ORCID Profile
0000-0002-7279-7851
Current Organisation
Charles Sturt University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Education Systems | Clinical Sciences | Rehabilitation And Therapy: Hearing And Speech | Early Childhood Education (excl. Māori) | Teacher Education: Early Childhood | Rehabilitation and Therapy (excl. Physiotherapy) | Special Education |
ANZSRC Socio-Economic Objective (SEO)
"Occupational, speech and physiotherapy" | Early childhood education | Hearing, Vision, Speech and Their Disorders | The professions and professionalisation | Learner Development | Education policy | Special Needs Education | Hearing, vision, speech and their disorders | Special education | Communication Across Languages and Culture | Expanding Knowledge in Language, Communication and Culture
Related Links
Publications
Normal acquisition of consonant clusters
Publisher: American Speech Language Hearing Association
Date: 05-2001
DOI: 10.1044/1058-0360(2001/011)
Abstract: Children’s acquisition of adult-like speech production has fascinated speech-language pathologists for over a century, and data gained from associated research have informed every aspect of speech-language pathology practice. The acquisition of the consonant cluster has received little attention during this time, even though the consonant cluster is a common feature of speech, its acquisition is one of the most protracted of all aspects of children’s speech development, and the production of consonant clusters is one of the most common difficulties for children with speech impairment. This paper reviews the literature from the past 70 years to describe children’s normal acquisition of consonant clusters. Articulatory, phonological, linguistic, and acoustic approaches to the development of consonant clusters are reviewed. Data from English are supplemented with ex les from other languages. Consideration of the information on consonant cluster development revealed 10 aspects of normal development that can be used in speech-language pathologists’ assessment and analysis of children’s speech.
The ICF: A framework for setting goals for children with speech impairment
Publisher: SAGE Publications
Date: 10-2004
DOI: 10.1191/0265659004CT272OA
Abstract: The International Classification of Functioning, Disability and Health (ICF) (World Health Organization, 2001) is proposed as a framework for integrative goal setting for children with speech impairment. The ICF incorporates both impairment and social factors to consider when selecting appropriate goals to bring about change in the lives of children with speech impairment. Speech-language therapists and teachers can work together not only to provide direct intervention with the child, but also to work in partnership with the child's family, friends, school and society.
Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth
Publisher: American Speech Language Hearing Association
Date: 02-10-2020
DOI: 10.1044/2020_LSHSS-19-00122
Abstract: Children with a cleft palate (± cleft lip CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY World Health Organization, 2007 ) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical s le of seven 2- to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents). Data were collected during visits to participants' homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants' Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants' Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants' Activities and Participation as well as Environmental and Personal Factors were examined through case history questionnaires, interviews with significant others, parent report measures, and observations. Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what are considered cleft speech characteristics, which underscores the importance of a broader assessment. Speech-language pathologists can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.
Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers
Publisher: Edith Cowan University
Date: 02-2017
Speech-language pathologists' knowledge of tongue/palate contact for consonants
Publisher: Informa UK Limited
Date: 11-2011
DOI: 10.3109/02699206.2011.620678
Abstract: Speech-language pathologists (SLPs) rely on knowledge of tongue placement to assess and provide intervention. A total of 175 SLPs who worked with children with speech sound disorders (SSDs) drew coronal diagrams of tongue alate contact for 24 English consonants. Comparisons were made between their responses and typical English-speaking adults' contact established by electropalatography (EPG). SLPs were most accurate for consonants with no contact (h, p, f), then velar consonants (g, k, ng). The remaining consonants were rarely accurate (from most to least accurate: l, t, r, z, n, sh, s, zh, y, v, th(voiceless), d, m, b, w, th(voiced), ch, j). SLPs demonstrated good knowledge of contact along the midline, but poor knowledge of contact along lateral margins of the palate. Importantly, SLPs did not show awareness of: lateral bracing ('horseshoe' contact) for alveolar consonants (t, d, n, s, z) the groove for s, z, sh, zh or posterior lateral contact for most other consonants. Accuracy was not influenced by the following: length of time as SLP, location of SLP training, location of current workplace, proportion of caseload with SSD or childhood apraxia of speech, amount of time spent reading, or exposure to EPG. Awareness of coronal tongue placement for consonant production needs targeting in SLP education.
Fijian school students’ Fiji English speech sound acquisition
Publisher: Informa UK Limited
Date: 17-04-2022
Equitable access to speech practice for rural Australian children using the SayBananas! mobile game
Publisher: Informa UK Limited
Date: 04-05-2023
Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy
Publisher: American Speech Language Hearing Association
Date: 06-08-2018
DOI: 10.1044/2018_AJSLP-17-0127
Abstract: Our aim was to develop a taxonomy of elements comprising phonological interventions for children with speech sound disorders. We conducted a content analysis of 15 empirically supported phonological interventions to identify and describe intervention elements. Measures of element concentration, flexibility, and distinctiveness were used to compare and contrast interventions. Seventy-two intervention elements were identified using a content analysis of intervention descriptions then arranged to form the Phonological Intervention Taxonomy: a hierarchical framework comprising 4 domains, 15 categories, and 9 subcategories. Across interventions, mean element concentration (number of required or optional elements) was 45, with a range of 27 to 59 elements. Mean flexibility of interventions (percentage of elements considered optional out of all elements included in the intervention) was 44%, with a range of 29% to 62%. Distinctiveness of interventions (percentage of an intervention's rare elements and omitted common elements out of all elements included in the intervention [both optional and required]) ranged from 0% to 30%. An understanding of the elements that comprise interventions and a taxonomy that describes their structural relationships can provide insight into similarities and differences between interventions, help in the identification of elements that drive treatment effects, and facilitate faithful implementation or intervention modification. Research is needed to distil active elements and identify strategies that best facilitate replication and implementation.
Patterns of consonant deletion in typically developing children aged 3 to 7 years
Publisher: Informa UK Limited
Date: 06-2008
DOI: 10.1080/17549500701849789
Abstract: Children with and without speech, language and/or literacy impairment, delete consonants when they name pictures to elicit single words. Consonant deletion seems to be more frequent in long words (words of three or more syllables) than in short words (words of one or two syllables). However, it may be missed in long words because they are not routinely assessed and, even if they are, there is little normative data about them. The study aims were (1) to determine if a relationship exists between consonant deletion and the number of syllables in words, (2) delimit variation in the numbers of children using it, its frequency of occurrence and the words it affects and (3) to discuss the application of these data to clinical practice. The participants were 283 typically developing children, aged 3 to 7 years, speaking Australian English with proven normal language, cognition and hearing. They named pictures, yielding 166 selected words that were varied for syllable number, stress and shape and repeatedly s led all consonants and vowels of Australian English. Almost all participants (95%) used consonant deletion. Whilst a relationship existed between consonant deletion frequency and the number of syllables in words, the syllable effect was interpreted as a proxy of an interaction of segmental and prosodic features that included two or more syllables, sonorant sounds, non-final weak syllables, within-word consonant sequences and/or anterior-posterior articulatory movements. Clinically, two or three deletions of consonants across the affected words may indicate typical behaviour for children up to the age of 7 years but variations outside these tolerances may mark impairment. These results are further evidence to include long words in routine speech assessment.
Speech pathologists' application of the ICF to children with speech impairment
Publisher: Informa UK Limited
Date: 03-2004
Transcribing multilingual children’s and adults’ speech
Publisher: Informa UK Limited
Date: 08-06-2023
DOI: 10.1080/02699206.2022.2051073
Abstract: Speech-language pathologists (SLPs) face challenges in transcription and diagnosis of speech sound disorders (SSD) in multilingual children due to ambient language influences and cross-linguistic transfer. The VietSpeech Multilingual Transcription Protocol, a 4-step process to undertake impressionistic transcription of multilingual speech was tested using data from Vietnamese-Australian children (
Transcription of Children’s Speech
Publisher: S. Karger AG
Date: 2020
DOI: 10.1159/000506984
Evidence-Based Practice for Children With Speech Sound Disorders: Part 2 Application to Clinical Practice
Publisher: American Speech Language Hearing Association
Date: 04-2011
DOI: 10.1044/0161-1461(2010/10-0023)
Abstract: This article provides both a tutorial and a clinical ex le of how speech-language pathologists (SLPs) can conduct evidence-based practice (EBP) when working with children with speech sound disorders (SSDs). It is a companion paper to the narrative review of 134 intervention studies for children who have an SSD (Baker & McLeod, 2011). A seven-step EBP decision-making process is presented for managing SSDs in children (drawing on the work of Dollaghan, 2007, and Gillam & Gillam, 2006). We describe how SLPs can integrate externally published evidence with evidence from clinical practice as well as client factors, values, and preferences, to make clinical decisions. An organized EBP network is described as a clinical ex le of the application of the EBP decision-making process. Compared with a matched and national s le, SLPs in the EBP network were more likely to read relevant articles and tended to have more confidence in research evidence and in their own ability to select intervention targets based on published research. SLPs need to use their clinical expertise to integrate research findings with the constraints and complexities of everyday clinical practice and client factors, values, and preferences in their management of SSDs in children.
Advancing Workplace Diversity Through the Culturally Responsive Teamwork Framework
Publisher: American Speech Language Hearing Association
Date: 23-09-2021
DOI: 10.1044/2021_AJSLP-20-00380
Abstract: Diversification of the profession is an important element of combating racism, bias, and prejudice in the speech-language pathology workforce at national and systemic levels. However, national and systemic change needs to be combined with equipping in idual speech-language pathologists to adapt to the challenges that they face to engaging in culturally responsive practice. This paper presents four interacting levels of practice within the Culturally Responsive Teamwork Framework (CRTF): (a) intrapersonal practices, (b) interpersonal practices, (c) intraprofessional practices, and (d) the interprofessional practices. CRTF is a practical, strengths-based framework that draws on international research and expertise to expand personal and professional practice and describe critical behaviors within the workplace that can be used to promote principles of evidence-based practice and social justice, especially when working with people from nondominant cultural or linguistic groups.
They never see how hard it is to be me: Siblings' observations of strangers, peers and family
Publisher: Informa UK Limited
Date: 27-01-2010
DOI: 10.3109/17549500903434133
Abstract: Siblings of children with disabilities are an important consideration for professionals working in family-centred contexts. Siblings of children with a disability often have unique experiences and insights that can assist understanding within family-centred interactions. In order to understand siblings' complex interactions with others in their lives, 676 contributions to a children's Internet sibling support site were analysed. Three themes arose from the inductive thematic analysis regarding siblings' interactions with strangers, peers, and their family. Identified subthemes (written from the perspective of the siblings) were as follows: Strangers stare and have negative attitudes towards my sibling with a disability peers don't understand what it's like to be me, use certain words that upset me, say nasty things and tease me about my brother/sister although my family loves me, they don't have a lot of time for me, our plans are often disrupted, and they give me a lot of responsibility. Within family-centred intervention it is recommended that health and education professionals, and parents assist siblings to build effective strategies for interacting with others others and learn from siblings' insights.
Parent Perspectives of Ear Health and the Relationship with Children’s Speech and Language in the Longitudinal Study of Indigenous Children
Publisher: MDPI AG
Date: 14-01-2023
Abstract: Health and well-being are holistic concepts that are perceived to be inseparable for Aboriginal and Torres Strait Islander peoples. We examined relationships between parent-reported ear symptoms for 787 Indigenous children at two time points (age 2–3 years, age 4–5 years) and two parent-reported speech and language outcomes one year later (age 5–6 years). Most parents (80.2%) reported no concern about their child’s expressive language and (93.8%) receptive language. Binary logistic regression models examined ear health as a predictor of children’s expressive and receptive speech and language adjusting for sociodemographic and health covariates. For children without parent-reported ear symptoms, there were lower odds of parental concern about expressive speech and language (aOR = 0.45 95% CI 0.21–0.99) and receptive language (aOR = 0.24 95% CI 0.09–0.62). Parents were less likely to have concerns about the child’s expressive speech and language if their child was female, lived in urban or regional areas, had excellent or very good global health, or had no disability when aged 2–5 years. Since parent-reported ear health and speech and language concerns were related, Aboriginal and Torres Strait Islander children could benefit from culturally safe, strength-based, and family-centered integrated speech, language, and ear health services.
Communication, participation and cohort studies
Publisher: Cambridge University Press
Date: 31-07-2022
Abstract: The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment. With contributions from an international team of researchers, this book is the first to draw together a series of new analyses of data related to children's language development, primarily from large-scale nationally representative population studies, and to bring a public health perspective to the field. The book begins with a section on factors influencing the patterns of language development. A second section explores continuity and change in language development over time. The third explores the impact on in iduals with developmental language disorders (DLD), the effectiveness of available interventions, and broader issues about the need for equity in the delivery of services to those with DLD.
Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders
Publisher: American Speech Language Hearing Association
Date: 12-07-2017
DOI: 10.1044/2017_JSLHR-S-16-0171
Abstract: The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables—words of three or more syllables—are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk—those with both low polysyllable accuracy and poor phonological processing.
Acquisition of /s/ clusters in English-speaking children with phonological disorders
Publisher: Informa UK Limited
Date: 10-02-2010
DOI: 10.3109/02699200903362935
Abstract: Two member onset consonant clusters with /s/ as the first member (#sC onsets) behave differently from other double onset consonant clusters in English. Phonological explanations of children's consonant cluster production have been posited to predict children's speech acquisition. The aim of this study was to consider the role of the Sonority Sequencing Principle (SSP), homorganicity, headedness, and factorial typology in the explanation of productions of consonant clusters by children with phonological disorders. Thirty monolingual English-speaking children with phonological disorders produced words commencing with #sC: /s/+stop (/sT/), /s/+nasal (/sN/), /sl/, and /sw/. There was wide in idual variation between participants. Overall, there was an increase in accuracy of consonant cluster production as the sonority indices of the second element of the cluster increased: there was significantly greater accuracy of /sl/ than /sN/ and significantly greater accuracy of /sN/ than /sT/. However, /sw/ targets only followed the SSP for phonologically accurate (but not phonetically accurate) productions. Correct renditions justified the binary grouping of the SSP-following vs SSP-violating separation. Homorganicity of the cluster was not a factor in determining relative accuracy of the targets. The percentage of correct renditions justified the /s/+[-continuant] vs /s/+[+continuant] binary separation. There were several counterex les of predictions of the headedness approach. Thus, sonority and factorial typology were found to be useful in predicting /s/ consonant cluster acquisition of children with phonological disorders.
Prevalence of communication disorders compared with other learning needs in 14 500 primary and secondary school students
Publisher: Wiley
Date: 2007
DOI: 10.1080/13682820601173262
Abstract: Prevalence data are of interest to health professionals and educators to assist in the planning of service delivery, allow for the calculation of the level of impact of intervention, and allow for the consideration of the boundaries between typical development and impairment. To determine the prevalence of children with communication disorders and other learning needs as identified by their teachers within all primary and secondary schools in an Australian school district over a 3-year period. Children with learning needs were identified from 14,514 students in the first year (wave 1) and the 14,533 students 2 years later (wave 2). Children were identified via a four-phased data-collection process designed to reduce selection and misclassification bias. Identification included teacher training, teacher referral, confirmation by documentation from relevant professionals including speech and language therapists, audiologists, psychologists and doctors, and verification by the school district learning needs advisors. Overall 5309 students were identified as having some area of learning need in the first year and 4845 students were identified 2 years later. In order of prevalence, the areas of learning need were: specific learning difficulty (17.93% in wave 1 19.10% in wave 2), communication disorder (13.04% 12.40%), English as a second or other language (9.16% 5.80%), behavioural/emotional difficulty (8.16% 6.10%), early achiever/advanced learner (7.30% 5.50%), physical/medical disability (1.52% 1.40%), intellectual disability (1.38% 1.20%), hearing impairment (0.96% 0.80%), and visual impairment (0.16% 0.30%). The male:female ratio for all children was 1.57:1 (wave 1) and 1.66:1 (wave 2) and was the highest for the categories of behavioural/emotional difficulty, communication disorders. There were significant differences between learning need and socio-economic status quantile for all areas except early achievers/advanced learners and physical/medical disability. There was a higher prevalence of behavioural/emotional difficulty, and intellectual disability, in the lower socio-economic status quantiles and a higher prevalence of communication disorders in the mid-to-high socio-economic status quantiles. More children were identified as having an additional learning need in grades 1-3 (5-9 years of age). The children who were perceived as requiring the highest level of teacher support were those with an intellectual disability. This study provides comparative prevalence data for children with additional learning needs. There was a high prevalence of children typically seen in the caseloads of speech and language therapists, and teachers identified that many of these children required high levels of support within the classroom.
Perspectives on a child with unintelligible speech
Publisher: Informa UK Limited
Date: 2006
Realizations of consonant clusters by children with phonological impairment
Publisher: Informa UK Limited
Date: 1997
DOI: 10.1080/02699209708985185
Abstract: Children with phonological impairment frequently have difficulty producing consonant clusters. Speech pathologists often use phonological processes to describe children's productions of consonant clusters, a commonly used description being cluster reduction. However, this description does not adequately address children's differing realizations of consonant clusters. The purpose of this paper is to develop and refine methods for the characterization of realizations of consonant clusters. The work of Greenlee (1974) and Chin and Dinnsen (1992) has been extended by examining the effect of syllable position, number of elements and constituents on children's realizations of consonant clusters. Specifically, word-initial fricative clusters, stop clusters, three element fricative + stop clusters, and word-final nasal clusters and fricative + stop clusters were examined. The results for 40 phonologically impaired children between the ages of 3 and 5 years are compared with those of Chin and Dinnsen (1992). The relationships found between child and adult representations of clusters suggest the importance of considering syllable position, number of elements and the constituents of consonant clusters when analysing phonologically impaired children's speech sounds.
Transcription of Vietnamese Adults’ and Children’s Consonants by English-Speaking Speech-Language Pathologists
Publisher: S. Karger AG
Date: 22-07-2019
DOI: 10.1159/000500245
Abstract: b i Objective: /i /b To examine English-speaking speech-language pathologists’ (SLPs) transcription of consonants in Vietnamese words and identification of correct/incorrect productions of Vietnamese children’s speech. b i Participants and Methods: /i /b Twenty English-speaking SLPs completed three tasks. Task 1: transcription of 22 English words using the International Phonetic Alphabet. Task 2: transcription of 47 words spoken by Vietnamese adults. Task 3: transcription of 94 Vietnamese words spoken by Vietnamese children and identification of correct/incorrect productions. Participants completed questionnaires exploring language proficiency, transcription skill, musicality and confidence with multilingual clients. b i Results: /i /b Task 1: participants demonstrated good accuracy transcribing English words ( i M /i = 97.2%). Task 2: an average of 52.9% consonants were transcribed correctly (89.4% when Vietnamese-English common transcription errors were considered). Common transcription errors included voicing of plosives, place and syllable-final omission. Accuracy was higher on shared English and Vietnamese consonantal articulations (e.g., /b/ and /m/). Task 3: on average, SLPs correctly identified accuracy of 73.8% of Vietnamese children’s productions and transcribed 69.2% consonants correctly (83.8% when Vietnamese-English common transcription errors were considered). Musicality was correlated with SLPs’ accuracy of transcription. b i Conclusion: /i /b English-speaking SLPs have some skills transcribing Vietnamese adults and transcribing and identifying correct/incorrect productions of children’s speech. SLPs may use knowledge of common transcription errors to support understanding of their transcription of speech.
