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Haydee Fiszbein Wertzner - One of the best experts on this subject based on the ideXlab platform.
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the influence of central auditory processing Disorder in Speech Sound Disorders
Revista Brasileira De Otorrinolaringologia, 2016Co-Authors: Tatiane Faria Barrozo, Luciana De Oliveira Paganneves, Nadia Vilela, Renata Mota Mamede Carvallo, Haydee Fiszbein WertznerAbstract:INTRODUCTION: Considering the importance of auditory information for the acquisition and organization of phonological rules, the assessment of (central) auditory processing contributes to both the diagnosis and targeting of Speech therapy in children with Speech Sound Disorders. OBJECTIVE: To study phonological measures and (central) auditory processing of children with Speech Sound Disorder. METHODS: Clinical and experimental study, with 21 subjects with Speech Sound Disorder aged between 7.0 and 9.11 years, divided into two groups according to their (central) auditory processing Disorder. The assessment comprised tests of phonology, Speech inconsistency, and metalinguistic abilities. RESULTS: The group with (central) auditory processing Disorder demonstrated greater severity of Speech Sound Disorder. The cutoff value obtained for the process density index was the one that best characterized the occurrence of phonological processes for children above 7 years of age. CONCLUSION: The comparison among the tests evaluated between the two groups showed differences in some phonological and metalinguistic abilities. Children with an index value above 0.54 demonstrated strong tendencies towards presenting a (central) auditory processing Disorder, and this measure was effective to indicate the need for evaluation in children with Speech Sound Disorder.
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The influence of (central) auditory processing Disorder on the severity of Speech-Sound Disorders in children.
Clinics (Sao Paulo Brazil), 2016Co-Authors: Nadia Vilela, Tatiane Faria Barrozo, Haydee Fiszbein Wertzner, Luciana De Oliveira Pagan-neves, Seisse Gabriela Gandolfi Sanches, Renata Mota Mamede CarvalloAbstract:OBJECTIVE: To identify a cutoff value based on the Percentage of Consonants Correct-Revised index that could indicate the likelihood of a child with a Speech-Sound Disorder also having a (central) auditory processing Disorder. METHODS: Language, audiological and (central) auditory processing evaluations were administered. The participants were 27 subjects with Speech-Sound Disorders aged 7 to 10 years and 11 months who were divided into two different groups according to their (central) auditory processing evaluation results. RESULTS: When a (central) auditory processing Disorder was present in association with a Speech Disorder, the children tended to have lower scores on phonological assessments. A greater severity of Speech Disorder was related to a greater probability of the child having a (central) auditory processing Disorder. The use of a cutoff value for the Percentage of Consonants Correct-Revised index successfully distinguished between children with and without a (central) auditory processing Disorder. CONCLUSIONS: The severity of Speech-Sound Disorder in children was influenced by the presence of (central) auditory processing Disorder. The attempt to identify a cutoff value based on a severity index was successful.
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children with Speech Sound Disorder comparing a non linguistic auditory approach with a phonological intervention approach to improve phonological skills
Frontiers in Psychology, 2015Co-Authors: Cristina Ferraz Borges Murphy, Luciana De Oliveira Paganneves, Haydee Fiszbein Wertzner, Eliane SchochatAbstract:This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with Speech Sound Disorder. A total of 17 children, aged 7-12 years, with Speech Sound Disorder were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2) or phonological intervention group (n = 7, average age 8.6 ± 1.2). The intervention outcomes included auditory-sensory measures (auditory temporal processing skills) and cognitive measures (attention, short-term memory, Speech production and phonological awareness skills). The auditory approach focused on non-linguistic auditory training (eg. backward masking and frequency discrimination), whereas the phonological approach focused on Speech Sound training (eg. phonological organisation and awareness). Both interventions consisted of twelve 45-minute sessions delivered twice per week, for a total of nine hours. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.
