Journal articles: 'Typically developing speech'

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Tashreefa, Ramandeep Kaur,. "TENSE MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN." Journal of Applied and Advanced Research 2, no. 6 (December 29, 2017): 364. http://dx.doi.org/10.21839/jaar.2017.v2i6.120.

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In grammar, tense is a category that expresses time reference with reference to the moment of speaking. Tenses are usually manifested by the use of specific forms of verbs, particularly in their conjugation patterns. Most of the previous research reveals that tenses develop with age and thus older children had more accurate speech and fewer error patterns in their speech. However, in Indian contexts, limited studies are noted in the area of language development in children with intellectual disability Hindi-speaking children. Thus, the present study aims to explore tense markers in Hindi speaking intellectually disabled children and its comparison across mental age (MA) matched typically developing children. The results revealed that syntax develops significantly with the age. Comparison across the two groups showed higher occurrences of tense forms among TD children when compared to the children with ID. Related studies are discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for the assessment of developmental speech disorders among Hindi-speaking group of Indian population.

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Darling-White, Meghan, and Symone Whitney Banks. "Speech Rate Varies With Sentence Length in Typically Developing Children." Journal of Speech, Language, and Hearing Research 64, no. 6S (June 18, 2021): 2385–91. http://dx.doi.org/10.1044/2020_jslhr-20-00276.

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Purpose The primary purpose of this study was to examine the effect of sentence length on speech rate and its characteristics, articulation rate and pauses, in typically developing children. Method Sixty-two typically developing children between the ages of 10 and 14 years repeated sentences varying in length from two to seven words. Dependent variables included speech rate (syllables per second), articulation rate (syllables per second), and proportion of time spent pausing. Results Speech rate and articulation rate significantly increased with increases in sentence length, but proportion of time spent pausing did not increase with sentence length. There were no significant main effects of age. Conclusions This is the first study to suggest that sentence length differentially impacts the component parts of speech rate, articulation rate and pause time. Increases in sentence length led to increases in speech rate, primarily due to increases in articulation rate and not increases in pause time. Articulation rate appears to be highly sensitive to the impact of sentence length, while a higher cognitive–linguistic load may be required to see sentence length effects on pause time.

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Leibold, Lori, Heather Porter, and Emily Buss. "Masked speech recognition in school-age children with Down syndrome." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A186—A187. http://dx.doi.org/10.1121/10.0011048.

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Masked speech recognition is poorer for children who are typically developing compared to adults, particularly when the masker is two-talker speech. Audibility, receptive vocabulary size, and executive function contribute to these age effects, all areas of weakness for children with Down syndrome. This study sought to determine whether these weaknesses put children with Down syndrome (n = 15, 5–17 yrs) at a disadvantage when listening to masked speech compared to age-matched children who are typically developing. Speech-in-noise and speech-in-speech was assessed using an adaptive, forced-choice procedure with a picture-pointing response. Audiological testing and standardized assessments of receptive vocabulary, non-verbal cognition, and executive function were also completed. Overall, children with Down syndrome performed more poorly than their typically developing peers. While the relationship between age and SRTs differs between the noise and speech maskers for children who are typically developing, this interaction was not observed for children with Down syndrome. Controlling for age, SRTs for children with Down syndrome were associated with vocabulary and executive function scores with the noise masker but not the speech masker. Results suggest that masked speech recognition is more challenging and is limited by different factors for children with Down syndrome compared to those who are typically developing.

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Maas, Edwin, and Marja-Liisa Mailend. "Fricative Contrast and Coarticulation in Children With and Without Speech Sound Disorders." American Journal of Speech-Language Pathology 26, no. 2S (June 22, 2017): 649–63. http://dx.doi.org/10.1044/2017_ajslp-16-0110.

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Purpose The purpose of this study was, first, to expand our understanding of typical speech development regarding segmental contrast and anticipatory coarticulation, and second, to explore the potential diagnostic utility of acoustic measures of fricative contrast and anticipatory coarticulation in children with speech sound disorders (SSD). Method In a cross-sectional design, 10 adults, 17 typically developing children, and 11 children with SSD repeated carrier phrases with novel words with fricatives (/s/, /ʃ/). Dependent measures were 2 ratios derived from spectral mean, obtained from perceptually accurate tokens. Group analyses compared adults and typically developing children; individual children with SSD were compared to their respective typically developing peers. Results Typically developing children demonstrated smaller fricative acoustic contrast than adults but similar coarticulatory patterns. Three children with SSD showed smaller fricative acoustic contrast than their typically developing peers, and 2 children showed abnormal coarticulation. The 2 children with abnormal coarticulation both had a clinical diagnosis of childhood apraxia of speech; no clear pattern was evident regarding SSD subtype for smaller fricative contrast. Conclusions Children have not reached adult-like speech motor control for fricative production by age 10 even when fricatives are perceptually accurate. Present findings also suggest that abnormal coarticulation but not reduced fricative contrast is SSD-subtype–specific. Supplemental Materials S1: https://doi.org/10.23641/asha.5103070 . S2 and S3: https://doi.org/10.23641/asha.5106508

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Schölderle, Theresa, Elisabet Haas, Stefanie Baumeister, and Wolfram Ziegler. "Intelligibility, Articulation Rate, Fluency, and Communicative Efficiency in Typically Developing Children." Journal of Speech, Language, and Hearing Research 64, no. 7 (July 16, 2021): 2575–85. http://dx.doi.org/10.1044/2021_jslhr-20-00640.