Numerical simulation of slag foaming on bath smelting slag (CaO–SiO2–Al2O3–FeO) with population balance modeling
Publisher: Elsevier BV
Date: 04-2014
Vietnamese-speaking children's acquisition of consonants, semivowels, vowels, and tones in northern Viet Nam
Publisher: American Speech Language Hearing Association
Date: 15-08-2019
DOI: 10.1044/2019_JSLHR-S-17-0405
Abstract: The aim of this study was to investigate children's acquisition of Vietnamese speech sounds. Participants were 195 children aged 2 –5 (years months) living in Northern Viet Nam who spoke Vietnamese as their 1st language. Single-word s les were collected using the Vietnamese Speech Assessment ( Phạm, Le, & McLeod, 2016 ) to measure accuracy of consonants, semivowels, vowels, and tones. Percentage of consonants correct for children aged 2 –2 was 46.39 ( SD = 7.95) and increased to 93.13 ( SD = 6.13) for children aged 5 –5 . The most difficult consonants were /ɲ, s, z, x/. Percentage of semivowels correct for children aged 2 –2 was 70.74 ( SD = 14.38) and increased to 99.60 ( SD = 1.55) for children aged 5 –5 . Percentage of vowels correct for children aged 2 –2 was 91.93 ( SD = 3.13) and increased to 98.11 ( SD = 2.79) for children aged 5 –5 . Percentage of tones correct for children aged 2 –2 was 91.05 ( SD = 1.42) and increased to 96.65 ( SD = 3.42) for children aged 5 –5 . Tones 1, 2, 5, and 6 were acquired by the youngest age group, whereas Tone 3 (creaky thanh ngã ) and Tone 4 (dipping–rising thanh hỏi ) did not achieve 90% accuracy by the oldest age group. Common phonological patterns ( 10%) were fronting, stopping, deaspiration, aspiration, and semivowel deletion for children aged 2 –3 and were fronting and deaspiration for children aged 4 –5 . This is the 1st comprehensive study of typically developing Northern Vietnamese children's speech acquisition and provides preliminary data to support the emerging speech-language pathology profession in Viet Nam.
Linguistic diversity among Australian children in the first 5 years of life
Publisher: Informa UK Limited
Date: 05-05-2014
A longitudinal investigation of reported learning styles of speech pathology students
Publisher: Informa UK Limited
Date: 12-1995
Parental involvement in speech intervention: A national survey
Publisher: Informa UK Limited
Date: 2008
DOI: 10.1080/02699200801919737
Abstract: A survey of 277 speech language pathologists (SLPs) investigated beliefs and practice regarding parents' involvement in service planning and delivery for children with speech impairment. Although the SLPs frequently involved parents in service delivery for speech intervention, parental involvement in service planning was less frequent. SLPs working in educational settings involved parents to a lesser extent than SLPs working in health settings and private practice. More experienced SLPs involved parents less in decision-making. A gap between the SLPs' beliefs and practice was found, with stated beliefs not always reflecting practice. 40% of respondents were unhappy with the level of parental involvement and perceived workplace, personal and parental barriers to working effectively with parents. Although the SLPs indicated that they believed in and used family-centered practices, beliefs and practice regarding parent decision-making were therapist- rather than family-centered.
Applying the ICF-CY to Specialist Speech-Language Pathologists’ Practice With Toddlers With Cleft Palate Speech
Publisher: SAGE Publications
Date: 15-04-2020
Abstract: To evaluate how the practice of specialist speech-language pathologists (SLPs) working with young children with cleft palate ± cleft lip (CP±L) maps onto the International Classification of Functioning, Disability, and Health – Children and Youth version (ICF-CY) and consider the functionality of the categories of the ICF-CY for this specialist area of practice. Cross-sectional, qualitative study. Semistructured face-to-face interviews were conducted with SLPs working in tertiary-level hospitals, universities, and public clinics. Six specialist SLPs with 17 to 39 years of experience working with young children with CP±L as researchers and clinicians in Australia, Brazil, Denmark, Ireland, New Zealand, and the United States. Specialists’ practices were captured using in-depth, semistructured interviews. Data collected were analyzed by directed content analysis applying the ICF-CY as a coding schema. In total, 4077 data points were coded. Most mapped onto Body Structures (684, 16.8%), Body Functions (906, 22.2%), and Environmental Factors (1626, 39.9%) with less emphasis on Activities and Participation (560, 13.7%). A “best fit” approach was taken to topics that did not map exactly onto categories of the ICF-CY (eg, velopharyngeal insufficiency [VPI]) however, there was not always an ideally suitable category available. The current study revealed strengths and challenges in categorizing practice within the ICF-CY for children with CP±L, including collaboration with parents and significant others, specificity around speech, language, and articulation, and the different types of VPI. Therefore, future discussion around how best to use the framework with children with CP±L is needed.
Cleft-lip and palate
Publisher: SAGE Publications, Inc.
Date: 2019
Aspirations for a website to support families’ active waiting for speech-language pathology
Publisher: Informa UK Limited
Date: 04-05-2019
Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school
Publisher: Elsevier BV
Date: 2016
Implementation fidelity of a computer-assisted intervention for children with speech sound disorders
Publisher: Informa UK Limited
Date: 29-03-2017
DOI: 10.1080/17549507.2017.1293160
Abstract: Implementation fidelity refers to the degree to which an intervention or programme adheres to its original design. This paper examines implementation fidelity in the Sound Start Study, a clustered randomised controlled trial of computer-assisted support for children with speech sound disorders (SSD). Sixty-three children with SSD in 19 early childhood centres received computer-assisted support (Phoneme Factory Sound Sorter [PFSS] - Australian version). Educators facilitated the delivery of PFSS targeting phonological error patterns identified by a speech-language pathologist. Implementation data were gathered via (1) the computer software, which recorded when and how much intervention was completed over 9 weeks (2) educators' records of practice sessions and (3) scoring of fidelity (intervention procedure, competence and quality of delivery) from videos of intervention sessions. Less than one-third of children received the prescribed number of days of intervention, while approximately one-half participated in the prescribed number of intervention plays. Computer data differed from educators' data for total number of days and plays in which children participated the degree of match was lower as data became more specific. Fidelity to intervention procedures, competency and quality of delivery was high. Implementation fidelity may impact intervention outcomes and so needs to be measured in intervention research however, the way in which it is measured may impact on data.
Vietnamese-Australian parents
Publisher: Informa UK Limited
Date: 28-03-2021
Communication rights moderated through hierarchies of disability and childhood
Publisher: Routledge
Date: 29-08-2023
A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss
Publisher: Informa UK Limited
Date: 08-02-2014
The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia
Publisher: Informa UK Limited
Date: 22-02-2017
Prevalence of communication disorders
Publisher: SAGE Publications, Inc.
Date: 2019
Becoming Bilingual: Children’s Insights About Making Friends in Bilingual Settings
Publisher: Springer Science and Business Media LLC
Date: 23-07-2015
Application of the ICF and ICF-children and youth in children with speech impairment
Publisher: Georg Thieme Verlag KG
Date: 11-2007
Abstract: Children with speech impairment form a significant part of many speech language pathology caseloads. Traditionally, assessment and intervention with these children has focused on the level of the impairment. However, the World Health Organization's International Classification of Functioning, Disability and Health (ICF) and ICF- version for Children and Youth provide a framework by which such children can be managed in an holistic manner, with due consideration given to the body structures and functions affected by their impairment, as well as the impact on children's activities and participation. The ICF acknowledges the in iduality of each child with a speech impairment, through consideration of barriers and facilitators stemming from environmental and personal factors. In this article, assessment and intervention for speech impairment is described using each component of the ICF. A case study illustrating the use of the ICF with a child who has a speech impairment is provided.
Researching Young Children's Perspectives
Publisher: Routledge
Date: 08-03-2011
Screening Children's Speech: The Impact of Imitated Elicitation and Word Position
Publisher: American Speech Language Hearing Association
Date: 28-01-2019
DOI: 10.1044/2018_LSHSS-17-0141
Abstract: Diagnostic decision making is influenced by the attributes of assessments. In order to propose time-efficient protocols for screening children's speech, this study aimed to determine whether eliciting imitated responses and analyzing productions in different word positions resulted in different levels of consonant accuracy. Participants were 267 English-speaking preschool-age children in the Sound Start Study whose parents were concerned about their speech. They were assessed using the International Speech Screener: Research Version (ISS McLeod, 2013 ) using either imitated or spontaneous elicitation. Productions were compared with an established diagnostic assessment of speech accuracy (Diagnostic Evaluation of Articulation and Phonology Dodd, Hua, Crosbie, Holm, & Ozanne, 2002 ). Participants' performance on the ISS was significantly correlated with performance on the Diagnostic Evaluation of Articulation and Phonology. Eliciting imitated productions on the ISS ( M = 2:18 min, SD = 0:59 min) took significantly less time than spontaneous productions ( M = 6:32 min, SD = 2:34 min). There was no significant difference in accuracy of imitated versus spontaneous productions in word-initial position however, consonants were significantly less accurate in spontaneous than imitated productions in other word positions. Overall, participants had significantly lower consonant accuracy in word-initial position than within-word or word-final positions. Examination of the influence of word position on test discrimination, using receiver operating characteristic analyses, revealed acceptable test discrimination for percentage of consonants correct across word positions. This research supports using imitated elicitation and analysis of percentage of consonants correct in word-initial position as a time-efficient procedure when screening the speech of English-speaking preschool children.
Persistence, strength, isolation, and trauma: An ethnographic exploration of raising children with cleft palate
Publisher: Elsevier BV
Date: 05-2021
Intervention for children with phonological impairment: Knowledge, practices and intervention intensity in the UK.
Publisher: Wiley
Date: 26-07-2018
Abstract: Across the world, research has shown that intervention for children with phonological impairment can be both effective and efficient. However, it has also raised concerns about the translation of this evidence to practice, highlighting questions around clinician knowledge and the understanding of approaches, and the intensity of intervention provided within real-life clinical contexts. To investigate the clinical management of phonological impairment by speech and language therapists (SLTs) in the United Kingdom (UK). An anonymous, UK-wide, online survey was developed using Qualtrics. The target audience were UK-based SLTs who worked with children with phonological impairment. The following topics were explored: (1) SLTs' understanding of intervention approaches (2) SLTs' use of intervention approaches to treat phonological impairment and (3) SLTs' provision of intervention intensity for children with phonological impairment. A total of 166 responses were analyzed. To remediate phonological impairment, SLTs most commonly used speech discrimination (79.5%), conventional minimal pairs (77.3%), phonological awareness therapy (75.6%) and traditional articulation therapy (48.4%). Participants least frequently used the complexity approaches targeting the empty set (82.9%) and two- to three-element clusters (75%) as well as the cycles approach (75.6%). Results also showed that some SLTs were uncertain of what the empty set and two- to three-element clusters approaches entailed. In terms of intervention intensity, participants predominantly provided intervention once per week (69%) for a total of 9-12 sessions (ranging from five to 30 sessions, 71.5%) and elicited targets 10-30 times in single words per session (59.4%) in sessions lasting 21-30 min (41.4%). The most commonly used intervention approaches identified in the current survey (i.e., speech discrimination, conventional minimal pairs and phonological awareness therapy) may be used eclectically by SLTs, which could impact upon the effectiveness and efficiency of treatment for phonological impairment. The current study also highlighted that almost half the participants always/often used traditional articulation therapy to remediate phonological impairment, even though this approach has been found to be less effective for this difficulty. Additionally, it appears that the currently provided intervention intensity for phonological impairment in the UK is significantly lower than what is indicated in the literature. Therefore, a research-practice gap exists for SLTs in the UK working with children with phonological impairment.
A systematic review of the association between childhood speech impairment and participation across the lifespan
Publisher: Informa UK Limited
Date: 2009
Tone languages and communication disorders
Publisher: SAGE Publications, Inc.
Date: 2019
Cross-linguistic transfer and ambient phonology
Publisher: Equinox Publishing
Date: 20-02-2023
DOI: 10.1558/JMBS.23672
Abstract: For speech-language pathologists (SLPs) working with multilingual children, differential diagnosis between typical development and speech sound disorder may be complex. This paper presents a longitudinal case study of a bilingual Vietnamese–Australian child (PE) between the ages of 3 years months (3 ) and 6 , to explore the impact of cross-linguistic transfer and ambient phonology on speech acquisition. PE completed speech assessments as a participant in the VietSpeech Study: the Vietnamese Speech Assessment and the Diagnostic Evaluation of Articulation and Phonology in English. Differential diagnosis based on English speech assessment alone indicated speech sound disorder yet differential diagnosis based on speech assessment in both languages revealed developmental, cross-linguistic transfer, and ambient phonological influences to be the primary reasons for mismatches. Independent and relational analyses at 3 revealed age-appropriate phonetic inventories in Vietnamese and English and bi-directional cross-linguistic transfer: segmental transfer of non-shared consonants, non-shared phonological patterns, and a preference for palatal and retroflex consonants. Contrastive analysis with family members demonstrated the impact of ambient phonology on PE’s speech. Over the three years her speech accuracy improved and mismatches reduced. By 6 her English speech was age appropriate and some cross-linguistic transfer was still evident in Vietnamese. Evidence is presented for how dual phonological systems can interact over time until they stabilize. During differential diagnosis, SLPs need to consider the influence of cross-linguistic transfer and ambient phonology on bilingual speech acquisition.
The Cultural and Linguistic Diversity of 3-Year-Old Children with Hearing Loss
Publisher: Oxford University Press (OUP)
Date: 31-08-2012
“Many wasted months”: Stakeholders’ perspectives about waiting for speech-language pathology services
Publisher: Informa UK Limited
Date: 15-04-2020
Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders
Publisher: Informa UK Limited
Date: 14-04-2017
DOI: 10.1080/02699206.2017.1305450
Abstract: Children's polysyllables were investigated for changes in (1) consonant and vowel accuracy, (2) error frequency and (3) polysyllable maturity over time. Participants were 80 children (4 -5 ) with phonologically-based speech sound disorders who participated in the Sound Start Study and completed the Polysyllable Preschool Test (Baker, 2013) three times. Polysyllable errors were categorised using the Word-level Analysis of Polysyllables (WAP, Masso, 2016a) and the Framework of Polysyllable Maturity (Framework, Masso, 2016b), which represents five maturity levels (Levels A-E). Participants demonstrated increased polysyllable accuracy over time as measured by consonant and vowel accuracy, and error frequency. Children in Level A, the lowest level of maturity, had frequent deletion errors, alterations of phonotactics and alterations of timing. Participants in Level B were 8.62 times more likely to improve than children in Level A at Time 1. Children who present with frequent deletion errors may be less likely to improve their polysyllable accuracy.
Linguistic multi-competence of Fiji school students and their conversational partners
Publisher: Informa UK Limited
Date: 17-10-2018
Student Self-Appraisal
Publisher: Informa UK Limited
Date: 30-05-1997
Children's consonant acquisition in 27 languages
Publisher: American Speech Language Hearing Association
Date: 21-11-2018
DOI: 10.1044/2018_AJSLP-17-0100
Abstract: The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5 years months old. By 5 , children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language however, in idual variability should be considered. 0.23641/asha.6972857
Vietnamese–Australian children’s language proficiency and use
Publisher: SAGE Publications
Date: 28-08-2021
DOI: 10.1177/13670069211034587
Abstract: To explore Vietnamese–Australian children’s proficiency and use of Vietnamese and English and identify associated factors that are related to demographics, language practices, language ideologies, and language management. Vietnamese–Australian parents ( n = 151) completed a questionnaire (in English or Vietnamese) regarding their child’s language proficiency and use, demographic details and a range of factors as conceptualized by Spolsky’s language policy theory: language practices language ideologies and language management. Bivariate analyses (Pearson’s correlation and analysis of variance) and multiple regression models were conducted to explore associations between language proficiency and use and associated factors and identify the most significant factors. Factors associated with children’s Vietnamese language proficiency (oral/written) included: demographic factors language practices language ideologies and language management. In contrast, children’s English language proficiency (oral/written) was linked to demographic factors and language practices. Children’s Vietnamese language use was not significantly correlated with demographics but rather with language practices, language ideologies, and language management. Children’s home language use and proficiency did not have a negative impact upon their English proficiency. This study is the first to consider factors associated with Vietnamese–Australian children’s language proficiency and use. Demographic factors, language practices, language ideologies, and language management were associated with children’s language proficiency and use. The results can be used by parents, educators, policy-makers, speech–language pathologists and other professionals to support Vietnamese–Australian and multilingual children around the world to develop and maintain their home and majority languages.
Realisation of grammatical morphemes by children with phonological impairment
Publisher: Informa UK Limited
Date: 12-09-2019
DOI: 10.1080/02699206.2018.1518487
Abstract: The aim of this research was to explore how preschool-aged children with phonological impairment (PI) realise grammatical morphemes across different phonological contexts (i.e. singleton consonant, consonant cluster, syllable), conditions of finiteness and in idual morpheme types. Factors accounting for children's realisation of grammatical morphemes were also examined. Eighty-seven Australian English-speaking preschoolers (aged 4-5 years) with PI completed the Children's Assessment of Morphophonology (CHAMP)-an elicited response task-in addition to standardised tests of speech and receptive language. The most challenging grammatical morphemes were finite morphemes (particularly past tense) and grammatical morphemes realised in consonant clusters. The ability to produce consonant clusters in single words significantly accounted for children's ability to realise grammatical morphemes, regardless of whether grammatical morphemes were realised in singleton, consonant cluster or syllable contexts. Realisation of grammatical morphemes by preschoolers with PI is influenced by phonological and morphological factors. The findings have implications regarding the assessment and differential diagnosis of preschoolers with concomitant phonological and language difficulties.
Resourcing speech-language pathologists to work with multilingual children
Publisher: Informa UK Limited
Date: 16-05-2014
DOI: 10.3109/17549507.2013.876666
Abstract: Speech-language pathologists play important roles in supporting people to be competent communicators in the languages of their communities. However, with over 7000 languages spoken throughout the world and the majority of the global population being multilingual, there is often a mismatch between the languages spoken by children and families and their speech-language pathologists. This paper provides insights into service provision for multilingual children within an English-dominant country by viewing Australia's multilingual population as a microcosm of ethnolinguistic minorities. Recent population studies of Australian pre-school children show that their most common languages other than English are: Arabic, Cantonese, Vietnamese, Italian, Mandarin, Spanish, and Greek. Although 20.2% of services by Speech Pathology Australia members are offered in languages other than English, there is a mismatch between the language of the services and the languages of children within similar geographical communities. Australian speech-language pathologists typically use informal or English-based assessments and intervention tools with multilingual children. Thus, there is a need for accessible culturally and linguistically appropriate resources for working with multilingual children. Recent international collaborations have resulted in practical strategies to support speech-language pathologists during assessment, intervention, and collaboration with families, communities, and other professionals. The International Expert Panel on Multilingual Children's Speech was assembled to prepare a position paper to address issues faced by speech-language pathologists when working with multilingual populations. The Multilingual Children's Speech website ( www.csu.edu.au/research/multilingual-speech ) addresses one of the aims of the position paper by providing free resources and information for speech-language pathologists about more than 45 languages. These international collaborations have been framed around the World Health Organization's International Classification of Functioning, Disability and Health (ICF-CY) and have been established with the goal of supporting multilingual children to participate in society.