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tongue contour for s and in children with Speech Sound Disorder
CoDAS, 2014Co-Authors: Haydee Fiszbein Wertzner, Danira Tavares Francisco, Luciana De Oliveira PagannevesAbstract:PURPOSE: To describe the tongue shape for /s/ and /∫/ Sounds in three different groups of children with and without Speech Sound Disorder. METHODS: The six participants were divided into three groups: Group 1 - two typically developing children, Group 2 - two children with Speech Sound Disorder presenting any other phonological processes but not the ones involving the production of the /∫/ and Group 3 - two children with Speech Sound Disorder presenting any phonological processes associated to the presence of the phonological process of palatal fronting (these two children produced /∫/ as /s/) aged between 5 and 8 years old, all speakers of Brazilian Portuguese. The data were the words /'∫avi/ (key) and /'sapu/ (frog). Tongue contour was individually traced for the five productions of each target word. RESULTS: The analysis of the tongue contour pointed to evidences that both /s/ and /∫/ were produced using distinct tongue contours for G1 and G2. The production of these two groups was more stable than G3. The tongue contour for /s/ and /∫/ from the children in G3 was similar, indicating that their production was undifferentiated. CONCLUSION: The use of the ultraSound applied to the Speech analysis was effective to confirm the perceptual analysis of the Sound made by the Speech-language pathologist.
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auditory and visual sustained attention in children with Speech Sound Disorder
PLOS ONE, 2014Co-Authors: Cristina Ferraz Borges Murphy, Luciana De Oliveira Paganneves, Haydee Fiszbein Wertzner, Eliane SchochatAbstract:Although research has demonstrated that children with specific language impairment (SLI) and reading Disorder (RD) exhibit sustained attention deficits, no study has investigated sustained attention in children with Speech Sound Disorder (SSD). Given the overlap of symptoms, such as phonological memory deficits, between these different language Disorders (i.e., SLI, SSD and RD) and the relationships between working memory, attention and language processing, it is worthwhile to investigate whether deficits in sustained attention also occur in children with SSD. A total of 55 children (18 diagnosed with SSD (8.11±1.231) and 37 typically developing children (8.76±1.461)) were invited to participate in this study. Auditory and visual sustained-attention tasks were applied. Children with SSD performed worse on these tasks; they committed a greater number of auditory false alarms and exhibited a significant decline in performance over the course of the auditory detection task. The extent to which performance is related to auditory perceptual difficulties and probable working memory deficits is discussed. Further studies are needed to better understand the specific nature of these deficits and their clinical implications.
Luciana De Oliveira Paganneves - One of the best experts on this subject based on the ideXlab platform.
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the influence of central auditory processing Disorder in Speech Sound Disorders
Revista Brasileira De Otorrinolaringologia, 2016Co-Authors: Tatiane Faria Barrozo, Luciana De Oliveira Paganneves, Nadia Vilela, Renata Mota Mamede Carvallo, Haydee Fiszbein WertznerAbstract:INTRODUCTION: Considering the importance of auditory information for the acquisition and organization of phonological rules, the assessment of (central) auditory processing contributes to both the diagnosis and targeting of Speech therapy in children with Speech Sound Disorders. OBJECTIVE: To study phonological measures and (central) auditory processing of children with Speech Sound Disorder. METHODS: Clinical and experimental study, with 21 subjects with Speech Sound Disorder aged between 7.0 and 9.11 years, divided into two groups according to their (central) auditory processing Disorder. The assessment comprised tests of phonology, Speech inconsistency, and metalinguistic abilities. RESULTS: The group with (central) auditory processing Disorder demonstrated greater severity of Speech Sound Disorder. The cutoff value obtained for the process density index was the one that best characterized the occurrence of phonological processes for children above 7 years of age. CONCLUSION: The comparison among the tests evaluated between the two groups showed differences in some phonological and metalinguistic abilities. Children with an index value above 0.54 demonstrated strong tendencies towards presenting a (central) auditory processing Disorder, and this measure was effective to indicate the need for evaluation in children with Speech Sound Disorder.
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children with Speech Sound Disorder comparing a non linguistic auditory approach with a phonological intervention approach to improve phonological skills
Frontiers in Psychology, 2015Co-Authors: Cristina Ferraz Borges Murphy, Luciana De Oliveira Paganneves, Haydee Fiszbein Wertzner, Eliane SchochatAbstract:This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with Speech Sound Disorder. A total of 17 children, aged 7-12 years, with Speech Sound Disorder were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2) or phonological intervention group (n = 7, average age 8.6 ± 1.2). The intervention outcomes included auditory-sensory measures (auditory temporal processing skills) and cognitive measures (attention, short-term memory, Speech production and phonological awareness skills). The auditory approach focused on non-linguistic auditory training (eg. backward masking and frequency discrimination), whereas the phonological approach focused on Speech Sound training (eg. phonological organisation and awareness). Both interventions consisted of twelve 45-minute sessions delivered twice per week, for a total of nine hours. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.