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Purpose This article describes the developmental trajectories of four communication-related parameters (i.e., intelligibility, articulation rate, fluency, and communicative efficiency) in a cross-sectional study of typically developing children between 3 and 9 years. The four target parameters were related to auditory-perceptual parameters of speech function. Method One hundred forty-four typically developing children (ages 3;0–9;11 [years;months]; 72 girls and 72 boys) participated. Speech samples were collected using the materials of the Bogenhausen Dysarthria Scales for Childhood Dysarthria, a German assessment tool for childhood dysarthria, and analyzed following established auditory-perceptual criteria on relevant speech functions. To assess intelligibility, naïve listeners transcribed sentences repeated by the children. Articulation rate and fluency were measured by acoustic analyses; communicative efficiency was determined by multiplying the proportion of correctly transcribed syllables by speech rate. Results Intelligibility showed a steep developmental trajectory, with the majority of children obtaining a proportion of intelligible syllables close to 1.0 at the age of 5 years. Articulation rate demonstrated a flatter trajectory, with high variability still within the older children. Disfluencies, on the contrary, occurred only in the youngest children. By definition, communicative efficiency shared the characteristics of intelligibility and rate curves. A principal component analysis revealed, among other findings, strong connections between intelligibility and articulation, as well as between communicative efficiency, articulation, and rate measures. Conclusions While children speak intelligibly, in terms of the applied assessment, at a comparably young age, other communication-relevant parameters show a slower developmental progress. Knowledge on the typical development of communication-related parameters and on their complex relationships with functional speech variables is crucial for the clinical assessment of childhood dysarthria. Supplemental Material https://doi.org/10.23641/asha.14880285

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Wynn, Camille J., Stephanie A. Borrie, and Kiersten A. Pope. "Going With the Flow: An Examination of Entrainment in Typically Developing Children." Journal of Speech, Language, and Hearing Research 62, no. 10 (October 25, 2019): 3706–13. http://dx.doi.org/10.1044/2019_jslhr-s-19-0116.

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Purpose Conversational entrainment is the tendency for individuals to modify their behavior to more closely converge with the behavior of their communication partner and is an important aspect of successful interaction. Evidence of entrainment in adults is robust, yet research regarding its development in children is sparse. Here, we investigate the emergence of entrainment skills in typically developing children. Method Data were collected from a total of 50 typically developing children between the ages of 5 and 14 years. Children participated in a quasiconversational paradigm with a virtual interlocutor. Speech rate of the interlocutor was digitally manipulated to produce fast and slow speech rate conditions. Results Data from the fast and slow conditions were compared using linear mixed models. Results indicated that children, regardless of age, did not alter their speech to match the rate of the virtual interlocutor. Conclusions Findings suggest that entrainment in children may not be as robust as entrainment in adults and therefore not adequately captured with the current experimental paradigm. Modifications to the current paradigm will help identify a methodology sufficiently sensitive to capture the speech alignment phenomenon in children and provide much needed information regarding the typical stages of entrainment development.

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Allison, Kristen M., and Katherine C. Hustad. "Acoustic Predictors of Pediatric Dysarthria in Cerebral Palsy." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 462–78. http://dx.doi.org/10.1044/2017_jslhr-s-16-0414.

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Purpose The objectives of this study were to identify acoustic characteristics of connected speech that differentiate children with dysarthria secondary to cerebral palsy (CP) from typically developing children and to identify acoustic measures that best detect dysarthria in children with CP. Method Twenty 5-year-old children with dysarthria secondary to CP were compared to 20 age- and sex-matched typically developing children on 5 acoustic measures of connected speech. A logistic regression approach was used to derive an acoustic model that best predicted dysarthria status. Results Results indicated that children with dysarthria secondary to CP differed from typically developing children on measures of multiple segmental and suprasegmental speech characteristics. An acoustic model containing articulation rate and the F2 range of diphthongs differentiated children with dysarthria from typically developing children with 87.5% accuracy. Conclusion This study serves as a first step toward developing an acoustic model that can be used to improve early identification of dysarthria in children with CP.

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Archibald, Lisa M. D., Marc F. Joanisse, and Melany Shepherd. "Associations Between Key Language-Related Measures in Typically Developing School-Age Children." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 161–71. http://dx.doi.org/10.1027/0044-3409.216.3.161.

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Three measures have been found to be predictive of developmental language impairment: nonword repetition, the production of English past tense, and categorical speech perception. Despite this, direct comparisons of these tasks have been limited. The present study explored the associations between these measures and other language and cognitive skills in an unselected group of 100 children aged 6 to 11 years. The children completed standardized tests of nonverbal ability, receptive language, and reading, as well as nonword repetition, past tense production, and categorical speech perception tasks. Nonword repetition and past tense were highly correlated. Variance in nonword repetition was explained additionally by digit recall, whereas receptive language, age, and digit recall accounted for significant portions of variance in past tense production. Categorical speech perception was not associated with any of the measures in the study. The extent to which common and distinct factors underlie the key language-related measures is discussed.

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Stromswold, Karin, and Aliza Lichtenstein. "The Relationship between Phoneme Production and Perception in Speech-Impaired and Typically-Developing Children." Biolinguistics 11 (January 10, 2018): 31–56. http://dx.doi.org/10.5964/bioling.9075.

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One of the central questions that Eric Lenneberg raised in his seminal book, Biological Foundations of Language is: What is the relationship between language comprehension and language production? This paper reviews Lenneberg’s case study of a child with congenital anarthria and then presents the results of two studies that investigate the relationship between phoneme perception and production. The first study investigates the phoneme identification skills of a child with developmental apraxia who, like the anarthric child studied by Lenneberg, had essentially no speech yet had no difficulty understanding speech. The second study investigates the extent to which 28 typically-developing children’s ability to identify phonemes is related to their ability to produce phonemes. The results of both studies support Lenneberg’s conclusion that children’s ability to perceive speech is not dependent on their ability to produce speech. Thus, Lenneberg’s original case study and the two studies presented in this paper argue against gestural theories of speech perception such as the Motor Theory.

