What Do Children with Speech Sound Disorders Think about Their Talking?

Abstract

Investigating children's feelings and attitudes toward talking assists speech–language pathologists (SLPs) to understand experiences of communication and the impact of speech sound disorders (SSD). This, in turn, can assist SLPs in identifying appropriate intervention for children with SSD that addresses the needs of children, and their communication partners. This paper draws on data from the Sound Start Study in Australia to explore the attitudes toward talking of 132 preschool-aged children with SSD and the relationship between children's attitudes, speech accuracy, and parent-reported intelligibility and participation. The study revealed most of the children with SSD had a positive attitude toward talking. There was a significant relationship between children's attitudes toward talking and speech accuracy. Furthermore, there was a significant relationship between speech accuracy and parents' perceptions of intelligibility and participation. However, there was no significant relationship between children's attitudes and parents' perceptions. These results highlight similarities and differences between attitudes and experiences of preschool-aged children, their performance on clinical measures, and their parents' perceptions, indicating the need for SLPs to consider each of these areas during assessment and intervention.

Intelligibility in Context Scale: cross-linguistic use, validity, and reliability

“…A review of literature since 2012 illustrates that the ICS has been used in at least five ways. Firstly, the ICS has been used to describe the intelligibility of children (Burton, Washington, & Samms-Vaughan, 2018;Hoàng, Trà, & Cao, 2014;McCormack, McLeod, & Crowe, 2019) and adults (Crowe, Marschark, & McLeod, 2019). For example, the ICS was used to compare parents and children's perspectives about talking (McCormack et al, 2019), Secondly, the ICS has been used as a screening tool (McLeod, Harrison, McAllister, & McCormack, 2013).…”

“…Firstly, the ICS has been used to describe the intelligibility of children (Burton, Washington, & Samms-Vaughan, 2018;Hoàng, Trà, & Cao, 2014;McCormack, McLeod, & Crowe, 2019) and adults (Crowe, Marschark, & McLeod, 2019). For example, the ICS was used to compare parents and children's perspectives about talking (McCormack et al, 2019), Secondly, the ICS has been used as a screening tool (McLeod, Harrison, McAllister, & McCormack, 2013). Thirdly, it has been used to compare children's intelligibility with different conversational partners (e.g., 'Bob is more intelligible to family members, less intelligible to strangers') or between different languages 'Bob achieved a higher average total score in Spanish than in English' (e.g., McLeod, Verdon, & International Expert Panel on Multilingual Children's Speech, 2017).…”

Children's English Consonant Acquisition in the United States: A Review

“…Recently, Storkel (2019a) encouraged SLPs and policy makers to consider going beyond the use of developmental norms when considering eligibility for services. This requires SLPs to consider children's capacity and performance within their environment, encompassing speech production (e.g., consonants, vowels, consonant clusters, polysyllables, stress relevant to their ambient language; Farquharson, 2019;Storkel, 2019a), speech perception (Rvachew et al, 1999), a comprehensive independent and relational analysis (Fabiano-Smith, 2019;McLeod & Baker, 2017;, intelligibility (McLeod, 2020;McLeod et al, 2012), stimulability (Powell & Miccio, 1996), phonological awareness, spelling, reading (Gillon, 2004;Farquharson, 2019), academic and social impact (Krueger, 2019), as well as insights from children themselves (McCormack et al, 2019) and significant others in their lives (McCormack et al, 2010;McLeod, 2004).…”

Alterações pragmáticas em crianças com Transtorno Fonológico

“…Essas complementações que o adulto realiza pela criança podem ser vistas na relação de pais e filhos. Um estudo internacional 21 mostrou que pais de crianças com Transtorno Fonológico acreditam que os filhos não são bem entendidos pelos outros em uma conversa, por esse motivo complementam e até mesmo "falam" por seus filhos.…”