Assessing intonation and prosody in children with atypical language development: the PEPS‐C test and the revised version

Peppé, Sue; McCann, Joanne

doi:10.1080/0269920031000079994

Cited by 154 publications

(147 citation statements)

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“…Typically, stressed syllables are louder than unstressed syllables (Peppe & McCann, 2003). For example, in the word "Sunday," the stressed syllable "Sun" has fuller and louder vowel sounds than unstressed syllable "day."…”

Section: Methodsmentioning

confidence: 99%

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Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

109

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of a dissertation at the University of Miami.Dissertation supervised by Professor Shannon de l'Etoile. No. of pages in text. (172) Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition.Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant.Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training mi...

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Section: Methodsmentioning

confidence: 99%

“…Prosody refers to the variation of tone used when speaking (i.e., intonation) and vocal stress, which is the relative emphasis given to certain syllables in a word (McCann & Peppe, 2003). All prosodic elements are present in varying qualities or quantities in every spoken utterance.…”

Section: Methodsmentioning

confidence: 99%

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

109

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“…A manual version has been used in previous studies (Wells & Peppé, 2003;Wells, Peppé, & Goulandris, 2004). The computerized Scottish version is described in Peppé and McCann (2003). Details of tasks, instructions, scoring procedures and task items are given in the Appendices.…”

Section: Methodsmentioning

confidence: 99%

Receptive and Expressive Prosodic Ability in Children With High-Functioning Autism

Peppé

McCann

Gibbon

et al. 2007

J Speech Lang Hear Res

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Purpose This study aimed to identify the nature and extent of receptive and expressive prosodic deficits in children with high-functioning autism (HFA). Method Thirty-one children with HFA, 72 typically developing controls matched on verbal mental age, and 33 adults with normal speech completed the prosody assessment procedure, Profiling Elements of Prosodic Systems in Children. Results Children with HFA performed significantly less well than controls on 11 of 12 prosody tasks ( p < .005). Receptive prosodic skills showed a strong correlation ( p < .01) with verbal mental age in both groups, and to a lesser extent with expressive prosodic skills. Receptive prosodic scores also correlated with expressive prosody scores, particularly in grammatical prosodic functions. Prosodic development in the HFA group appeared to be delayed in many aspects of prosody and deviant in some. Adults showed near-ceiling scores in all tasks. Conclusions The study demonstrates that receptive and expressive prosodic skills are closely associated in HFA. Receptive prosodic skills would be an appropriate focus for clinical intervention, and further investigation of prosody and the relationship between prosody and social skills is warranted.

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“…In order to carry out the present study, a set of tasks was drawn from a prosodic test battery, PEPS-C (Profiling Elements of Prosodic Systems -Child version), recently developed as an assessment tool that could be used by professionals working with children with communication difficulties (Wells & Peppé, 2001Peppé & McCann, 2003). The battery was based on an earlier procedure for testing adults : Profiling Elements of Prosodic Systems -PEPS (Peppé, 1998 ;Peppé et al, 2000).…”

Section: Communicative Areas Of Intonation : Structure and Developmentmentioning

confidence: 99%

Intonation development from five to thirteen

2004

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Assessing intonation and prosody in children with atypical language development: the PEPS‐C test and the revised version

Cited by 154 publications

References 1 publication

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Receptive and Expressive Prosodic Ability in Children With High-Functioning Autism

Intonation development from five to thirteen

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