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tongue contour for s and in children with Speech Sound Disorder
CoDAS, 2014Co-Authors: Haydee Fiszbein Wertzner, Danira Tavares Francisco, Luciana De Oliveira PagannevesAbstract:PURPOSE: To describe the tongue shape for /s/ and /∫/ Sounds in three different groups of children with and without Speech Sound Disorder. METHODS: The six participants were divided into three groups: Group 1 - two typically developing children, Group 2 - two children with Speech Sound Disorder presenting any other phonological processes but not the ones involving the production of the /∫/ and Group 3 - two children with Speech Sound Disorder presenting any phonological processes associated to the presence of the phonological process of palatal fronting (these two children produced /∫/ as /s/) aged between 5 and 8 years old, all speakers of Brazilian Portuguese. The data were the words /'∫avi/ (key) and /'sapu/ (frog). Tongue contour was individually traced for the five productions of each target word. RESULTS: The analysis of the tongue contour pointed to evidences that both /s/ and /∫/ were produced using distinct tongue contours for G1 and G2. The production of these two groups was more stable than G3. The tongue contour for /s/ and /∫/ from the children in G3 was similar, indicating that their production was undifferentiated. CONCLUSION: The use of the ultraSound applied to the Speech analysis was effective to confirm the perceptual analysis of the Sound made by the Speech-language pathologist.
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auditory and visual sustained attention in children with Speech Sound Disorder
PLOS ONE, 2014Co-Authors: Cristina Ferraz Borges Murphy, Luciana De Oliveira Paganneves, Haydee Fiszbein Wertzner, Eliane SchochatAbstract:Although research has demonstrated that children with specific language impairment (SLI) and reading Disorder (RD) exhibit sustained attention deficits, no study has investigated sustained attention in children with Speech Sound Disorder (SSD). Given the overlap of symptoms, such as phonological memory deficits, between these different language Disorders (i.e., SLI, SSD and RD) and the relationships between working memory, attention and language processing, it is worthwhile to investigate whether deficits in sustained attention also occur in children with SSD. A total of 55 children (18 diagnosed with SSD (8.11±1.231) and 37 typically developing children (8.76±1.461)) were invited to participate in this study. Auditory and visual sustained-attention tasks were applied. Children with SSD performed worse on these tasks; they committed a greater number of auditory false alarms and exhibited a significant decline in performance over the course of the auditory detection task. The extent to which performance is related to auditory perceptual difficulties and probable working memory deficits is discussed. Further studies are needed to better understand the specific nature of these deficits and their clinical implications.
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metaphonological skills among children with Speech Sound Disorder the influence of age and Disorder severity habilidades metafonologicas em criancas com transtorno fonologico a interferencia da idade e da gravidade
2014Co-Authors: Haydee Fiszbein Wertzner, Marina Jorge Pulga, Luciana De Oliveira PagannevesAbstract:Purpose: The objective of the present study is to assess the metaphonological skill levels of children with Speech Sound Disorders as a function of age and Disorder severity as assessed by the Lindamood Auditory Conceptualization Test (LAC-3 adapted to the Brazilian Portuguese language). Methods: Fifty children with Speech Sound Disorder between the ages of five years and seven years and 11 months were given three versions (I-A, I-B and II) of the Lindamood Auditory Conceptualization Test and then divided by age and Speech Sound Disorder severity assessed by Percentage Consonants Correct-Revised (PCC-R) scores. Results: The skills testing results indicate that younger children with 85% PCC-R or less experience greater difficulty than the other children with auditory perception and exhibit more disorganized phonological systems, as shown in their execution of simple metaphonological skills throughout testing, which involve discriminating between isolated phonemic units. The complex task results do not provide sufficient information to de termine which cognitive-linguistic knowledge features among children with Speech Sound Disorder are most heavily affected. Conclusion: The skills testing results indicate that children with more severe Speech Sound Disorder, who thus present higher degrees of phonological system disorganization, experience greater difficulty in the area of auditory perception. The results further indicate that regardless of the degree of Disorder severity, children with phonological Disorders struggle with more complex metaphonological skills, and those with greater degrees of Disorder severity also struggle to master simpler metaphonological tasks.
Angela T Morgan - One of the best experts on this subject based on the ideXlab platform.
