Elise Baker

The Monosyllable Imitation Test for Toddlers: influence of stimulus characteristics on imitation, compliance and diagnostic accuracy

Publisher: Wiley

Date: 13-04-2017

DOI: 10.1111/1460-6984.12249

Abstract: Although verbal imitation can provide a valuable window into the developing language abilities of toddlers, some toddlers find verbal imitation challenging and will not comply with tests that involve elicited verbal imitation. The characteristics of stimuli that are offered to toddlers for imitation may influence how easy or hard it is for them to imitate. This study presents a new test of elicited imitation-the Monosyllable Imitation Test for Toddlers (MITT)-comprising stimuli of varying characteristics and test features designed to optimize compliance. To investigate whether the stimulus characteristics of neighbourhood density and consonant complexity have independent and/or convergent influences on imitation accuracy and to examine non-compliance rates and diagnostic accuracy of the MITT and an existing test, the Test of Early Nonword Repetition (TENR) (Stokes and Klee 2009a). Fifty-two toddlers (25-35 months) participated. Twenty-six had typically developing language (TDs) and 26 were defined as late talkers (LTs) based on parent-reported vocabulary. The MITT stimuli were created by manipulating both neighbourhood density (dense or sparse) and consonant complexity (early- or late-developing initial consonant). The MITT was designed to maximize compliance by: (1) using eight monosyllabic stimuli, (2) providing three exposures to stimuli and (3) embedding imitation in a motivating context: a computer animation with reasons for imitation. Stimulus characteristics influenced imitation accuracy in TDs and LTs. For TDs, neighbourhood density had an independent influence, whereas for LTs consonant complexity had an independent influence. These characteristics also had convergent influences. For TDs, stimuli were all equally easy to imitate, except those that were both sparse and contained a late-developing consonant which were harder to imitate. For LTs, stimuli that were both dense and contained an early-developing consonant were easier to imitate than any other stimuli. Two LTs and no TDs were non-compliant with the MITT. With the TENR, five LTs and two TDs were non-compliant. The MITT and TENR yielded similar levels of diagnostic sensitivity, but the TENR offered higher specificity rates. Subsets of stimuli from the MITT and the TENR also showed diagnostic promise when explored post-hoc. Stimulus characteristics converge to influence imitation accuracy in both TD and LT toddlers and therefore should be considered when designing stimuli. The MITT resulted in better compliance than the TENR, but the TENR offered higher specificity. Insights about late talking, elicited imitation and speech production capabilities are discussed.

Requests for clarification and children's speech responses: Changing 'pasghetti' to 'spaghetti'

Publisher: SAGE Publications

Date: 10-2008

DOI: 10.1177/0265659008096292

Abstract: One way children improve their pronunciation of monosyllabic words is via clarification requests, specifically, the adult saying an incorrect production that differs from the child's incorrect production (Weiner and Ostrowski, 1979). The aim of this study was to investigate children's responses to clarification requests when producing polysyllabic words (three or more syllables). Six typically developing children, aged 4 to 4 years, produced polysyllabic words during both a single word task and in conversational speech. When participants produced polysyllabic words incorrectly, a predetermined clarification request was used. Following this request, participants improved in their production of polysyllabic words, suggesting that clarification requests may have therapeutic applications.

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

Publisher: Wiley

Date: 27-03-2016

DOI: 10.1111/1460-6984.12247

Abstract: Internationally, speech and language therapists (SLTs) are involving parents and providing home tasks in intervention for phonology-based speech sound disorder (SSD). To ensure that SLTs' involvement of parents is guided by empirical research, a review of peer-reviewed published evidence is needed. To provide SLTs and researchers with a comprehensive appraisal and analysis of peer-reviewed published intervention research reporting parent involvement and the provision of home tasks in intervention studies for children with phonology-based SSD. A systematic search and review was conducted. Academic databases were searched for peer-reviewed research papers published between 1979 and 2013 reporting on phonological intervention for SSD. Of the 176 papers that met the criteria, 61 were identified that reported on the involvement of parents and/or home tasks within the intervention. These papers were analysed using a quality appraisal tool. Details regarding the involvement of parents and home tasks were extracted and analysed to provide a summary of these practices within the evidence base. Parents have been involved in intervention research for phonology-based SSD. However, most of the peer-reviewed published papers reporting this research have provided limited details regarding what this involved. This paucity of information presents challenges for SLTs wishing to integrate external evidence into their clinical services and clinical decision-making. It also raises issues regarding treatment fidelity for researchers wishing to replicate published intervention research. The range of tasks in which parents were involved, and the limited details reported in the literature, present challenges for SLTs wanting to involve parents in intervention. Further high-quality research reporting more detail regarding the involvement of parents and home tasks in intervention for SSD is needed.

Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology

Publisher: American Speech Language Hearing Association

Date: 16-07-2021

DOI: 10.1044/2021_JSLHR-20-00680

Abstract: This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21–25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre–post, with parent interviews conducted posttreatment. All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73–169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. 0.23641/asha.14714733

Case-based learning: One route to evidence-based practice

Publisher: Informa UK Limited

Date: 12-2009

DOI: 10.1080/17489530903399145

From hindsight to foresight: working around barriers to success in phonological intervention

Publisher: SAGE Publications

Date: 10-2004

DOI: 10.1191/0265659004CT276OA

Abstract: A major goal of phonological intervention is to help bring a child's speech development to within normal range for his or her developmental stage. Reaching that goal may take longer than anticipatedfor some children. This paper illustrates an in–depth retrospective evaluation of assessment data from one child with a phonological impairment, who progressed slowly during intervention (Baker and McLeod, 2004). An alternative intervention plan is suggested that takes key factors from the assessment data into account, and utilizes a nonlinear phonologicalframework to set up the goal sequence. The insights gained from hindsight in this case may lead to foresight for other children s intervention programmes.

