Retrospective parent report of early vocal behaviours in children with suspected Childhood Apraxia of Speech (sCAS)

Abstract

Parents of children with suspected Childhood Apraxia of Speech (sCAS, n ϭ 20), Specific Language Impairment (SLI, n ϭ 20), and typically developing speech and language skills (TD, n ϭ 20) participated in this study, which aimed to quantify and compare reports of early vocal development. Via a questionnaire, parents reported on their child's early babbling and vocalizations, along with other developmental milestones. Consistent with previous anecdotal reports and theoretical predictions, the sCAS children were reported to be significantly less vocal, less likely to babble, later in the emergence of first words and later in the emergence of two-word combinations than the TD children. However, on many (but not all) of the items, the SLI children were reported similarly to the sCAS group. Notable exceptions where the sCAS group differed significantly to the SLI group were with the percentage of children reported to have babbled and the reported age of emergence of two-word combinations. The results support previous anecdotal clinical suggestions relating to children with CAS but highlight the need for longitudinal studies to analyse speech and language trajectories over time.

Real-Time Interactive Visualization Aiding Pronunciation of English as a Second Language

“…For example, we do not know much about the possible beneficial effect of combining wave-form and highlighted words representations on children that learn pronunciation of foreign language. 3 …”

“…Figure 2 below gives a graphical overview of the thesis documentation structure: Since English is the most used language all over the world (Wikipedia, 2013) a great technological effort has been put to find different solutions that will enable children to learn this language without the need of professional assistance. Pronunciation of words is a stage that greatly affects the speech development process (Highman et al, 2008). In addition, some researchers are strongly suggesting that computer assisted learning of speech development results in desirable outcomes, meaning that it has positive impacts.…”

Designing visualizations to facilitate multisyllabic speech with children with autism and speech delays

“…Challenges with syllable combinations (within or across words) can impact a children from late-talking toddlers to children with apraxia of speech [17,42]. In addition, there is indication that one out of every three children with ASD do not develop functional speech at all 2 [5].…”

“…To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. to combine syllables is a critical milestone in speech development [17,42], and is key to optimizing language growth. However, some children with Autism Spectrum Disorders (ASD) 1 and Speech Delays (SPD) do not develop language on their own from the input typically presented to them (i.e., via the auditory modality [27]).…”

“…Hence, the natural development of social behavior, such as spoken communication, is significantly disrupted. This results in detrimental effects on many aspects of their lives [17,42]. We therefore sought alternative forms of presentation and feedback to facilitate their learning to communicate.…”