Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech–sound disorders

Lousada, Marisa; Jesus, Luís M. T.; Hall, Andreia; Joffe, Victoria L.

doi:10.1111/1460-6984.12095

Cited by 47 publications

(48 citation statements)

References 43 publications

(108 reference statements)

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“…Even though single word naming cannot measure a child's communication ability, it does imply that speech intelligibility is affected by consonant errors as reported in many studies (e.g., Lousada et al . ).…”

Section: Discussionmentioning

confidence: 97%

Influence of timing of delayed hard palate closure on articulation skills in 3‐year‐old Danish children with unilateral cleft lip and palate

Willadsen

Boers²,

Schöps³

et al. 2017

Intl J Lang & Comm Disor

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Background: Differing results regarding articulation skills in young children with cleft palate (CP) have been reported and often interpreted as a consequence of different surgical protocols. Aims: To assess the influence of different timing of hard palate closure in a two-stage procedure on articulation skills in 3-year-olds born with unilateral cleft lip and palate (UCLP). Secondary aims were to compare results with peers without CP, and to investigate if there are gender differences in articulation skills. Furthermore, burden of treatment was to be estimated in terms of secondary surgery, hearing and speech therapy. Methods & Procedures:A randomized controlled trial (RCT). Early hard palate closure (EHPC) at 12 months versus late hard palate closure (LHPC) at 36 months in a two-stage procedure was tested in a cohort of 126 Danish-speaking children born with non-syndromic UCLP. All participants had the lip and soft palate closed around 4 months of age. Audio and video recordings of a naming test were available from 113 children (32 girls and 81 boys) and were transcribed phonetically. Recordings were obtained prior to hard palate closure in the LHPC group. The main outcome measures were percentage consonants correct adjusted (PCC-A) and consonant errors from blinded assessments. Results from 36 Danish-speaking children without CP obtained previously by Willadsen in 2012 were used for comparison. Outcomes & Results: Children with EHPC produced significantly more target consonants correctly (83%) than children with LHPC (48%; p < .001). In addition, children with LHPC produced significantly more active cleft speech characteristics than children with EHPC (p < .001). Boys achieved significantly lower PCC-A scores than girls (p = .04) and produced significantly more consonant errors than girls (p = .02). No significant differences were found between groups regarding burden of treatment. The control group performed significantly better than the EHPC and LHPC groups on all compared variables.

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Section: Discussionmentioning

confidence: 97%

Influence of timing of delayed hard palate closure on articulation skills in 3‐year‐old Danish children with unilateral cleft lip and palate

Willadsen

Boers²,

Schöps³

et al. 2017

Intl J Lang & Comm Disor

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“…To our knowledge, in Portugal there is only one published study (Lousada et al, , 2014 about intervention with children with phonologically based SSD, which seems insufficient to consider that there is evidence for clinical practice.…”

Section: From Research Evidence To Clinical Practicementioning

confidence: 98%

The clinical practice of speech and language therapists with children with phonologically based speech sound disorders

Oliveira

Lousada

Jesus

2014

Child Language Teaching and Therapy

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Children with speech sound disorders (SSD) represent a large number of speech and language therapists' caseloads. The intervention with children who have SSD can involve different therapy approaches, and these may be articulatory or phonologically based. Some international studies reveal a widespread application of articulatory based approaches in children with different SSD. In Portugal no survey has been previously conducted about speech and language therapists (SLTs) practices when working with children with SSD, so it is still unknown how SLTs treat children with SSD. This study aims to explore the use of different intervention approaches of SLTs in Portugal, and to describe the approaches most frequently used in treating children who have phonologically based SSD. Data collection was conducted through a questionnaire available on the web platform Advanced Communication and Swallowing Assessment (ACSA; http://acsa.web. ua.pt), and data analysis was based on 88 responses, corresponding to 5% of the total Portuguese SLTs population. Results showed that the intervention approaches most used with children who have SSD are phonological awareness (97% of the participants), auditory discrimination (92%), meaningful minimal contrast therapy (75%) and parent-based work (58%). The great majority of SLTs combined several approaches in their intervention. There was also a high percentage of SLTs that used articulation based approaches, namely articulation work (31%) in cases of phonologically based disorders. Most (63%) SLTs used weekly interventions over a period of more than six months (51%).The data presented here agrees with the results obtained in South African, UK and USA studies in terms of the approaches most frequently used in intervention with children who have phonologically based SSD. Regarding the frequency and duration of intervention, there is a discrepancy between the results obtained and what is commonly used across research. The characteristics described by the Portuguese SLTs for establishing the differential diagnosis of SSD do not always reflect the evidence available in recent literature. The findings presented in this article revealed the intervention approaches that SLTs currently use to treat children with Language Teaching and TherapyOliveira et al. research-article2014Article at NORTHERN ARIZONA UNIVERSITY on June 9, 2015 clt.sagepub.com Downloaded from 174 Child Language Teaching and Therapy 31 (2) phonologically based SSD and the theoretical foundations that guide their clinical practice. This allows the reader to compare clinical practice of SLTs across countries and research studies.

