kowalczyk, and Małgorzata Zadurska. "Algorithm for early detection of a high risk of speech sound disorders in children." Forum Ortodontyczne 14, no. 2 (June 21, 2018): 27–37. http://dx.doi.org/10.5604/01.3001.0012.2031.

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Anatomical defects and functional disorders of the masticatory system are often accompanied by speech sound disorders. Speech therapy prophylaxis, as well as prevention of disorders of all parts of the masticatory system, is focused on monitoring of the proper development of anatomy and functions typical of a given developmental period. An early therapeutic intervention is associated with better results. Aim. This study aimed to create a simple tool for dentists to assess the risk of articulation disorders using several preselected physical and functional characteristics. Materials and methods. Three hundred children aged 7-10 years had a dental and speech examination performed. Using the CHAID algorithm upon assessing the disorders of the masticatory system and coexisting speech sound disorders, it was possible to create a decision tree to determine the probability of two disorders occurring at the same time. Results. It was observed that there were many correlations between individual anatomical or functional disorders and presence of speech sound disorders. The strength of those correlations was measured. Mesioclusions, distoclusions, open bites, short lingual frenulum, persistent infantile swallow pattern, mouth breathing, and premature loss of deciduous teeth were all determined to increase the risk of speech sound disorders in children. Conclusions. This algorithm is a simple diagnostic tool for dentists. It enables early detection of a high risk of speech sound disorders. Children with particular malocclusions should undergo speech therapy prophylaxis and be referred to consultations with a speech therapist. Early detection of such abnormalities will allow to avoid not only the intensification and consolidation of speech defects, but also certain pathologies of the oral cavity. (Grudziąż-Sękowska J, Olczak-Kowalczyk D, Zadurska M. Algorithm for early detection of a high risk of speech sound disorders in children. Orthod Forum 2018; 14: 119-29).

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Jing, Linye, and Maria I. Grigos. "Speech-Language Pathologists' Ratings of Speech Accuracy in Children With Speech Sound Disorders." American Journal of Speech-Language Pathology 31, no. 1 (January 18, 2022): 419–30. http://dx.doi.org/10.1044/2021_ajslp-20-00381.

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Purpose: Forming accurate and consistent speech judgments can be challenging when working with children with speech sound disorders who produce a large number and varied types of error patterns. Rating scales offer a systematic approach to assessing the whole word rather than individual sounds. Thus, these scales can be an efficient way for speech-language pathologists (SLPs) to monitor treatment progress. This study evaluated the interrater reliability of an existing 3-point rating scale using a large group of SLPs as raters. Method: Utilizing an online platform, 30 SLPs completed a brief training and then rated single words produced by children with typical speech patterns and children with speech sound disorders. Words were closely balanced across the three rating categories of the scale. The interrater reliability of the SLPs ratings to a consensus judgment was examined. Results: The majority of SLPs (87%) reached substantial interrater reliability to a consensus judgment using the 3-point rating scale. Correct productions had the highest interrater reliability. Productions with extensive errors had higher agreement than those with minor errors. Certain error types, such as vowel distortions, were especially challenging for SLPs to judge. Conclusions: This study demonstrated substantial interrater reliability to a consensus judgment among a large majority of 30 SLPs using a 3-point rating. The clinical implications of the findings are discussed along with proposed modifications to the training procedure to guide future research.

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Mire, Stephen P., and Judy K. Montgomery. "Early Intervening for Students With Speech Sound Disorders." Communication Disorders Quarterly 30, no. 3 (December 15, 2008): 155–66. http://dx.doi.org/10.1177/1525740108326593.

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Kamhi, Alan G. "Treatment Decisions for Children With Speech–Sound Disorders." Language, Speech, and Hearing Services in Schools 37, no. 4 (October 2006): 271–79. http://dx.doi.org/10.1044/0161-1461(2006/031).

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King, Amie M., Julie A. Hengst, and Laura S. DeThorne. "Severe Speech Sound Disorders: An Integrated Multimodal Intervention." Language, Speech, and Hearing Services in Schools 44, no. 2 (April 2013): 195–210. http://dx.doi.org/10.1044/0161-1461(2012/12-0023).