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.

The Relationship Between Speech Perception, Speech Production, and Vocabulary Abilities in Children: Insights From By-Group and Continuous Analyses

Publisher: American Speech Language Hearing Association

Date: 12-04-2023

DOI: 10.1044/2022_JSLHR-22-00441

Abstract: The purpose of this study was to explore the relationship between speech perception, speech production, and vocabulary abilities in children with and without speech sound disorders (SSDs), analyzing the data both by group and continuously. Sixty-one Australian English–speaking children aged 48–69 months participated in this study. Children's speech production abilities ranged along the continuum from SSDs through to typical speech. Their vocabulary abilities ranged along the continuum from typical to above average (“lexically precocious”). Children completed routine speech and language assessments in addition to an experimental Australian English lexical and phonetic judgment task. When analyzing data by group, there was no significant difference between the speech perception ability of children with SSDs and that of children without SSDs. Children with above-average vocabularies had significantly better speech perception ability than children with average vocabularies. When analyzing data continuously, speech production and vocabulary were both significant positive predictors of variance in speech perception ability, both in idually in simple linear regression and when combined in multiple linear regression. There was also a significant positive correlation between perception and production of two of the four target phonemes tested (i.e., /k/ and /ʃ/) among children in the SSD group. Results from this study provide further insight into the complex relationship between speech perception, speech production, and vocabulary abilities in children. While there is a clinical and important need for categorical distinctions between SSDs and typically developing speech, findings further highlight the value of investigating speech production and vocabulary abilities continuously and categorically. By capturing the heterogeneity among children's speech production and vocabulary abilities, we can advance our understanding of SSDs in children. 0.23641/asha.22229674

Changes in semantic fluency across childhood: Normative data from Australian-English speakers

Publisher: Informa UK Limited

Date: 13-01-2018

DOI: 10.1080/17549507.2016.1276214

Abstract: Verbal fluency tests are often used as part of an assessment battery to investigate children's lexical knowledge as well as executive function skills. To date, however, issues surrounding consistency of measurement cloud comparisons across studies, with the developmental performance of Australian-English speaking children also currently lacking. This study tracked verbal fluency development as measured by two semantic fluency tasks that included coding of fluency, clustering and switching type responses. Participants included 355 typically developing Australian-English speaking children (4-10 years) and 46 young adults. Total fluency was determined by the number of words produced for each category (Animals or Food), minus repetitions and rule violations. Semantic clusters (words generated within a subcategory) were coded while switches between single words or subcategories were differentiated and coded as either hard or cluster switches. Fluency showed consistent improvement over age. Cluster Switches and Hard Switches showed some evidence of a plateau in performance relative to fluency, but in opposite direction. Other measures showed no strong trends over age. Results were similar for both semantic categories. Our results highlight the rich information available within a semantic fluency task and the importance of differentiating hard and cluster switches in paediatric s les.

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.

Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia

Publisher: SAGE Publications

Date: 25-04-2023

DOI: 10.1177/18369391231173182

Abstract: This article explores the practices of ‘Acknowledgement to Country’ in Australian early childhood education contexts. Acknowledgement is a process of seeking out and honouring local Aboriginal Country and knowledge and investing in local resources of language, art, stories, nature and songs. Twenty educators across six early learning centres participated in semi-structured interviews to explore the experience, processes and resources that supported the implementation of Acknowledgement practices. Acknowledgement practices were not limited to a daily protocol but embedded in each centre’s physical place and programming. Wanting to be respectful yet fearing offending Aboriginal people, most educators expressed feelings of uncertainty and under-confidence about what to do. Developing relationships with local Aboriginal people and identifying resources were also concerns. Acting from the heart with good intentions was regarded as a way forward together, with commitment, resources and a strong distributed pedagogical leadership culture, where educators felt supported to take small yet foundational steps.

A Systematic Review of Interventions for Late Talkers: Intervention Approaches, Elements, and Vocabulary Outcomes

Publisher: American Speech Language Hearing Association

Date: 16-11-2022

DOI: 10.1044/2022_AJSLP-21-00168

Abstract: The aim of this systematic review was to examine the empirical evidence on interventions for late talkers between 18 and 42 months according to type of intervention approach (direct, indirect, and hybrid), reporting of intervention elements, and outcomes for receptive and expressive vocabulary. This review was registered with PROSPERO and followed Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Eleven databases were systematically searched with 34 intervention studies involving 1,207 participants meeting criteria. Studies were categorized as using a direct, indirect, or hybrid intervention approach, then examined according to intervention elements, vocabulary outcomes, as well as reported tools and type of score used to evaluate outcomes. Across 34 studies, nine used a direct intervention approach, 10 an indirect intervention approach, and 14 a hybrid intervention approach. One study compared direct and hybrid intervention approaches. All indirect and hybrid approaches included parent training direct approaches did not. The type and degree of reporting of other intervention elements, as well as the tools and type of score used to evaluate outcomes, varied within and across approaches. Overall, improvements in expressive vocabulary were reported by 93% of studies, with variable results for the nine studies reporting receptive vocabulary outcomes. The direct, indirect, and hybrid intervention approaches were typified by specific intervention elements however, there was ersity in how other elements comprising the approaches were arranged. When making decisions about which intervention approach to use, clinicians need to be mindful of the differences among approaches, how they discuss those differences with parents, and which approaches and elements might be best suited to in idual children and their families. 0.23641/asha.21291405

I remembered the chorm! Word learning abilities of children with and without phonological impairment

Publisher: Wiley

Date: 30-10-2023

DOI: 10.1111/1460-6984.12967

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.

