Acoustic Characteristics of /s/ in Adolescents

Flipsen, Peter; Shriberg, Lawrence D.; Weismer, Gary; Karlsson, Heather B.; McSweeny, Jane L.

doi:10.1044/jslhr.4203.663

Cited by 77 publications

(88 citation statements)

References 42 publications

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“…The Reference section of this introduction also includes citations for four papers that report acoustic reference data and diagnostic marker findings for two additional subtypes of child speech-sound disorders that do not involve an across-the-board speech delay-dentalized fricative distortions (Flipsen, Shriberg, Weismer, Karlsson and McSweeny, 1999;Karlsson, Shriberg, Flipsen and McSweeny, 2002) and derhotacized rhotics (Flipsen, Shriberg, Weismer, Karlsson and McSweeny, 2001;Shriberg, Flipsen, Karlsson and McSweeny, 2001). The development of acoustic markers for these two disorders is especially motivated by the need to distinguish children with these subtypes from children and family members with a subtype of speech delay posited to be genetically transmitted (cf.…”

Section: Definitions and Research Aimsmentioning

confidence: 99%

Diagnostic markers for child speech‐sound disorders: introductory comments

Shriberg

2003

Clinical Linguistics & Phonetics

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The four papers in this issue report findings from a research programme on the etiological origins of child speech-sound disorders of currently unknown origin. Overviews elsewhere describe an evolving classificatory framework that posits six putative subtypes within this general domain of communicative disorders (cf. Shriberg, 2002). The following introductory comments provide brief historical and clinical perspectives on the primary objective of this research: the availability of a suite of computer-assisted diagnostic markers that clinicians and clinical researchers can use to classify six etiological subtypes of child speech-sound disorders. Historical perspectivesOver a quarter of a century ago, Ingram's (1976) synthesis of typical and atypical speech acquisition motivated a change in the cover term used to classify childhood speech-sound disorders of unknown origin. The former classificatory term, functional articulation disorder, which reflected poor understanding of the origin of the disorder, was replaced by developmental phonological disorder, which claimed explanatory ties to universal grammar.The theoretical shift from articulation to phonology during the past 25 years has yielded a number of useful descriptive linguistic typologies that have been widely used by clinicians to select and sequence linguistic targets for treatment (cf. Gierut, 1998). During the past decade, several psycholinguistic typologies have also been developed to classify proposed proximal causes of speech disorders of unknown origin (e.g.

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Section: Definitions and Research Aimsmentioning

confidence: 99%

Diagnostic markers for child speech‐sound disorders: introductory comments

Shriberg

2003

Clinical Linguistics & Phonetics

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“…Inclusionary criteria for participants in the Comparison Group (CG) were (a) age within the range of the 30 individuals with HFA or AS; (b) speech status classified as Normal Speech Acquisition (NSA) on the Speech Disorders Classification System (Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997b); and (c) normal cognitive, sensory-motor, and psychosocial function, as determined by protocols used in the databases. One of the two reference databases included speech samples from typically speaking individuals who made up a control group for a study of speech disorders in adolescents (Flipsen, Shriberg, Weismer, Karlsson, & McSweeny, 1999). The other database included speech samples from typically speaking relatives of probands assessed in a genetics study (Lewis & Shriberg, 1994).…”

Section: Comparison Groupmentioning

confidence: 99%

Speech and Prosody Characteristics of Adolescents and Adults With High-Functioning Autism and Asperger Syndrome

Shriberg

Paul

McSweeny

et al. 2001

J Speech Lang Hear Res

462

419

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Speech and prosody-voice profiles for 15 male speakers with High-Functioning Autism (HFA) and 15 male speakers with Asperger syndrome (AS) were compared to one another and to profiles for 53 typically developing male speakers in the same 10- to 50-years age range. Compared to the typically developing speakers, significantly more participants in both the HFA and AS groups had residual articulation distortion errors, uncodable utterances due to discourse constraints, and utterances coded as inappropriate in the domains of phrasing, stress, and resonance. Speakers with AS were significantly more voluble than speakers with HFA, but otherwise there were few statistically significant differences between the two groups of speakers with pervasive developmental disorders. Discussion focuses on perceptual-motor and social sources of differences in the prosody-voice findings for individuals with Pervasive Developmental Disorders as compared with findings for typical speakers, including comment on the grammatical, pragmatic, and affective aspects of prosody.

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“…In addition to the conversational speech samples, articulation rate measures at follow-up testing were also derived from productions of words embedded in structured phrases (hereafter the embedded words task) obtained as part of a larger study of the acoustics of residual speech errors (Flipsen, Shriberg, Weismer, Karlsson, & McSweeny, 1999. Recordings for the embedded words task were made using a head-mounted microphone positioned approximately 1.5 in.…”

Section: Embedded Wordsmentioning

confidence: 99%

Articulation Rate and Speech-Sound Normalization Failure

Flipsen

2003

J Speech Lang Hear Res

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Not all children with speech delay (SD) of unknown origin develop fully normal speech even with intervention. Many retain residual distortion errors into adolescence and ultimately into adulthood. The current study examined whether articulation rate distinguishes those children who retain residual errors from those who normalize. Two groups of speech-delayed children originally identified at preschool age were retested at age 9 years (the early follow-up group) and at age 12–16 years (the late follow-up group), respectively. No differences in articulation rate were observed at either test time in conversational speech between those children who continued to produce residual distortion errors (RE) compared to those children who had fully normalized speech (NSA). For the late follow-up group, children in the RE outcome group articulated speech at significantly slower rates than the children in the NSA outcome group in an embedded words task using both syllables per second and phones per second measures. Findings suggested that children with SD of unknown origin who fail to normalize may have relative speech-motor deficits and possibly deficits in language formulation skill. Alternatively, slower articulation rate in structured tasks may represent some sort of compensation for the continuing presence of speech-sound errors. Possible motivations for such compensation are discussed.

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Acoustic Characteristics of /s/ in Adolescents

Cited by 77 publications

References 42 publications

Diagnostic markers for child speech‐sound disorders: introductory comments

Diagnostic markers for child speech‐sound disorders: introductory comments

Speech and Prosody Characteristics of Adolescents and Adults With High-Functioning Autism and Asperger Syndrome

Articulation Rate and Speech-Sound Normalization Failure

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