Effectiveness of Speech Therapy for Second Grade Children with Misarticulations—Predictive Factors

Abstract

The purpose of this study was to evaluate speech therapy for functional misarticulations and to determine the measures which predict improvement in speech, language, and listening. The following factors appeared predictive: (a) occupational status of the fathers and word recognition; (b) mental age and improvement in word recognition, auditory discrimination, and articulation; (c) stimulability of sounds and improvement in articulation; (d) auditory skills and improvement in connected speech.

The Relationship Between Stimulability and Phonological Acquisition in Children With Normally Developing and Disordered Phonologies

“…Past research indicates that stimulability may be used to predict the potential for improvement in speech sound production with and without treatment (Carter & Buck, 1958;Diedrich, 1983;Farquhar, 1961;Irwin, West, & Trombetta, 1966;Snow & Milisen, 1954;Somers et al, 1967). Kindergarten, first and second grade children with poor stimulability skills benefit greatly from treatment (Carter & Buck, 1958;Somers et al, 1967).…”

“…Kindergarten, first and second grade children with poor stimulability skills benefit greatly from treatment (Carter & Buck, 1958;Somers et al, 1967). Of children in the first and second grades who do not receive treatment, those with high stimulability scores demonstrate significant improvement (Carter & Buck, 1958;Irwin et al, 1966;Snow & Milisen, 1954).…”

Revised Picture Articulation Test in Hindi

“…Included are such measures as number of articulatory errors or when stimulated with the correct production of the sound, the ability to learn other sounds and performances on speech sound discrimination tests. Irwin, West & Trombetta (1966) found that the number of sounds misarticulated has predictive value. Farquhar (1961) discovered that the articulatory discrimination skills of nursery kids did not predict their articulation development.…”