A Population Study of Children's Acquisition of Hong Kong Cantonese Consonants, Vowels, and Tones
Publisher: American Speech Language Hearing Association
Date: 02-2013
DOI: 10.1044/1092-4388(2012/11-0080)
Abstract: This study investigated children’s acquisition of Hong Kong Cantonese. Participants were 1,726 children ages 2 to 12 (years months). Single-word speech s les were collected to examine 4 measures: initial consonants, final consonants, vowels/diphthongs, and lexical tones. A 2-way analysis of variance was performed to examine the effects of age and sex on phoneme acquisition. There was rapid acquisition of initial consonants from age 2 to age 4 . All 19 initial consonants were acquired by age 6 (90% criterion): -/, /m-/, and /j-/ were acquired the earliest the last were /ts h -/ and /s-/. Final consonants had a different acquisition time from their initial counterparts. Vowels were acquired by age 5 and diphthongs by age 4 . All 9 tones were acquired by age 2 . The main effect of age was significant for all 4 measures, whereas sex was significant for all measures except tone. Common phonological patterns (≥ 10%) for initial consonants were stopping, fronting, deaspiration, delabialization, affrication, and nasalization patterns with 5.0%–9.9% occurrence were backing, deaffrication, gliding, and dentalization. The acquisition of Cantonese showed similarities with English acquisition yet also had specific characteristics. Factors that contributed to the acquisition rate were functional load, articulatory ease, consonant–vowel interactions, phonetic variations, and the behavior of vowels and their allophones.
Knowing, having, doing: The battles of childhood speech impairment
Publisher: SAGE Publications
Date: 16-01-2012
Abstract: This study describes the experience of childhood speech impairment (speech sound disorder) from the perspective of two young men and their mothers. Semi-structured interviews were conducted with the four participants, with questions framed around the International classification of functioning, disability and health (ICF WHO, 2001 ) to gain a holistic understanding of life with speech impairment. Phenomenological analysis of the interviews revealed that the experience of speech impairment was associated with three key themes: (1) knowing, (2) having, and (3) doing. A core theme of ‘battles’ was common to all three themes (i.e. the battle for knowledge, the battle of having speech and associated difficulties, and the battle to do something to minimize the impact of the difficulties) however, the nature of the battles was different for participants, and was related to other life factors. This qualitative research provides valuable insights into the experiences of those living with speech impairment, and shows the importance of considering such information alongside quantitative research when making decisions in clinical practice.
Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist
Publisher: American Speech Language Hearing Association
Date: 15-08-2017
DOI: 10.1044/2017_AJSLP-15-0161
Abstract: The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese- and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.
Multilingual Speech Acquisition by Vietnamese-English–Speaking Children and Adult Family Members
Publisher: American Speech Language Hearing Association
Date: 12-07-2023
DOI: 10.1044/2023_JSLHR-21-00669
Abstract: This article presents a large-scale ex le of culturally responsive assessment and analysis of multilingual Vietnamese-English–speaking children and their family members using the VietSpeech Protocol involving (a) examining all spoken languages, (b) comparing ambient phonology produced by family members, (c) including dialectal variants in the definition of accuracy, and (d) clustering participants with similar language experience. The VietSpeech participants ( N = 154) comprised 69 children (2 –8 [years months]) and 85 adult family members with Vietnamese heritage living in Australia. Speech was s led using the Vietnamese Speech Assessment (Vietnamese) and the Diagnostic Evaluation of Articulation and Phonology (English). Children's Vietnamese consonant accuracy was significantly higher when dialectal variants were accepted (percentage of consonants correct–dialect [PCC-D]: M = 87.76, SD = 8.18), compared to when only Standard Vietnamese was accepted as the correct production (percentage of consonants correct–standard [PCC-S]: M = 70.34, SD = 8.78), Cohen's d = 3.55 (large effect). Vietnamese voiced plosives, nasals, semivowels, vowels, and tones were more often correct than voiceless plosives and fricatives. Children's Standard Australian English consonant accuracy (PCC-S) was 82.51 ( SD = 15.57). English plosives, nasals, glides, and vowels were more often correct than fricatives and affricates. Vietnamese word-initial consonants had lower accuracy than word-final consonants, whereas English consonant accuracy was rarely influenced by word position. Consonant accuracy and intelligibility were highest for children with high proficiency in both Vietnamese and English. Children's consonant productions were most similar to their mothers' than other adults or siblings' productions. Adults' Vietnamese consonants, vowels, and tones were more likely to match Vietnamese targets than their children's productions. Children's speech acquisition was influenced by cross-linguistic, dialectal, maturational, language experience, and environmental (ambient phonology) factors. Adults' pronunciation was influenced by dialectal and cross-linguistic factors. This study highlights the importance of including all spoken languages, adult family members, dialectal variants, and language proficiency to inform differential diagnosis of speech sound disorders and identify clinical markers in multilingual populations. 0.23641/asha.23290055
Variability in the production of words containing consonant clusters by typical 2- and 3-year-old children
Publisher: S. Karger AG
Date: 2008
DOI: 10.1159/000127835
Abstract: i Objective: /i Variability describes speech differences within in idual children, as well as differences between children. Variability within children has been used as an indicator of speech impairment, so knowledge of typical children’s variability enhances clinicians’ diagnostic and prognostic decisions. This study aimed to describe the extent of variability within children in the production of consonant clusters. i Patients and Methods: /i Sixteen typically developing children aged between 2 and 3 years were studied monthly for 6 months. Spontaneous speech s les were used to construct variability profiles for repeated productions of words containing consonant clusters. i Results: /i Variability between and within in iduals featured prominently. Half (53.7%, range 42.4–77.6%) of all the words that were repeated were produced variably. As the children became older, they increased the accuracy of their productions overall however, variability between and within in iduals continued to occur. i Conclusion: /i If the speech of typically developing children is highly variable, then the extent and nature of variability must be defined when it is used as a diagnostic marker of speech impairment.
SuperSpeech
Publisher: American Speech Language Hearing Association
Date: 06-07-2022
DOI: 10.1044/2021_LSHSS-21-00146
Abstract: The aim of this pilot feasibility study was to evaluate the effectiveness of the group VietSpeech SuperSpeech program targeting speech skills and home language maintenance via telepractice. In Stage 1, using a case–control design, 30 Vietnamese-English–speaking children were assessed in English and Vietnamese, and parents completed questionnaires about speech and language competency and practices. During Stage 2, children were allocated to intervention ( n = 14) or control ( n = 16) conditions. COVID-19 restrictions resulted in changes including nonrandom allocation. Online group intervention targeting speech, home language maintenance, and multilingualism as a superpower was delivered 1 hr/week for 8 weeks. For Stage 3, assessments were undertaken approximately 10 weeks after the pre-intervention assessment. Parents in the intervention group significantly increased encouragement of their children to speak Vietnamese. The intervention group significantly increased intelligibility in English. Growth of Vietnamese vocabulary was faster for the control group. There was a moderate effect of intervention for children's perception of being happy talking in Vietnamese and English. There was no significant mean change from pre- to post-intervention compared with the control group for measures of speech sound accuracy in Vietnamese or English, Vietnamese intelligibility, English vocabulary, or hours of Vietnamese spoken each week. This study presents preliminary evidence that this 8-hr online group program targeting speech skills and home language maintenance had some impact on Vietnamese–Australian children's speech and home language maintenance. Further research involving a randomized trial is warranted.
The contribution of polysyllabic words in clinical decision making about children's speech
Publisher: Informa UK Limited
Date: 2008
DOI: 10.1080/02699200801919240
Abstract: Poor polysyllabic word (PSW) production seems to mark paediatric speech impairment as well as impairment in language, literacy and phonological processing. As impairment in these domains may only manifest in PSWs, PSW production may provide unique information that is often excluded from clinical decision making because insufficient PSWs are included in speech tests. A 5-stage model of PSW acquisition is described. The model, grounded in optimality theory, expresses a reciprocal relationship between the relaxation of markedness constraints and the contraction of faithfulness constraints from 12 months of age to adolescence. The markedness constraints that persist to the age of 7 years are associated with non-final weak syllables and within-word consonant sequences. Output changes are argued to reflect increasing specification of phonological representations with age, liberating information for motor planning and execution, resulting in increasingly accurate output. The clinical implications of PSWs in assessment and therapy are discussed.
Typically developing and speech‐impaired children's adherence to the sonority hypothesis
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/02699200400016497
Abstract: During phonological development, children frequently produce consonant clusters as consonant singletons, a process commonly referred to as cluster reduction. The principles of sonority may provide a theoretical basis for explaining patterns of cluster reduction evident in children's speech. Two studies were conducted to investigate whether children's word-initial cluster reductions adhered to the sonority hypothesis. Study one involved 16 children with typically developing speech, and study two involved 40 children with impaired speech. The children's consonant cluster productions characterized by a cluster reduction were analysed. When both groups of participants reduced word-initial clusters to a target consonant, the sonority hypothesis was adhered to but when the clusters were reduced to a non-target consonant, the sonority hypothesis was violated. Analysis of target and non-target reductions revealed that some reductions of the in idual clusters, and those within specific cluster categories, adhered to the sonority hypothesis while others did not. In light of these findings, it is suggested that although sonority is a valuable concept, it may not account for all patterns of cluster reduction evident in children's speech.
Speech-language pathologists' assessment and intervention practices with multilingual children
Publisher: Informa UK Limited
Date: 04-04-2012
DOI: 10.3109/17549507.2011.636071
Abstract: Within predominantly English-speaking countries such as the US, UK, Canada, New Zealand, and Australia, there are a significant number of people who speak languages other than English. This study aimed to examine Australian speech-language pathologists' (SLPs) perspectives and experiences of multilingualism, including their assessment and intervention practices, and service delivery methods when working with children who speak languages other than English. A questionnaire was completed by 128 SLPs who attended an SLP seminar about cultural and linguistic ersity. Approximately one half of the SLPs (48.4%) reported that they had at least minimal competence in a language(s) other than English but only 12 (9.4%) reported that they were proficient in another language. The SLPs spoke a total of 28 languages other than English, the most common being French, Italian, German, Spanish, Mandarin, and Auslan (Australian sign language). Participants reported that they had, in the past 12 months, worked with a mean of 59.2 (range 1-100) children from multilingual backgrounds. These children were reported to speak between two and five languages each the most common being: Vietnamese, Arabic, Cantonese, Mandarin, Australian Indigenous languages, Tagalog, Greek, and other Chinese languages. There was limited overlap between the languages spoken by the SLPs and the children on the SLPs' caseloads. Many of the SLPs assessed children's speech (50.5%) and/or language (34.2%) without assistance from others (including interpreters). English was the primary language used during assessments and intervention. The majority of SLPs always used informal speech (76.7%) and language (78.2%) assessments and, if standardized tests were used, typically they were in English. The SLPs sought additional information about the children's languages and cultural backgrounds, but indicated that they had limited resources to discriminate between speech and language difference vs disorder.
A contrastive analysis of the phonologies of two Fiji English dialects: A diagnostic guide for speech–language pathologists
Publisher: Informa UK Limited
Date: 02-04-2016
Communication rights of young children in early childhood education and care
Publisher: Springer International Publishing
Date: 2022
Children's English Consonant Acquisition in the United States: A Review
Publisher: American Speech Language Hearing Association
Date: 12-11-2020
DOI: 10.1044/2020_AJSLP-19-00168
Abstract: Speech-language pathologists' clinical decision making and consideration of eligibility for services rely on quality evidence, including information about consonant acquisition (developmental norms). The purpose of this review article is to describe the typical age and pattern of acquisition of English consonants by children in the United States. Data were identified from published journal articles and assessments reporting English consonant acquisition by typically developing children living in the United States. Sources were identified through searching 11 electronic databases, review articles, the Buros database, and contacting experts. Data describing studies, participants, methodology, and age of consonant acquisition were extracted. Fifteen studies (six articles and nine assessments) were included, reporting consonant acquisition of 18,907 children acquiring English in the United States. These cross-sectional studies primarily used single-word elicitation. Most consonants were acquired by 5 (years months). The consonants /b, n, m, p, h, w, d/ were acquired by 2 –2 /ɡ, k, f, t, ŋ, j/ were acquired by 3 –3 /v, ʤ, s, ʧ, l, ʃ, z/ were acquired by 4 –4 /ɹ, ð, ʒ/ were acquired by 5 –5 and /θ/ was acquired by 6 –6 (ordered by mean age of acquisition, 90% criterion). Variation was evident across studies resulting from different assessments, criteria, and cohorts of children. These findings echo the cross-linguistic findings of McLeod and Crowe (2018) across 27 languages that children had acquired most consonants by 5 . On average, all plosives, nasals, and glides were acquired by 3 all affricates were acquired by 4 all liquids were acquired by 5 and all fricatives were acquired by 6 (90% criterion). As speech-language pathologists apply this information to clinical decision making and eligibility decisions, synthesis of knowledge from multiple sources is recommended.
The effect of sampling condition on children’s productions of consonant clusters
Publisher: No publisher found
Date: 1994
Abstract: An investigation was conducted to compare the effects of single word and connected speech s ling conditions on the production of consonant clusters. Speech s les were obtained from 40 children with speech sound impairments who were aged 3 years: 6 months to 5 years. The children's productions of 36 commonly occurring consonant clusters were compared across the two s ling conditions. Overall children's productions were more similar than different. Differences between the s ling conditions were apparent for three of the eight phonological processes studied, namely, cluster reduction, final consonant deletion, and epenthesis. Of 12 fine phonetic variations, only aspirated stops showed a significant difference between the s ling conditions. There was a wide range of in idual variation.
Drawing Talking: Listening to Children With Speech Sound Disorders
Publisher: American Speech Language Hearing Association
Date: 06-07-2022
DOI: 10.1044/2021_LSHSS-21-00140
Abstract: Listening to children using age-appropriate techniques supports evidence-based clinical decision-making. In this article, we test the Sound Effects Study Drawing Protocol, an arts-based technique, to support children with speech sound disorder (SSD) to express their views about talking. Participants were 124 Australian children aged 4–5 years in the Sound Effects Study. Their parents and teachers were concerned about their talking, and they were assessed as having SSD on the Diagnostic Evaluation of Articulation and Phonology. Drawings and children's interpretations were elicited then analyzed using the (a) Who Am I? Draw-a-Person Scale and (b) Sound Effects Study Focal Points. Drawings were developmentally typical for 4- to 5-year-olds. The six Sound Effects Study Focal Points were identified across the 124 drawings: body parts and facial expressions, talking and listening, relationships and connection, positivity, negativity, and no talking. Participants portrayed talking and listening as an action requiring mouths and ears represented by symbols (letters, speech bubbles) or as an activity with a variety of people. Children typically portrayed themselves as happy when talking however, some portrayed negativity and some chose not to draw talking. In keeping with Articles 12 and 13 of the Convention on the Rights of the Child, this research demonstrated that 4- to 5-year-old children with SSD can express their views about talking via drawing. Professionals may use the Sound Effects Study Drawing Protocol as a child-friendly technique to support children to express views to guide holistic, evidence-based, child-centered speech-language pathology practice.
The prevalence of stuttering, voice, and speech-sound disorders in primary school students in Australia
Publisher: American Speech Language Hearing Association
Date: 2007
DOI: 10.1044/0161-1461(2007/002)
Abstract: The aims of this study were threefold: to report teachers' estimates of the prevalence of speech disorders (specifically, stuttering, voice, and speech-sound disorders) to consider correspondence between the prevalence of speech disorders and gender, grade level, and socioeconomic status and to describe the level of support provided to schoolchildren with speech disorders. Students with speech disorders were identified from 10,425 students in Australia using a 4-stage process: training in the data collection process, teacher identification, confirmation by a speech-language pathologist, and consultation with district special needs advisors. The prevalence of students with speech disorders was estimated specifically, 0.33% of students were identified as stuttering, 0.12% as having a voice disorder, and 1.06% as having a speech-sound disorder. There was a higher prevalence of speech disorders in males than in females. As grade level increased, the prevalence of speech disorders decreased. There was no significant difference in the pattern of prevalence across the three speech disorders and four socioeconomic groups however, students who were identified with a speech disorder were more likely to be in the higher socioeconomic groups. Finally, there was a difference between the perceived and actual level of support that was provided to these students. These prevalence figures are lower than those using initial identification by speech-language pathologists and similar to those using parent report.
Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report
Publisher: Informa UK Limited
Date: 02-01-2017
Consonants, vowels and tones across Vietnamese dialects
Publisher: Informa UK Limited
Date: 06-02-2016
DOI: 10.3109/17549507.2015.1101162
Abstract: Vietnamese is spoken by over 89 million people in Vietnam and it is one of the most commonly spoken languages other than English in the US, Canada and Australia. This study defines between one and nine different dialects of Vietnamese spoken in Vietnam. In Vietnamese schools, children learn Standard Vietnamese which is based on the northern dialect however, if they live in other regions they may speak a different dialect at home. This paper describes the differences between the consonants, semivowels, vowels, diphthongs and tones for four dialects: Standard, northern, central and southern Vietnamese. The number and type of initial consonants differs per dialect (i.e. Standard = 23, northern = 20, central = 23, southern = 21). For ex le, the letter "r" is pronounced in the Standard and central dialects as the retroflex /ʐ/, northern dialect as the voiced alveolar fricative /z/ or the trilled /r/ and in the southern dialect as the voiced velar fricative /ɣ/. Additionally, the letter "v" is pronounced in the Standard, northern and central dialects as the voiced bilabial fricative /v/, the southern dialect as the voiced palatal approximant /j/ and in the lower northern dialect (Ninh Binh) as the voiceless bilabial fricative /f/. Similarly, the number of final consonants differs per dialect (i.e. Standard = 6, northern = 10, central = 10, southern = 8). Finally, the number and type of tones differs per dialect (i.e. Standard = 6, northern = 6, central = 5, southern = 5). Understanding differences between Vietnamese dialects is important so that speech-language pathologists and educators provide appropriate services to people who speak Vietnamese.
Intelligibility in Context Scale: Normative and Validation Data for English-Speaking Preschoolers
Publisher: American Speech Language Hearing Association
Date: 07-2015
DOI: 10.1044/2015_LSHSS-14-0120
Abstract: The purpose of this study was to describe normative and validation data on the Intelligibility in Context Scale (ICS McLeod, Harrison, & McCormack, 2012c) for English-speaking children. The ICS is a 7-item, parent-report measure of children's speech intelligibility with a range of communicative partners. Data were collected from the parents of 803 Australian English-speaking children ranging in age from 4 (years months) to 5 (37.0% were multilingual). The mean ICS score was 4.4 ( SD = 0.7) out of a possible total score of 5. Children's speech was reported to be most intelligible to their parents, followed by their immediate family, friends, and teachers children's speech was least intelligible to strangers. The ICS had high internal consistency (α = .94). Significant differences in scores were identified on the basis of sex and age but not on the basis of socioeconomic status or the number of languages spoken. There were significant differences in scores between children whose parents had concerns about their child's speech ( M = 3.9) and those who did not ( M = 4.6). A sensitivity of .82 and a specificity of .58 were established as the optimal cutoff. Test–retest reliability and criterion validity were established for 184 children with a speech sound disorder. There was a significant low correlation between the ICS mean score and percentage of phonemes correct ( r = .30), percentage of consonants correct ( r = .24), and percentage of vowels correct ( r = .30) on the Diagnostic Evaluation of Articulation and Phonology (Dodd, Hua, Crosbie, Holm, & Ozanne, 2002). Thirty-one parents completed the ICS related to English and another language spoken by their child with a speech sound disorder. The significant correlations between the scores suggest that the ICS may be robust between languages. This article provides normative ICS data for English-speaking children and additional validation of the psychometric properties of the ICS. The robustness of the ICS was suggested because mean ICS scores were not affected by socioeconomic status, number of languages spoken, or whether the ICS was completed in relation to English or another language. The ICS is recommended as a screening measure of children's speech intelligibility.