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predicting Speech Sound Disorder outcomes in school age children with hearing loss the vicchild experience
International Journal of Language & Communication Disorders, 2020Co-Authors: Miya St John, Angela T Morgan, Sheena Reilly, Georgie Columbus, Amanda Brignell, Peter Carew, Jemma SkeatAbstract:BACKGROUND: Congenital hearing loss is the most common birth anomaly, typically influencing Speech and language development, with potential for later academic, social and employment impacts. Yet, surprisingly, the nuances of how Speech is affected have not been well examined with regards to the subtypes of Speech-Sound Disorder (SSD). Nor have the predictors of Speech outcome been investigated within a sizeable population cohort. AIMS: (1) To describe the subtypes and prevalence of SSD in children with hearing loss. (2) To determine which characteristics of hearing loss predict the presence of SSD. METHODS & PROCEDURES: A total of 90 children (5-12 years of age) with permanent hearing loss were recruited from an Australian population cohort. Children completed a standardized Speech assessment to determine the presence and subtype of SSD. Logistic regression was used to determine the predictors of Speech outcome. Demographic, developmental and hearing-related predictors were examined. OUTCOMES & RESULTS: The prevalence of Speech Disorder overall was 58%, with the most common subtype being phonological delay in 49% of the sample. Factors most predictive of Speech Disorder were being male, younger and a bimodal user (i.e., using both a hearing aid and a cochlear implant). CONCLUSIONS & IMPLICATIONS: This is the first study, in a sizeable cohort, to describe the prevalence and predictive factors for SSD associated with hearing loss. Clinically, it could be beneficial to implement earlier targeted phonological interventions for children with hearing loss. What this paper adds What is already known on this subject Speech issues are common in children with hearing loss; however, the breakdown of subtypes of SSD (e.g., articulation versus phonological Disorder) have not been previously described in a population cohort. This distinction is relevant, as each subtype calls for specific targeted intervention. Studies examining factors predictive of Speech outcomes, across a range of hearing levels, are also lacking in a population cohort. What this paper adds to existing knowledge Data suggest the most common type of SSD in children with hearing loss is phonological delay. Males, younger children, and bimodal users were at greater risk of having a subtype of SSD. What are the potential or actual clinical implications of this work? The results are clinically pertinent as the Speech diagnosis determines the targeted treatment. Phonological delay is responsive to treatment, and early targeted intervention may improve prognosis for Speech outcomes for children with hearing loss.
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altered gray matter volumes in language associated regions in children with developmental language Disorder and Speech Sound Disorder
Developmental Psychobiology, 2018Co-Authors: Florian Kurth, Sheena Reilly, Eileen Luders, Lauren Pigdon, Gina Contiramsden, Angela T MorganAbstract:Developmental language Disorder (DLD) and Speech Sound Disorder (SSD) are common, and although scientific evidence for structural and functional alterations in DLD/SSD is accumulating, current neuroimaging studies provide an incongruent picture. Here, we hypothesized that children affected by DLD and SSD present with gray matter (or gray matter asymmetry) aberrations in brain areas associated with language processing compared to typically developing (TD) children. To assess this hypothesis, we enhanced MRI-based information with microscopically defined cytoarchitectonic probabilities of Broca's area (BA 45, BA 44) as well as an auditory area (TE 3.0). We detected a larger rightward gray matter asymmetry in BA 45 in children with DLD (n = 13) and with SSD (n = 18) compared to TD children (n = 18), albeit only on a trend level. Interestingly though, we observed significantly larger gray matter volumes in right BA 45 in DLD compared to SSD children (and also compared to TD children).