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Korhonen, Vesa, and Stefan Werner. "Autistic traits and attention to speech: Evidence from typically developing individuals." Logopedics Phoniatrics Vocology 42, no. 1 (May 23, 2016): 44–50. http://dx.doi.org/10.1080/14015439.2016.1186731.

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Wyllie‐Smith, Lynelle, Sharynne McLeod, and Martin J. Ball. "Typically developing and speech‐impaired children's adherence to the sonority hypothesis." Clinical Linguistics & Phonetics 20, no. 4 (January 2006): 271–91. http://dx.doi.org/10.1080/02699200400016497.

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Levy, Chelsea, Allison Mann, Jess Kenney, Jeung-Yoon Choi, and Stefanie Shattuck-Hufnagel. "Contextual landmark analysis of speech from typically and atypically developing children." Journal of the Acoustical Society of America 135, no. 4 (April 2014): 2293. http://dx.doi.org/10.1121/1.4877531.

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McDermott, Erin E., Jennifer L. Smart, Julie A. Boiano, Lisa E. Bragg, Tiffany N. Colon, Elizabeth M. Hanson, Diana C. Emanuel, and Andrea S. Kelly. "Assessing Auditory Processing Abilities in Typically Developing School-Aged Children." Journal of the American Academy of Audiology 27, no. 02 (February 2016): 072–84. http://dx.doi.org/10.3766/jaaa.14050.

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Background: Large discrepancies exist in the literature regarding definition, diagnostic criteria, and appropriate assessment for auditory processing disorder (APD). Therefore, a battery of tests with normative data is needed. Purpose: The purpose of this study is to collect normative data on a variety of tests for APD on children aged 7–12 yr, and to examine effects of outside factors on test performance. Research Design: Children aged 7–12 yr with normal hearing, speech and language abilities, cognition, and attention were recruited for participation in this normative data collection. Study Sample: One hundred and forty-seven children were recruited using flyers and word of mouth. Of the participants recruited, 137 children qualified for the study. Participants attended schools located in areas that varied in terms of socioeconomic status, and resided in six different states. Data Collection and Analysis: Audiological testing included a hearing screening (15 dB HL from 250 to 8000 Hz), word recognition testing, tympanometry, ipsilateral and contralateral reflexes, and transient-evoked otoacoustic emissions. The language, nonverbal IQ, phonological processing, and attention skills of each participant were screened using the Clinical Evaluation of Language Fundamentals-4 Screener, Test of Nonverbal Intelligence, Comprehensive Test of Phonological Processing, and Integrated Visual and Auditory-Continuous Performance Test, respectively. The behavioral APD battery included the following tests: Dichotic Digits Test, Frequency Pattern Test, Duration Pattern Test, Random Gap Detection Test, Compressed and Reverberated Words Test, Auditory Figure Ground (signal-to-noise ratio of +8 and +0), and Listening in Spatialized Noise-Sentences Test. Mean scores and standard deviations of each test were calculated, and analysis of variance tests were used to determine effects of factors such as gender, handedness, and birth history on each test. Results: Normative data tables for the test battery were created for the following age groups: 7- and 8-yr-olds (n = 49), 9- and 10-yr-olds (n = 40), and 11- and 12-yr-olds (n = 48). No significant effects were seen for gender or handedness on any of the measures. Conclusions: The data collected in this study are appropriate for use in clinical diagnosis of APD. Use of a low-linguistically loaded core battery with the addition of more language-based tests, when language abilities are known, can provide a well-rounded picture of a child’s auditory processing abilities. Screening for language, phonological processing, attention, and cognitive level can provide more information regarding a diagnosis of APD, determine appropriateness of the test battery for the individual child, and may assist with making recommendations or referrals. It is important to use a multidisciplinary approach in the diagnosis and treatment of APD due to the high likelihood of comorbidity with other language, learning, or attention deficits. Although children with other diagnoses may be tested for APD, it is important to establish previously made diagnoses before testing to aid in appropriate test selection and recommendations.

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Zuk, Jennifer, Jenya Iuzzini-Seigel, Kathryn Cabbage, Jordan R. Green, and Tiffany P. Hogan. "Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 583–92. http://dx.doi.org/10.1044/2017_jslhr-s-16-0106.

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

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Redford, Melissa A., Vsevolod Kapatsinski, and Jolynn Cornell-Fabiano. "Lay Listener Classification and Evaluation of Typical and Atypical Children’s Speech." Language and Speech 61, no. 2 (July 28, 2017): 277–302. http://dx.doi.org/10.1177/0023830917717758.

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Verbal children with autism spectrum disorder (ASD) often also have atypical speech. In the context of the many challenges associated with ASD, do speech sound pattern differences really matter? The current study addressed this question. Structured spontaneous speech was elicited from 34 children: 17 with ASD, whose clinicians reported unusual speech prosody; and 17 typically-developing, age-matched controls. Multiword utterances were excerpted from each child’s speech sample and presented to young adult listeners, who had no clinical training or experience. In Experiment 1, listeners classified band pass filtered and unaltered excerpts as “typical” or “disordered”. Children with ASD were only distinguished from typical children based on unaltered speech, but the analyses indicated unique contributions from speech sound patterns. In Experiment 2, listeners provided likeability ratings on the filtered and unaltered excerpts. Again, lay listeners only distinguished children with ASD from their typically-developing peers based on unaltered speech, with typical children rated as more likeable than children with ASD. In Experiment 3, listeners evaluated the unaltered speech along several perceptual dimensions. High overlap between the dimensions of articulation, clearness, and fluency was captured by an emergent dimension: intelligibility. This dimension predicted listeners’ likeability ratings nearly as well as it predicted their judgments of disorder. Overall, the results show that lay listeners can distinguish atypical from typical children outside the social-interactional context based solely on speech, and that they attend to speech intelligibility to do this. Poor intelligibility also contributes to listeners’ negative social evaluation of children, and so merits assessment and remediation.

