Differentiating Normal Variability From Inconsistency In Children'S Speech: normative Data

Abstract

Inconsistent production cannot be considered a typical feature of speech development. The results inform differential diagnosis of speech disorder.

Effect of dialect on identification and severity of speech impairment in Indigenous Australian children

“…Children's speech is variable both for typically developing children and children with speech impairment. For typical children, variability of word production decreases with age (Holm, Crosbie, & Dodd, 2007;McLeod & Hewett, 2008). For children from CALD backgrounds, dialectal density (or the degree of usage of dialectal features; Craig & Washington, 2000) also appears to decrease with age (Goldstein & Iglesias, 2001).…”

Aplicação de medidas de gravidade e de inconsistência de fala em crianças com transtorno fonológico

“…The subjects were considered consistent when the three word emissions were made the same manner, regardless of the error or accuracy of the target word, or inconsistent when production of the target word was done differently in at least one of three presentations. The value of the SII was calculated (15)(16)(17)(18)(19)(20) and the subjects were classified as consistent (C) or inconsistent (I) according to the following cut-off values established in previous research: between 5 and 7 years and 6 months for girls, 21.5% and for boys 31.9%, and above 7 years and 7 months for girls, 14.5% and for boys 17.6%.…”

“…One of the tests used to verify the presence of difficulties in phonological programming (15,16) considered as the process responsible for selecting and organizing the production of the phoneme is the inconsistency speech test that shows the Speech Inconsistency Index (SII) (15) . Authors (17,18) state that the variability in speech production is part of typical development but may be present in children with SSD.…”

Transcribing nonsense words: The effect of numbers of voices and repetitions

“…Audio recordings are not always possible in clinic, and for both research and clinical purposes successive repetitions by an individual will not always be identical, especially when the individual is very young or has disordered speech (e.g. Holm, Crosbie and Dodd, 2007). Despite the ideal situation of transcribing accurately after one repetition, it is nevertheless the case that most educational institutions present far more than one repetition when they are training and examining students.…”