Digital Tools to Support Children’s Speech and Language Skill

Publisher: Springer Singapore

Date: 2018

DOI: 10.1007/978-981-10-6484-5_15

Responses made by late talkers and typically developing toddlers during speech assessments

Publisher: Informa UK Limited

Date: 05-10-2017

DOI: 10.1080/17549507.2016.1221452

Abstract: Assessing toddlers' speech is challenging. We explored responses made by late talkers and their typically developing peers in structured speech s ling contexts and determined if late talker subgroups could be identified. Twenty-six late talkers and 26 age-matched typically developing toddlers participated in an expressive phonology assessment and an elicited non-word imitation test. We quantified the breadth of toddler responses used in a subset of monosyllabic stimuli from the toddler phonology assessment and in the non-word imitation test. Correlational and cluster analyses were conducted. There were six response types: no response, protoword response, different verbal response, correct phoneme, common and uncommon phonological errors. Toddlers' use of most of the response types correlated across the two s ling contexts. Use of the response types also correlated with several direct and parent-report assessments. There were significant group differences in the use of several response types in both s ling contexts. Five late talker subgroups were identified that presented with differing profiles of responses. Toddlers respond in a variety of ways during structured speech s ling contexts. Responses made by late talkers offer insights about the nature of late talking and their heterogeneity. Implications for research and clinical management of late talkers are discussed.

Communication and behavioural disorders among children with hearing loss increases risk of mental health disorders

Publisher: Elsevier BV

Date: 08-2011

DOI: 10.1111/J.1753-6405.2011.00744.X

Abstract: This study examines the mental health and associated risk factors of children with hearing loss. A cross-sectional analysis of the impact of hearing loss among Australian children using data drawn from Wave 1 of the Longitudinal Study of Australian Children (2004) (LSACs) (n=4589). LSACs provides data which assesses family circumstances, children's hearing problems, chronic health conditions, social and emotional difficulties, communications disorders and language, motor skills and educational outcomes. Outcomes for children aged 4-5 years identified with hearing loss (n=93) were compared with 4,496 children without hearing loss. Children with hearing loss showed elevated prevalence across most dimensions of emotional and behavioural difficulties, and on indicators of communication disorders, language and cognitive development, and motor skills. Reduced receptive language skills and increased difficulties understanding others were predictive of increased psychosocial difficulties in children with hearing problems. Australian children with hearing problems face multiple concurrent health and developmental problems. Moreover, children with hearing problems exhibit behavioural problems when they do not understand what is going on around them. Without appropriate interventions, these children are at risk of developing mental health disorders. An epidemiological study of hearing in children is indicated. Children with receptive hearing problems require access to lification, communication training, and psychosocial support. Attention must also be given to building design to reduce physical barriers to hearing.

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.

Speech perception skills of children with speech sound disorders: A systematic review and meta-analysis

Publisher: American Speech Language Hearing Association

Date: 25-10-2019

DOI: 10.1044/2019_JSLHR-S-18-0519

Abstract: The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school–age children with speech sound disorders (SSDs) have difficulties with speech perception. Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the most common type of speech perception assessment task—lexical and/or phonetic judgment tasks. Across 60 of 73 studies, some or all children with SSDs were reported to have difficulties with speech perception. The meta-analysis showed a significant difference between children with SSDs and children with typically developing speech on lexical and/or phonetic judgment tasks. Results from the meta-analysis demonstrate that children with SSDs have difficulties with speech perception. This appears to be the case for some but not all children with SSDs. The findings from this systematic review and meta-analysis also provide insight into the complex range of methodological issues involved in the study of speech perception in children with SSDs and the need for further research. 0.23641/asha.9808361

Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings

Publisher: SAGE Publications

Date: 10-07-2017

DOI: 10.1177/0265659017717437

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.

Therapist perceptions of barriers to telehealth uptake in children's occupational therapy

Publisher: Wiley

Date: 05-2023

DOI: 10.1111/1440-1630.12875

Abstract: The COVID‐19 pandemic resulted in a rapid shift to telehealth implementation across paediatric occupational therapy services. Although telehealth can be an appealing option, access is conditional, and the delivery of a telehealth service differs from face‐to‐face. If telehealth is to be a viable and equitable option for families, insight is needed into why the service might be declined. The purpose of our study was to explore barriers to paediatric occupational therapy telehealth services from client and therapist perspectives in a Greater Sydney local health district. A mixed method approach was used, including (i) retrospective review of clinical records for 250 clients seeking occupational therapy who declined the service and (ii) a focus group with four therapists providing the service. Client demographic information was summarised using descriptive statistics. Open‐text responses about reasons for declining telehealth were analysed using qualitative content analysis, whereas thematic analysis was used to explore focus group data. Key findings from the mixed methods analysis identified barriers and issues to consider when working to ensure equitable access to telehealth for children and families. These issues included child engagement, family complexity, the nature of assessments, interventions, and overarching service characteristics as well as the family's digital inclusion. Digital inclusion comprises affordable access to the internet, data, and devices and the capacity of a child and/or family to engage online. Our findings suggest that telehealth is not a panacea when face‐to‐face services are not available. Multiple barriers confounded uptake of telehealth prompting a call to action to ensure equitable access to occupational therapy services for all children.