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Lee, Alice, Fiona E. Gibbon, and Kimberley Spivey. "Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate." Cleft Palate-Craniofacial Journal 54, no. 3 (May 2017): 262–68. http://dx.doi.org/10.1597/15-088.

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Objective The objective of this study was to investigate whether reduced speech intelligibility in children with cleft palate affects social and personal attribute judgments made by typically developing children of different ages. Design The study (1) measured the correlation between intelligibility scores of speech samples from children with cleft palate and social and personal attribute judgments made by typically developing children based on these samples and (2) compared the attitude judgments made by children of different ages. Participants A total of 90 typically developing children, 30 in each of three age groups (7 to 8 years, 9 to 10 years, and 11 to 12 years). Outcome Measures Speech intelligibility scores and typically developing children s attitudes were measured using eight social and personal attributes on a three-point rating scale. Results There was a significant correlation between the speech intelligibility scores and attitude judgments for a number of traits: “sick-healthy” as rated by the children aged 7 to 8 years, “no friends-friends” by the children aged 9 to 10 years, and “ugly-good looking” and “no friends-friends” by the children aged 11 to 12 years. Children aged 7 to 8 years gave significantly lower ratings for “mean-kind” but higher ratings for “shy-outgoing” when compared with the other two groups. Conclusions Typically developing children tended to make negative social and personal attribute judgments about children with cleft palate based solely on the intelligibility of their speech. Society, educators, and health professionals should work together to ensure that children with cleft palate are not stigmatized by their peers.

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Potter, Nancy L., and Robert Short. "Maximal Tongue Strength in Typically Developing Children and Adolescents." Dysphagia 24, no. 4 (April 24, 2009): 391–97. http://dx.doi.org/10.1007/s00455-009-9215-2.

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Næss, Kari-Anne, Egil Nygaard, Hilde Hofslundsengen, and J. Yaruss. "The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome." Brain Sciences 11, no. 6 (May 26, 2021): 704. http://dx.doi.org/10.3390/brainsci11060704.

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The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

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Pebbili, Gopi Kishore, Juhi Kidwai, and Srushti Shabnam. "Dysphonia Severity Index in Typically Developing Indian Children." Journal of Voice 31, no. 1 (January 2017): 125.e1–125.e6. http://dx.doi.org/10.1016/j.jvoice.2015.12.017.

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Reynolds Losin, Elizabeth A., Susan M. Rivera, Elizabeth D. O'Hare, Elizabeth R. Sowell, and Joseph D. Pinter. "Abnormal fMRI Activation Pattern During Story Listening in Individuals With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 114, no. 5 (September 1, 2009): 369–80. http://dx.doi.org/10.1352/1944-7558-114.5.369.

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Abstract Down syndrome is characterized by disproportionately severe impairments of speech and language, yet little is known about the neural underpinnings of these deficits. We compared fMRI activation patterns during passive story listening in 9 young adults with Down syndrome and 9 approximately age-matched, typically developing controls. The typically developing group exhibited greater activation than did the Down syndrome group in classical receptive language areas (superior and middle temporal gyri) for forward > backward speech; the Down syndrome group exhibited greater activation in cingulate gyrus, superior and inferior parietal lobules, and precuneus for both forward speech > rest and backward speech > rest. The Down syndrome group showed almost no difference in activation patterns between the language (forward speech) and nonlanguage (backward speech) conditions.

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Beers, Mieke, Marianne Rodenburg-Van Wee, and Ellen Gerrits. "Whole-word measures and the speech production of typically developing Dutch children." Clinical Linguistics & Phonetics 33, no. 12 (April 15, 2019): 1149–64. http://dx.doi.org/10.1080/02699206.2019.1596163.

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Hodges, Rosemary, Elise Baker, Natalie Munro, and Karla K. McGregor. "Responses made by late talkers and typically developing toddlers during speech assessments." International Journal of Speech-Language Pathology 19, no. 6 (October 5, 2016): 587–600. http://dx.doi.org/10.1080/17549507.2016.1221452.

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Aalto, Eija M., Katri Saaristo-Helin, and Suvi Stolt. "Phonological development is affected by speech discrimination skills in typically developing children." Journal of the Acoustical Society of America 140, no. 4 (October 2016): 3447. http://dx.doi.org/10.1121/1.4971126.

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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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Morr, Mara L., Valerie L. Shafer, Judith A. Kreuzer, and Diane Kurtzberg. "Maturation of Mismatch Negativity in Typically Developing Infants and Preschool Children." Ear and Hearing 23, no. 2 (April 2002): 118–36. http://dx.doi.org/10.1097/00003446-200204000-00005.

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Schölderle, Theresa, Elisabet Haas, and Wolfram Ziegler. "Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1071–82. http://dx.doi.org/10.1044/2020_jslhr-19-00114.