Speech, Sign, or Multilingualism for Children With Hearing Loss: Quantitative Insights Into Caregivers' Decision Making
Publisher: American Speech Language Hearing Association
Date: 07-2014
DOI: 10.1044/2014_LSHSS-12-0106
Abstract: The authors sought to investigate the influence of a comprehensive range of factors on the decision making of caregivers of children with hearing loss regarding the use of speech, the use of sign, spoken language multilingualism, and spoken language choice. This is a companion article to the qualitative investigation described in Crowe, Fordham, McLeod, and Ching (2014). Through a questionnaire, 177 caregivers of 157 Australian children with hearing loss (ages 3 to 9 [years months], M age = 6 ) rated the importance of a range of potential influences on their decision making regarding their children's communication. The majority of children were reported to use speech (96.6%) as part or all of their communication system, with fewer children reported to use sign (20.9%). Few children used more than one spoken language (8.3%). Proportional analyses and exploratory factor analyses were conducted. Overall, caregivers' decisions were influenced by their children's audiological and intervention characteristics, communication with those around them, community participation, access to intervention and education services in English, and concerns about their children's future lives. The advice of speech-language pathologists, audiologists, and specialist teachers was more important to caregivers than advice from medical practitioners and nonprofessionals. Caregivers' decision making regarding communication mode and language use is influenced by factors that are not equally weighted and that relate to child, family, community, and advice from others. Knowledge of these factors can assist professionals in supporting caregivers making choices regarding communication. 0.23641/asha.6170282
Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity
Publisher: Informa UK Limited
Date: 25-04-2016
DOI: 10.3109/17549507.2016.1168483
Abstract: Children with speech sound disorders (SSD) find polysyllables difficult however, routine s ling and measurement of speech accuracy are insufficient to describe polysyllable accuracy and maturity. This study had two aims: (1) compare two speech production tasks and (2) describe polysyllable errors within the Framework of Polysyllable Maturity. Ninety-three preschool children with SSD from the Sound Start Study (4 -5 years) completed the Polysyllable Preschool Test (POP) and the Diagnostic Evaluation of Articulation and Phonology (DEAP-Phonology). Vowel accuracy was significantly different between the POP and the DEAP-Phonology. Polysyllables were analysed using the seven Word-level Analysis of Polysyllables (WAP) error categories: (1) substitution of consonants or vowels (97.8% of children demonstrated common use), (2) deletion of syllables, consonants or vowels (65.6%), (3) distortion of consonants or vowels (0.0%), (4) addition of consonants or vowels (0.0%), (5) alteration of phonotactics (77.4%), (6) alteration of timing (63.4%) and (7) assimilation or alteration of sequence (0.0%). The Framework of Polysyllable Maturity described five levels of maturity based on children's errors. Polysyllable productions of preschool children with SSD can be analysed and categorised using the WAP and interpreted using the Framework of Polysyllable Maturity.
The international classification of functioning, disability and health
Publisher: American Speech Language Hearing Association
Date: 2018
Family language policies of Vietnamese-Australian families
Publisher: Georg Thieme Verlag KG
Date: 2022
Abstract: This study aimed to investigate reported family language policies (quy tắc sử dụng ngôn ngữ cho gia đình) and language maintenance practices among Vietnamese–Australian parents. This mixed-methods study collected 151 Vietnamese–Australian parents' responses to close- and open-ended questions within an online questionnaire that was available both in English and Vietnamese. Bivariate analyses and logistic regression were conducted to explore associations between family language policies and factors related to demographics and Spolsky's language policy theory. Content analysis was undertaken in NVivo to investigate family language policies. One-third of the participants (35.6%) reported to have a family language policy and 72.5% of those with a policy indicated that they consistently implemented their policy. Significant factors associated with having a family language policy were parents' higher Vietnamese proficiency, more Vietnamese language use with their children, and intention of future residence in Vietnam. The four identified language policies were as follows: (1) using Vietnamese with the nuclear family (FLP1), (2) Vietnamese outside the nuclear family (FLP2), (3) English at home (FLP3), and (4) English outside the home (FLP4). Some families used more than one of these concurrently. This is one of the first large-scale mixed-method studies to explore family language policies, and the first to explore this issue with Vietnamese-speaking families in Australia. Many Vietnamese–Australian families do not explicitly have a family language policy aimed at maintaining Vietnamese at home therefore, the Vietnamese–Australian community is at risk of a shift toward English language dominance and home language loss. As a result, the benefits of multilingualism within the Vietnamese–Australian community may be lost without support from the government and community to maintain their home language.
Online technology in rural health: Supporting students to overcome the tyranny of distance
Publisher: Wiley
Date: 09-09-2005
DOI: 10.1111/J.1440-1584.2005.00717.X
Abstract: To determine allied health students' perceptions of the usefulness of online chat as a support mechanism while on fieldwork. Questionnaire. Fieldwork predominantly in rural allied health settings. Ninety-seven students studying occupational therapy and speech pathology. Students indicated that the major advantage of using online chat while on fieldwork placement was getting peer support (59%), gaining advice (22%) and having contact with the lecturer (15%). The majority of students indicated that they would like to have an online chat room for their next fieldwork placement (72%) and to use online chat when they were practising clinicians (57%). Although 95% of the students attempted to access online chat during their fieldwork placement, only 67% were actually able to participate. Students had difficulty accessing online chat through hospital and community health settings, so instead had to access it via local schools, homes, universities and libraries to use the technology. The use of online chat rooms was seen to be beneficial to encouraging peer support while on fieldwork for allied health students.
Parental beliefs and experiences regarding involvement in intervention for their child with speech sound disorder
Publisher: SAGE Publications
Date: 23-11-2016
Abstract: Parental beliefs and experiences regarding involvement in speech intervention for their child with mild to moderate speech sound disorder (SSD) were explored using multiple, sequential interviews conducted during a course of treatment. Twenty-one interviews were conducted with seven parents of six children with SSD: (1) after their child’s initial assessment, (2) during intervention and (3) at the conclusion of an intervention block. Qualitative analysis of the interviews revealed several factors that influenced the parents’ beliefs and experiences. These included: (1) their motivation to do the right thing by their child (2) their expectations of parent rofessional roles (3) their interactions with their child in the experience (4) their interactions with the speech language therapist (SLT) and (5) the nature of the child’s difficulties. The parents in the study wanted to be involved in their child’s intervention but were reluctant to participate in intervention sessions. This preference appeared to be influenced by prior expectations of parent rofessional roles and a belief that they would ‘interfere’ in the session. Additionally, whilst they appreciated being asked for their opinion regarding intervention goals and activities, the parents had a preference for the therapist to take the lead. Parental belief in the SLT as the expert influenced this preference, but the SLTs’ beliefs and practice may also have played a role. The less pervasive nature of the child’s difficulties influenced the form of service preferred by the parents. Most particularly, the parents were more eager to work with their child at home and had a more marked preference for intervention sessions with the SLT to focus on their child rather than their family than did parents of children with pervasive disabilities investigated in other studies. The findings of the study have implications for how therapists may best work with families of children with less pervasive difficulties in intervention.
Language maintenance and loss in a population study of young Australian children
Publisher: Elsevier BV
Date: 2014
Evidence-based practice for children with speech sound disorders: Part 1 narrative review
Publisher: American Speech Language Hearing Association
Date: 04-2011
DOI: 10.1044/0161-1461(2010/09-0075)
Abstract: This article provides a comprehensive narrative review of intervention studies for children with speech sound disorders (SSD). Its companion paper (Baker & McLeod, 2011) provides a tutorial and clinical ex le of how speech-language pathologists (SLPs) can engage in evidence-based practice (EBP) for this clinical population. Studies reporting speech sound intervention for children with SSDs published from 1979 to 2009 were identified and coded. One hundred thirty-four intervention studies were identified. Intervention typically was conducted by an SLP in a one-to-one in idual format for 30- to 60-min sessions 2 to 3 times per week. Total duration of intervention (from assessment to discharge) was reported for 10 studies and ranged from 3 to 46 months. Most studies were either Level IIb (quasi-experimental studies, 41.5%) or Level III (nonexperimental case studies, 32.6%). Single-case experimental design (29.6%) was the most frequently used experimental research design. There were 7 distinct approaches to target selection and 46 distinct intervention approaches, with 23 described in more than 1 publication. Each approach was associated with varying quantities and levels of evidence, according to research design. Collaborative research reflecting higher levels of evidence using rigorous experimental designs is needed to compare the relative benefits of different intervention approaches.
Listening to children with communication impairment talking through their drawings
Publisher: SAGE Publications
Date: 10-2009
Abstract: Including children as research participants is an important new direction in early childhood research. However, it is rare for such studies to include the voices of children with significant communication impairment. This article suggests that drawing may be an appropriate non-verbal method for ‘listening’ to these children’s ideas and recording their perspectives. Three areas of inquiry are reviewed: (1) the use of drawings as a method of listening respectfully to children (2) approaches to the analysis of children’s drawings and (3) the analysis of drawings completed by children with communication impairment. We identify six aspects of children’s drawings — facial expressions, accentuation of body features (e.g. mouth and ears), portrayal of talking/listening, colours used, conversational partners, and sense of self — that are potentially pertinent for children with communication impairment.
An holistic view of a child with unintelligible speech: Insights from the ICF and ICF-CY
Publisher: Informa UK Limited
Date: 2006
Consonant cluster development in two-year-olds: General trends and individual difference
Publisher: American Speech Language Hearing Association
Date: 10-2001
DOI: 10.1044/1092-4388(2001/090)
Abstract: A holistic view of phonological development can be attained only through exploration of the relationship between universal developmental sequences, to establish a general pattern of development and in idual learning and to provide information regarding variability. This study examined consonant cluster production, looking specifically at the relationship between general trends and in idual differences as children acquire these sounds. The spontaneous speech of 16 normally developing Anglo-Australian 2-year-olds was elicited monthly for 6 months, and the corpus of 96 s les was examined using independent and relational phonological analyses. Data demonstrated that 2-year-olds were able to produce a range of consonant clusters in word-initial and word-final position, but few of the younger participants could produce consonant clusters correctly. Only half of the participants showed an increase in the percent of consonant clusters produced correctly over the 6-month period however, their developing phonological maturity was revealed in the increase in the range and ersity of their repertoire of consonant clusters and by their closer approximations to the adult target. Specific findings of the study were compared to 10 trends for children's acquisition of consonant clusters emerging from the literature over the last 70 years.
The impact of speech impairment in early childhood: Investigating parents' and speech-language pathologists' perspectives using the ICF-CY
Publisher: Elsevier BV
Date: 09-2010
DOI: 10.1016/J.JCOMDIS.2010.04.009
Abstract: To explore the application of the Activities and Participation component of the International Classification of Functioning, Disability and Health - Children and Youth (ICF-CY, World Health Organization, 2007) as a framework for investigating the perceived impact of speech impairment in childhood. A 32-item questionnaire based on six ICF-CY domains was distributed to (a) a national s le of speech-language pathologists (SLPs n=205), and (b) parents (n=86) of preschool children identified with speech impairment. Factor analysis of the SLP data revealed six coherent factors with moderate-high internal reliability: Verbal communication (e.g., Conversation, Speaking), Advanced learning (e.g., Learning to read/write), Interpersonal interactions (e.g., Relating with strangers, Informal social relationships), Basic learning (e.g., Copying, Rehearsing), Applied learning and general tasks (e.g., Focussing attention, Handling stress), and Non-verbal communication. The first five factors were also confirmed by the parent data. Both SLPs and parents rated the first two factors, Verbal communication and Interpersonal interactions, as the most difficult activities for children with speech impairment. The ICF-CY Activities and Participation component is a useful framework for considering the breadth of activities that may be impacted by speech impairment in childhood. (1) Discuss the potential use of the ICF-CY in speech-language pathology (2) Describe the breadth of activities that may be difficult for children as a result of speech impairment and (3) Recognize that SLPs and parents may have different perspectives regarding the impact of speech impairment on children's activities and participation.
Fiji school students' multilingual language choices when talking with friends
Publisher: Emerald Group Publishing Limited
Date: 17-12-2016
Australia's Speech-Language Pathology Profession and Its Global Impact
Publisher: American Speech Language Hearing Association
Date: 07-08-2023
DOI: 10.1044/2023_PERSP-22-00239
Abstract: The purpose of this article is to describe the speech-language pathology profession in Australia and its global impact. Australia is known for its international collaboration in research, advocacy, leadership in practice (clinical) education and training of the workforce, innovations in technology for service delivery, and global partnerships. In Australia, speech-language pathologists are known as speech pathologists who have expertise in providing assessment and intervention to optimize communication and swallowing for people across the life span. Speech Pathology Australia (SPA) is the peak professional body in Australia and was founded in 1949. Speech pathology is a self-regulating profession, and SPA is recognized by the Australian government as the body that sets and maintains the standards for the profession. Members can hold Certified Practising Speech Pathologist (CPSP) status if they meet annual recency of practice and continuing professional development requirements. Not all speech pathologists are members of SPA. SPA has approximately 14,000 members half are employed in private practices where services may be funded by government-funded schemes, private health insurance, or self-funded by service users. Most SPA members are female and the majority only speak English, with Cantonese being the most common other language spoken. The Professional Standards for Speech Pathologists in Australia outlines the knowledge, skills, and attributes for entry-level and practicing speech pathologists. SPA hosts an annual national conference and produces two journals: International Journal of Speech-Language Pathology and Journal of Clinical Practice in Speech-Language Pathology . SPA have committed to cultural responsiveness and privileging the voices of Aboriginal and Torres Strait Islander Peoples and Communities, the First Peoples of Australia. SPA aspires to the provision of culturally safe speech pathology services for all people and supports the development of speech-language pathology in the Asia-Pacific region including Vietnam and Cambodia.
The ICF-CY and children with communication disabilities
Publisher: Informa UK Limited
Date: 2008
Validation of the Intelligibility in Context Scale for Jamaican Creole-speaking preschoolers
Publisher: American Speech Language Hearing Association
Date: 15-08-2017
DOI: 10.1044/2016_AJSLP-15-0103
Abstract: To describe validation of the Intelligibility in Context Scale (ICS McLeod, Harrison, & McCormack, 2012a) and ICS–Jamaican Creole (ICS-JC McLeod, Harrison, & McCormack, 2012b) in a s le of typically developing 3- to 6-year-old Jamaicans. One-hundred and forty-five preschooler–parent dyads participated in the study. Parents completed the 7-item ICS ( n = 145) and ICS-JC ( n = 98) to rate children's speech intelligibility (5-point scale) across communication partners (parents, immediate family, extended family, friends, acquaintances, strangers). Preschoolers completed the Diagnostic Evaluation of Articulation and Phonology (DEAP Dodd, Hua, Crosbie, Holm, & Ozanne, 2006) in English and Jamaican Creole to establish speech-sound competency. For this s le, we examined validity and reliability (interrater, test–rest, internal consistency) evidence using measures of speech-sound production: (a) percentage of consonants correct, (b) percentage of vowels correct, and (c) percentage of phonemes correct. ICS and ICS-JC ratings showed preschoolers were always (5) to usually (4) understood across communication partners (ICS, M = 4.43 ICS-JC, M = 4.50). Both tools demonstrated excellent internal consistency (α = .91), high interrater, and test–retest reliability. Significant correlations between the two tools and between each measure and language-specific percentage of consonants correct, percentage of vowels correct, and percentage of phonemes correct provided criterion-validity evidence. A positive correlation between the ICS and age further strengthened validity evidence for that measure. Both tools show promising evidence of reliability and validity in describing functional speech intelligibility for this group of typically developing Jamaican preschoolers.
A review of 30 speech assessments in 19 languages other than English
Publisher: American Speech Language Hearing Association
Date: 11-2014
DOI: 10.1044/2014_AJSLP-13-0066
Abstract: In this study, the authors aimed to evaluate instruments designed to assess children's speech production in languages other than English. Ninety-eight speech assessments in languages other than English were identified: 62 were commercially published, 17 published within journal articles, and 19 informal assessments. A review was undertaken of 30 commercially published assessments that could be obtained. The 30 instruments assessed 19 languages: Cantonese, Danish, Finnish, German, Greek, Japanese, Korean, Maltese-English, Norwegian, Pakistani-heritage languages (Mirpuri, Punjabi, Urdu), Portuguese, Putonghua (Mandarin), Romanian, Slovenian, Spanish, Swedish, and Turkish. The majority (70.0%) assessed speech sound production in monolingual speakers, 20.0% assessed one language of bilingual speakers, and 10.0% assessed both languages of bilingual speakers. All used single-word picture elicitation. Approximately half (53.3%) were norm-referenced, and the number of children in the normative s les ranged between 145 and 2,568. The remaining assessments were criterion-referenced (50.0%) (one fitted both categories). The assessments with English manuals met many of the psychometric criteria for operationalization however, only 2 provided sensitivity and specificity data. Despite the varying countries of origin, there were many similarities between speech assessments in languages other than English. Few were designed for use with multilingual children, so validation is required for use in English-speaking contexts.
Measuring intelligibility in signed languages
Publisher: Informa UK Limited
Date: 24-04-2019
DOI: 10.1080/02699206.2019.1600169
Abstract: Intelligibility of spoken languages is a widely discussed construct however, intelligibility, as it pertains to signed languages, has rarely been considered. This study provides an initial investigation of the construct of intelligibility in American Sign Language (ASL) and evaluates potential measures for self-report and expert ratings of sign intelligibility that examined the frequency of understanding, amount of understanding, and ease of understanding. Participants were 66 college students (42 Deaf, 24 hearing) who had self-rated ASL skills ranging from poor to excellent. Participants rated their own intelligibility in ASL and then provided a signed language s le through a picture description task. Language s les were reviewed by an expert rater and measures of intelligibility were completed. Results indicated that expert ratings of sign intelligibility across all measures were significantly and positively correlated. Understanding of the signer was predicted by the amount of understanding, frequency of understanding, and ASL production skills, while understanding the picture being described was predicted by ease of understanding and ASL grammar skills. Self- and expert ratings of sign intelligibility using the ASL version of the Intelligibility in Context Scale were not significantly different. Self-report of sign intelligibility for viewers of different familiarity using the ICS-ASL was found not to be feasible due to many participants not being in contact with ASL users in the relationships defined by the measure. In conclusion, this preliminary investigation suggests that sign intelligibility is a construct worthy of further investigation.
Factors that enhance English-speaking speech-language pathologists' transcription of Cantonese-speaking children's consonants
Publisher: American Speech Language Hearing Association
Date: 08-2013
DOI: 10.1044/1058-0360(2012/12-0009)
Abstract: To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Task 1 (baseline) involved transcribing English words. In Task 2, students transcribed 25 words spoken by a Cantonese adult. An average of 59.1% consonants was transcribed correctly (72.9% when Cantonese–English transfer patterns were allowed). There was higher accuracy on shared English and Cantonese syllable-initial consonants /m,n,f,s,h,j,w,l/ and syllable-final consonants. In Task 3, students identified consonant errors and transcribed 100 words spoken by Cantonese-speaking children under 4 additive conditions: (1) baseline, (2) +adult model, (3) +information about Cantonese phonology, and (4) all variables (2 and 3 were counterbalanced). There was a significant improvement in the students' identification and transcription scores for conditions 2, 3, and 4, with a moderate effect size. Increased skill was not based on listeners' proficiency in speaking another language, perceived transcription skill, musicality, or confidence with multilingual clients. Speech-language pathology students, with no exposure to or specific training in Cantonese, have some skills to identify errors and transcribe Cantonese. Provision of a Cantonese-adult model and information about Cantonese phonology increased students' accuracy in transcribing Cantonese speech.
