A Comparison of Three Methods for Obtaining Articulatory Responses

DuBois, Elaine M.; Bernthal, John E.

doi:10.1044/jshd.4303.295

Cited by 46 publications

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“…Performance on the GFTA-2 is not likely to fully represent how children with HL perform in terms of accuracy in conversational speech (DuBois & Bernthal, 1978; Ertmer, in press). The children all attended regular speech therapy sessions and were practiced in producing target phonemes in single word contexts.…”

Section: Resultsmentioning

confidence: 99%

“…Because single word articulation measures may not reflect conversational speech intelligibility (DuBois & Bernthal, 1978), a broad measure of language sample intelligibility was included. Conventions in SALT were used to measure the overall intelligibility of the children’s spontaneous utterances at ages 36–42 months (depending on age at entry), 48 and 60 months for the children with HL.…”

Section: Methodsmentioning

confidence: 99%

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Longitudinal Development of Phonology and Morphology in Children With Late-Identified Mild-Moderate Sensorineural Hearing Loss

et al. 2010

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Objective Studies of language development in children with mild-moderate hearing loss are relatively rare. Longitudinal studies of children with late-identified hearing loss have not been conducted, and they are relevant for determining how a period of unaided mild-moderate hearing loss impacts development. In recent years, newborn hearing screening programs have effectively reduced the ages of identification for most children with permanent hearing loss. However, some children continue to be identified late and research is needed to guide management decisions. Further, studies of this group may help to discern if language normalizes following intervention, and/or if certain aspects of language might be vulnerable to persistent delays. The current study examines the impact of late identification and reduced audibility on speech and language outcomes via a longitudinal study of four children with mild-moderate sensorineural hearing loss. Design Longitudinal outcomes of four children with late-identified mild-moderate sensorinueral hearing loss were studied using standardized measures and language sampling procedures, from at or near the point of identification (28 – 41 months) through 84 months of age. The children with hearing loss were compared to ten age-matched children with normal hearing on a majority of the measures through 60 months of age. Spontaneous language samples were collected from mother-child interaction sessions, recorded at consistent intervals in a laboratory-based play setting. Transcripts were analyzed using computer-based procedures (Systematic Analysis of Language Transcripts) and the Index of Productive Syntax. Possible influences of audibility were explored by examining the onset and productive use of a set of verb tense markers, and by monitoring the children’s accuracy in use of morphological endings. Phonological samples at baseline were transcribed and analyzed using Computerized Profiling. Results At entry to the study, the four children with hearing loss demonstrated language delays, with pronounced delays in phonological development. Three of the four children demonstrated rapid progress with development and interventions, and performed within the average range on standardized speech and language measures compared to age-matched children by 60-months of age. However, persistent differences from children with normal hearing were observed in the areas of morphosyntax, speech intelligibility in conversation, and production of fricatives. Children with mild-moderate hearing loss demonstrated later than typical emergence of certain verb tense markers, which may be related to reduced or inconsistent audibility. Conclusions The results of this study suggest that early communication delays will resolve for children with late-identified mild-moderate hearing loss, given appropriate amplification and intervention services. A positive result is that three of four children demonstrated normalization of broad language behaviors by 60-months of age, in spite of significant delays at base...

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Longitudinal Development of Phonology and Morphology in Children With Late-Identified Mild-Moderate Sensorineural Hearing Loss

et al. 2010

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“…[26][27][28][29][30] All of these characteristics converge in creating a relatively difficult production task that challenges less mature and impaired phonologies while maintaining strong milestone distinctions across ages.…”