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Speech Sound Disorder at 4 years prevalence comorbidities and predictors in a community cohort of children
Developmental Medicine & Child Neurology, 2015Co-Authors: Patricia Eadie, Angela T Morgan, Obioha C Ukoumunne, Kyriaki Ttofari Eecen, Melissa Wake, Sheena ReillyAbstract:Aim The epidemiology of preschool Speech Sound Disorder is poorly understood. Our aims were to determine: the prevalence of idiopathic Speech Sound Disorder; the comorbidity of Speech Sound Disorder with language and pre-literacy difficulties; and the factors contributing to Speech outcome at 4 years. Method One thousand four hundred and ninety-four participants from an Australian longitudinal cohort completed Speech, language, and pre-literacy assessments at 4 years. Prevalence of Speech Sound Disorder (SSD) was defined by standard score performance of ≤79 on a Speech assessment. Logistic regression examined predictors of SSD within four domains: child and family; parent-reported Speech; cognitive-linguistic; and parent-reported motor skills. Results At 4 years the prevalence of Speech Disorder in an Australian cohort was 3.4%. Comorbidity with SSD was 40.8% for language Disorder and 20.8% for poor pre-literacy skills. Sex, maternal vocabulary, socio-economic status, and family history of Speech and language difficulties predicted SSD, as did 2-year Speech, language, and motor skills. Together these variables provided good discrimination of SSD (area under the curve=0.78). Interpretation This is the first epidemiological study to demonstrate prevalence of SSD at 4 years of age that was consistent with previous clinical studies. Early detection of SSD at 4 years should focus on family variables and Speech, language, and motor skills measured at 2 years.
Eliane Schochat - One of the best experts on this subject based on the ideXlab platform.
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children with Speech Sound Disorder comparing a non linguistic auditory approach with a phonological intervention approach to improve phonological skills
Frontiers in Psychology, 2015Co-Authors: Cristina Ferraz Borges Murphy, Luciana De Oliveira Paganneves, Haydee Fiszbein Wertzner, Eliane SchochatAbstract:This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with Speech Sound Disorder. A total of 17 children, aged 7-12 years, with Speech Sound Disorder were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2) or phonological intervention group (n = 7, average age 8.6 ± 1.2). The intervention outcomes included auditory-sensory measures (auditory temporal processing skills) and cognitive measures (attention, short-term memory, Speech production and phonological awareness skills). The auditory approach focused on non-linguistic auditory training (eg. backward masking and frequency discrimination), whereas the phonological approach focused on Speech Sound training (eg. phonological organisation and awareness). Both interventions consisted of twelve 45-minute sessions delivered twice per week, for a total of nine hours. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.
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auditory and visual sustained attention in children with Speech Sound Disorder
PLOS ONE, 2014Co-Authors: Cristina Ferraz Borges Murphy, Luciana De Oliveira Paganneves, Haydee Fiszbein Wertzner, Eliane SchochatAbstract:Although research has demonstrated that children with specific language impairment (SLI) and reading Disorder (RD) exhibit sustained attention deficits, no study has investigated sustained attention in children with Speech Sound Disorder (SSD). Given the overlap of symptoms, such as phonological memory deficits, between these different language Disorders (i.e., SLI, SSD and RD) and the relationships between working memory, attention and language processing, it is worthwhile to investigate whether deficits in sustained attention also occur in children with SSD. A total of 55 children (18 diagnosed with SSD (8.11±1.231) and 37 typically developing children (8.76±1.461)) were invited to participate in this study. Auditory and visual sustained-attention tasks were applied. Children with SSD performed worse on these tasks; they committed a greater number of auditory false alarms and exhibited a significant decline in performance over the course of the auditory detection task. The extent to which performance is related to auditory perceptual difficulties and probable working memory deficits is discussed. Further studies are needed to better understand the specific nature of these deficits and their clinical implications.
Beate Peter - One of the best experts on this subject based on the ideXlab platform.
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Exome Sequencing of Two Siblings with Sporadic Autism Spectrum Disorder and Severe Speech Sound Disorder Suggests Pleiotropic and Complex Effects
Behavior Genetics, 2019Co-Authors: Beate Peter, Valentin Dinu, Li Liu, Matthew Huentelman, Marcus Naymik, Hope Lancaster, Caitlin Vose, Isabelle SchrauwenAbstract:Recent studies of autism spectrum Disorder (ASD) and childhood apraxia of Speech (CAS) have resulted in conflicting conclusions regarding the comorbidity of these Disorders on phenotypic grounds. In a nuclear family with two dually affected and one unaffected offspring, whole-exome sequences were evaluated for single nucleotide and indel variants and CNVs. The affected siblings but not the unaffected sibling share a rare deleterious compound heterozygous mutation in WWOX , implicated both in ASD and motor control. In addition, one of the affected children carries a rare deleterious de novo mutation in the ASD candidate gene RIMS1 . The two affected children but not their unaffected sibling inherited deleterious variants with relevance for ASD and/or CAS. WWOX, RIMS1 , and several of the genes harboring the inherited variants are expressed in the brain during prenatal and early postnatal development. Results suggest compound heterozygosity as a cause of ASD and CAS, pleiotropic gene effects, and potentially additional, complex genetic effects.