SPECIAL ISSUE Contribution of the ICF to speech-language pathology
Publisher: Informa UK Limited
Date: 2008
Exploring multilingual speakers’ perspectives on their intelligibility in English
Publisher: Informa UK Limited
Date: 27-02-2021
Multilingual university students’ perceived English proficiency, intelligibility and participation
Publisher: Equinox Publishing
Date: 08-07-2021
DOI: 10.1558/JMBS.18179
Abstract: This paper reports on 137 multilingual students enrolled at 14 English-speaking Australian universities who completed a 27-item online survey investigating the relationship between perceived English proficiency, intelligibility, and their academic, social and vocational participation. Open-ended responses described strategies used to enhance spoken English. Participants came from 44 countries and spoke 49 home languages. Self-ratings of English communication skills were significantly affected by age, English experience, number of languages spoken and home language. Participants reported spoken English proficiency impacted participation however, results highlighted lack of awareness of intelligibility as an essential component of spoken language proficiency. Although environmental factors (e.g. more time using English in conversations) were associated with higher self-ratings of proficiency, participants preferred using in idual strategies (e.g. listening/repeating) to support English intelligibility rather than social interactions with native speakers. The results demonstrate the importance of conversation practice in language learning to increase proficiency and confidence, as well as participation.
Craniofacial anomalies
Publisher: SAGE Publications, Inc.
Date: 2019
Applying the World Report on Disability to children's communication
Publisher: Informa UK Limited
Date: 11-09-2014
DOI: 10.3109/09638288.2013.833305
Abstract: The World Report on Disability is an important milestone in the recognition of people with disabilities however, the Report acknowledges that people with communication difficulties may be underrepresented in estimates of disability. Consequently, this article applies the nine recommendations from the World Report on Disability to supporting children's communication skills. Australia is similar to most Minority World countries since it places high regard on articulate and literate communication. Recent large-scale Australian studies of children with speech, language and communication needs were reviewed to determine prevalence, impact and associated environmental and personal factors. Studies of met and unmet need were reviewed and discussed in relation to legislation and policies. Recent years have seen improvements in the collection of and access to disability data about children's communication, including the involvement of children in research about the impact of communication difficulties on their lives. The prevalence of speech and language impairment in children is high and is associated with poorer educational and social outcomes at school-age. Significant unmet need for services was noted, and there were differences in health, education and disability policies regarding access to services. Updated legislation, policies and practices are needed to more effectively support access to services to support children's communication across health, education and disability sectors. Implications for Rehabilitation There is a high prevalence of speech and language impairment in Australian children. Childhood speech and language impairment (and associated communication disability) can impact educational, social, behavioural and occupational outcomes throughout life. Many Australian children do not have sufficient access to targeted services (including speech-language pathology) to ameliorate the impact of their communication disability. Formulation of a national strategy to support children children's communication is required.
SDG18
Publisher: Springer International Publishing
Date: 2023
Waiting lists and prioritization of children for services: Speech-language pathologists’ perspectives
Publisher: Elsevier BV
Date: 05-2021
Speech-language pathologists’ support for multilingual speakers’ English intelligibility and participation informed by the ICF
Publisher: Elsevier BV
Date: 2019
DOI: 10.1016/J.JCOMDIS.2018.12.003
Abstract: To use the ICF to classify characteristics and aspirations of multilingual university students and faculty who seek speech-language pathologists' support for intelligibility in English and to identify activities, facilitators, and barriers that impact participation in society. A retrospective record review was conducted on files of 175 clients attending a university clinic for intelligibility enhancement (accent modification). Participants came from 35 countries and spoke 28 different home languages. Assessment and intervention for intelligibility enhancement involved consideration of ICF components of Body Functions and Structures (e.g., articulating phonemes, rate, prosody), Environmental Factors (e.g., support), and Personal Factors (e.g., motivation). Consonant substitutions and deletions were common, although participants were often unaware of these. For ex le, only 25.6% of participants reported English dental fricatives (/θ/ and /ð/) were difficult to pronounce however, 94.9% substituted them with other phonemes such as [t] and [d]. The combination of substitutions/deletions, fast speech rate, low speaking volume, and differences in word stress exacerbated poor intelligibility. More time conversing in English was associated with greater confidence and less difficulty communicating in English, although more time knowing English was not. Difficult communication situations were reported to be conversing over the phone, talking to strangers, and communicating in English on professional fieldwork placements. Participants were motivated to seek intelligibility enhancement for academic, employment, and social reasons. To ensure multilingual speakers are able to participate fully in society, intelligibility enhancement requires a multi-pronged approach where speech and environmental characteristics interweave.
Outcomes and predictors in preschoolers with speech-language and/or developmental mobility impairments
Publisher: SAGE Publications
Date: 20-06-2015
Abstract: The purpose of this article is to describe communicative-participation outcomes measured by the Focus on the Outcomes of Communication Under Six (FOCUS © Thomas-Stonell et al., 2013) for interventions provided by speech-language pathologists (SLPs) in different community settings for preschoolers with speech-language impairments (Sp/LI) with and without developmental mobility impairments (MI). The predictive relationships between communicative-participation and (1) functioning-and-disability, and (2) contextual factors, was also investigated. Sixty-one preschoolers with Sp/LI and their parents participated. Twenty-six preschoolers were identified with Sp/LI and received speech-language interventions (Group 1), 20 preschoolers were identified with Sp/LI and MI and received speech-language interventions (Group 2), and 15 preschoolers with Sp/LI awaiting intervention served as waitlist controls (Group 3). Parents completed structured interviews about children’s communicative-participation outcomes using the FOCUS © at three time points (pre-intervention, post-intervention, and 3-months post-intervention) with an SLP. Only Groups 1 and 2 experienced statistically and clinically meaningful communicative-participation outcomes over time as measured by the FOCUS © . Pre- to post-intervention communicative-participation was predicted by functioning-and-disability and contextual factors, initial social skills and intervention status, respectively. Post-intervention to 3-month post-intervention scores were also predicted by functioning-and-disability and contextual factors, risk status (Sp/LI only, Sp/LI+developmental MI) and intervention status, respectively. Significant and clinically meaningful changes in communicative-participation over time are associated with speech-language interventions for preschoolers with Sp/LI.
Digital Tools to Support Children’s Speech and Language Skill
Publisher: Springer Singapore
Date: 2018
Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation?
Publisher: Informa UK Limited
Date: 07-12-2017
DOI: 10.1080/17549507.2018.1408855
Abstract: This study explored how teacher-child relationships change over the early school years, in terms of closeness and conflict, whether these trajectories differ in type and frequency for children with typical development and children with speech and language concern (SLC), and whether the trajectories are associated with school outcomes at 12-13 years. Participants were children, parents and teachers in the Longitudinal Study of Australian Children. Parents identified 2890 children with typical communication and 1442 children with SLC. Teacher-rated teacher-child closeness and conflict were collected biennially over six years. Academic and social-emotional outcomes were reported by teachers and children. Growth mixture modelling was conducted to generate teacher-child relationship trajectories and Wald's chi-square analyses were used to test the association between trajectories and school outcomes at 12-13 years, after controlling for a range of covariates including child's sex, language background, Indigenous status, age and socio-economic position. In both groups, the majority of children had teacher-child relationship trajectories with sustained high closeness and low conflict that predicted positive outcomes at age 12-13, but the SLC group was more at risk of less positive trajectories and poorer school outcomes. Close, less conflicted relationships with teachers may provide a supportive context for later language, literacy and social-emotional development. This study highlights the role of teachers in supporting children in their development of communication and academic skills that will optimise their capacity for freedom of opinions and expression, education and participation, as enshrined in Articles 19, 26 and 27 of the Universal Declaration of Human Rights.
Intelligibility in 3-Year-Olds With Cleft Lip and/or Palate Using the Intelligibility in Context Scale: Findings from the Cleft Collective Cohort Study
Publisher: SAGE Publications
Date: 03-02-2021
Abstract: To provide comparison data on the Intelligibility in Context Scale (ICS) for a s le of 3-year-old English-speaking children born with any cleft type. Questionnaire data from the Cleft Collective Cohort Study were used. Descriptive and inferential statistics were carried out to determine difference according to children’s cleft type and syndromic status. A total of 412 children born with cleft lip and/or palate whose mothers had completed the ICS when their child was 3 years old. Mothers’ rating of their children’s intelligibility using the ICS. The average ICS score for the total s le was 3.75 ( sometimes-usually intelligible standard deviation [SD] = 0.76, 95% CIs = 3.68-3.83) of a possible score of 5 ( always intelligible). Children’s speech was reported to be most intelligible to their mothers (mean = 4.33, SD = 0.61, 95% CIs = 4.27-4.39) and least intelligible to strangers (mean = 3.36, SD = 1.00, 95% CIs = 3.26-3.45). There was strong evidence ( P .001) for a difference in intelligibility between children with cleft lip only (n = 104, mean = 4.13, SD = 0.62, 95% CIs = 4.01-4.25) and children with any form of cleft palate (n = 308, mean = 3.63, SD = 0.76, 95% CIs = 3.52-3.71). Children born with cleft palate with or without cleft lip and an identified syndrome were rated as less intelligible (n = 63, mean = 3.28, SD = 0.85, 95% CIs = 3.06-3.49) compared to children who did not have a syndrome (n = 245, mean = 3.72, SD = 0.71, 95% CIs = 3.63-3.81). These results provide preliminary comparative data for clinical services using the outcome measures recommended by the International Consortium for Health Outcomes Measurement.
Support required for primary and secondary students with communication disorders and/or other learning needs
Publisher: SAGE Publications
Date: 06-2010
Abstract: Prioritization of school students with additional learning needs is a reality due to a finite resource base. Limited evidence exists regarding teachers’ prioritization of primary and secondary school students with additional learning needs. The aim of the present article was to differentiate teachers’ perceptions of the level of support required by and provided to students with respect to nine additional learning needs. Teachers of 14,533 students in an Australian school district (in 37 primary schools and 7 secondary schools) identified students’ required and actual level of support. Teachers identified 4,845 students with additional learning needs: 34.71% of primary students and 30.14% of secondary students. Of the nine areas of additional learning need, presence of a communication disorder was the most important predictive factor of teachers’ recommendation that primary or secondary students required a high level of support at school. Students were more likely to be identified with communication disorder if they were in grades 1, 2, 7, 8 or 10 that is, at the time of transition to different levels of schooling. Students with communication disorder + behavioural/ emotional disorder + intellectual disability were identified by teachers as requiring the highest level of support at school. Overall, students received limited additional support at school however, those with communication disorder + intellectual disability received the highest level of learning support within the educational setting. In contrast, students who received the greatest curriculum adaptations were those with intellectual disability + physical/medical disability.Those with intellectual disability + communication disorder were most likely to have an in idual education plan, and those with communication disorder + intellectual disability + physical/medical disability were most likely to receive long-term support from agencies outside of the school system. Socio-economic status (specifically, being in a middle-class school) was the most predictive demographic variable for higher levels of support for students with communication disorder, followed by being male.
Profiles of linguistic multicompetence in Vietnamese-English speakers
Publisher: American Speech Language Hearing Association
Date: 14-07-2021
DOI: 10.1044/2021_AJSLP-20-00296
Abstract: Speech-language pathologists work with increasing numbers of multilingual speakers however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%) that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. 0.23641/asha.14781984
Intelligibility in Context Scale
Publisher: Informa UK Limited
Date: 02-01-2020
Shared knowledge and mutual respect: Enhancing culturally competent practice through collaboration with families and communities
Publisher: SAGE Publications
Date: 07-12-2016
Abstract: Collaboration with families and communities has been identified as one of six overarching principles to speech and language therapists’ (SLTs’) engagement in culturally competent practice (Verdon et al., 2015a). The aim of this study was to describe SLTs’ collaboration with families and communities when engaging in practice to support the speech, language and communication of children from culturally and linguistically erse backgrounds. The study also aimed to identify the benefits and tensions related to such collaborations and to describe opportunities for SLTs to enhance their cultural competence through collaborative practice. The current study drew upon three data sources collected during the ‘Embracing Diversity – Creating Equality’ study: field notes, narrative reflections by the researcher, and semi-structured interviews with SLTs. This study was conducted in 14 international sites across five countries (Brazil, Canada, Hong Kong, Italy and the USA), representing a erse range of cultural and practice contexts. Cultural-Historical Activity Theory (CHAT, Engeström, 1987) was used as both an heuristic framework through which the study was conceptualized and as a tool for analysis to describe the varied nature of collaboration in different cultural contexts, the benefits of collaborating with families and communities, and the tensions that can arise when engaging in collaborative practice. The results illuminate the importance of SLTs’ collaboration with families in order to gain an understanding of different cultural expectations and approaches to family involvement, and to build partnerships with families to work towards common goals. Collaboration with communities was highlighted for its ability to both facilitate understanding of children’s cultural context and build respectful, reciprocal relationships that can act as a bridge to overcome often unspoken or invisible tensions arising in cross-cultural practice. The findings of this study highlight opportunities for professionals to enhance the cultural competence of their practice through engagement with families and communities.
Language Proficiency, Use, and Maintenance among People with Vietnamese Heritage Living in Australia
Publisher: Equinox Publishing
Date: 24-06-2019
DOI: 10.1558/JMBS.10973
Abstract: Multilingualism provides cultural, economic and social benefits to in iduals and societies. Many people with Vietnamese heritage have migrated to English-speaking countries such as Australia, Canada and the US. This study describes language proficiency, use and maintenance of 271 adults with Vietnamese heritage living across Australia. The majority were first-generation immigrants (76.6%), spoke Vietnamese as their first language (94.3%), and indicated Vietnamese was their most proficient language (78.5%). The majority were more likely to use Vietnamese (than English) with their mother, father, older siblings, Vietnamese-speaking grandparents, relatives in Vietnam, and Vietnamese friends. They used English and Vietnamese with their partners, children, younger siblings and English-speaking grandparents. They were more likely to speak English when working, studying and watching TV, but used English and Vietnamese equally on social media. The most important reasons for maintaining Vietnamese were: maintaining bonds with relatives, maintaining Vietnamese cultural identity, and building friendships.
Professionals' Guidance about Spoken Language Multilingualism and Spoken Language Choice for Children with Hearing Loss
Publisher: Cambridge University Press (CUP)
Date: 12-05-2016
DOI: 10.1017/JSE.2016.3
Abstract: The purpose of this research was to investigate factors that influence professionals’ guidance of parents of children with hearing loss regarding spoken language multilingualism and spoken language choice. Sixteen professionals who provide services to children and young people with hearing loss completed an online survey, rating the importance of a range of potential influences on the guidance they provide to parents. These participants were invited to comment on the importance of these influences. Participants included teachers of the deaf, speech-language pathologists, special education teachers, psychologists, auditory-verbal therapists, Auslan interpreters, and curriculum coordinators. All participants had experience working with multilingual families and reported that they would sometimes or always recommend multilingualism for children with hearing loss, with fewer reporting that they would sometimes recommend monolingualism. Professionals placed greater importance on factors relating to family and community considerations (e.g., family language models, communication within the family, community engagement), and less importance on organisational policy and children's characteristics. This research provides an initial insight into the factors that professionals consider when guiding parents around spoken language and spoken language multilingualism decision-making for their children with hearing loss.
A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood
Publisher: Elsevier BV
Date: 2019
Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings
Publisher: SAGE Publications
Date: 10-07-2017
Abstract: Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter ® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use) (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology) and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.
Advancing into 2005
Publisher: Informa UK Limited
Date: 06-2005
International classification of functioning, disability and health
Publisher: SAGE Publications, Inc.
Date: 2019
Randomised Controlled Trial Evaluating Active versus Passive Waiting for Speech-Language Pathology
Publisher: S. Karger AG
Date: 05-08-2020
DOI: 10.1159/000508830
Abstract: b i Introduction: /i /b High demand for speech-language pathology means children sometimes wait over 12 months for services, missing out on timely support. Waiting can be a time of stress, concern, and powerlessness for caregivers. Provision of information via a website may support families and encourage active waiting. b i Objective: /i /b The aim of this study was to compare children’s speech, intelligibility, language, and literacy outcomes, and caregivers’ satisfaction and empowerment in active versus passive waiting conditions. b i Methods: /i /b Ninety-seven preschool-aged children referred to a community health speech-language pathology service in Australia were screened for eligibility. Eligible children ( i n = /i ) with speech/language difficulties were randomly allocated to: (a) active waiting (provision of a purpose-built website i n /i = 20), or (b) passive waiting (control group i n /i = 22). Pre- and post-assessments (after 6 months on a waiting list) were completed with children and caregivers by a speech-language pathologist blinded to group allocations. b i Results: /i /b Intention to treat ( i n = /i ) and per-protocol analyses ( i n = /i ) were conducted to measure group differences in child and caregiver outcomes at post-assessment using one-way ANCOVA, controlling for baseline scores. There were no statistically significant differences between groups for children’s speech, intelligibility, language, and literacy, or caregivers’ empowerment and satisfaction. Children in both groups made minimal gains over 6 months. b i Conclusions: /i /b Provision of an active waiting website did not lead to statistically significant change in child or caregiver outcomes, and children in both groups made little progress over a 6-month period. Early speech-language pathology intervention delivered with appropriate dosage is needed to optimise children’s outcomes. Until timely and effective speech-language pathology intervention can be provided for all who need it, provision of early assessments may be beneficial. There remains a need for effective ways to support children and families on waiting lists.
“When he's around his brothers … he's not so quiet”: The private and public worlds of school-aged children with speech sound disorder
Publisher: Elsevier BV
Date: 2013
DOI: 10.1016/J.JCOMDIS.2012.08.006
Abstract: Children interact with people in context: including home, school, and in the community. Understanding children's relationships within context is important for supporting children's development. Using child-friendly methodologies, the purpose of this research was to understand the lives of children with speech sound disorder (SSD) in context. Thirty-four interviews were undertaken with six school-aged children identified with SSD, and their siblings, friends, parents, grandparents, and teachers. Interview transcripts, questionnaires, and children's drawings were analyzed to reveal that these children experienced the world in context dependent ways (private vs. public worlds). Family and close friends typically provided a safe, supportive environment where children could be themselves and participate in typical childhoods. In contrast, when out of these familiar contexts, the children often were frustrated, embarrassed, and withdrawn, their relationships changed, and they were unable to get their message across in public contexts. Speech-language pathology assessment and intervention could be enhanced by interweaving the valuable insights of children, siblings, friends, parents, teachers, and other adults within children's worlds to more effectively support these children in context. 1. Recognize that children with SSD experience the world in different ways, depending on whether they are in private or public contexts. 2. Describe the changes in the roles of family and friends when children with SSD are in public contexts. 3. Discover the position of the child as central in Bronfenbrenner’s bioecological model. 4. Identify principles of child-friendly research. 5. Recognize the importance of considering the child in context during speech-language pathology assessment and intervention.
USE OF SPECTROGRAPHIC ANALYSES TO EVALUATE THE EFFICACY OF PHONOLOGICAL INTERVENTION
Publisher: Informa UK Limited
Date: 1995
Speech characteristics of 8-year-old children: Findings from a prospective population study
Publisher: Elsevier BV
Date: 2013
DOI: 10.1016/J.JCOMDIS.2012.08.008
Abstract: Speech disorder that continues into middle childhood is rarely studied compared with speech disorder in the early years. Speech production in single words, connected speech and nonword repetition was assessed for 7390 eight-year-old children within the Avon Longitudinal Study of Parents and Children (ALSPAC). The majority (n=6399) had typical speech and 50 of these children served as controls. The remainder were categorised as using common clinical distortions only (CCD, n=582) or speech difficulties (SDiff, n=409). The s les from the CCD children were not analysed further. Speech s les from the SDiff and the control children were transcribed and analysed in terms of percentage consonants correct, error type and syllable structure. Findings were compared with those from children in the Shriberg et al. (1997) lifespan database (n=25). The 8-year-old children from ALSPAC in the SDiff and control groups achieved similar speech accuracy scores to the 8-year-old children in the lifespan database. The SDiff group had consistently lower scores than the ALSPAC control group, with the following measures most clearly differentiating the groups: single word task (percentage of substitutions and distortions), connected speech task (percentage of vowels correct (PVC), percentage of omission of singletons and entire clusters, and stress pattern matches), nonword repetition task (PVC, percentage of entire clusters omitted, percentage of distortions, and percentage of stress pattern matches). Connected speech and nonword s les provide useful supplementary data for identifying older children with atypical speech. The reader will recognize the methods used to identify speech characteristics in a large scale population study. They will describe how measures of speech accuracy in connected speech compare with the Shriberg et al. (1997) lifespan database. The reader will also recall information on how typically and atypically developing children differ on a range of measures across different types of speech s le.