Section: Assessment Format Rationalementioning

confidence: 99%

A Noncontrastive Model for Assessment of Phonology

Seymour

2004

Semin Speech Lang

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The contrastive/noncontrastive model developed by Seymour and Seymour (1977) can be applied to the development of a dialect-sensitive phonological assessment that uses a single scoring and test format, regardless of a child's dialect. Through extensive field research, stimulus items were found that respect the phonotactics of African American English (AAE) (i.e., no targets are final consonants or final consonant clusters), yet are sufficiently demanding to show development in the age range from 4 to 9 years. Consonant clusters of varying levels of phonological difficulty are shown to discriminate between typically developing and phonologically impaired children of different dialect groups, Mainstream American English (MAE) and non-MAE. Implications for further diagnosis and remediation are presented.KEYWORDS: Contrastive and noncontrastive substitution patterns, type I, II, and III errors, consonant clusters Learning Outcomes: As a result of this activity, the participant will be able to identify (1) how the contrastivenoncontrastive model of assessment was applied in the development of the proposed dialect-sensitive phonology assessment, and (2) several key features of the proposed phonology assessment items. PHONOLOGY DOMAINThe contrastive/noncontrastive model 1 described in Seymour 2 was applied in the development of a dialect-sensitive phonology assessment. As with other domains of language, contrastive refers to phonological features that differ (contrast) between African American English (AAE) and Mainstream American English (MAE). The most common of these features in AAE are absent elements of consonant clusters and the absence of a word final consonant. 3,4 These contrastive features have Evaluating Language Variation: Distinguishing Dialect and

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“…26 The kind of test to be used depends on the kind of information desired and the available time for the test application. [27][28][29] Natural speech is frequently indicated as a way to collect speech samples that reproduce the child's environmental conditions, providing a general idea about the child's language, which is not possible in the other tests. 9,26,27,30 However, other authors consider that all the tests have advantages and, therefore, they should be complementary.…”

mentioning

confidence: 99%

“…[27][28][29] Natural speech is frequently indicated as a way to collect speech samples that reproduce the child's environmental conditions, providing a general idea about the child's language, which is not possible in the other tests. 9,26,27,30 However, other authors consider that all the tests have advantages and, therefore, they should be complementary. 31 The advantages of evaluating a child by tests of naming and imitation are the speed and the assurance with which the child will produce all the desired phonemes; but, on the other hand, these methods do not provide enough data about the child's phonological abilities.…”

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confidence: 99%

Analysis of Distortions in Children With and Without Phonological Disorders

Wertzner

Sotelo

Amaro

2005

Clinics

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PURPOSE:To verify using 4 different tests the incidence of distortions inchildren with and without phonological disorders.METHOD: Forty children between 4 and 10.2 years of age, divided into 2 groups: 20 with normal development and 20 with phonological disorders. All children underwent the phonology tests of the Child Language Assessment ABFW and 2 spontaneous speaking tests to assess for phonologic alterations. After recording, the data were printed, analyzed, and classified according to the distortions. Nonparametric (Mann-Whitney) statistical analysis was performed with the significance level being set at P <.05. RESULTS:The phonological disorder group had significantly more occurrences of distortions in all tests compared to the control group (naming, P = .04; imitation P <.001; spontaneous speaking 1, P = .01; and spontaneous speaking 2, P = .002. The Pearson correlation coefficients of the distortion occurrences among the 4 tests were high. CONCLUSION:The phonological disorder group presented a greater number of distortions in all tests. The most frequent ones were /s, z, / and the variability found within the phonological disorder group was very high. The children in this group had unstable phonological systems and so presented a high number of different distortions. Regarding the evaluation of the phonologic system, all the tests were good evaluation methods since the correlations between them were high.

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A Comparison of Three Methods for Obtaining Articulatory Responses

Cited by 46 publications

References 0 publications

Longitudinal Development of Phonology and Morphology in Children With Late-Identified Mild-Moderate Sensorineural Hearing Loss

Longitudinal Development of Phonology and Morphology in Children With Late-Identified Mild-Moderate Sensorineural Hearing Loss

A Noncontrastive Model for Assessment of Phonology

Analysis of Distortions in Children With and Without Phonological Disorders

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