The emergent literacy skills of 4- to 5-year-old children with and without a history of late talking

Publisher: Informa UK Limited

Date: 20-12-2022

DOI: 10.1080/17549507.2022.2152866

Oral communicating children using a cochlear implant: Good reading outcomes are linked to better language and phonological processing abilities

Publisher: Elsevier BV

Date: 03-2014

DOI: 10.1016/J.IJPORL.2013.12.009

Abstract: Cochlear implantation provides children with a significant hearing loss the potential to engage in phonological processing via audition however these children can still have poor or inadequately detailed mental (phonological) representations of speech and as such phonological awareness and reading difficulties. Heterogeneous participant profiles, particularly varying modes of communication have clouded the research regarding reading outcomes of children using a cochlear implant. The objective of this study was to explore the relationships between word reading and reading comprehension outcomes, and a range of variables of a relatively homogenous group of children using cochlear implants. Forty-seven oral communicating children using a cochlear implant and who had attended auditory-verbal therapy served as participants. They were administered a comprehensive battery of 10 different assessments covering 22 different tasks across the domains of speech perception, speech production, language, phonological processing and reading. Correlation and principal component analyses were used to examine the relationships between outcome areas. Audiologic and demographic variables were not significantly related to reading outcomes, with the exception of family size. Language and word reading were most strongly related to reading comprehension, while phonological awareness and language were most strongly related to word reading. It is proposed that the development of well-specified phonological representations might underlie these relationships. For oral communicating children using a cochlear implant, good reading outcomes are linked to better language and phonological processing abilities.

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.

Typical consonant cluster acquisition in auditory-verbal children with early-identified severe/profound hearing loss

Publisher: Informa UK Limited

Date: 03-09-2014

DOI: 10.3109/17549507.2013.808698

Abstract: Early-identified severe rofound hearing loss (HL) following universal newborn hearing screening (UNHS) has been associated with improved speech and language outcomes. However, speech outcome reports have typically been based on broad measures of speech intelligibility and/or singleton consonant accuracy, with little known about production of consonant clusters. Using a prospective design, the range and accuracy of consonant clusters produced by a homogenous cohort of 12 children early-identified with severe rofound HL aged 3- and 4-years were examined. All children demonstrated bilateral aided thresholds within a range of 15-25 dB HL across all frequencies, were optimally lified with cochlear implants (11/12) or hearing aids (1/12), and attended auditory-verbal (AV) early intervention. Standardized speech and language assessments were administered. Consonant clusters were strategically s led in single-word and conversational speech contexts. All standard scores for speech, receptive, and expressive language were within normal limits. All children produced consonant clusters commensurate with expectations for typically-developing hearing peers at 3- and 4- years-of-age. Children's production of phonetically complex morphophonemes (final consonant clusters marking grammatical morphemes) was also in keeping with developmental expectations. Factors which contributed to these encouraging outcomes require further investigation.

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.

Factors influencing speech and language outcomes of children with early identified severe/profound hearing loss: Clinician-identified facilitators and barriers

Publisher: Informa UK Limited

Date: 04-05-2015

DOI: 10.3109/17549507.2015.1032351

Abstract: Early identification of severe rofound childhood hearing loss (HL) gives these children access to hearing devices and early intervention to facilitate improved speech and language outcomes. Predicting which infants will go on to achieve such outcomes remains difficult. This study describes clinician identified malleable and non-malleable factors that may influence speech and language outcomes for children with severe rofound HL. Semi-structured interviews were conducted with six experienced auditory verbal clinicians. A collective case study design was implemented. The interviews were transcribed and coded into themes using constant comparative analysis. Clinicians identified that, for children with severe rofound HL, early identification, early lification and commencing auditory-verbal intervention under 6 months of age may facilitate child progress. Possible barriers were living in rural/remote areas, the clinicians' lack of experience and confidence in providing intervention for infants under age 6-months and belonging to a family with a culturally and linguistically erse (CALD) background. The results indicate that multiple factors need to be considered by clinicians working with children with HL and their families to determine how each child functions within their own environment and personal contexts, consistent with the International Classification of Functioning, Disability and Health (ICF) framework. Such an approach is likely to empower clinicians to carefully balance potential barriers to, and facilitators of, optimal speech and language outcomes for all children with HL.

Cognitive, Linguistic, and Motor Abilities in a Multigenerational Family with Childhood Apraxia of Speech

Publisher: Oxford University Press (OUP)

Date: 24-11-2016

DOI: 10.1093/ARCLIN/ACW077

Abstract: This study describes the phenotype in a large family with a strong, multigenerational history of severe speech sound disorder (SSD) persisting into adolescence and adulthood in approximately half the cases. Aims were to determine whether a core phenotype, broader than speech, separated persistent from resolved SSD cases and to ascertain the uniqueness of the phenotype relative to published cases. Eleven members of the PM family (9–55 years) were assessed across cognitive, language, literacy, speech, phonological processing, numeracy, and motor domains. Between group comparisons were made using the Mann–WhitneyU-test (p & 0.01). Participant performances were compared to normative data using standardized tests and to the limited published data on persistent SSD phenotypes. Significant group differences were evident on multiple speech, language, literacy, phonological processing, and verbal intellect measures without any overlapping scores. Persistent cases performed within the impaired range on multiple measures. Phonological memory impairment and subtle literacy weakness were present in resolved SSD cases. A core phenotype distinguished persistent from resolved SSD cases that was characterized by a multiple verbal trait disorder, including Childhood Apraxia of Speech. Several phenotypic differences differentiated the persistent SSD phenotype in the PM family from the few previously reported studies of large families with SSD, including the absence of comorbid dysarthria and marked orofacial apraxia. This study highlights how comprehensive phenotyping can advance the behavioral study of disorders, in addition to forming a solid basis for future genetic and neural studies.