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Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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Gerwin, Katelyn L., Françoise Brosseau-Lapré, and Christine Weber. "Event-Related Potentials Elicited by Phonetic Errors Differentiate Children With Speech Sound Disorder and Typically Developing Peers." Journal of Speech, Language, and Hearing Research 64, no. 12 (December 13, 2021): 4614–30. http://dx.doi.org/10.1044/2021_jslhr-21-00203.

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Purpose: A growing body of research suggests that a deficit in speech perception abilities contributes to the development of speech sound disorder (SSD). However, little work has been done to characterize the neurophysiological processes indexing speech perception deficits in this population. The primary aim of this study was to compare the neural activity underlying speech perception in young children with SSD and with typical development (TD). Method: Twenty-eight children ages 4;1–6;0 (years;months) participated in this study. Event-related potentials (ERPs) were recorded while children completed a speech perception task that included phonetic (speech sound) and lexical (meaning) matches and mismatches. Groups were compared on their judgment accuracy for matches and mismatches as well as the mean amplitude of the phonological mapping negativity (PMN) and N400 ERP components. Results: Children with SSD demonstrated lower judgment accuracy across the phonetic and lexical conditions compared to peers with TD. The ERPs elicited by lexical matches and mismatches did not distinguish the groups. However, in the phonetic condition, the SSD group exhibited a more consistent left-lateralized PMN effect and a delayed N400 effect over frontal sites compared to the TD group. Conclusions: These findings provide some of the first evidence of a delay in the neurophysiological processing of phonological information for young children with SSD compared to their peers with TD. This delay was not present for the processing of lexical information, indicating a unique difference between children with SSD and with TD related to speech perception of phonetic errors. Supplemental Material https://doi.org/10.23641/asha.16915579

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Plexico, Laura W., Julie E. Cleary, Ashlynn McAlpine, and Allison M. Plumb. "Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report." Perspectives on Fluency and Fluency Disorders 20, no. 2 (August 2010): 42–50. http://dx.doi.org/10.1044/ffd20.2.42.

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This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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Oerbeck, Beate, Kristin Romvig Overgaard, R. Lindsey Bergman, Are Hugo Pripp, and Hanne Kristensen. "The Selective Mutism Questionnaire: Data from typically developing children and children with selective mutism." Clinical Child Psychology and Psychiatry 25, no. 4 (April 13, 2020): 754–65. http://dx.doi.org/10.1177/1359104520914695.

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The core symptom of the anxiety disorder selective mutism (SM) is absence of speech in specific situations, such as at school. The most commonly used standardized instruments to assess speaking behavior are the parent-rated Selective Mutism Questionnaire (SMQ) and the teacher-rated School Speech Questionnaire (SSQ), scored from 0 to 3, indicating that speaking behavior never, seldom, often, and always occur. They were developed to assess severity of mutism and potential effects of treatment. However, prospective data on speaking behavior in typically developing children (TDs) are missing in the literature. The main aim of this study was to present data from TDs over time with previously reported data from children treated for SM, as a comparison. Participants were 64 children aged 3–9 years, 32 TDs who were a matched control group to 32 children with SM. At baseline, the mean SMQ and SSQ scores were ⩾2.5 in TDs and 0.5 in children with SM. The TDs did not show significant changes over time, while significantly increased speech was found in children with SM after treatment. Thus, our findings support the use of the SMQ/SSQ to assess baseline SM severity and to evaluate potential treatment effects in future studies.

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Hornickel, Jane, Erica Knowles, and Nina Kraus. "Test-retest consistency of speech-evoked auditory brainstem responses in typically-developing children." Hearing Research 284, no. 1-2 (February 2012): 52–58. http://dx.doi.org/10.1016/j.heares.2011.12.005.

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Stoel-Gammon, Carol. "Intervocalic consonants in the speech of typically developing children: emergence and early use." Clinical Linguistics & Phonetics 16, no. 3 (January 2002): 155–68. http://dx.doi.org/10.1080/02699200110112204.

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Kent, Ray D., and Carrie Rountrey. "What Acoustic Studies Tell Us About Vowels in Developing and Disordered Speech." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1749–78. http://dx.doi.org/10.1044/2020_ajslp-19-00178.

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Purpose Literature was reviewed on the development of vowels in children's speech and on vowel disorders in children and adults, with an emphasis on studies using acoustic methods. Method Searches were conducted with PubMed/MEDLINE, Google Scholar, CINAHL, HighWire Press, and legacy sources in retrieved articles. The primary search items included, but were not limited to, vowels, vowel development, vowel disorders, vowel formants, vowel therapy, vowel inherent spectral change, speech rhythm, and prosody. Results/Discussion The main conclusions reached in this review are that vowels are (a) important to speech intelligibility; (b) intrinsically dynamic; (c) refined in both perceptual and productive aspects beyond the age typically given for their phonetic mastery; (d) produced to compensate for articulatory and auditory perturbations; (e) influenced by language and dialect even in early childhood; (f) affected by a variety of speech, language, and hearing disorders in children and adults; (g) inadequately assessed by standardized articulation tests; and (h) characterized by at least three factors—articulatory configuration, extrinsic and intrinsic regulation of duration, and role in speech rhythm and prosody. Also discussed are stages in typical vowel ontogeny, acoustic characterization of rhotic vowels, a sensory-motor perspective on vowel production, and implications for clinical assessment of vowels.

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Talkar, Tanya, Jennifer Zuk, Maria X. Guerrero, Jeung-Yoon Choi, and Stefanie Shattuck-Hufnagel. "Acoustic cues to distinctive features are modified in the speech of typically-developing versus atypically developing children." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3837. http://dx.doi.org/10.1121/1.4988535.

