Speech production and speech perception in children with speech sound disorder

Berti, Larissa Cristina; Assis, Mayara Ferreira de; Cremasco, Elissa Barbi Mouro Pagliari; Cardoso, Ana Cláudia Vieira

doi:10.1080/02699206.2021.1948609

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…As mentioned in a previous study (27) , the authors point out that the existing correlation between production and perception depends on the phonological class and that speech perception errors do not mirror speech production errors. Another study (28) reported a significant correlation between speech production skills and perception of the subject's atypical speech production. This result suggests that assessing these skills seems to access the same underlying phonological representation.…”

Section: Performance Differences Between the Skills Worked In Both In...mentioning

confidence: 96%

Efficacy in the use of gamification strategy in phonological therapy

Silva,

Ribeiro,

Silva

et al. 2023

CoDAS

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Purpose to compare the efficacies of traditional phonological therapy and phonology associated with the gamification strategy in children with Phonological Disorder (PD). Methods ten individuals with PD participated who showed the process of replacing liquids. They were randomized into two groups: traditional phonological therapy (control group - CG) and phonological therapy associated with a gamification strategy mediated by computer (gamification group - GG). The phonological intervention comprised, for both groups, stages of speech perception and production. Interventions differed in the perception stage, in which the GG was submitted to the game with gamification strategies. At the end of each session, individuals speech production (% of correct answers) were registered for each therapeutic stage, based on target words and sounding words. For analysis the following were considered: The individuals mean of correct answers for each therapeutic stage; PCC-R value (percentage of correct consonants) pre and post therapy; beyond of the number of sessions used to reach 85% of correct production. Results there was no statistical difference between the types of intervention considering the average of correct answers of the productions and the number of sessions. There was a significant effect for pre- and post-therapy conditions in the comparison PCC-R values for both models. The individuals in the GC had the PCC-R values higher than those of GG. Conclusion both models of intervention present similar results, providing an improvement in the individuals phonological performance from the first session.

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Section: Performance Differences Between the Skills Worked In Both In...mentioning

confidence: 96%

Efficacy in the use of gamification strategy in phonological therapy

Silva,

Ribeiro,

Silva

et al. 2023

CoDAS

Self Cite

View full text Add to dashboard Cite

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“…Other studies provide evidence that children with CD often experience difficulties in literacy skills (reading, writing) [59,[65][66][67][68] and reading comprehension [69][70][71][72]. In addition, various studies show that children with SLD often present language difficulties [64,[73][74][75].…”

Section: The Sli (Cd)-sld Overlapmentioning

confidence: 99%

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Bonti,

Zerva,

Koundourou

et al. 2024

JPM

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The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term ‘spectrum of neurodevelopmental disorders’ could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.

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“…However, speech perception and speech production are connected and correlated; according to a recent study by Berti et al (2021), children with speech sound disorder face perceptual difficulties (phonological contrasts) and experience difficulty in producing those phonological contrasts at the same time.…”

Section: Role Of the Left Pstg In Speech Perceptionmentioning

confidence: 99%

Brain regions involved in speech production, mechanism and development

Jahanaray

Zohoorian

2022

Neurosci Res Notes

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Speech might be one of the best inventions of human beings due to its critical communicative role in individuals' daily lives. Hence any study about it is valuable. To our knowledge, merely three studies focused on brain regions' associations with speech production were published more than eighteen years ago; furthermore, research on the brain areas associated with speech production is currently insufficient. The present review aims to provide information about all brain areas contributing to speech production to update the knowledge of brain areas related to speech production. The current study confirms earlier claims about activating some brain areas in the process; however, the previous studies were not comprehensive, and not all brain areas were mentioned. Three cerebral lobes are involved in the process, namely, the frontal, parietal and temporal lobes. The regions involved include the left superior parietal lobe, Wernicke's area, Heschl's gyri, primary auditory cortex, left posterior superior temporal gyrus (pSTG), Broca's area, and premotor cortex. In addition, regions of the lateral sulcus (anterior insula and posterior superior temporal sulcus), basal ganglia (putamen), and forebrain (thalamus) showed participation in the process. However, there was a different brain activation of overt and covert or silent speech (Broca's and Wernicke's areas). Moreover, mouth position and breathing style showed a difference in speech mechanism. In terms of speech development, the early postnatal years are important for speech development, as well as identifying three crucial stages of speech development: the pre-verbal stage, transition to active speech, and refinement of speech. In addition, during the early years of speech development, auditory and motor brain regions showed involvement in the process.

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Speech production and speech perception in children with speech sound disorder

Cited by 5 publications

References 21 publications

Efficacy in the use of gamification strategy in phonological therapy

Efficacy in the use of gamification strategy in phonological therapy

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Brain regions involved in speech production, mechanism and development

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