Contextual and Linguistic Correlates of Intelligibility in Children With Developmental Phonological Disorders

Weston, Audrey D.; Shriberg, Lawrence D.

doi:10.1044/jshr.3506.1316

Cited by 37 publications

(26 citation statements)

References 49 publications

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“…This shows that the segmental features that are added to the supra-segmental features of prosody and voice contribute towards a certain degree of speech unintelligibility perceived by the listener, as stated by some authors. 1 The present study corroborates the fi nding from other studies 3,22,[28][29][30][31][32] that children with several otitis and upper respiratory tract infection episodes show phonological disorders characterized by different degrees of speech unintelligibility. Early intervention in cases in which phonological disorders are perceived speeds the normalization of the phonological system and decreases the harm caused by such disorders.…”

Section: Comparison Between the Meansupporting

confidence: 82%

Phonological performance measured by speech severity indices compared with correlated factors

2007

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CONTEXT AND OBJECTIVE: Some factors seem to infl uence speech impairment among phonologically disordered children. The aim was to compare severity indices with some correlated factors. DESIGN AND SETTING:Observational, analytical and cross-sectional study conducted within the Language-Speech-Hearing Sciences Course, Universidade de São Paulo. METHOD:Fifty phonologically disordered children with ages ranging from 4 to 11 years took part. The indices were calculated from phonology tests and were correlated with anamnesis and audiological data. Student's t test and Spearman's correlation were used to compare percentages of consonants correct (PCC) and process density index (PDI) for children with and without otitis, upper respiratory histories and audiological abnormalities, with regard to whether or not they were comprehended during assessment, their ages when they started to speak and their ages at the assessment. RESULTS:The higher the age at the assessment was, the higher the PCC (imitation: 0.468; naming: 0.431; Spearman's correlation) and the lower the PDI (imitation: 0.459; naming: 0.431); the later the child started to speak, the lower the PCC (imitation p = 0.064; naming p = 0.050) and the higher the PDI (imitation p = 0.067; naming p = 0.042). There were differences between groups with and without upper respiratory history (PCC: imitation p = 0.016, naming p = 0.005; PDI: imitation p = 0.014, naming p = 0.008). There was no difference between the groups regarding otitis, comprehension during the assessment and audiological data. CONCLUSIONS:Children with upper respiratory histories who began to speak later presented more severe speech impairment indices.

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Section: Comparison Between the Meansupporting

confidence: 82%

Phonological performance measured by speech severity indices compared with correlated factors

2007

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“…The low levels of exact point-to-point intrajudge (between-session) and interjudge (between-system) agreement for some of the four word classes are consistent with difficulties in glossing the speech of children with moderate to severe intelligibility problems (Shriberg & Lof, 1991;Weston & Shriberg, 1992). Both transcribers noted that most of these samples were among the most challenging they had ever been assigned to gloss and transcribe.…”

Section: Reliabilitymentioning

confidence: 90%

Transitioning from analog to digital audio recording in childhood speech sound disorders

Shriberg¹,

McSweeny²,

Anderson³

et al. 2005

Clinical Linguistics & Phonetics

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Few empirical findings or technical guidelines are available on the current transition from analog to digital audio recording in childhood speech sound disorders. Of particular concern in the present context was whether a transition from analog-to digital-based transcription and coding of prosody and voice features might require re-standardizing a reference database for research in childhood speech sound disorders. Two research transcribers with different levels of experience glossed, transcribed, and prosody-voice coded conversational speech samples from eight children with mild to severe speech disorders of unknown origin. The samples were recorded, stored, and played back using representative analog and digital audio systems. Effect sizes calculated for an array of analog versus digital comparisons ranged from negligible to medium, with a trend for participants' speech competency scores to be slightly lower for samples obtained and transcribed using the digital system. We discuss the implications of these and other findings for research and clinical practice.

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“…In fact, however, correlations between the two measures are extremely stable across samples, consistently averaging only in the low 0.40s (less than 20% common variance) in different studies (e.g. Bishop and Edmundson, 1986; see review in Weston and Shriberg, 1992). Thus, the Intelligibility Index and the Percentage of Consonants Correct metrics have at least 80% non-shared variance.…”

Section: Classification and Normalizationmentioning

confidence: 99%

“…Weston and Shriberg, 1992). As with models of intelligibility deficits in other communicative disorders, contributions to intelligibility appear to obtain from a variety of variables within cognitive, language, prosodic and motivational domains, in addition to the contributions from segmental variables (such as those reviewed previously as potential diagnostic markers of SD-OME).…”

Section: Classification and Normalizationmentioning

confidence: 99%

A diagnostic marker for speech delay associated with otitis media with effusion: the intelligibility‐speech gap

Shriberg

Flipsen

Kwiatkowski

et al. 2003

Clinical Linguistics & Phonetics

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The goal of this study was to determine if notably reduced intelligibility is a potential diagnostic marker for children with speech delay and histories of early recurrent otitis media with effusion (SD-OME). Intelligibility was assessed in one 5-10 minute conversational speech sample from each of 281 speakers. The OME histories of 148 of these children with normal speech acquisition were described in two prior reports. OME histories of 85 additional children with speech delay were obtained from case history reports. For both groups, the children with positive OME (OMEz) histories had significantly lower intelligibility scores but significantly higher speech production scores than children with negative OME (OME2) histories. Findings for a diagnostic marker to discriminate speech delayed children with OMEz versus OME2 histories were promising, considering that the data were obtained retrospectively and did not include audiological information characterizing children's concurrent fluctuant hearing loss. The formula for the diagnostic marker, termed the Intelligibility-Speech Gap, was identified by a machine learning routine. Diagnostic accuracy findings for the marker were as follows: positive predictive value~74%, negative predictive value~86%, sensitivity~79%, specificity~83%, positive likelihood ratio~4.6 and negative likelihood ratio~0.25. Discussion considers speech processing perspectives on the source of the intelligibilityspeech gap in children with suspected SD-OME, and methodological perspectives on its development as a diagnostic marker of one etiological subtype of speech delay.

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Contextual and Linguistic Correlates of Intelligibility in Children With Developmental Phonological Disorders

Cited by 37 publications

References 49 publications

Phonological performance measured by speech severity indices compared with correlated factors

Phonological performance measured by speech severity indices compared with correlated factors

Transitioning from analog to digital audio recording in childhood speech sound disorders

A diagnostic marker for speech delay associated with otitis media with effusion: the intelligibility‐speech gap

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