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.

AusKidTalk

Publisher: ISCA

Date: 30-08-2021

DOI: 10.21437/INTERSPEECH.2021-2000

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.

Optimal intervention intensity in speech-language pathology: Discoveries, challenges, and unchartered territories

Publisher: Informa UK Limited

Date: 14-09-2012

DOI: 10.3109/17549507.2012.717967

Abstract: This article is the final response in a scientific forum on the optimal intensity of intervention in speech-language pathology. It is a reflection on the state of knowledge offered by the 13 commentaries in this issue, addressing the areas of early communication and language impairment, speech sound disorders in children, emergent literacy, reading, aphasia, dysphagia, stuttering, motor speech disorders, voice disorders, and traumatic brain injury. Although more intense intervention can lead to better outcomes, the relationship between intensity and outcome is not always linear. More is not always better. Non-intense and intense schedules can yield similar outcomes. Intensity can also reach a point of diminishing return. The insights offered by the authors illustrate the challenges involved in studying this complex issue. To establish the optimal intensity of interventions in speech-language pathology our field needs to: identify active ingredients of interventions better understand how principles of motor learning and neural plasticity facilitate learning appreciate the contribution of in iduals characteristics, values, and preferences discover the effect of specific combinations of intensity (including dose, dose form, dose frequency, session duration, and total intervention duration) on treatment outcomes, and find practical solutions when disparities exist between research recommendations and workplace limitations.

Dynamic Assessment for Children With Communication Disorders: A Systematic Scoping Review and Framework

Publisher: American Speech Language Hearing Association

Date: 12-07-2022

DOI: 10.1044/2022_AJSLP-21-00349

Abstract: The aim of this systematic scoping review was to identify the elements that exist in dynamic assessments of communication in children, synthesize and arrange them into a framework, and investigate how these elements have been used in published literature. Seven databases were searched using clusters of keywords themed around “dynamic assessment,” “communication,” and “children.” Papers were reviewed against eligibility criteria by two independent reviewers at both title/abstract and full-text screening stages. Data charting included information about study design and the methodological characteristics of identified dynamic assessments. Sixty-five papers met inclusion criteria. Dynamic assessments were used in a range of areas of communication and used erse methodologies. A total of 23 elements were identified and formulated into a Dynamic Assessment Framework, arranged into eight categories within two broad domains. A majority of assessments utilized prompting or cueing as instruction (54%), provided a predetermined amount of instruction (55%), measured child performance (63%), and were prescripted (60%). Dynamic assessments are complex. Utilizing a dynamic assessment in clinical practice or research requires a deep understanding of the purpose, clinical population, implementation, and data collection and measurement requirements. From our review of research involving dynamic assessments of communication in children, there is a need for greater transparency of reporting of the elements comprising dynamic assessments. The Dynamic Assessment Framework presented in this review article offers researchers and clinicians a way to have transparent discussions and extend our collective insights into the value of dynamic assessment of children's communication skills. 0.23641/asha.20151830

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.

Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability

Publisher: Informa UK Limited

Date: 13-12-2022

DOI: 10.1080/17549507.2022.2146194

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.

Speech production abilities of 4- to 5-year-old children with and without a history of late talking: The tricky tyrannosaurus

Publisher: Informa UK Limited

Date: 24-07-2020

DOI: 10.1080/17549507.2019.1638968

Persistent Speech Sound Disorder in a 22-Year-Old Male: Communication, Educational, Socio-Emotional, and Vocational Outcomes.

Publisher: American Speech Language Hearing Association

Date: 04-2015

DOI: 10.1044/SBI16.2.37

Abstract: Persistent Speech Disorder (PSD) is present when a speech impairment extends beyond 8–9 years of age. Persistent Speech Disorder can extend into adolescence and adulthood. While PSD can include in iduals with residual speech errors, such as distortions of /r/, /s/, and /z/, clinicians are particularly concerned in cases where PSD affects speech intelligibility. This paper is presented in two parts. Part 1 reviews the limited literature available on speech, language, literacy, educational, vocational, and socio-emotional outcomes in people with PSD of currently unknown origin. Part 2 presents a case study of a 22-year-old man, known as BJ, who has Nonverbal IQ in the normal range and severe PSD, specifically Childhood Apraxia of Speech. Longitudinal data on BJ from 3 years to 22 years is presented, alongside BJ's insights into PSD written via e-mail or using his electronic communication device. These two sources of information add to the limited body of information about the course of PSD and the experience of PSD in an in idual through to adulthood.

Comparison of short-term outcomes between people with and without a pre-morbid mental health diagnosis following surgery for traumatic hand injury: a prospective longitudinal study of a multicultural cohort

Publisher: Springer Science and Business Media LLC

Date: 11-10-2023

DOI: 10.1186/S12891-023-06931-8

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.

