Quantifying phonological knowledge in children with phonological disorder

Combiths, Philip; Barlow, Jessica A.; Sanchez, Emilie

doi:10.1080/02699206.2019.1584247

Cited by 8 publications

(3 citation statements)

References 28 publications

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“…This establishes TAT as a more effective strategy for reducing substitution errors compared to PAT. These findings support the ongoing use and further exploration of conventional techniques in speech therapy, while also recognising the potential advantages of incorporating innovative, research-backed approaches customised to meet the specific needs of each patient (18)(19)(20)(21).…”

Section: Discussionsupporting

confidence: 65%

“…Literature review reveals various approaches and practices in the field of speech therapy. A study examining international and Middle Eastern clinical practices found similarities in the use of auditory discrimination, traditional articulation therapy, phonological awareness, minimal pairs, and language intervention strategies for children with speech sound disorders (19,20). A 2021 study involving interviews with 11 Speech & Language Pathologists highlighted four primary therapies: minimal pairs approach, traditional articulatory approaches, auditory discrimination, and Cued Articulation.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Traditional Articulation Therapy and Picture Articulation Test in Children with Articulation Disorders

Naz,

Shabnum Noor,

Hussain

et al. 2023

JHRR

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Background: Articulation disorders in children can impede communication and social interaction. Traditional Articulation Therapy (TAT) and the Picture Articulation Test (PAT) are two contrasting approaches employed to address these disorders. While TAT is a conventional method focusing on sensory-perceptual training and sound stabilization, PAT uses visual aids to assess and encourage correct speech sound production. Objective: The study aimed to evaluate and compare the efficacy of TAT and PAT in treating substitution errors in children with articulation disorders. Methods: Employing a randomized sampling technique, the study included 10 children with functional articulation disorders, aged 8 to 18 years, from both genders. Exclusion criteria included organic articulation disorders. Participants were divided into two groups at REX Medical Center, Lahore, and treated over a six-month period, with two sessions per week lasting 30-40 minutes. Pre- and post-intervention assessments were conducted using the Articulation Assessment Test and the Articulation Severity Rating Scale. Data analysis was performed using SPSS 24, with paired and independent sample t-tests. Results: TAT showed a significant reduction in substitution error scores from pre- to post-intervention across all error types (initial, middle, and final), with significant p-values indicating improvement (p ≤ 0.05). PAT did not demonstrate a significant reduction in error scores, with p-values exceeding the threshold of significance. Conclusion: TAT was found to be more effective than PAT in decreasing substitution errors in children with articulation disorders. The findings advocate for the application of TAT in clinical settings, while recognizing the potential for integrating traditional methods with newer technologies to optimize treatment outcomes.

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Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Comparison of Traditional Articulation Therapy and Picture Articulation Test in Children with Articulation Disorders

Naz,

Shabnum Noor,

Hussain

et al. 2023

JHRR

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“…From a developmental perspective, analyzing a preschool-aged child's phonemic inventory may reflect their phonological knowledge of their native language (Combiths et al, 2019). A consonant phonemic inventory is a list of consonants that an individual can correctly produce in spontaneous speech, which reflects the development of consonant production.…”

Section: Phonemic Inventorymentioning

confidence: 99%

Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders

Yeh

Liu²

2021

J Speech Lang Hear Res

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Purpose Speech-language pathologists (SLPs) are faced with the challenge of quickly and accurately identifying children who present with speech sound disorders (SSD) compared to typically developing (TD) children. The goal of this study was to compare the clinical relevance of two speech sampling methods (single-word vs. connected speech samples) in how sensitive they are in detecting atypical speech sound development in children, and to know whether the information obtained from single-word samples is representative enough of children's overall speech sound performance. Method We compared the speech sound performance of 37 preschool children with SSD ( M age = 4;11 years) and 37 age-sex-matched typically developing children ( M age = 5;0 years) by eliciting their speech in two ways: (a) a picture-naming task to elicit single words, and (b) a story-retelling task to elicit connected speech. Four speech measures were compared across sample type (single words vs. connected speech) and across groups (SSD vs. TD): intelligibility, speech accuracy, phonemic inventory, and phonological patterns. Results Interaction effects were found between sample type and group on several speech sound performance measures. Single-word speech samples were found to differentiate the SSD group from the TD group, and were more sensitive than connected speech samples across various measures. The effect size of single-word samples was consistently higher than connected speech samples for three measures: intelligibility, speech accuracy, and phonemic inventory. The gap in sample type informativeness may be attributed to salience and avoidance effects, given that children tend to avoid producing unfamiliar phonemes in connected speech. The number of phonological patterns produced was the only measure that revealed no gap between two sampling types for both groups. Conclusions On measures of intelligibility, speech accuracy, and phonemic inventory, obtaining a single-word sample proved to be a more informative method of differentiating children with SSD from TD children than connected speech samples. This finding may guide SLPs in their choice of sampling type when they are under time pressure. We discuss how children's performance on the connected speech sample may be biased by salience and avoidance effects and/or task design, and may, therefore, not necessarily reveal a poorer performance than single-word samples, particularly in intelligibility, speech accuracy, and the number of phonological patterns, if these task limitations are circumvented. Our findings show that the performance gap, typically observed between the two sampling types, largely depends on which performance measures are evaluated with the speech sample. Our study is the first to address sampling type differences in SSD versus TD children and has significant clinical implications for SLPs looking for sampling types and measures that reliably identify SSD in preschool-aged children.

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Phonological Disorders in Child Bilingualism

Babatsouli

2024

The Cambridge Handbook of Bilingual Phonetics and Phonology

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Quantifying phonological knowledge in children with phonological disorder

Cited by 8 publications

References 28 publications

Comparison of Traditional Articulation Therapy and Picture Articulation Test in Children with Articulation Disorders

Comparison of Traditional Articulation Therapy and Picture Articulation Test in Children with Articulation Disorders

Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders

Phonological Disorders in Child Bilingualism

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