Expectations and experiences of accessing and participating in services for childhood speech impairment
Publisher: Informa UK Limited
Date: 12-05-2011
DOI: 10.3109/17549507.2011.535565
Abstract: Speech impairment (speech sound disorder) is a high prevalence condition that responds well to early intervention provided by speech-language pathologists (SLPs). However, not all children in Australia are able to access necessary speech-language pathology services. The aim of this research was to investigate Australian parents' experiences of accessing and engaging in speech-language pathology services for their children with speech impairment. Two studies were conducted to achieve this aim. In Study 1, questionnaires were completed by 109 parents of pre-school children who had been identified with concerns about their speech. Only a third (n = 34, 31.2%) of the parents had previously accessed speech-language pathology services for assessment of their children's speech and just 29 of these (26.6% of the entire s le) reported their children had received intervention. Two thirds (n = 68, 62.4%) of the parents had not sought speech-language pathology services and half of these (n = 35, 32.1% of the entire s le) reported that "services were not needed". There was a small number of parents (n = 7, 6.4%) who had attempted to access services but had been unsuccessful. Parents identified teachers, family, friends, and doctors as important sources of information about their children's speech. In Study 2, interviews were conducted with 13 of the parents to discuss their experiences of speech impairment and service delivery in greater depth. Parents expected that others would make them aware of their child's speech impairment and that they should be able to access speech-language pathology services when required. Consequently, there is a need to raise awareness about speech impairment and speech-language pathology services to ensure appropriate identification, referral, and service provision for children at risk.
Cross-cultural adaptation of the Intelligibility in Context Scale for South Africa
Publisher: SAGE Publications
Date: 26-07-2016
Abstract: The Intelligibility in Context Scale (ICS) is a screening questionnaire that focuses on parents’ perceptions of children’s speech in different contexts. Originally developed in English, it has been translated into 60 languages and the validity and clinical utility of the scale has been documented in a range of countries. In South Africa, there are 11 official languages, yet few assessment materials are available in languages other than English. In this article we describe the cross-cultural adaptation of the ICS into a screening tool encompassing all South Africa’s official languages in addition to English. Objectives were: (1) to describe the linguistic and conceptual equivalence of the 10 translated versions compared to the original ICS and (2) to evaluate speech-language therapists’ (SLT) perceptions of the usability and value of the ICS translations in the languages of South Africa. Twenty-five participants translated the ICS into 10 official languages of South Africa using forward and back translation and community checking. Next, a survey of 23 SLTs practicing in South Africa, and semi-structured interviews with five SLTs working in Cape Town, took place. The conceptual and linguistic equivalence of the adapted materials for each language was considered. Concepts that were challenging to translate from English into many of the Bantu languages included those relating to immediate/extended family, acquaintances, strangers and hearing/understanding. Linguistic challenges in translation related to dialectal differences and the use of pronouns. The SLTs in the s le found the ICS easy to use and saw it as a useful component of assessment especially when working with families who do not share a language with the SLT. Overall the study contributes to the development agenda of SLTs working in South Africa by creating and trialing the ICS in all the countries’ official languages to improve access and quality of services offered to all the families they serve.
Features of developmental dyspraxia in the general speech-impaired population?
Publisher: Informa UK Limited
Date: 1998
DOI: 10.3109/02699209808985216
Abstract: A typical clinical population with speech impairment was investigated to determine the extent of the presence of features of developmental dyspraxia and its interaction between the severity of impairment. Thirty diagnostic features of developmental dyspraxia were identified from the post-1981 literature and two scales of severity were devised. First the severity of these 30 features was measured (feature severity rating, FSR), and secondly severity of speech impairment was based on percentage of consonants correct (PCC). Using these features and severity ratings a retrospective file audit was conducted of 50 paediatric clients aged 2-8 years with impaired articulation or phonology. It was found that many characteristics regarded as diagnostic for developmental dyspraxia occur in the general speech-impaired population. The relationship between the variables was analysed, and support was found for the hypotheses that: (a) there is a relationship between the number of dyspraxic features expressed and the severity of impairment of speech production and (b) developmental dyspraxia is not characterized by severe impairment, but may occur in a range of severities from mild to severe.
Consonant accuracy and intelligibility of Southern Vietnamese children
Publisher: Informa UK Limited
Date: 03-2022
Supporting culturally and linguistically diverse children with speech, language and communication needs: Overarching principles, individual approaches
Publisher: Elsevier BV
Date: 11-2015
DOI: 10.1016/J.JCOMDIS.2015.10.002
Abstract: Speech-language pathologists (SLPs) are working with an increasing number of families from culturally and linguistically erse backgrounds as the world's population continues to become more internationally mobile. The heterogeneity of these erse populations makes it impossible to identify and document a one size fits all strategy for working with culturally and linguistically erse families. This paper explores approaches to practice by SLPs identified as specialising in multilingual and multicultural practice in culturally and linguistically erse contexts from around the world. Data were obtained from ethnographic observation of 14 sites in 5 countries on 4 continents. The sites included hospital settings, university clinics, school-based settings, private practices and Indigenous community-based services. There were 652 in idual artefacts collected from the sites which included interview transcripts, photographs, videos, narrative reflections, informal and formal field notes. The data were analysed using Cultural-Historical Activity Theory (Engeström, 1987). From the analysis six overarching Principles of Culturally Competent Practice (PCCP) were identified. These were: (1) identification of culturally appropriate and mutually motivating therapy goals, (2) knowledge of languages and culture, (3) use of culturally appropriate resources, (4) consideration of the cultural, social and political context, (5) consultation with families and communities, and (6) collaboration between professionals. These overarching principles align with the six position statements developed by the International Expert Panel on Multilingual Children's Speech (2012) which aim to enhance the cultural competence of speech pathologists and their practice. The international ex les provided in the current study demonstrate the in idualised ways that these overarching principles are enacted in a range of different organisational, social, cultural and political contexts. Tensions experienced in enacting the principles are also discussed. This paper emphasises the potential for in idual SLPs to enhance their practice by adopting these overarching principles to support the in idual children and families in erse contexts around the world.
A geographical analysis of speech-language pathology services to support multilingual children
Publisher: Informa UK Limited
Date: 21-01-2014
DOI: 10.3109/17549507.2013.868036
Abstract: The speech-language pathology workforce strives to provide equitable, quality services to multilingual people. However, the extent to which this is being achieved is unknown. Participants in this study were 2849 members of Speech Pathology Australia and 4386 children in the Birth cohort of the Longitudinal Study of Australian Children (LSAC). Statistical and geospatial analyses were undertaken to identify the linguistic ersity and geographical distribution of Australian speech-language pathology services and Australian children. One fifth of services offered by Speech Pathology Australia members (20.2%) were available in a language other than English. Services were most commonly offered in Australian Sign Language (Auslan) (4.3%), French (3.1%), Italian (2.2%), Greek (1.6%), and Cantonese (1.5%). Among 4-5-year-old children in the nationally representative LSAC, 15.3% regularly spoke and/or understood a language other than English. The most common languages spoken by the children were Arabic (1.5%), Italian (1.2%), Greek (0.9%), Spanish (0.9%), and Vietnamese (0.9%). There was a mismatch between the location of and languages in which multilingual services were offered, and the location of and languages spoken by children. These findings highlight the need for SLPs to be culturally competent in providing equitable services to all clients, regardless of the languages they speak.
Adaptation to an Electropalatograph Palate: Acoustic, Impressionistic, and Perceptual Data
Publisher: American Speech Language Hearing Association
Date: 05-2006
DOI: 10.1044/1058-0360(2006/018)
Abstract: The purpose of this study was to evaluate adaptation to the electropalatograph (EPG) from the perspective of consonant acoustics, listener perceptions, and speaker ratings. Seven adults with typical speech wore an EPG and pseudo-EPG palate over 2 days and produced syllables, read a passage, counted, and rated their adaptation to the palate. Consonant acoustics, listener ratings, and speaker ratings were analyzed. The spectral mean for the burst (/t/) and frication (/s/) was reduced for the first 60–120 min of wearing the pseudo-EPG palate. Temporal features (stop gap, frication, and syllable duration) were unaffected by wearing the pseudo-EPG palate. The EPG palate had a similar effect on consonant acoustics as the pseudo-EPG palate. Expert listener ratings indicated minimal to no change in speech naturalness or distortion from the pseudo-EPG or EPG palate. The sounds /t∫, dʒ, ∫, s, z, ʒ/ were most likely to be affected. Speaker self-ratings related to oral comfort, speech, tongue movement, appearance, and oral sensation were negatively affected by the presence of the palatal devices. Speakers detected a substantial difference when wearing a palatal device, but the effects on speech were minimal based on listener ratings. Spectral features of consonants were initially affected, although adaptation occurred. Wearing an EPG or pseudo-EPG palate for approximately 2 hr results in relatively normal-sounding speech with acoustic features similar to a no-palate condition.
What infants talk about
Publisher: Springer Netherlands
Date: 2014
Attitudes Toward the Capabilities of Deaf and Hard of Hearing Adults: Insights From the Parents of Deaf and Hard of Hearing Children
Publisher: Project MUSE
Date: 2015
Abstract: Children who are d/Deaf and hard of hearing (DHH) grow up in environments influenced by their parents' attitudes, which may facilitate or impede these children's development and participation (World Health Organization, 2007). The attitudes of 152 Australian parents of DHH children ages 3 years 7 months to 9 years 5 months (M = 6 years 5 months) were investigated with the Opinions About Deaf People Scale (Berkay, Gardner, & Smith, 1995a). The parents' responses showed very positive attitudes toward the capabilities of DHH adults, particularly on items describing their intellectual and vocational capabilities. Parents' responses to most of the items on the scale were positively skewed, raising questions about its validity as a research tool when used with parents of DHH children. The study findings suggest that for these children, parents' attitudes may facilitate rather than present an environmental barrier to their development.
Phonetic variations and sound changes in Hong Kong Cantonese: Diachronic review, synchronic study and implications for speech sound assessment
Publisher: Informa UK Limited
Date: 04-02-2015
DOI: 10.3109/02699206.2014.1003329
Abstract: The aim of this article was to describe phonetic variations and sound changes in Hong Kong Cantonese (HKC) to provide speech-language pathologists with information about acceptable variants of standard pronunciations for speech sound assessments. Study 1 examined the pattern of variations and changes based on past diachronic research and historical written records. Nine phonetic variations were found. Five in syllable-initial and syllabic contexts: (1) [n-] → [l-], (2) [ŋ-] → Ø-, (3) Ø- → [ŋ-], (4) [k(w)ɔ-] → [kɔ-], (5) syllabic [ŋ̍] → [m̩] and four in syllable-final contexts: (6) [-ŋ] → [-n], (7) [-n] → [-ŋ], (8) [-k] → [-t], (9) [-t] → [-k]. Historical records demonstrated the pattern of variation and changes in HKC across time. In study 2, a large-scale synchronic study of speakers of differing ages was undertaken to determine acceptable phonetic variations of HKC for speech sound assessments. In the synchronic study, single-words were elicited from 138 children (10 -12 ) and 112 adults (18-45 years) who spoke Cantonese and lived in Hong Kong. Synchronic evidence demonstrated five acceptable variants in syllable-initial and syllabic contexts: (1) [n-] → [l-], (2) [ŋ-] → Ø-, (3) Ø- → [ŋ-], (4) [k(w)ɔ-] → [kɔ-] and (5) syllabic [ŋ̍] → [m̩] and four incomplete sound changes in syllable-final contexts: (6) [-ŋ] → [-n], (7) [-n] → [-ŋ], (8) [-k] → [-t] and (9) [-t] → [-k]. The incomplete sound changes may still be accepted as variants in speech sound assessments unless related speech problems are indicated.
Communication Disability in Fiji: Community Cultural Beliefs and Attitudes
Publisher: Stichting Liliane Fonds
Date: 23-05-2017
International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper
Publisher: Elsevier BV
Date: 07-2013
DOI: 10.1016/J.JCOMDIS.2013.04.003
Abstract: A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the "linguistic homogeneity of the speech-language pathology profession and the linguistic ersity of its clientele" (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists' (SLPs') facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (www.csu.edu.au/research/multilingual-speech osition-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs' assessment and intervention, (c) SLPs' professional practice, and (d) SLPs' collaboration with other professionals. Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
Intelligibility enhancement
Publisher: SAGE Publications, Inc.
Date: 2019
Multilingualism and speech sound disorders
Publisher: SAGE Publications, Inc.
Date: 2019
The influence of bilingualism on speech production: A systematic review
Publisher: Wiley
Date: 30-07-2012
DOI: 10.1111/J.1460-6984.2012.00178.X
Abstract: Children who are bilingual and have speech sound disorder are likely to be under-referred, possibly due to confusion about typical speech acquisition in bilingual children. To investigate what is known about the impact of bilingualism on children's acquisition of speech in English to facilitate the identification and treatment of bilingual children with speech sound disorder. A systematic review of studies from the last 50 years was conducted. Studies investigating speech acquisition in bilingual infants and children (where one language was English) were identified through searching seven electronic databases, bibliographies of relevant articles and e-mailing authors. Sixty-six studies investigating bilingual speech production met inclusion criteria, with 53 describing typically developing children and 13 describing children with speech sound disorder. The 66 studies were analysed thematically and summarized in terms of methods, key findings and underlying theories. There was limited evidence to suggest that bilingual children develop speech at a slower rate than their monolingual peers however, there was evidence for qualitative differences and increased variation in speech production. Nearly all studies provide evidence for transfer between the two phonological and language structures, although the amount of transfer varied between studies. There was evidence of positive and negative transfer of features from the dominant language (L1) to the second language (L2) as well as from L2 to L1. Positive transfer became more evident with increased age and length of exposure to a second language. More recently researchers have moved away from investigating whether there are one or two phonological systems and accept that there are two systems that interact. Interest has shifted to examining how phonological systems interact and to identifying factors that influence interactions. The review revealed a number of inconsistencies in the findings of studies due to differences in methodology, languages investigated and degree of language exposure. Overall, measurement issues were addressed well but most studies provided limited s le information about language experience, schooling and socio-economic status. There are differences in speech sound acquisition between monolingual and bilingual children in terms of rate and patterns of error, with both positive and negative transfer occurring in bilingual children.
Multilingual speech and language development and disorders
Publisher: Elsevier
Date: 2012
Waiting for speech-language pathology services: A randomised controlled trial comparing therapy, advice and device
Publisher: Informa UK Limited
Date: 03-05-2020
Icelandic Children's Acquisition of Consonants and Consonant Clusters
Publisher: American Speech Language Hearing Association
Date: 11-05-2021
DOI: 10.1044/2021_JSLHR-20-00463
Abstract: This study investigated Icelandic-speaking children's acquisition of singleton consonants and consonant clusters. Participants were 437 typically developing children aged 2 –7 (years months) acquiring Icelandic as their first language. Single-word speech s les of the 47 single consonants and 45 consonant clusters were collected using Málhljóðapróf ÞM (ÞM's Test of Speech Sound Disorders). Percentage of consonants correct for children aged 2 –2 was 73.12 ( SD = 13.33) and increased to 98.55 ( SD = 3.24) for children aged 7 –7 . Overall, singleton consonants were more likely to be accurate than consonant clusters. The earliest consonants to be acquired were /m, n, p, t, j, h/ in word-initial position and /f, l/ within words. The last consonants to be acquired were /x, r, r̥, s, θ, n̥/, and consonant clusters in word-initial /sv-, stl-, str-, skr-, θr-/, within-word /-ðr-, -tl-/, and word-final /-kl̥, -xt/ contexts. Within-word phonemes were more often accurate than those in word-initial position, with word-final position the least accurate. Accuracy of production was significantly related to increasing age, but not sex. This is the first comprehensive study of consonants and consonant cluster acquisition by typically developing Icelandic-speaking children. The findings align with trends for other Germanic languages however, there are notable language-specific differences of clinical importance.
Australian adults' production of [n]: An EPG investigation
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/02699200400026496
Abstract: Images of tongue alate contact for the nasal phoneme /n/ were created using the electropalatograph (EPG). Seven typical Australian adults with no history of hearing or communication difficulty produced syllables containing /n/ paired with five vowels. The majority of productions were symmetrical had contact with the alveolar ridge, and lateral bracing along the sides of the palate however, there were notable exceptions. There was a wide range of inter- and intra-participant variation in the visual representations of the maximum point of contact as well as in measures of total palate contact (TPC) and centre of gravity (COG). It is suggested that when describing acceptable production of /n/ a range of tongue alate contact patterns are provided.
English language and literacy proficiency of students in an urban Fiji primary school
Publisher: Informa UK Limited
Date: 02-11-2019
The potential contribution of communication breakdown and repair in phonological intervention
Publisher: SAGE Publications
Date: 10-2010
DOI: 10.1191/0265659004CT275OA
Abstract: Evidence-based management of phonological impairment in children is a dynamic process. Speech and language therapists need to evaluate published evidence and use their professional judgement to decide on an intervention plan, evaluate the efficacy of their intervention and re-evaluate decisions. Two case studies are presented to illustrate this process of evidence-based management of phonological impairment in children. Both of the children have a phonological impairment of unknown origin with similar case histories however, their intervention outcomes were completely different. The two case studies highlight the importance of considering in idual differences in the management of phonological impairment in children. They also highlight the importance of integrating up-to-date knowledge with clinical expertise.
Indigenous Language Learning and Maintenance Among Young Australian Aboriginal and Torres Strait Islander Children
Publisher: Springer Science and Business Media LLC
Date: 30-01-2015
Impact of communication partner familiarity and speech accuracy on parents' ratings of their child for the Intelligibility in Context Scale: Dutch.
Publisher: Informa UK Limited
Date: 04-05-2018
DOI: 10.1080/17549507.2018.1472808
Abstract: The aim of this study was to examine the role of familiarity of a communication partner on Dutch parents' perception of their child's intelligibility, for children with typically-developing speech (TD) or speech sound disorder (SSD). Participants were 67 Dutch-speaking children (48-84 months), 48 with TD and 19 with SSD. Item scores on the parent-rated Intelligibility in Context Scale: Dutch (ICS-NL) were compared between groups and related to naive listeners' ratings of children's intelligibility (IR), and a measure of speech accuracy (i.e. percentage of consonants correct-adjusted, PCC-A). Statistical analysis yielded a significant Group by Familiarity interaction on the ICS-NL. Parents rated the intelligibility of their child with SSD as higher with more familiar communication partners than less familiar, more so than parents of children with TD. In the SSD group, IR was more strongly correlated with ICS-NL item scores for less familiar partners. PCC-A was only correlated with ICS-NL item 7 (strangers). Parents perceive their children as more intelligible with people in close relationships, likely due to their higher familiarity with the child's speech. Children's relationships should be considered with respect to communicative participation. PCC-A may be a less reliable predictor of participation in family and community life.
