A Comparison of Phonological Processes Identified Through Word and Sentence Imitation Tasks of the PPA

Bankson, Nicholas W.; Bernthal, John E.

doi:10.1044/0161-1461.1302.96

Cited by 48 publications

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“…They also met inclusionary criteria for CAS classification in the current study. This included performance greater than one standard deviation below the mean on the Bankson-Bernthal Test of Phonology (BB-ToP; Bankson & Bernthal, 1990), the Diagnostic Evaluation of Articulation and Phonology (DEAP; Dodd, Hua, Crosbie, Holm, & Ozanne, 2006) Articulation subtest, the functional component of the Robbins and Klee (1987) oral motor protocol, and a DEAP Word Inconsistency (DEAP WI) or Single-Word Inconsistency score greater than 40%. A cut-off of 40% on the DEAP WI, in conjunction with impaired oral motor skills, is used by some research groups to classify CAS (e.g.…”

Section: Methodsmentioning

confidence: 99%

An exploratory study of the influence of load and practice on segmental and articulatory variability in children with speech sound disorders

Vuolo

Goffman

2016

Clinical Linguistics & Phonetics

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This exploratory treatment study used phonetic transcription and speech kinematics to examine changes in segmental and articulatory variability. Nine children, ages 4- to 8-years-old, served as participants, including two with childhood apraxia of speech (CAS), five with speech sound disorder (SSD), and two who were typically developing (TD). Children practised producing agent + action phrases in an imitation task (low linguistic load) and a retrieval task (high linguistic load) over five sessions. In the imitation task in session one, both participants with CAS showed high degrees of segmental and articulatory variability. After five sessions, imitation practice resulted in increased articulatory variability for five participants. Retrieval practice resulted in decreased articulatory variability in three participants with SSD. These results suggest that short-term speech production practice in rote imitation disrupts articulatory control in children with and without CAS. In contrast, tasks that require linguistic processing may scaffold learning for children with SSD but not CAS.

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Section: Methodsmentioning

confidence: 99%

An exploratory study of the influence of load and practice on segmental and articulatory variability in children with speech sound disorders

Vuolo

Goffman

2016

Clinical Linguistics & Phonetics

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“…We administered the following additional speech and language tests to describe participants’ speech and language skills: the Peabody Picture Vocabulary Test—III (Dunn & Dunn, 1997); the Expressive Vocabulary Test (Williams, 1997); the Structured Photographic Expressive Language Test—Preschool 2 (Dawson, Eyer, & Fonkalsrud, 2005); the Antonyms, Sentence Completion, and Paragraph Comprehension subtests of the Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999); and the Bankson–Bernthal Test of Phonology (Bankson & Bernthal, 1990). Scores and between-group comparisons are reported in Table 2.…”

Section: Methodsmentioning

confidence: 99%

“…The normative mean was 100 (SD =15). K-ABC = Nonverbal scale of the Kaufman Assessment Battery for Children, Second Edition (Kaufman & Kaufman, 2004); PPVT–III = Peabody Picture Vocabulary Test—3rd Edition (Dunn & Dunn, 1997); EVT–SS = standard score on the Expressive Vocabulary Test (Williams, 1997); EVT–RS = raw score on the Expressive Vocabulary Test (Williams, 1997); BBTOP = Bernthal-Bankson Test of Phonology (Bankson & Bernthal, 1990); WI = Word Inventory subtest; CASL = Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999); SC = Sentence Completion subtest; PC = Paragraph Comprehension subtest; A = Antonyms Subtest raw scores; SPELT–P2 = Structured Photographic Expressive Language Test—Preschool 2 (Dawson et al, 2005); NWR = nonword repetition, measured in percentage of phonemes correct (PPC). a Differences in means between SLI and AM groups indicated are significant at the .05 level. b Differences in means between AM and VM groups indicated are significant at the .05 level. c Differences in means between SLI and VM groups indicated are significant at the .05 level. …”

Section: Figurementioning

confidence: 99%

Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment

Gray

Pittman

Weinhold

2014

J Speech Lang Hear Res

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Purpose: In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method: One hundred thirty-one children participated:48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results: For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion: Phonotactic probability and neighborhood density had different effects on each group that may be related to children’s ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.

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“…The five proficiency measures in the current study include: (1) The Test of Auditory Comprehension of Language , 3rd edition (TACL-3; Carrow-Woolfolk, 1999) to assess receptive language, specifically, the comprehension of vocabulary, morphology, and syntax; (2) The Structured Photographic Expressive Language Test, 3 rd edition (SPELT-3; Dawson, Stout, & Eyer, 2003) to assess expressive language abilities, specifically morphological and syntactic components of a child’s expressive language; (3) The Bankson-Bernthal Test of Phonology, Consonant Inventory subtest (BBTOP-CI; Bankson & Bernthal, 1990) to assess the participants’ phonological and articulation abilities; (4) The Dollaghan and Campbell nonword repetition test (NRT; Dollaghan & Campbell, 1998), which uses unfamiliar nonwords to assess the complex interplay between auditory perception, phonological representation and analysis, phonological working memory, speech motor planning and execution for novel phonemic sequences. In this test, participants are required to repeat nonsense words of increasing length (1–4 syllables), as presented via an audio recording.…”

Section: Methodsmentioning

confidence: 99%

Preschool speech articulation and nonword repetition abilities may help predict eventual recovery or persistence of stuttering

Spencer

Weber‐Fox

2014

Journal of Fluency Disorders

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Purpose In preschool children, we investigated whether expressive and receptive language, phonological, articulatory, and/or verbal working memory proficiencies aid in predicting eventual recovery or persistence of stuttering. Methods Participants included 65 children, including 25 children who do not stutter (CWNS) and 40 who stutter (CWS) recruited at age 3;9–5;8. At initial testing, participants were administered the Test of Auditory Comprehension of Language, 3rd edition (TACL-3), Structured Photographic Expressive Language Test, 3rd edition (SPELT-3), Bankson-Bernthal Test of Phonology-Consonant Inventory subtest (BBTOP-CI), Nonword Repetition Test (NRT; Dollaghan & Campbell, 1998), and Test of Auditory Perceptual Skills-Revised (TAPS-R) auditory number memory and auditory word memory subtests. Stuttering behaviors of CWS were assessed in subsequent years, forming groups whose stuttering eventually persisted (CWS-Per; n=19) or recovered (CWS-Rec; n=21). Proficiency scores in morphosyntactic skills, consonant production, verbal working memory for known words, and phonological working memory and speech production for novel nonwords obtained at the initial testing were analyzed for each group. Results CWS-Per were less proficient than CWNS and CWS-Rec in measures of consonant production (BBTOP-CI) and repetition of novel phonological sequences (NRT). In contrast, receptive language, expressive language, and verbal working memory abilities did not distinguish CWS-Rec from CWS-Per. Binary logistic regression analysis indicated that preschool BBTOP-CI scores and overall NRT proficiency significantly predicted future recovery status. Conclusion Results suggest that phonological and speech articulation abilities in the preschool years should be considered with other predictive factors as part of a comprehensive risk assessment for the development of chronic stuttering.

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A Comparison of Phonological Processes Identified Through Word and Sentence Imitation Tasks of the PPA

Cited by 48 publications

References 0 publications

An exploratory study of the influence of load and practice on segmental and articulatory variability in children with speech sound disorders

An exploratory study of the influence of load and practice on segmental and articulatory variability in children with speech sound disorders

Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment

Preschool speech articulation and nonword repetition abilities may help predict eventual recovery or persistence of stuttering

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