Evaluation of Parent- and Speech-Language Pathologist–Delivered Multiple Oppositions Intervention for Children With Phonological Impairment: A Multiple-Baseline Design Study

Publisher: American Speech Language Hearing Association

Date: 07-02-2020

DOI: 10.1044/2019_AJSLP-18-0248

Abstract: Evidence for the multiple oppositions intervention approach indicates it should be delivered 3 times weekly however, this high dose frequency is not provided by many speech-language pathologists worldwide. This study investigated whether parents could be involved in delivering phonological intervention to fulfill this intensity shortfall. Five children with moderate-to-severe phonological impairment aged 3 –5 (years months) and 1 of their parents participated in this study using a multiple-baseline across participants design. Participants attended one 60-min clinic-based session per week for 8 weeks, and parents completed home practice 2 times per week over this period after receiving training. Parents also attended a 60-min training session prior to commencing intervention. All children showed a treatment effect to treated words. Three of the 5 children demonstrated a large effect size for generalization to nontreatment words, with 1 child demonstrating a moderate effect and 1 child demonstrating no effect. However, all children showed qualitative changes to their speech system. Three of the 5 children experienced significant changes to communicative participation. Measures of treatment fidelity indicated that parents were able to competently deliver the intervention both within the clinic and at home. Combined parent- and speech-language pathologist–delivered multiple oppositions intervention is effective for some children with moderate-to-severe phonological impairment. The findings indicate that parents can be trained to competently and confidently deliver phonological intervention. Further evidence is needed to identify optimal child and parent characteristics most suited to this modified service delivery approach. 0.23641/asha.10565885

Parents’ Experiences of Completing Home Practice for Speech Sound Disorders

Publisher: SAGE Publications

Date: 17-02-2019

DOI: 10.1177/1053815119828409

Abstract: Early childhood practitioners, including speech-language pathologists (SLPs), frequently provide home practice to children and families. For children with speech sound disorder (SSD), who comprise a large proportion of SLPs’ caseloads worldwide, completing home practice can increase the amount of intervention received and improve outcomes. However, little is known about parents’ experiences of completing this home practice. The purpose of this qualitative study was to explore parents’ experiences of completing home practice for children with SSD. Semi-structured interviews were conducted with six parents. Qualitative content analysis was used to analyze data and identify four themes: evolution over time, different roles, importance, and managing the practicalities of home practice. The findings speak to the complexities of this experience for families and the need for practitioners to collaborate with families when providing home practice. These findings have implications for the home practice that early intervention practitioners provide to children and families.

How do children with phonological impairment respond to requests for clarification containing polysyllables?

Publisher: SAGE Publications

Date: 29-12-2013

DOI: 10.1177/0265659013516330

Abstract: Accurate production of polysyllables (words of three or more syllables) can be challenging for children with phonological impairment. Research with typically developing children has suggested that children can improve their polysyllable productions in response to requests for clarification containing an incorrect model of a target word (Gozzard et al., 2008). This study extends the work of Gozzard et al. (2008) by determining whether accuracy can improve in response to requests for clarification containing a correct (e.g. ‘did you say elephant?’) versus an incorrect (e.g. ‘did you say eresemp?’) model. Four children with phonological impairment (aged 3 , 3 , 4 and 5 ) had segmental and structural difficulties with polysyllables, in both single word and connected speech contexts. All participants revised their productions following requests for clarification containing the incorrect production, with 75.8% of suprasegmental and phonological revisions demonstrating increased accuracy. No phonological or suprasegmental revisions occurred following requests for clarification containing the correct model. The findings suggest that role of communication breakdown and repair in intervention targeting children’s polysyllable difficulties needs to be better understood.

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.

Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties

Publisher: Informa UK Limited

Date: 02-01-2017

DOI: 10.1080/19404158.2017.1287105

The role of elicited verbal imitation in toddlers’ word learning

Publisher: Cambridge University Press (CUP)

Date: 04-06-2016

DOI: 10.1017/S0305000915000240

Abstract: This study is about the role of elicited verbal imitation in toddler word learning. Forty-eight toddlers were taught eight nonwords linked to referents. During training, they were asked to imitate the nonwords. Naming of the referents was tested at three intervals (one minute later [uncued], five minutes, and 1–7 days later [cued]) and recognition at the last two intervals. Receptive vocabulary, nonword repetition, and expressive phonology were assessed. The accuracy of elicited imitation during training predicted naming at one and five minutes, but not 1–7 days later. Neither nonword repetition nor expressive phonology was associated with naming over time but extant vocabulary predicted performance at all time intervals. We hypothesize that elicited imitation facilitates word learning in its earliest stages by supporting encoding of the word form into memory and allowing practice of the articulatory-phonological plan. At later stages, vocabulary facilitates integration of the word form into the lexical network.

Optimizing Outcomes for Children With Phonological Impairment: A Systematic Search and Review of Outcome and Experience Measures Reported in Intervention Research

Publisher: American Speech Language Hearing Association

Date: 06-07-2022

DOI: 10.1044/2022_LSHSS-21-00132

Abstract: Reporting of outcome and experience measures is critical to our understanding of the effect of intervention for speech sound disorders (SSD) in children. There is currently no agreed-upon set of measures for reporting intervention outcomes and experiences. In this article, we introduce the Speech Outcome Reporting Taxonomy (SORT), a tool designed to assist with the classification of outcome and experience measures. In a systematic search and review using the SORT, we explore the type and frequency of these measures reported in intervention research addressing phonological impairment in children. Given the integral relationship between intervention fidelity and intervention outcomes, reporting of fidelity is also examined. Five literature databases were searched to identify articles written or translated into English published between 1975 and 2020. Using the SORT, outcome and experience measures were extracted and categorized. The number of intervention studies reporting fidelity was determined. A total of 220 articles met inclusion criteria. The most frequently reported outcome domain was broad generalization measures ( n = 142, 64.5%), followed by specific measures of generalization of an intervention target ( n = 133, 60.5%). Eleven (5.0%) articles reported measures of the impact of the phonological impairment on children's activity, participation, quality of life, or others. Twenty articles (9.1%) reported on parent, child, or clinician experience or child engagement. Fidelity data were reported for 13.4% of studies of interventions. The measurement of intervention outcomes is challenging yet important. No single type of measure was reported across all articles. Through using tailored measures closely related to intervention targets in combination with a universal set of measures of intelligibility, the impact of phonological impairment on children's lives, and the experience of receiving and providing intervention, researchers and clinicians could work together to progress insights and innovations in science and practice for children with SSD. 0.23641/asha.19497803