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de novo microdeletion of bcl11a is associated with severe Speech Sound Disorder
American Journal of Medical Genetics Part A, 2014Co-Authors: Beate Peter, Mark Matsushita, Kaori Oda, Wendy H RaskindAbstract:In 10 cases of 2p15p16.1 microdeletions reported worldwide to date, shared phenotypes included growth retardation, craniofacial and skeletal dysmorphic traits, internal organ defects, intellectual disability, nonverbal or low verbal status, abnormal muscle tone, and gross motor delays. The size of the deletions ranged from 0.3 to 5.7 Mb, where the smallest deletion involved the BCL11A, PAPOLG, and REL genes. Here we report on an 11-year-old male with a heterozygous de novo 0.2 Mb deletion containing a single gene, BCL11A, and a phenotype characterized by childhood apraxia of Speech and dysarthria in the presence of general oral and gross motor dyspraxia and hypotonia as well as expressive language and mild intellectual delays. BCL11A is situated within the dyslexia susceptibility candidate region 3 (DYX3) candidate region on chromosome 2. The present case is the first to involve a single gene within the microdeletion region and a phenotype restricted to a subset of the traits observed in other cases with more extensive deletions.
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comprehensive perspectives on Speech Sound development and Disorders pathways from linguistic theory to clinical practice
2013Co-Authors: Beate Peter, Andrea A N MacleodAbstract:Preface Child Phonology, Phonological Theories, Clinical Phonology: Reviewing the History of Our Field Describing & Measuring Childrens Speech Sound Abilities: From Articulation Tests to Acoustic Analysis for Clinicians & Researchers Biological Substrates of Speech Development: A Brief Synopsis of the Developing Neuromuscular System An Acoustic Phonetic Catalog of PreSpeech Vocalizations from a Developmental Perspective Transitions to First Words The Trajectory Towards Mastery of the Phonological System: From Toddlers to School-Age Children Beyond Segments: How Children Acquire Prosody Acquiring a Phonological System in Adulthood Crosslinguistic Trends in the Acquisition of Speech Sounds Acquiring French Acquiring Portuguese Acquiring Korean Understanding Bilingual Phonological Development Acquisition of the English Voicing Contrast by Native Spanish-Speaking Children: Phonological Development In Voice Onset Times Subtypes of Primary Speech Sound Disorder: Theories & Case Studies Interactions Between Speech Sound Disorder & Dyslexia Cleft Lip & Palate Motor Speech Disorders in Children Hearing Impairment & Developmental Disabilities Diagnostic Guidelines Evaluating the Evidence of Therapy: Many Hands Make Light Work or at Least Lighter Work Treatment Design & Implementation Appendices Index.
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motor sequencing deficit as an endophenotype of Speech Sound Disorder a genome wide linkage analysis in a multigenerational family
Psychiatric Genetics, 2012Co-Authors: Beate Peter, Mark Matsushita, Wendy H RaskindAbstract:ObjectivesThe aim of this pilot study was to investigate a measure of motor sequencing deficit as a potential endophenotype of Speech Sound Disorder (SSD) in a multigenerational family with evidence of familial SSD.MethodsIn a multigenerational family with evidence of a familial motor-based SSD, aff
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oral and hand movement speeds are associated with expressive language ability in children with Speech Sound Disorder
Journal of Psycholinguistic Research, 2012Co-Authors: Beate PeterAbstract:This study tested the hypothesis that children with Speech Sound Disorder have generalized slowed motor speeds. It evaluated associations among oral and hand motor speeds and measures of Speech (articulation and phonology) and language (receptive vocabulary, sentence comprehension, sentence imitation), in 11 children with moderate to severe SSD and 11 controls. Syllable durations from a syllable repetition task served as an estimate of maximal oral movement speed. In two imitation tasks, nonwords and clapped rhythms, unstressed vowel durations and quarter-note clap intervals served as estimates of oral and hand movement speed, respectively. Syllable durations were significantly correlated with vowel durations and hand clap intervals. Sentence imitation was correlated with all three timed movement measures. Clustering on syllable repetition durations produced three clusters that also differed in sentence imitation scores. Results are consistent with limited movement speeds across motor systems and SSD subtypes defined by motor speeds as a corollary of expressive language abilities.