Designs and decisions: The creation of informal measures for assessing speech production in children
Publisher: Informa UK Limited
Date: 26-03-2013
DOI: 10.3109/17549507.2013.770552
Abstract: Speech-language pathologists (SLPs) frequently assess children's speech to diagnose and identify areas of difficulty, then determine appropriate intervention goals. Formal measures are available for assessment however, many SLPs use informal measures within clinical practice. The purpose of this two-part mixed methods study was to describe informal measures created to assess children's speech. Study 1 involved a systematic review of 39 informal measures identified via journal database and internet searches, scanning of reference lists, and submission by SLPs and researchers. The measures were reviewed in terms of their conceptualization (content and format) and operationalization (evaluation and validation). Common conceptual features included assessment of consonant singletons, single words, computer format, and picture-naming. Few measures provided information addressing operational criteria in particular, they lacked evaluation of their effectiveness. Study 2 involved an inductive thematic analysis of journal entries from eight creators of informal measures that explored key considerations in the development process. Informal measures were created due to the absence of measures which were sufficiently comprehensive and culturally appropriate, plus a desire to incorporate technology. Considerations in the creation of informal measures included sourcing research and existing measures to inform the measures' development, maximizing children's engagement, and utility. SLPs must be cautious when using informal measures due to their lack of operationalization. However, these measures often address SLPs' needs and so operationalization of informal measures would be beneficial for the profession.
‘Part of Our World’: Influences on Caregiver Decisions about Communication Choices for Children with Hearing Loss
Publisher: Informa UK Limited
Date: 25-11-2013
Validation of the Intelligibility in Context Scale for school students in Fiji
Publisher: Informa UK Limited
Date: 13-01-2017
DOI: 10.1080/02699206.2016.1268208
Abstract: Fiji is a multilingual nation with few assessment tools addressing children's communication. This article describes the validation of the Intelligibility in Context Scale for Fiji English, Standard Fijian, and Fiji Hindi. Informants were caregivers of 65 typically developing multilingual children (aged 5 -10 ) attending a Fiji primary school. The students spoke an average of 2.9 languages (range = 1-5). Their main language was Standard Fijian (41.5%), Fiji Hindi (23.1%), Fiji English (20.0%), or Fijian dialect (15.4%). An ICS mean score of 4.6 was obtained for main language (ICS-ML) and 4.4 for Fiji English (ICS-FE) indicating that students were usually to always intelligible. There were no significant differences between main language, number of languages spoken, gender, age, or socio-economic status. Both scales had good internal consistency, but were not correlated with speech accuracy measures possibly due to ceiling effects. Further validation with younger children is recommended. The ICS may be a useful tool for Fiji with comparative results to other international studies.
Using a facilitating phonetic context to reduce an unusual form of gliding
Publisher: American Speech Language Hearing Association
Date: 07-1994
DOI: 10.1044/0161-1461.2503.191
Abstract: A case study is presented that describes the use of a facilitating phonetic context to decrease the occurrence of an unusual form of gliding. Initially, the child realized the phonemes /l/and /j/as the phone [1]. The process of developing differential phones involved systematic changes that were different from the expected route of development. The intervention technique, based on a facilitating phonetic context, resulted in adult productions of /l/and /j/. This study indicates the potential value of a key word approach in treatment for a recalcitrant phonological disorder.
Communication rights: Fundamental human rights for all
Publisher: Informa UK Limited
Date: 02-01-2018
DOI: 10.1080/17549507.2018.1428687
Abstract: The right to communicate includes the right to "freedom of opinion and expression" and rights and freedoms "without distinction of … language". The 70th anniversary of the Universal Declaration of Human Rights is a time to celebrate and reflect on communication as a human right, particularly with respect to Article 19 and its relationship to national and international conventions, declarations, policies and practices. This review profiles articles from the special issue of International Journal of Speech-Language Pathology (volume 20, issue 1) addressing communication rights from four perspectives: (1) communication rights of all people (2) communication rights of people with communication disabilities (3) communication rights of children and (4) communication rights relating to language. Divergent perspectives from across the globe are considered. First-hand accounts of people whose right to communicate is compromised/upheld are included and perspectives are provided from people with expertise and advocacy roles in speech-language pathology, audiology, linguistics, education, media, literature and law, including members of the International Communication Project. Three steps are outlined to support communication rights: acknowledge people - adjust the communication style - take time to listen. Future advocacy for communication rights could be informed by replicating processes used to generate the Yogyakarta Principles.
Preschool children’s communication, motor and social development: Parents’ and educators’ concerns
Publisher: Informa UK Limited
Date: 18-04-2017
DOI: 10.1080/17549507.2017.1309065
Abstract: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents' and educators' concerns, (2) examine inter-rater reliability between parents' and educators' concerns and (3) determine the group difference between level of concern and children's performance on clinical testing. Parents and educators of 1205 4- to 5-year-old children in the Sound Start Study completed the Parents' Evaluation of Developmental Status. Children whose parents/educators were concerned about speech and language underwent direct assessment measuring speech accuracy (n = 275), receptive vocabulary (n = 131) and language (n = 274). More parents/educators were concerned about children's speech and expressive language, than behaviour, social-emotional, school readiness, receptive language, self-help, fine motor and gross motor skills. Parents' and educators' responses were significantly correlated (except gross motor). Parents' and educators' level of concern about expressive speech and language was significantly correlated with speech accuracy on direct assessment. Educators' level of concern was significantly correlated with a screening measure of language. Scores on a test of receptive vocabulary significantly differed between those with concern and those without. Children's communication skills concerned more parents and educators than other aspects of development and these concerns generally aligned with clinical testing.
Siblings of Children With Speech Impairment: Cavalry on the Hill
Publisher: American Speech Language Hearing Association
Date: 2008
DOI: 10.1044/0161-1461(2008/003)
Abstract: The purpose of this article was to examine the experiences of siblings of children with speech impairment, an underresearched area of family-centered practice. Using naturalistic inquiry, we interviewed 6 siblings and 15 significant others. Interview transcripts were analyzed for meaning statements, and meaning statements were coded and organized thematically. Four major themes emerged as significant in these children’s experiences. The first theme described the typically positive relationship when siblings were together. The second theme related to the siblings' relationship in the context of outsiders, when the sibling of the child with speech impairment frequently undertook the roles of protector and interpreter. Exemplifying this, 1 mother described her daughter as the cavalry on the hill. In the third theme, the impact on self, siblings expressed jealousy and resentment as well as worry and concern toward the child with speech impairment. In the fourth theme, the impact on parent–child relationships, siblings expressed an awareness that they experienced less parental attention, had concerns regarding the impact of the circumstances on their parents, and took on a parent-like role toward the child with impairment, and for some, toward their parents. As part of family-centered practice, speech-language pathologists need to be aware of the important roles that siblings play and should routinely include siblings in assessment and intervention.
Psycholinguistic Models of Speech Development and Their Application to Clinical Practice
Publisher: American Speech Language Hearing Association
Date: 06-2001
DOI: 10.1044/1092-4388(2001/055)
Abstract: This article presents an introduction to psycholinguistic models of speech development. Two specific types of models are addressed: box-and-arrow models and connectionist or neural network models. We review some historical and some current models and discuss recent applications of such models to the management of speech impairment in children. We suggest that there are two ways in which a psycholinguistic approach can influence clinical practice: by directly supplementing a speech-language pathologist’s repertoire of assessment and treatment approaches and by offering a new way to conceptualize speech impairment in children.
Effect of dialect on identification and severity of speech impairment in Indigenous Australian children
Publisher: Informa UK Limited
Date: 25-07-2012
DOI: 10.3109/02699206.2011.595523
Abstract: This study investigated the effect of dialectal difference on identification and rating of severity of speech impairment in children from Indigenous Australian backgrounds. The speech of 15 Indigenous Australian children identified by their parents/caregivers and teachers as having 'difficulty talking and making speech sounds' was assessed using the Diagnostic Evaluation of Articulation and Phonology. Fourteen children were identified with speech impairment on the Diagnostic Evaluation of Articulation and Phonology using Standard Australian English (AusE) as the target pronunciation whereas 13 were identified using Australian Aboriginal English (AAE) as the target. There was a statistically significant decrease in seven children's severity classification and a statistically significant increase in all children's percentage of consonants, vowels and phonemes correct when comparing AAE with AusE. Features of AAE used by the children included /h/ insertion and deletion, primary stress on the first syllable and diphthongs alternating with short clear vowels. It is important that speech-language pathologists consider children's dialect as one component of culturally and linguistically appropriate services.
Validation of the intelligibility in context scale as a screening tool for preschoolers in Hong Kong
Publisher: Informa UK Limited
Date: 23-01-2014
DOI: 10.3109/02699206.2013.865789
Abstract: The Intelligibility in Context Scale (ICS) is a parent report questionnaire for assessing children's speech intelligibility. The original version was developed in English and was based on Environmental Factors identified within the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY). The ICS has been translated into over 30 languages, including Traditional Chinese (ICS-TC). The aims of the current study were to examine the psychometric properties of the ICS-TC with Cantonese-speaking parent--child dyads and to identify speech measures that were more sensitive to the ICS-TC ratings. A total of 72 Cantonese-speaking preschoolers with (n = 39) and without speech sound disorders (SSD n = 33) were recruited. Native Cantonese-speaking parents completed the ICS-TC independently. The measure showed good internal consistency and test-retest reliability. Correlations with speech performance on the Hong Kong Cantonese Articulation Test (HKCAT), and significant difference in ICS-TC mean scores between the two groups provided preliminary support for the validity of ICS-TC and suggested that ICS-TC can differentiate between children with and without SSD with a large effect size of d = 0.74. The optimal cutoff was estimated using Receiver Operative Characteristic (ROC) curve analysis, giving a sensitivity of 0.70 and specificity of 0.59. ICS-TC mean scores showed a positive correlation with the percentage of initial consonants correct and negative correlation with frequency of atypical errors, and both were moderate in strength. Given the satisfactory psychometric properties of ICS-TC, it may be a valuable clinical tool for screening Cantonese-speaking preschool children's intelligibility.
Intelligibility Enhancement Assessment and Intervention: a single-case experimental design with two multilingual university students
Publisher: Informa UK Limited
Date: 08-05-2020
DOI: 10.1080/02699206.2019.1608470
Abstract: Speech-language pathologists (SLPs) may be approached by multilingual speakers wishing to improve their intelligibility in English. Intelligibility is an essential element of spoken language proficiency and is particularly important for multilingual international students given their need to express complex ideas in an additional language. Intelligibility Enhancement aims to improve the intelligibility and acceptability of consonants, vowels and prosody with multilingual speakers who are learning to speak English. This study aimed to describe the Intelligibility Enhancement Assessment and Intervention Protocols and determine whether the intervention changed multilingual university students' English intelligibility. A multiple-baseline single-case experimental design was applied with direct inter-subject replication across two female participants whose home languages were Vietnamese and Putonghua (Mandarin). English intelligibility was assessed at multiple intervals pre, post and during intervention. The intervention protocol consisted of 11 weekly 1-h sessions with an SLP targeting English consonants, vowels and prosody. Following intervention, both participants displayed increased performance across most measures. For ex le, the Vietnamese participant's percentage of consonants correct (PCC) increased from 62.5% to 85.0% in probe keywords. Effect sizes, when comparing baseline and withdrawal phases, were 5.5 for PCC, 4.6 for final consonants, 2.3 for consonant clusters and 1.6 for syllables indicating improvements in all variables measured. Her speech rate reduced, word stress increased in accuracy and she perceived less difficulty communicating in English. These promising results suggest further testing of the Intelligibility Enhancement Protocols is warranted to determine effectiveness as an intervention for multilingual speakers.
Effect of dialect on identification and severity of speech sound disorder in Fijian children
Publisher: Informa UK Limited
Date: 04-2023
Validation and norming of the Intelligibility in Context Scale in Northern Viet Nam
Publisher: Informa UK Limited
Date: 14-04-2017
DOI: 10.1080/02699206.2017.1306110
Abstract: Vietnamese is one of the 20 most commonly spoken languages in the world however, there are no standardised tools to assess Vietnamese children's speech. This study aimed to validate and norm the Vietnamese version of the Intelligibility in Context Scale (ICS-VN). Data were collected from parents of 181 children (aged 2 -5 ) living in Ha Noi, Northern Viet Nam. The mean ICS-VN score was 4.43 (out of a maximum of 5), indicating that children were 'usually' to 'always' intelligible however, item-level scores demonstrated significant differences between communication partners. Children with parental concerns about speech and language had significantly lower mean scores than children without parental concerns. Scores also differed by children's age, parents' occupation and mothers' education level but not by sex of child or fathers' education level. The ICS-VN had good psychometric properties indicating it to be a valid tool for use with Vietnamese-speaking children in Northern Viet Nam.
Epidemiology of Speech and Language Impairment in a Nationally Representative Sample of 4-to 5-Year-Old Children
Publisher: American Speech Language Hearing Association
Date: 10-2009
DOI: 10.1044/1092-4388(2009/08-0085)
Abstract: To draw on multiple sources of information to determine prevalence of speech and language impairment in young Australian children. Information about 4,983 children (ages 4–5 years) from Growing Up in Australia: The Longitudinal Study of Australian Children (Australian Institute of Family Studies, 2007) was obtained via parent interviews and questionnaires, teacher questionnaires, and direct assessment. Data were statistically weighted to the Australian population of 253,202 children in the target age group. Parent-reported prevalence : 25.2% had concerns about how their child talked and made speech sounds (11.8% “concerned” 13.4% “a little concerned”), and 9.5% had concerns about how their child understood language (4.4% “concerned” 5.1% “a little concerned”). Parents who reported concerns identified “speech not clear to others” as the most frequent area of difficulty (12.0%). Teacher-reported prevalence : 22.3% of children were considered to be less competent than others in their expressive language ability (6.7% “much less competent” 15.6% “less competent”) 16.9% were considered to be less competent than others in their receptive language ability (4.0% “much less competent” 12.9% “less competent”). The match between parent and teacher identification was higher for expressive speech and language concern than for receptive language. Direct assessment : 13.0% of children were 1–2 SD s below the mean on the Adapted Peabody Picture Vocabulary Test–III (S. Rothman, 2003), and a further 1.7% were 2 SD s below the mean. Parent and teacher reports were significantly correlated with scores obtained via direct assessment. Period prevalence : Parents and teachers reported that 14.5% of children had accessed speech-language pathologist (SLP) services. 2.2% indicated that they needed but could not access an SLP. Multiple indicators of speech and language impairment in erse contexts confirmed the high prevalence of this condition in early childhood and a concomitant need for SLP services.
Special Issue: Selected papers from ICPLA 2002 - Preface
Publisher: Informa UK Limited
Date: 06-2003
Communication for all and the Sustainable Development Goals
Publisher: Informa UK Limited
Date: 02-01-2023
A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years
Publisher: American Speech Language Hearing Association
Date: 10-2011
DOI: 10.1044/1092-4388(2011/10-0155)
Abstract: To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children’s Activities and Participation (International Classification of Functioning, Disability and Health—Children and Youth [ICF–CY] World Health Organization [WHO], 2007). Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC Australian Institute of Family Studies [AIFS], 2009): 1,041 (24.0%) of these children were identified with communication impairment at 4–5 years of age, and 3,288 (76.0%) of these children were not identified with a communication impairment. At age 7–9 years, Activities and Participation (WHO, 2007) outcomes across 5 ICF–CY domains were provided by (a) teachers (Academic Rating Scales [National Center for Education Statistics (NCES), 2002], Approach to Learning Scale [Gresham & Elliott, 1990], School Progress Scale (AIFS, 2009), Strengths and Difficulties Questionnaire [SDQ Goodman, 1997], and Student–Teacher Relationship Scale [Pianta, 2001]) (b) parents (School-Age Inventory of Temperament [McClowry, 1995] and SDQ) (c) children (Marsh Self-Description Questionnaire–III [Marsh, 1992], School Liking [Ladd & Price, 1987], and Bullying [Kochenderfer & Ladd, 1997]) and (d) child assessment (Peabody Picture Vocabulary Test—III: Adapted Rothman, 2003). Children identified with communication impairment at age 4–5 years performed significantly poorer at age 7–9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than did their peers. Analyses of covariance tests confirmed significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status. Consideration of the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment and directs future research and practice.
Predicting Which Children Will Normalize Without Intervention for Speech Sound Disorders
Publisher: American Speech Language Hearing Association
Date: 11-05-2022
DOI: 10.1044/2022_JSLHR-21-00444
Abstract: The speech of some children does not follow a typical normalization trajectory, and they develop speech sound disorders (SSD). This study investigated predictive correlates of speech sound normalization in children who were at risk of SSD. A prospective population cohort study of 845 Cantonese-speaking preschoolers was conducted over 2.5 years to examine (a) children who resolved nonadult realizations of consonants (normalized) and (b) those who had persisting speech sound difficulties (did not normalize). From these 845, a s le of 82 participants characterized as having SSD (1.25 SD s below the mean in a standardized speech assessment, with a delay in initial consonant acquisition or with one or more atypical errors) was followed for 2 years at 6-month intervals or until the completion of their initial consonant inventory. Data from 43 children who did not receive speech-language pathology services were analyzed with survival analysis to model time to normalization while controlling for covariates. The target event (outcome) was the completion of their initial consonant inventory. Under the no-intervention condition, the estimated median time to normalization was 6.59 years of age. Children who were more likely to normalize or normalized in a shorter time were stimulable to all errors and more intelligible as rated by caregivers using the Intelligibility in Context Scale. Those who showed atypical error patterns did not necessarily take longer to normalize. Similarly, expressive language ability was not significantly associated with speech normalization. Stimulability and intelligibility were more useful prognostic factors of speech normalization when compared to (a)typicality of error patterns and expressive language ability. Children with low intelligibility and poor stimulability should be prioritized for speech-language pathology services given that their speech errors are less likely to resolve naturally.
Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties
Publisher: Informa UK Limited
Date: 02-01-2017
Communication disability in Fiji
Publisher: Informa UK Limited
Date: 07-07-2018
DOI: 10.1080/17549507.2017.1337226
Abstract: To understand how a Fijian community supports people with communication disability (PWCD) and whether their support is associated with participant demographics. Thematic analysis of 144 questionnaires that asked about participants' actions to support a fictional child and adult with communication disability. Participant responses fell into two categories: what they would do directly (self-help) and people and places where they would seek assistance (help-seeking). Self-help behaviours included: making a change to their own communication style or mode trying to change their own and others' behaviour teaching new skills praying changing the physical environment seeking information independently assessing or observing and, using traditional medicine, western medicine, or traditional belief practices. Help-seeking behaviours included seeking help from: other community members education professionals a professional in another country spiritual leaders traditional belief practitioners traditional medicine practitioners western health care practitioners or, an alternative provider (e.g. home, orphanage, nursing home). Younger participants and those of iTaukei Fijian ethnicity were more likely to seek help from other community members. This Fijian community actively supports people with communication disability within available networks. Development of speech-language pathology services for people with communication disability living in similar communities should harness the informal knowledge within these networks.
Undertaking and writing research that is important, targeted, and the best you can do
Publisher: Informa UK Limited
Date: 16-03-2014
DOI: 10.3109/17549507.2014.896106
Abstract: Conducting and writing research is a privilege. It is a privilege because researchers can change lives through their findings and can influence public knowledge and debate. It is also a privilege because researchers are reliant on the time and goodwill of participants (and colleagues), and research is often underpinned by funding raised by the public, either through taxes or philanthropic donations. This privilege comes with responsibility. Researchers have a responsibility to undertake research that is important, targeted, and of high quality. This editorial aims to inspire, challenge, and bolster the research efforts of in iduals and teams.
