Developmental Trajectory for Production of Prosody: Lexical Stress Contrastivity in Children Ages 3 to 7 Years and in Adults

Ballard, Kirrie J.; Djaja, Danica; Arciuli, Joanne; James, Deborah G. H.; Doorn, Jan van

doi:10.1044/1092-4388(2012/11-0257)

Cited by 73 publications

(99 citation statements)

References 71 publications

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“…These gains pave the way for work on prosody. This itself can benefit intelligibility through added suprasegmental cues to meaning [11,12]. Speaker-initiated increases in loudness/amplitude also bring changes to rate and improved articulatory precision, both of which can boost intelligibility [13,14,15].…”

Section: Introductionmentioning

confidence: 99%

Changes in Voice Quality after Speech-Language Therapy Intervention in Older Children with Cerebral Palsy

Miller

Pennington²,

Robson³

et al. 2013

Folia Phoniatr Logop

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Objective: We examined whether perceived voice quality is altered in a group of children with cerebral palsy (CP) following an intervention focusing on respiration and phonation, and whether possible improvements might be associated with increased intelligibility levels. Methods: Sixteen individuals with CP and dysarthria (9 girls, mean age 14 years, SD = 2; 9 with spastic type CP, 2 dyskinetic, 4 mixed, 1 Worster-Drought syndrome) completed intelligibility assessments on separate days twice before intervention, at termination of treatment and at 6-week follow-up using 50 words from the Children's Speech Intelligibility Measure lists, and describing cartoon strips. Experienced speech-language pathologists rated voice quality employing GRBAS scales. Results: There was no clear evidence that change in voice quality pre-post intervention was large compared with change in the pre-intervention or post-intervention periods. Asthenia demonstrated largest improvement (effect size of 0.4). Intelligibility correlated weakly with Grade, Breathiness and Asthenia, but not with Roughness or Strain. A deterioration of 1 unit on the Grade and Asthenia scales was associated with an approximately 11% decrease in intelligibility. Conclusion: Perceived changes in voice quality were small compared to changes in intelligibility. Further investigations must examine other variables potentially associated with intelligibility gain to better understand the links between the respiratory-phonatory intervention and improved intelligibility.

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Section: Introductionmentioning

confidence: 99%

Changes in Voice Quality after Speech-Language Therapy Intervention in Older Children with Cerebral Palsy

Miller

Pennington²,

Robson³

et al. 2013

Folia Phoniatr Logop

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show abstract

“…In fact, it is not until the later school years that children learn to master adult-like polysyllable timing (Ballard et al, 2012). However, according to Kehoe (2001), the deletion of stressed syllables in multisyllabic words (words comprising two or more syllables) is relatively infrequent after 2 years, with the deletion of unstressed or weak syllables relatively infrequent after 3 years, with high truncation or deletion rates in children aged 3;6 years and older considered 'diagnostic of prosodic difficulties' (p. 291).…”

Section: Children's Productions Of Polysyllablesmentioning

confidence: 99%

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

Masso

McCabe

Baker

2013

Child Language Teaching and Therapy

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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;10, 3;11, 4;3 and 5;4) 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.

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“…In speech perception, auditory mechanism act as frequency www.ijacsa.thesai.org analyzer. Numerous studies [2][3][4][5][6] analyse speech production development using spectral acoustic measures. One of the Study [5] estimated pitch and intensity in the speech of children and adults for differentiating normal and intellectually disabled population.…”

Section: Introductionmentioning

confidence: 99%

Speech Impairments in Intellectual Disability: An Acoustic Study

Gautam¹,

Singh²

2016

ijacsa

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Abstract-Speech is the primary means of human communication. Speech production starts in early ages and matures as children grow. People with intellectual or learning disabilities have deficit in speech production and faces difficulties in communication. These people need tailor-made therapies or trainings for rehabilitation to lead their lives independently. To provide these special trainings , it is important to know the exact nature of impairment in the speech through acoustic analysis. This study calculated the spectro-temporal features relevant to brain structures, encoded at short and long timescales in the speech of 82 subjects including 32 typically developing children, 20 adults and 30 participants with intellectual disabilities (severity ranges from mild to moderate). The results revealed that short timescales, which encoded information like formant transition in typically developing group were significantly different from intellectually disabled group, whereas long timescales were similar amongst groups. The short timescales were significantly different even within typically developing group but not within intellectually disabled group. The findings suggest that the features encoded at short timescales and ratio (short/long) play a significant role in classifying the group. It is shown that the classifier models with good accuracy can be constructed using acoustic features under investigation. This indicates that these features are relevant in differentiating normal and disordered speech. These classification models can help in early diagnostics of intellectual or learning disabilities.

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Developmental Trajectory for Production of Prosody: Lexical Stress Contrastivity in Children Ages 3 to 7 Years and in Adults

Cited by 73 publications

References 71 publications

Changes in Voice Quality after Speech-Language Therapy Intervention in Older Children with Cerebral Palsy

Changes in Voice Quality after Speech-Language Therapy Intervention in Older Children with Cerebral Palsy

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

Speech Impairments in Intellectual Disability: An Acoustic Study

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