Preschoolers With Verbalization Sound And School Age Outcomes For Children With Speech And Sound Disorders

According to the National Institute on Deafness and Other Communication Disorders, about two to three children out of every 1,000 are born with a detectable level of hearing impairment in the United States. Without hearing, children miss out on the acoustic correlates of the physical world, such as car horns and footsteps. Children are also limited in their exposure to patterned complexities in music and spoken word. These hard of hearing and deaf students grow and develop in unique ways compared to their hearing peers because of the stimulus they do not have. Researchers have focused on how communication methods for hard of hearing and deaf children affect their development in the physical, social-emotional, cognitive and communicative

The second article, A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities by Lerman, Parten, Addison, Vorndran, Volkert, & Kodak, 2005 (2005), is about an experimental study aimed to develop and evaluate

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

With a very young child, they may not coo or babble during infancy, produce first words late and lack some sounds, only produce a few different consonant and vowel sounds, have difficulty combining sounds, avoid using difficult sounds by replacing or deleting them, and experience eating problems. In older children, common signs are that they can comprehend language much easier than they can produce it, struggle more with language production when anxious, are hard to understand, sound choppy and monotonous, seem to grope to produce certain sounds, and have difficulty imitating speech, though they are more fluid and clear with imitation than with spontaneous production. At any age, a child may portray delayed language development, issues with expressive language, fine motor impairments, hypersensitivity, hyposensitivity, and difficulty learning to write (“Childhood Apraxia,” 2011). Other reported possible symptoms of CAS include extended reliance on nonverbal communication and omission of consonant sounds in the initial and final positions of words (“Apraxia: Symptoms, Causes,” n.d.).

Smoky, a 6-year-old boy, was evaluated at the Oklahoma State University Speech-Language and Hearing Speech Language Hearing clinic on May 13, 2013. He was referred to the clinic because his parents were concerned with his production of /r/ and his teachers and classmates were having difficulty understanding him at school. Additionally, some of Smoky’s relatives commented on his speech errors. He was evaluated using the Goldman-Fristoe Test of Articulation-2 and the Khan Lewis Phonological Analysis-2. He is a native speaker of English and all testing was conducted in his native language.

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

This journal displays how talker variability impacts phonotactic learning in four and eleven month olds. The article discusses the difference between the children being exposed to multiple speakers. A question in development psycholinguistic research concerns the layout of speech representations and how they interact. The two positions are abstractionist and exemplar based.

Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.

Speech sound disorders happen when a child has problems with articulating sounds and sound patters (phonological). However, it was interesting to see that this could also happen with adults whose problems continue on from their childhood, and even those who have suffered from some type of head injury or even a stroke. After reading chapter 9, it was interesting to read that not all speech errors are do to substitution or omission, but to the features of a dialect or accent. Which makes sense from the chapter reading and even goes to show how important it is for professional to keep these differences in mind. It was also noteworthy to read how many of these sounds disorders do not have a known cause, yet they can be caused physically due to

The MacArthur is a parent completed report instrument, designed to evaluate the current and emerging communicative skills of young, typically developing children from their early signs of comprehension, to their first nonverbal gestural signals, to the expansion of their early vocabulary, and finally to the beginning of their grammar development (Fenson, et al., 1993). The authors also state that the instrument is useful “for screening for a language delay; helping to identify "late talkers", "early talkers", and children with other profiles or styles of speech; and screening and preselecting children at different levels of language development for inclusion in studies” (Fenson, et al., 1993).