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Sharifi, Shahla, Zahra Azizi, and Mandana Nourbakhsh. "The Tilt Model Acoustic Survey of Intonation in Children with Severe Autism." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 78. http://dx.doi.org/10.5539/ijel.v6n4p78.

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<p>The purpose of this study is an acoustic survey of intonation in a set of declarative and interrogative sentences as uttered by 15 children with severe autism (SA) in comparison with 15 Typically Developing (TD) children. The results indicate that monotony is not a common feature in the speech pattern of all autistic children. More specifically, the results demonstrate that the monotony attributed to the autistic children’s production of speech cannot be attributable to all kinds of sentences they produce as they can produce statements and questions fairly similar to typically developing children.</p>

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Vick, Jennell C., Thomas F. Campbell, Lawrence D. Shriberg, Jordan R. Green, Hervé Abdi, Heather Leavy Rusiewicz, Lakshmi Venkatesh, and Christopher A. Moore. "Distinct developmental profiles in typical speech acquisition." Journal of Neurophysiology 107, no. 10 (May 15, 2012): 2885–900. http://dx.doi.org/10.1152/jn.00337.2010.

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Three- to five-year-old children produce speech that is characterized by a high level of variability within and across individuals. This variability, which is manifest in speech movements, acoustics, and overt behaviors, can be input to subgroup discovery methods to identify cohesive subgroups of speakers or to reveal distinct developmental pathways or profiles. This investigation characterized three distinct groups of typically developing children and provided normative benchmarks for speech development. These speech development profiles, identified among 63 typically developing preschool-aged speakers (ages 36–59 mo), were derived from the children's performance on multiple measures. These profiles were obtained by submitting to a k-means cluster analysis of 72 measures that composed three levels of speech analysis: behavioral (e.g., task accuracy, percentage of consonants correct), acoustic (e.g., syllable duration, syllable stress), and kinematic (e.g., variability of movements of the upper lip, lower lip, and jaw). Two of the discovered group profiles were distinguished by measures of variability but not by phonemic accuracy; the third group of children was characterized by their relatively low phonemic accuracy but not by an increase in measures of variability. Analyses revealed that of the original 72 measures, 8 key measures were sufficient to best distinguish the 3 profile groups.

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Lau, Tammy HM, and Kathy YS Lee. "Oral motor performance in children with suspected speech sound disorders: A comparison with children with typically developing speech." Speech, Language and Hearing 16, no. 3 (September 2013): 139–48. http://dx.doi.org/10.1179/2050572813y.0000000009.

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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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Roberts, Joanne, Steven H. Long, Cheryl Malkin, Elizabeth Barnes, Martie Skinner, Elizabeth A. Hennon, and Kathleen Anderson. "A Comparison of Phonological Skills of Boys With Fragile X Syndrome and Down Syndrome." Journal of Speech, Language, and Hearing Research 48, no. 5 (October 2005): 980–95. http://dx.doi.org/10.1044/1092-4388(2005/067).

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In this study, the authors compared the phonological accuracy and patterns of sound change of boys with fragile X syndrome, boys with Down syndrome, and typically developing mental-age-matched boys. Participants were 50 boys with fragile X syndrome, ages 3 to 14 years; 32 boys with Down syndrome, ages 4 to 13 years; and 33 typically developing boys, ages 2 to 6 years, who were matched for nonverbal mental age to both the boys with fragile X syndrome and the boys with Down syndrome. All participants were administered a standardized articulation test, and their sound accuracy, phonological process, and proportion of whole-word proximity scores were analyzed. Although boys with fragile X syndrome were delayed in their speech development, they did not differ from the typically developing, mental-age-matched boys in the percentage of correct early-, middle-, and late-developing consonants; phonological processes; or whole-word proximity scores. Furthermore, boys with fragile X syndrome had fewer errors on early-, middle-, and late-developing consonants; fewer syllable structure processes; and higher whole-word proximity scores than did boys with Down syndrome. Boys with Down syndrome also were delayed in their speech development, yet their phonological inventories, occurrences of phonological processes, and proportion of whole-word proximity scores indicated greater delays in their phonological development than the younger, typically developing boys. These results suggest that males with fragile X syndrome display phonological characteristics in isolated words similar to younger, typically developing children, whereas males with Down syndrome show greater delays as well as some developmental differences compared with both the males with fragile X syndrome and typically developing males.

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Ferreira, Claúdia, Rita Alegria, and Joana Antonieta Rocha. "Metaphor and Irony comprehension in typically developing school children: a pilot study." Revista de Investigación en Logopedia 11, no. 1 (October 6, 2020): 13–21. http://dx.doi.org/10.5209/rlog.64669.

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This study aimed to analyse irony and metaphor comprehension of Portuguese school age children and analyse some of their individual differences, investigating if such factors may play a role in the comprehension of these two language elements. Two European-portuguese versions of stories from the instrument ‘Stories from Everyday Life’ were used to assess irony and metaphor comprehension in a sample of 30 children with 8 years in a Portuguese private educational institution. Individual differences (e.g., gender, number of siblings, parents’ educational levels and family history of speech and/or language disorders) were also considered. Children were able to understand metaphors and irony, as previously observed in other studies (e.g. Dews & Winner, 1997; Özçalışkan, 2007; Özçalişkan, 2005; Özçalışkan, 2007; Stites & Özçalişkan, 2013 Pexman & Glenwright, 2007). Results regarding individual differences on children’s performances showed that: i) male children performed better in both stories; ii) two children who presented a family history of speech and/or language disorders obtained lower scores than their peers; iii) two children whose parents had lower educational level than other families of participants performed worse than their peers; and iv) children who had more siblings performed better in both stories. Children’s performances on both stories were positively correlated. No signiﬁcant gender differences were found regarding irony and metaphor comprehension, however, a slight advantage was found in male children. The number of siblings was positively associated with metaphor and irony comprehension. More research is needed to clarify the influence of developmental and social variables in metaphor and irony comprehension.