Service delivery and intervention intensity for phonology‐based speech sound disorders

Publisher: Wiley

Date: 14-06-2018

DOI: 10.1111/1460-6984.12399

Abstract: When planning evidence-based intervention services for children with phonology-based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs' services align with the research evidence. The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day-to-day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs' clinical practice with children with phonology-based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence-based services. Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in in idual sessions delivered by an SLT in a university clinic, in sessions lasting 30-60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology-based SSD. Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.

Management of speech impairment in children: The journey so far and the road ahead

Publisher: Informa UK Limited

Date: 2009

DOI: 10.1080/14417040600701951

Right care, right time, right place: Improving outcomes for people with spinal cord injury through early access to intervention and improved access to specialised care: Study protocol

Publisher: Springer Science and Business Media LLC

Date: 12-2014

DOI: 10.1186/S12913-014-0600-7

Elements in Phonological Intervention: A Comparison of Three Approaches Using the Phonological Intervention Taxonomy

Publisher: Multilingual Matters

Date: 31-12-2020

DOI: 10.21832/9781788928953-019

Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: A feasibility study

Publisher: Wiley

Date: 12-11-2008

DOI: 10.1080/13682820701806308

Abstract: Preschool and early school-aged children with specific language impairment not only have spoken language difficulties, but also are at risk of future literacy problems. Effective interventions targeting both spoken language and emergent literacy skills for this population are limited. This paper reports a feasibility study of a hybrid language intervention approach that targets vocabulary knowledge and phonological awareness skills within the context of oral narrative, storybook reading, and drill-based games. This study also reports on two novel, experimental assessments that were developed to expand options for measuring changes in lexical skills in children. Seventeen children with specific language impairment participated in a pilot within-group evaluation of a hybrid intervention programme. The children's performance at pre- and post-intervention was compared on a range of clinical and experimental assessment measures targeting both spoken language and phonological awareness skills. Each child received intervention for six one-hour sessions scheduled on a weekly basis. Intervention sessions focused on training phonological awareness skills as well as lexical-semantic features of words within the context of oral and storybook narrative and drill-based games. The children significantly improved on clinical measures of phonological awareness, spoken vocabulary and oral narrative. Lexical-semantic and sublexical vocabulary knowledge also significantly improved on the experimental measures used in the study. The results of this feasibility study suggest that a larger scale experimental trial of an integrated spoken language and emergent literacy intervention approach for preschool and early school-aged children with specific language impairment is warranted.

Cultural influences on the developing semantic lexicon

Publisher: Cambridge University Press (CUP)

Date: 02-07-2018

DOI: 10.1017/S0305000918000211

Abstract: To determine whether the developing semantic lexicon varies with culture, we examined the animal and food naming of children from three communities distinguished by language, cultural heritage, and population density. The children were five- and seven-year-olds from Australia (n = 197), Taiwan (n = 456), and the US (n = 172). Naming patterns revealed hierarchical and flexible organization of the semantic lexicon. The content of the lexicon, particularly food names, varied with cultural heritage. In all three communities, wild mammals were predominant during animal naming, a likely influence of children's media. The influence of the Chinese zodiac was evident in the clustering of animal names in the Taiwanese s le. There was no apparent influence of population density and little influence of language, except that the Taiwanese children more frequently named foods at the superordinate level, a possible influence of the structure of Mandarin. Children develop their lexicons in response to culture as experienced first-hand or through media.

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.

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.

An Australian survey of parent involvement in intervention for childhood speech sound disorders

Publisher: Informa UK Limited

Date: 17-08-2017

DOI: 10.1080/17549507.2017.1356936

Abstract: To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs' beliefs and motivations for involving parents in intervention, and to determine whether SLPs' characteristics are associated with their self-reported practice. An online survey of 288 SLPs working with SSD in Australia was conducted. The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10 min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs' place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective. Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.

Why Word Learning is not Fast

Publisher: Frontiers Media SA

Date: 2012

DOI: 10.3389/FPSYG.2012.00041

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.

The human right to communicate and our need to listen: Learning from people with a history of childhood communication disorder

Publisher: Informa UK Limited

Date: 21-11-2018

DOI: 10.1080/17549507.2018.1397747

Abstract: In 2013, the Australian Government Senate formed a committee for inquiry and report into the prevalence of speech, language, and communication disorders and speech pathology services in Australia. Submissions were sought from in iduals and organisations. In this paper, submissions made by in iduals with a history of childhood communication disorder were examined to explore their life experiences and the impact on their lives when the right to communicate could not be enacted. There were 305 submissions to the Australian Government Senate Committee Inquiry, of which 288 were publically accessible. In this study, the submissions (n = 17) from children or adults with a history of communication disorder (including speech, language and stuttering), who provided personal accounts of their experiences, were analysed using an interpretative phenomenological approach. Four themes emerged relating to: personal identity, life with communication disorder, the importance of help, and how life would be different without a communication disorder. This paper gives voice to children and adults with communication disorder. In listening to these voices, the impact of communication disorder on the right to communicate and on other human rights can be heard, and the need for a response is clear. However, the challenge is to determine how the voices of these in iduals, and others like them, can be enabled to exert real influence on practice and policy so communication disorder will no longer be a barrier to attainment of their human rights.