Speech acquisition within a 3-generation Vietnamese-English family
Publisher: Informa UK Limited
Date: 04-01-2022
DOI: 10.1080/02699206.2020.1862915
Abstract: The emergence approach to speech acquisition theorises the influence of intrinsic capabilities (e.g., maturation), interactional capabilities, and extrinsic contexts (e.g., ambient phonology). Intrinsic and extrinsic influences were examined via a case study of a 3-generation Vietnamese-English family with two brothers (C1 aged 5 and C2 aged 3 ), their mother (M), grandfather (GF) and grandmother (GM). Their speech was assessed using the Diagnostic Evaluation of Articulation and Phonology (DEAP) and the Vietnamese Speech Assessment (VSA). Standard Australian English/Standard Vietnamese productions were defined as 'correct', even though the adults spoke different Vietnamese dialects. Their percentage of standard consonants correct (PSCC) was: C1 (English:92.27%, Vietnamese:89.05%), C2 (E:86.47%, VN:86.13%), M (E:90.34%, VN:96.35%), GF (E:82.61%, VN:97.81%), GM (VN:99.27%). Percentages were higher when dialectal variants were included. C1 and C2 had more pronunciation matches with English (86.96%) than Vietnamese (79.56%). C1's pronunciation matched: M (E:85.02%, VN:83.94%), GF (E:79.23%, VN:77.37%), GM (VN:73.72%) and C2's pronunciation matched: M (E:79.23%, VN:73.72%), GF (E:73.91%, VN:75.18%), GM (VN:72.26%). There was evidence of ambient phonology influences and cross-linguistic transfer. For ex le, in Vietnamese 'r' is produced as /ʐ/ or /r/ , but was produced by C1 as [ɹ] (English approximant) and by C2 [w] (age-appropriate/ɹ/substitution). The children demonstrated maturation influences for late-occurring English consonants (e.g., English /θ/ →[f]). This study found evidence for the emergence approach and recommends knowledge of the ambient phonology augments traditional child-focused understandings of children's speech acquisition.
Waiting list management in speech-language pathology: translating research to practice
Publisher: Informa UK Limited
Date: 02-01-2020
The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses
Publisher: Informa UK Limited
Date: 14-09-2018
DOI: 10.1080/17549507.2016.1229031
Abstract: Proficiency in the language of the country of residence has implications for an in idual's level of education, employability, income and social integration. This paper explores the relationship between the spoken English proficiency of residents of Australia on census day and their educational level, employment and income to provide insight into multilingual speakers' ability to participate in Australia as an English-dominant society. Data presented are derived from two Australian censuses i.e. 2006 and 2011 of over 19 million people. The proportion of Australians who reported speaking a language other than English at home was 21.5% in the 2006 census and 23.2% in the 2011 census. Multilingual speakers who also spoke English very well were more likely to have post-graduate qualifications, full-time employment and high income than monolingual English-speaking Australians. However, multilingual speakers who reported speaking English not well were much less likely to have post-graduate qualifications or full-time employment than monolingual English-speaking Australians. These findings provide insight into the socioeconomic and educational profiles of multilingual speakers, which will inform the understanding of people such as speech-language pathologists who provide them with support. The results indicate spoken English proficiency may impact participation in Australian society. These findings challenge the "monolingual mindset" by demonstrating that outcomes for multilingual speakers in education, employment and income are higher than for monolingual speakers.
Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood
Publisher: Informa UK Limited
Date: 2009
Celebrating young indigenous Australian children's speech and language competence
Publisher: Elsevier BV
Date: 2014
Reconceptualizing practice with multilingual children with speech sound disorders: People, practicalities and policy
Publisher: Wiley
Date: 11-06-2015
Abstract: The speech and language therapy profession is required to provide services to increasingly multilingual caseloads. Much international research has focused on the challenges of speech and language therapists' (SLTs) practice with multilingual children. To draw on the experience and knowledge of experts in the field to: (1) identify aspirations for practice, (2) propose recommendations for working effectively with multilingual children with speech sound disorders, and (3) reconceptualize understandings of and approaches to practice. Fourteen members of the International Expert Panel on Multilingual Children's Speech met in Cork, Ireland, to discuss SLTs' practice with multilingual children with speech sound disorders. Panel members had worked in 18 countries and spoke nine languages. Transcripts of the 6-h discussion were analysed using Cultural-Historical Activity Theory (CHAT) as a heuristic framework to make visible the reality and complexities of SLTs' practice with multilingual children. Aspirations and recommendations for reconceptualizing approaches to practice with multilingual children with speech sound disorders included: (1) increased training for working with multilingual children, their families, and interpreters, (2) increased training for transcribing speech in many languages, (3) increased time and resources for SLTs working with multilingual children and (4) use of the International Classification of Functioning, Disability and Health (ICF-CY). The reality and complexities of practice identified in this paper highlight that it is not possible to formulate and implement one 'gold standard' method of assessment and intervention for all multilingual children with speech sound disorders. It is possible, however, to underpin practice with a framework that ensures comprehensive assessment, accurate diagnosis and effective intervention. This paper proposes that by working towards the aspirations of the Expert Panel, SLTs can be empowered to facilitate appropriate services for multilingual children regardless of the context in which they live and the languages they speak.
Cultural and linguistic diversity in speech-language pathology
Publisher: Informa UK Limited
Date: 16-02-2016
Reading with 1–2 year olds impacts academic achievement at 8–11 years
Publisher: Elsevier BV
Date: 2022
Consistent and Persistent: Successful Home Language Maintenance among Vietnamese-Australian Families
Publisher: Stockholm University Press
Date: 2022
DOI: 10.16993/JHLR.43
Communication development
Publisher: Cambridge University Press
Date: 2017
The impact of extrinsic demographic factors on Cantonese speech acquisition
Publisher: Informa UK Limited
Date: 05-2013
DOI: 10.3109/02699206.2013.763385
Abstract: This study modeled the associations between extrinsic demographic factors and children's speech acquisition in Hong Kong Cantonese. The speech of 937 Cantonese-speaking children aged 2 to 6 in Hong Kong was assessed using a standardized speech test. Demographic information regarding household income, paternal education, maternal education, presence of siblings and having a domestic helper as the main caregiver was collected via parent questionnaires. After controlling for age and sex, higher maternal education and higher household income were significantly associated with better speech skills however, these variables explained a negligible amount of variance. Paternal education, number of siblings and having a foreign domestic helper did not associate with a child's speech acquisition. Extrinsic factors only exerted minimal influence on children's speech acquisition. A large amount of unexplained variance in speech ability still warrants further research.
Classifying health and wellbeing
Publisher: Cambridge University Press
Date: 2017
Pacifiers, Thumb Sucking, Breastfeeding, and Bottle Use: Oral Sucking Habits of Children with and without Phonological Impairment
Publisher: S. Karger AG
Date: 2018
DOI: 10.1159/000492469
Abstract: b i Aims: /i /b The aim of this study was to describe the nutritive and non-nutritive oral sucking habits (breastfeeding, bottle use, pacifier/dummy/soother use, thumb/finger sucking) of preschoolers with and without phonological impairment, and to determine whether oral sucking habits are associated with the presence and severity of phonological impairment. b i Methods: /i /b We conducted a cross-sectional study of 199 Australian English-speaking preschoolers with and without phonological impairment. Preschoolers’ speech was directly assessed, and parents/caregivers completed a questionnaire. Chi-square (χ sup /sup ) tests were used to examine relationships between oral sucking habits and the presence and severity of phonological impairment. b i Results: /i /b Based on caregiver reports, 79.9% of participants had been breastfed (33.3% for & #x3e months), 58.3% had used a pacifier (74.2% for ≥12 months), 83.9% had used a bottle (73.4% for & #x3e 12 months), and 15.1% sucked their thumb/fingers. There was no association between a history of oral sucking and the presence and severity of phonological impairment. b i Conclusion: /i /b The majority of preschoolers had been breastfed and bottle-fed, and more than half had used a pacifier. The findings support an understanding that phonological impairment is not associated with a history of nutritive and non-nutritive sucking habits. Research is needed to examine the association between oral sucking habits and other types of speech sound disorders.
Speech sound disorders in a community study of preschool children
Publisher: American Speech Language Hearing Association
Date: 08-2013
DOI: 10.1044/1058-0360(2012/11-0123)
Abstract: To undertake a community (nonclinical) study to describe the speech of preschool children who had been identified by parents/teachers as having difficulties “talking and making speech sounds” and compare the speech characteristics of those who had and had not accessed the services of a speech-language pathologist (SLP). Stage 1: Parent/teacher concern regarding the speech skills of 1,097 4- to 5-year-old children attending early childhood centers was documented. Stage 2a: One hundred forty-three children who had been identified with concerns were assessed. Stage 2b: Parents returned questionnaires about service access for 109 children. The majority of the 143 children (86.7%) achieved a standard score below the normal range for the percentage of consonants correct (PCC) on the Diagnostic Evaluation of Articulation and Phonology (Dodd, Hua, Crosbie, Holm, & Ozanne, 2002). Consonants produced incorrectly were consistent with the late-8 phonemes (Shriberg, 1993). Common phonological patterns were fricative simplification (82.5%), cluster simplification (49.0%)/reduction (19.6%), gliding (41.3%), and palatal fronting (15.4%). Interdental lisps on /s/ and /z/ were produced by 39.9% of the children, dentalization of other sibilants by 17.5%, and lateral lisps by 13.3%. Despite parent/teacher concern, only 41/109 children had contact with an SLP. These children were more likely to be unintelligible to strangers, to express distress about their speech, and to have a lower PCC and a smaller consonant inventory compared to the children who had no contact with an SLP. A significant number of preschool-age children with speech sound disorders (SSD) have not had contact with an SLP. These children have mild-severe SSD and would benefit from SLP intervention. Integrated SLP services within early childhood communities would enable earlier identification of SSD and access to intervention to reduce potential educational and social impacts affiliated with SSD.
Empowering language-impaired children through Logo
Publisher: SAGE Publications
Date: 02-1994
DOI: 10.1177/026565909401000108
Abstract: The Logo programming language can be a useful tool for speech- language therapists working with language-impaired children. It can be used to develop children's assertiveness, spatial/directional skills and higher level language skills such as logical sequencing and cause and effect. The philosophy which underpins Logo facilitates an environment which empowers language-impaired children.
Cluster-Randomized Controlled Trial Evaluating the Effectiveness of Computer-Assisted Intervention Delivered by Educators for Children With Speech Sound Disorders
Publisher: American Speech Language Hearing Association
Date: 12-07-2017
DOI: 10.1044/2017_JSLHR-S-16-0385
Abstract: The aim was to evaluate the effectiveness of computer-assisted input-based intervention for children with speech sound disorders (SSD). The Sound Start Study was a cluster-randomized controlled trial. Seventy-nine early childhood centers were invited to participate, 45 were recruited, and 1,205 parents and educators of 4- and 5-year-old children returned questionnaires. Children whose parents and educators had concerns about speech were assessed ( n = 275) 132 children who were identified with phonological pattern-based errors underwent additional assessment. Children with SSD and no difficulties with receptive language or hearing, typical nonverbal intelligence, and English as their primary language were eligible 123 were randomized into two groups (intervention n = 65 control n = 58), and 3 withdrew. The intervention group involved Phoneme Factory Sound Sorter software (Wren & Roulstone, 2013) administered by educators over 9 weeks the control group involved typical classroom practices. Participants were reassessed twice by a speech-language pathologist who was unaware of the initial assessment and intervention conditions. For the primary outcome variable (percentage of consonants correct), the significant mean change from pre- to postintervention for the intervention group (mean change = +6.15, p .001) was comparable in magnitude to the significant change for the control group (mean change = +5.43, p .001) with a small between-groups effect size for change (Cohen's d = 0.08). Similar results occurred for measures of emergent literacy, phonological processing, participation, and well-being. Computer-assisted input-based intervention administered by educators did not result in greater improvement than typical classroom practices.
School-aged children's production of /s/ and /r/ consonant clusters
Publisher: S. Karger AG
Date: 2009
DOI: 10.1159/000252850
Abstract: i Objective: /i To describe the acquisition of /s/ and /r/ word-initial consonant clusters across 2 elicitation modalities. i Patients and Methods: /i Seventy-four typically developing children aged 5–12 years produced 2- and 3-element /s/ and /r/ consonant clusters in word-initial position. Stimuli were presented pictorially and as written words in separate trials. i Results: /i Overall, 94.5% of the consonant clusters were produced correctly. Two-element /r/ clusters were 94.0% correct, 2-element /s/ clusters were 96.8% correct, and 3-element clusters were 92.0% correct. The age of acquisition was typically younger than established by previous researchers. The characteristic non-adult production of /s/ consonant clusters was the substitution of /s/ with interdental or lateral phonemes, and of /r/ consonant clusters the substitution of /r/ with [w]. The last consonant clusters to be mastered were: /θr/ (thr), /str/, /spr/ and /skr/. There were no significant differences in error rates across the modalities although younger children required significantly more prompting when naming written words. i Conclusion: /i Primary-school-aged children characteristically produced /s/ and /r/ consonant clusters correctly. The accuracy of production was not influ- enced by the elicitation modality. Elicitation using pictures compared with written words was more efficient for 5- to 8-year-olds. Both elicitation modes were equally efficient for 9- to 12-year-olds.
Speech timing in children after the Lidcombe Program of early stuttering intervention
Publisher: Informa UK Limited
Date: 2002
DOI: 10.1080/02699200110092577
Abstract: It is known that operant treatments can control stuttering in children. However, at present it is unknown why such treatments are effective. Changes in the usual way of speaking are frequently observed after behavioural treatments for adults who stutter, and it is possible that operant treatments for children also invoke such changes. To explore this idea, selected acoustic measures of speech timing were made in eight preschool children before and after receiving the Lidcombe Program, which is an operant treatment for stuttering. No systematic changes were detected after treatment. Considering this finding and a previous report, there is no evidence to suggest that the reductions in stuttering that occur with this treatment are related to systematic changes in speech timing or curtailment of language function.
Multilingual children with hearing loss: Factors contributing to language use at home and in early education
Publisher: SAGE Publications
Date: 02-2013
Abstract: Understanding the relationship between children’s cultural and linguistic ersity and child, caregiver, and environmental characteristics is important to ensure appropriate educational expectations and provisions. As part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, children’s caregivers and educators completed questionnaires on demographic characteristics, including the communication mode (oral, manual, or mixed) and languages used in home and early educational environments. This article reports an exploratory analysis to examine factors associated with language use and communication mode of children at 3 years of age. A Chi Square Automatic Interaction Detector (CHAID) analysis was performed on data from 406 children to examine factors influencing communication mode and oral language use. The factor that most influenced children’s communication mode at home was the communication mode used by their female caregiver. Children’s communication mode in their early education environment was most related to the communication mode they used at home, and then related to the presence of additional needs in the children, female caregivers’ level of education and the male caregivers’ use of languages other than English (LOTEs). A second exploratory CHAID analysis of data for children from multilingual families ( n = 106) indicated that female caregivers’ use of English at home significantly influenced whether children used a LOTE at home. Finally, the use of a LOTE at home was associated with the use of a LOTE in the early education environment. These findings serve as an initial description of the factors that were associated with the communication mode and language use of children with hearing loss.
Speech-language pathologists' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders
Publisher: Informa UK Limited
Date: 07-2014
DOI: 10.3109/02699206.2014.926994
Abstract: A survey of 231 Australian speech-language pathologists (SLPs) was undertaken to describe practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders (SSD). The participants typically worked in private practice, education, or community health settings and 67.6% had a waiting list for services. For each child, most of the SLPs spent 10-40 min in pre-assessment activities, 30-60 min undertaking face-to-face assessments, and 30-60 min completing paperwork after assessments. During an assessment SLPs typically conducted a parent interview, single-word speech s ling, collected a connected speech s le, and used informal tests. They also determined children's stimulability and estimated intelligibility. With multilingual children, informal assessment procedures and English-only tests were commonly used and SLPs relied on family members or interpreters to assist. Common analysis techniques included determination of phonological processes, substitutions-omissions-distortions-additions (SODA), and phonetic inventory. Participants placed high priority on selecting target sounds that were stimulable, early developing, and in error across all word positions and 60.3% felt very confident or confident selecting an appropriate intervention approach. Eight intervention approaches were frequently used: auditory discrimination, minimal pairs, cued articulation, phonological awareness, traditional articulation therapy, auditory bombardment, Nuffield Centre Dyspraxia Programme, and core vocabulary. Children typically received in idual therapy with an SLP in a clinic setting. Parents often observed and participated in sessions and SLPs typically included siblings and grandparents in intervention sessions. Parent training and home programs were more frequently used than the group therapy. Two-thirds kept up-to-date by reading journal articles monthly or every 6 months. There were many similarities with previously reported practices for children with SSD in the US, UK, and the Netherlands, with some (but not all) practices aligning with current research evidence.
Supporting children with speech sound disorders during COVID-19 restrictions
Publisher: American Speech Language Hearing Association
Date: 17-12-2020
DOI: 10.1044/2020_PERSP-20-00128
Abstract: “Children are the hidden victims of the COVID-19 pandemic” (United Nations Children's Fund, 2020). Timely and effective speech intervention is important to reduce the impact on children's school achievement, ability to make friends, mental health, future life opportunities, and government resources. Prior to the coronavirus disease (COVID-19) pandemic, many Australian children did not receive sufficient speech-language pathology (SLP) services due to long waiting lists in the public health system. COVID-19 restrictions exacerbated this issue, as even children who were at the top of lengthy SLP waiting lists often received limited services, particularly in rural areas. To facilitate children receiving speech intervention remotely during the COVID-19 pandemic, evidence from randomized controlled trials regarding three technological solutions are examined: (a) Phoneme Factory Sound Sorter (Sound Start Study), (b) Waiting for Speech Pathology website, and (c) Apraxia World. For the first two technological solutions, there were similar gains in speech production between the intervention and control groups, whereas, for the third solution, the average magnitude of treatment effect was comparable to face-to-face SLP therapy. Automated therapy management systems may be able to accelerate speech development and support communication resilience to counteract the effects of the COVID-19 restrictions on children with speech sound disorders. Technology-based strategies may also provide a potential solution to the chronic shortage of SLP services in rural areas into the future.
Evaluating Children in U.S. Public Schools With Speech Sound Disorders
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 10-2020
Elements in phonological intervention
Publisher: Multilingual Matters
Date: 31-07-2020
DOI: 10.21832/BABATS8946
Identifying phonological awareness difficulties in preschool children with speech sound disorders
Publisher: Informa UK Limited
Date: 03-01-2014
Construct validity of the FOCUS © (F ocus on the O utcomes of C ommunication U nder S ix): a communicative participation outcome
Publisher: Wiley
Date: 13-06-2013
DOI: 10.1111/CCH.12043
Tutorial: Assessment and Analysis of Polysyllables in Young Children
Publisher: American Speech Language Hearing Association
Date: 09-01-2018
DOI: 10.1044/2017_LSHSS-16-0047
Abstract: Polysyllables, words of 3 or more syllables, represent almost 30% of words used in American English. The purpose of this tutorial is to support speech-language pathologists' (SLPs') assessment and analysis of polysyllables, extending the focus of published assessment tools that focus on s ling and analyzing children's segmental accuracy and/or the presence of phonological error patterns. This tutorial will guide SLPs through a review of 53 research papers that have explored the use of polysyllables in assessment, including the s ling and analysis procedures used in different research studies. The tutorial will also introduce two new tools to analyze and interpret polysyllable speech s les: the Word-Level Analysis of Polysyllables (WAP Masso, 2016b) and the Framework of Polysyllable Maturity (Framework Masso, 2016a). Connected speech and single-word s ling tasks were used across the 53 studies to elicit polysyllables, and a number of analysis methods were reported, including measures of segmental accuracy and measures of structural and suprasegmental accuracy. The WAP and the Framework extend SLPs' depth of analysis of polysyllables. SLPs need a range of clinical tools to support the assessment and analysis of polysyllables. A case study comparing different speech analysis methods demonstrates the clinical value in utilizing the WAP and the Framework to interpret children's polysyllable productions in addition to traditional methods of speech s ling and analysis.
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