Peer Reactions to Teenagers Who Substitute /W/ for /R/

Silverman, Franklin H.; Paulus, Peggy G.

doi:10.1044/0161-1461.2002.219

Cited by 44 publications

(27 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Persistent speech sound distortions in American English such as dentalised /s/, lateralised /s/, and derhotacised /r/ currently are viewed as having some social consequences (e.g. Crowe Hall, 1991; Mowrer, Wahl, & Doolan, 1978; Silverman & Falk, 1992; Silverman & Paulus, 1989), but for speech genetics research, it is necessary to identify and typically exclude speakers with these subtypes of SSD from those meeting criteria for SD. Elsewhere we suggest that the causal origins of such distortions and their natural histories remain of considerable theoretical interest (Flipsen, Shriberg, Weismer, Karlsson, & McSweeny, 2001; Karlsson, Shriberg, Flipsen, & McSweeny, 2002; Shriberg, 1994; Shriberg, Flipsen, Karlsson, & McSweeny, 2001).…”

Section: Part I Motor Speech Disorders Modifications To the Sdcsmentioning

confidence: 99%

Extensions to the Speech Disorders Classification System (SDCS)

Shriberg

Fourakis

Hall

et al. 2010

Clinical Linguistics & Phonetics

192

198

View full text Add to dashboard Cite

This report describes three extensions to a classification system for pediatric speech sound disorders termed the Speech Disorders Classification System (SDCS). Part I describes a classification extension to the SDCS to differentiate motor speech disorders from speech delay and to differentiate among three subtypes of motor speech disorders. Part II describes the Madison Speech Assessment Protocol (MSAP), an approximately two-hour battery of 25 measures that includes 15 speech tests and tasks. Part III describes the Competence, Precision, and Stability Analytics (CPSA) framework, a current set of approximately 90 perceptual- and acoustic-based indices of speech, prosody, and voice used to quantify and classify subtypes of Speech Sound Disorders (SSD). A companion paper, Shriberg, Fourakis, et al. (2010) provides reliability estimates for the perceptual and acoustic data reduction methods used in the SDCS. The agreement estimates in the companion paper support the reliability of SDCS methods and illustrate the complementary roles of perceptual and acoustic methods in diagnostic analyses of SSD of unknown origin. Examples of research using the extensions to the SDCS described in the present report include diagnostic findings for a sample of youth with motor speech disorders associated with galactosemia (Shriberg, Potter, & Strand, 2010) and a test of the hypothesis of apraxia of speech in a group of children with autism spectrum disorders (Shriberg, Paul, Black, & van Santen, 2010). All SDCS methods and reference databases running in the PEPPER (Programs to Examine Phonetic and Phonologic Evaluation Records; [Shriberg, Allen, McSweeny, & Wilson, 2001]) environment will be disseminated without cost when complete.

show abstract

Section: Part I Motor Speech Disorders Modifications To the Sdcsmentioning

confidence: 99%

Extensions to the Speech Disorders Classification System (SDCS)

Shriberg

Fourakis

Hall

et al. 2010

Clinical Linguistics & Phonetics

192

198

View full text Add to dashboard Cite

show abstract

“…In general, speech sound disorders may be associated with reduced speech intelligibility and negative social/interpersonal, academic, and educational outcomes (Crowne Hall, 1991; McCormack, McLeod, McAllister, & Harrison, 2009; Silverman & Paulus, 1989). During typical speech development, phonetically accurate production of speech sounds is usually achieved by about 8-9 years of age (Sax, 1972; Smit, Hand, Freilinger, Bernthal, & Bird, 1990).…”

Section: Introductionmentioning

confidence: 99%

Structural brain differences in school-age children with residual speech sound errors

et al. 2014

View full text Add to dashboard Cite

The purpose of the study was to identify structural brain differences in school-age children with residual speech sound errors. Voxel based morphometry was used to compare gray and white matter volumes for 23 children with speech sound errors, ages 8;6-11;11, and 54 typically speaking children matched on age, oral language, and IQ. We hypothesized that regions associated with production and perception of speech sounds would differ between groups. Results indicated greater gray matter volumes for the speech sound error group relative to typically speaking controls in bilateral superior temporal gyrus. There was greater white matter volume in the corpus callosum for the speech sound error group, but less white matter volume in right lateral occipital gyrus. Results may indicate delays in neuronal pruning in critical speech regions or differences in the development of networks for speech perception and production.

show abstract

“…Overt misarticulations (e.g., sound substitutions, omissions, and distortions) that persist into elementary school are associated with negative academic, social, and speech-language outcomes (Lewis & Freebairn, 1992; Nathan, Stackhouse, Goulandris, & Snowling, 2004; Silverman & Paulus, 1989). In English (as well as many other languages), children with residual speech sound errors (SSE) typically misarticulate liquids (/ r , l /), lingual fricatives (/ s , z , ʃ, ʒ, Ɵ, ð/) and/or affricates /ʧ, ʤ/ (e.g., Shriberg, 1994).…”

mentioning

confidence: 99%

Functional Brain Activation Differences in School-Age Children With Speech Sound Errors: Speech and Print Processing

Preston

Felsenfeld

Frost

et al. 2012

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose To examine neural response to spoken and printed language in children with speech sound errors (SSE). Method Functional MRI was used to compare processing of auditorily and visually presented words and pseudowords in 17 children with SSE, ages 8;6–10;10, to 17 matched controls. Results When processing spoken words and pseudowords, the SSE group showed less activation than typically speaking controls in left middle temporal gyrus. They also showed greater activation than controls in several cortical and subcortical regions (e.g., left superior temporal gyrus, globus pallidus, insula, fusiform and bilateral parietal regions). In response to printed words and pseudowords, children with SSE had greater activation than controls in regions including bilateral fusiform and anterior cingulate. Some differences were found in both speech and print processing that that may be associated with children with SSE failing to show common patterns of task-induced deactivation and/or attentional resource allocation. Conclusion Compared with controls, children with SSE appear to rely more upon several dorsal speech perception regions and less on ventral speech perception regions. When processing print, numerous regions were observed to be activated more for the SSE group than for controls.

show abstract

Peer Reactions to Teenagers Who Substitute /W/ for /R/

Cited by 44 publications

References 0 publications

Extensions to the Speech Disorders Classification System (SDCS)

Extensions to the Speech Disorders Classification System (SDCS)

Structural brain differences in school-age children with residual speech sound errors

Functional Brain Activation Differences in School-Age Children With Speech Sound Errors: Speech and Print Processing

Contact Info

Product

Resources

About