Optimal intervention intensity

Publisher: Informa UK Limited

Date: 23-08-2012

DOI: 10.3109/17549507.2012.700323

Abstract: Empirical evidence exists for many of the different interventions in speech-language pathology. However, relatively little is known about the optimal intensity of those interventions. In order for speech-language pathology services to be both effective and efficient speech-language pathologists need to know how to faithfully administer ideal doses of the active ingredients of interventions, in what forms, how often and for how long. This is the lead paper to a scientific forum on this fundamental yet under-studied issue of clinical practice. Borrowing from the work of Warren, Fey, and Yoder, the concept of intervention intensity is described. Issues involved in establishing the optimal intensity of interventions are identified, including what and how intervention goals are targeted. Given that speech-language pathology interventions can involve the delivery of therapeutic inputs (e.g., conversational recasts, questions) and/or clients carrying out an act (e.g., speech production, voice production, comprehending, naming, swallowing), a framework is proposed for measuring all potential inputs and acts that might contribute to the calculation of an intervention intensity. Client-, clinician-, condition-, and service-related variables that could influence the investigation and practical application of an optimal intervention intensity are also discussed.

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.

The experience of discharging children from phonological intervention

Publisher: Informa UK Limited

Date: 07-2010

DOI: 10.3109/17549507.2010.488326

Abstract: The ultimate goal of phonological intervention is to make unintelligible speech intelligible. Discharging children who have achieved this goal can be a rewarding experience. However, given the constraints of everyday clinical practice, not all discharge experiences can be happy ones. In this paper I compare and contrast the issues raised by Hersh (2010) about the impact of ending therapy on speech-language pathologists (SLPs) who work with adults who have aphasia, with SLPs who work with children who have unintelligible speech. Using the scaffold provided by Hersh (2010), I consider how ideal endings for children with phonological impairment are possible, reflect on the disheartening experience of having to discharge children before realization of the ultimate goal, examine the paradox of building authentic relationships with children and their families predestined to be broken, and, explore the dilemma of promoting client involvement in decisions while retaining professional control over the discharge process. The need to better understand the clinical expertise required to discharge children from phonological intervention in ideal and less than ideal situations is discussed. Finally, the need to determine ideal intervention intensity is addressed given the potential for children with a phonological impairment to be discharged with intelligible speech.

Identifying phonological awareness difficulties in preschool children with speech sound disorders

Publisher: Informa UK Limited

Date: 03-01-2014

DOI: 10.1179/2050572813Y.0000000028

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.

Listen up: Children with early identified hearing loss achieve age-appropriate speech/language outcomes by 3years-of-age

Publisher: Elsevier BV

Date: 12-2012

DOI: 10.1016/J.IJPORL.2012.09.001

Abstract: Age-appropriate speech/language outcomes for children with early identified hearing loss are a possibility but not a certainty. Identification of children most likely to achieve optimal outcomes is complicated by the heterogeneity of the children involved in outcome research, who present with a range of malleable (e.g. age of identification and cochlear implantation, type of intervention, communication mode) and non-malleable (e.g. degree of hearing loss) factors. This study considered whether a homogenous cohort of early identified children (≤ 12 months), with all severities of hearing loss and no other concomitant diagnoses could not only significantly outperform a similarly homogenous cohort of children who were later identified (>12 months to 12 months to < 5 years) children with hearing loss was conducted. The children all attended the same oral auditory-verbal early intervention programme. Speech/language assessments standardized on typically developing hearing children were conducted at 3, 4 and 5 years of age. The early identified children significantly outperformed the late identified at all ages and for all severities of HL. By 3 years of age, 93% of all early identified participants scored within normal limits (WNL) for speech 90% were WNL for understanding vocabulary and 95% were WNL for receptive and expressive language. Progress was maintained and improved so that by 5 years of age, 96% were WNL for speech, with 100% WNL for language. This study found that most children with all severities of hearing loss and no other concomitant diagnosed condition, who were early diagnosed received lification by 3 months enrolled into AV intervention by 6 months and received a cochlear implant by 18 months if required, were able to "keep up with" rather than "catch up to" their typically hearing peers by 3 years of age on measures of speech and language, including children with profound hearing loss. By 5 years, all children achieved typical language development and 96% typical speech.

University Of Sydney

Location: Australia

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University Of Sydney Faculty Of Health Sciences

Location: Australia

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Western Sydney University, And South Western Sydney Local Health District

Location: Australia

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A Sound Start: Innovative Technology To Promote Speech And Pre-literacy Skills In At-risk Preschoolers

Start Date: 2013

End Date: 2015

Funder: Australian Research Council

AusKidTalk: An Australian Children's Speech Corpus

Start Date: 2020

End Date: 2021

Funder: Australian Research Council

Discovery Projects - Grant ID: DP130102545

Start Date: 03-2013

End Date: 06-2016

Amount: $284,551.00

Funder: Australian Research Council

Linkage Infrastructure, Equipment And Facilities - Grant ID: LE190100187

Start Date: 06-2019

End Date: 12-2024

Amount: $600,000.00

Funder: Australian Research Council