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Terband, Hayo, Manon Spruit, and Ben Maassen. "Speech Impairment in Boys With Fetal Alcohol Spectrum Disorders." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1405–25. http://dx.doi.org/10.1044/2018_ajslp-17-0013.

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BackgroundFetal alcohol spectrum disorders (FASD) are a highly prevalent spectrum of patterns of congenital defects resulting from prenatal exposure to alcohol. Approximately 90% of the cases involve speech impairment. Yet, to date, no detailed symptom profiles nor dedicated treatment plans are available for this population.PurposeThis study set out to chart the speech and speech motor characteristics in boys with FASD to profile the concomitant speech impairment and identify possible underlying mechanisms.MethodTen boys with FASD (4.5–10.3 years old) and 26 typically developing children (4.1–8.7 years old; 14 boys, 12 girls) participated in the study. Speech production and perception, and oral motor data were collected by standardized tests.ResultsThe boys with FASD showed reduced scores on all tasks as well as a deviant pattern of correlations between production and perception tasks and intelligibility compared with the typically developing children. Speech motor profiles showed specific problems with nonword repetition and tongue control.ConclusionsFindings indicate that the speech impairment in boys with FASD results from a combination of deficits in multiple subsystems and should be approached as a disorder rather than a developmental delay. The results suggest that reduced speech motor planning/programming, auditory discrimination, and oral motor abilities should be considered in long-term, individually tailored treatment.

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Jung, Yu Kyung, and Jae Hee Lee. "Gaps-In-Noise Test Performance in Children with Speech Sound Disorder and Cognitive Difficulty." Journal of Audiology and Otology 24, no. 3 (July 10, 2020): 133–39. http://dx.doi.org/10.7874/jao.2019.00381.

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Background and Objectives: The Gaps-In-Noise (GIN) test is a clinically effective measure of the integrity of the central auditory nervous system. The GIN procedure can be applied to a pediatric population above 7 years of age. The present study conducted the GIN test to compare the abilities of auditory temporal resolution among typically developing children, children with speech sound disorder (SSD), and children with cognitive difficulty (CD).Subjects and Methods: Children aged 8 to 11 years-(total n=30) participated in this study. There were 10 children in each of the following three groups: typically developing children, children with SSD, and children with CD. The Urimal Test of Articulation and Phonology was conducted as a clinical assessment of the children’s articulation and phonology. The Korean version of the Wechsler Intelligence Scale for Children-III (K-WISC-III) was administered as a screening test for general cognitive function. According to the procedure of Musiek, the pre-recorded stimuli of the GIN test were presented at 50 dB SL. The results were scored by the approximated threshold and the overall percent correct score (%).Results: All the typically developing children had normal auditory temporal resolution based on the clinical cutoff criteria of the GIN test. The children with SSD or CD had significantly reduced gap detection performance compared to age-matched typically developing children. The children’s intelligence score measured by the K-WISC-III test explained 37% of the variance in the percent-correct score.Conclusions: Children with SSD or CD exhibited poorer ability to resolve rapid temporal acoustic cues over time compared to the age-matched typically developing children. The ability to detect a brief temporal gap embedded in a stimulus may be related to the general cognitive ability or phonological processing.

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Ansari, MohammadShamim, and Rangasayee Raghunath. "Neurophysiologic measures of auditory brainstem responses to Hindi speech stimulus in typically developing children." Indian Journal of Otology 21, no. 4 (2015): 260. http://dx.doi.org/10.4103/0971-7749.164544.

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McFarland, Dennis J., and Anthony T. Cacace. "Questionable reliability of the speech-evoked auditory brainstem response (sABR) in typically-developing children." Hearing Research 287, no. 1-2 (May 2012): 1–2. http://dx.doi.org/10.1016/j.heares.2012.02.014.

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Gangji, Nazneen, Michelle Pascoe, and Mantoa Smouse. "Swahili speech development: preliminary normative data from typically developing pre-school children in Tanzania." International Journal of Language & Communication Disorders 50, no. 2 (August 18, 2014): 151–64. http://dx.doi.org/10.1111/1460-6984.12118.

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WARLAUMONT, ANNE S., and LINDA JARMULOWICZ. "Caregivers' suffix frequencies and suffix acquisition by language impaired, late talking, and typically developing children." Journal of Child Language 39, no. 5 (December 13, 2011): 1017–42. http://dx.doi.org/10.1017/s0305000911000390.

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ABSTRACTAcquisition of regular inflectional suffixes is an integral part of grammatical development in English and delayed acquisition of certain inflectional suffixes is a hallmark of language impairment. We investigate the relationship between input frequency and grammatical suffix acquisition, analyzing 217 transcripts of mother–child (ages 1 ; 11–6 ; 9) conversations from the CHILDES database. Maternal suffix frequency correlates with previously reported rank orders of acquisition and with child suffix frequency. Percentages of children using a suffix are consistent with frequencies in caregiver speech. Although late talkers acquire suffixes later than typically developing children, order of acquisition is similar across populations. Furthermore, the third person singular and past tense verb suffixes, weaknesses for children with language impairment, are less frequent in caregiver speech than the plural noun suffix, a relative strength in language impairment. Similar findings hold across typical, SLI and late talker populations, suggesting that frequency plays a role in suffix acquisition.