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“…A comparable four‐point scale was suggested by Lousada et al . () in a recent study to measure intelligibility of children (see also McLeod et al . ).…”

Section: Methodsmentioning

confidence: 99%

“…Two independent RAs (SLP students, blinded for both study goal and participants' group assignment) coded and scored the transcriptions, according to the accuracy of repetition of the target utterance, on a four-point scale (the judgment criteria were defined in a detailed manner, to avoid subjectivity: 0 = unable to repeat the target utterance, 1 = repeats a single sound or a syllable, 2 = repeats two successive sounds or syllables, and 3 = a full and accurate repetition of the target utterance). A comparable four-point scale was suggested by Lousada et al (2014) in a recent study to measure intelligibility of children (see also McLeod et al 2012). The mean score for each participant in each practice session, and the mean group scores were calculated.…”

Section: Articulation Accuracymentioning

confidence: 99%

Introducing the Beatalk technique: using beatbox sounds and rhythms to improve speech characteristics of adults with intellectual disability

Icht

2018

Intl J Lang & Comm Disor

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Background Individuals with intellectual disability (ID) often demonstrate speech impairments and reduced intelligibility. However, traditional treatment methods, which involve using repetitive verbal and non‐verbal exercises, may not be fully suitable for this population. As adults with ID tend to lose interest and motivation facing the demands of a typical speech therapy session, other intervention methods are needed. The current study tested a novel intervention technique, Beatalk, based on practising vocally produced sounds and rhythms, imitating the sounds produced by rhythm machines in an a cappella musical context (i.e., human beatboxing). Human beatboxing may be a particularly effective tool since it involves intense production of speech sounds (phonemes) that can be misarticulated in the presence of speech disorders; it is relatively easy to learn and practice, and is also considered ‘fun‘. Aims As many of the features of beatboxing make it a promising method for speech therapy, this pioneering study aimed to examine its effectiveness in comparison with a traditional speech therapy. Methods & Procedures Twelve adults with moderate ID and low speech intelligibility (age 24–48 years) participated in a speech therapy group for 6 weeks. Six participants were assigned to the Beatalk (study) group and six to a traditional (control) therapy group. Pre‐ to post‐treatment changes in speech intelligibility and voice measures were assessed. Outcomes & Results The preliminary data demonstrate that both types of therapy groups resulted in improved performance in articulation accuracy and voice measures, yet the Beatalk technique yielded larger gains. Conclusions & Implications The results present initial evidence for the beneficial effect of the Beatalk technique as an intervention tool for adults with ID. It is an easy‐to‐use technique in the context of speech therapy, and may enhance verbal communication skills in this population.

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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech–sound disorders

Cited by 47 publications

References 43 publications

Influence of timing of delayed hard palate closure on articulation skills in 3‐year‐old Danish children with unilateral cleft lip and palate

Influence of timing of delayed hard palate closure on articulation skills in 3‐year‐old Danish children with unilateral cleft lip and palate

The clinical practice of speech and language therapists with children with phonologically based speech sound disorders

Introducing the Beatalk technique: using beatbox sounds and rhythms to improve speech characteristics of adults with intellectual disability

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