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Velleman, Shelley L., and Barbara Zurer Pearson. "Differentiating Speech Sound Disorders From Phonological Dialect Differences." Topics in Language Disorders 30, no. 3 (2010): 176–88. http://dx.doi.org/10.1097/tld.0b013e3181efc378.

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Lewis, Barbara A., Allison A. Avrich, Lisa A. Freebairn, H. Gerry Taylor, Sudha K. Iyengar, and Catherine M. Stein. "Subtyping Children With Speech Sound Disorders by Endophenotypes." Topics in Language Disorders 31, no. 2 (2011): 112–27. http://dx.doi.org/10.1097/tld.0b013e318217b5dd.

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Krueger, Breanna I. "Eligibility and Speech Sound Disorders: Assessment of Social Impact." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 85–90. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0016.

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Purpose The purpose of this article is to discuss the social impact of speech sound disorders for children, specifically in the public school system, and to examine different methods of social impact assessment for speech-language therapy services using 3 hypothetical cases. Method This article presents 3 common cases seen by school-based speech-language pathologists and discusses the types of assessments that may be conducted for each child's needs. One child has errors on many sounds, 1 child has errors on only /r/, and 1 child produces strident sounds with a lateral lisp. Results As these are hypothetical cases, possibilities are discussed for each case. Similarities and differences exist among the 3 cases in terms of assessing the social impact of their speech sound disorder; however, each child could qualify for services based on social impact assessments. Conclusion Social impact assessments are an important portion of a speech sound evaluation; however, they are often overlooked. Emphasis is placed on articulation assessments and/or commonly accepted developmental norms. The determination of social impact supplies a more complete picture for making eligibility decisions for children with speech sound disorders and may lead to more meaningful treatment methods for the student.

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Greenwell, Tamar, and Françoise Brosseau-Lapré. "Innovative Service Delivery Models for Serving Children with Speech Sound Disorders." Seminars in Speech and Language 40, no. 02 (February 22, 2019): 113–23. http://dx.doi.org/10.1055/s-0039-1677762.

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AbstractService delivery variables that may have an impact on the treatment outcomes of children with speech sound disorders include the number and duration of intervention sessions, distribution of the sessions over time, and the format (group intervention or individual intervention). In this article, we briefly review these variables and the recommendations for the most effective service delivery components for children with speech sound disorders. We then describe innovative, collaborative service delivery models for preschoolers and school-age children with speech sound disorder. The models include “Quick Articulation!” conducted in a local elementary school by clinical MS-SLP students from Purdue University, as well as Summer Speech and Literacy Laboratory, which takes place in the department of Speech, Language, and Hearing Sciences at Purdue and involves participation from clinical and research faculty, and graduate and undergraduate students. The article provides useful information to help guide clinicians and clinical supervisors in implementing components of these models into their practice with children with speech sound disorder.

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Fabiano-Smith, Leah. "Standardized Tests and the Diagnosis of Speech Sound Disorders." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 58–66. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0018.

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Purpose The purpose of this tutorial is to provide speech-language pathologists with the knowledge and tools to (a) evaluate standardized tests of articulation and phonology and (b) utilize criterion-referenced approaches to assessment in the absence of psychometrically strong standardized tests. Method Relevant literature on psychometrics of standardized tests used to diagnose speech sound disorders in children is discussed. Norm-referenced and criterion-referenced approaches to assessment are reviewed, and a step-by-step guide to a criterion-referenced assessment is provided. Published criterion references are provided as a quick and easy resource guide for professionals. Results Few psychometrically strong standardized tests exist for the evaluation of speech sound disorders for monolingual and bilingual populations. The use of criterion-referenced testing is encouraged to avoid diagnostic pitfalls. Discussion Speech-language pathologists who increase their use of criterion-referenced measures and decrease their use of standardized tests will arrive at more accurate diagnoses of speech sound disorders.

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

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