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Ertmer, David J., Jongmin Jung, and Diana True Kloiber. "Beginning to Talk Like an Adult: Increases in Speech-Like Utterances in Young Cochlear Implant Recipients and Typically Developing Children." American Journal of Speech-Language Pathology 22, no. 4 (November 2013): 591–603. http://dx.doi.org/10.1044/1058-0360(2013/12-0058).

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PurposeSpeech-like utterances containing rapidly combined consonants and vowels eventually dominate the prelinguistic and early word productions of typically developing (TD) toddlers. It seems reasonable to expect a similar phenomenon in young recipients of cochlear implants (CIs). The authors of this study sought to determine the number of months of robust hearing experience needed to achieve a majority of speech-like utterances in both of these groups.MethodSpeech samples were recorded from CI recipients at 3-month intervals during the first 2 years of CI experience, and from TD children at time points between 6 and 24 months of age. Speech-like utterances were operationally defined as those belonging to the basic canonical syllables (BCS) or advanced forms (AF) levels of the Consolidated Stark Assessment of Early Vocal Development—Revised (Ertmer, Young, & Nathani, 2007).ResultsOn average, the CI group achieved a majority of speech-like utterances after 12 months of robust hearing experience and the TD group after 18 months. The CI group produced greater percentages of speech-like utterances at each interval until 24 months, when both groups approximated 80%.ConclusionAuditory deprivation did not limit progress in vocal development as young CI recipients showed more-rapid-than-typical speech development during the first 2 years of device use. Implications for the infraphonological model of speech development are considered.

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Allison, Kristen M., and Katherine C. Hustad. "Data-Driven Classification of Dysarthria Profiles in Children With Cerebral Palsy." Journal of Speech, Language, and Hearing Research 61, no. 12 (December 10, 2018): 2837–53. http://dx.doi.org/10.1044/2018_jslhr-s-17-0356.

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

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Heikkilä, Jenni, Eila Lonka, Sanna Ahola, Auli Meronen, and Kaisa Tiippana. "Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 3 (March 2017): 485–93. http://dx.doi.org/10.1044/2016_jslhr-s-15-0071.

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PurposeLipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI).MethodForty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests.ResultsChildren with SLI were poorer lipreaders than their typically developing peers. Good phonological skills were associated with skilled lipreading in both typically developing children and in children with SLI. Lipreading was also found to correlate with several cognitive skills, for example, short-term memory capacity and verbal motor skills.ConclusionsSpeech processing deficits in SLI extend also to the perception of visual speech. Lipreading performance was associated with phonological skills. Poor lipreading in children with SLI may be, thus, related to problems in phonological processing.

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Haas, Elisabet, Wolfram Ziegler, and Theresa Schölderle. "Developmental Courses in Childhood Dysarthria: Longitudinal Analyses of Auditory-Perceptual Parameters." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1421–35. http://dx.doi.org/10.1044/2020_jslhr-20-00492.

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Purpose The aim of this longitudinal study was to describe developmental courses of childhood dysarthria against the background of typical speech motor development by collecting auditory-perceptual data. Method Fourteen children (four girls, 10 boys; 5;1–8;4 [years;months] at Time 1) with neurological conditions (CNC) and 14 typically developing children (CTD) matched for age and gender were assessed at three points in time over an 18-month period. Speech samples were collected using the Bogenhausener Dysarthrie Skalen–Kindliche Dysarthrien (BoDyS-KiD; in English: Bogenhausen Dysarthria Scales–Childhood Dysarthria), a German tool for the assessment of childhood dysarthria, and analyzed by means of nine perceptual scales covering all clinically relevant speech components. Age normalization was performed according to a method published recently. Data from the matched controls were used to estimate whether the gradients of the CNC group's developmental trajectories exceeded those of typical development. Results The children with neurological conditions presented heterogeneous speech profiles with a wide range of severity. At the group level, relatively stable trajectories of the age-normalized dysarthria total score were found over the observation period. The nine perceptual scales showed more or less parallel developments. All patients except two followed the growth curve describing the developmental course of the typically developing children. Conclusions Most children took advantage of the developmental dynamics as they developed parallel to the age norm. With its comprehensive description of the developmental courses of 14 children with neurological conditions, this study may contribute to a more valid, statistically verified clinical assessment of the course of childhood dysarthria.

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Shriberg, Lawrence D., Rhea Paul, Jane L. McSweeny, Ami Klin, Donald J. Cohen, and Fred R. Volkmar. "Speech and Prosody Characteristics of Adolescents and Adults With High-Functioning Autism and Asperger Syndrome." Journal of Speech, Language, and Hearing Research 44, no. 5 (October 2001): 1097–115. http://dx.doi.org/10.1044/1092-4388(2001/087).

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Speech and prosody-voice profiles for 15 male speakers with High-Functioning Autism (HFA) and 15 male speakers with Asperger syndrome (AS) were compared to one another and to profiles for 53 typically developing male speakers in the same 10- to 50-years age range. Compared to the typically developing speakers, significantly more participants in both the HFA and AS groups had residual articulation distortion errors, uncodable utterances due to discourse constraints, and utterances coded as inappropriate in the domains of phrasing, stress, and resonance. Speakers with AS were significantly more voluble than speakers with HFA, but otherwise there were few statistically significant differences between the two groups of speakers with pervasive developmental disorders. Discussion focuses on perceptual-motor and social sources of differences in the prosody-voice findings for individuals with Pervasive Developmental Disorders as compared with findings for typical speakers, including comment on the grammatical, pragmatic, and affective aspects of prosody.

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Journal articles on the topic 'Typically developing speech'

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