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Speech Treatment Effects on Narrative Intelligibility in French-Speaking Children with Dysarthria.
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Speech Treatment Effects on Narrative Intelligibility in French-Speaking Children with Dysarthria. ...
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Effects of Speech Cues on Acoustics and Intelligibility of Korean-speaking Children with Dysarthria ...
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Implicit Learning in Preschoolers with and Without Developmental Language Disorder
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In: Student Research Symposium (2021)
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Effects of speech cues in French-speaking children with dysarthria
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Abstract:
Background: Articulatory-excursion and vocal-intensity are reduced in many children with dysarthria due to cerebral palsy (CP), contributing to the children’s intelligibility deficits and negatively affecting their social participation. However, the effects of speech-treatment strategies for improving intelligibility in this population are understudied, especially for children who speak languages other than English. In a cueing study on English-speaking children with dysarthria, acoustic variables and intelligibility improved when the children were provided with cues aimed to increase articulatory-excursion and vocal-intensity. While French is among the top 20 most spoken languages in the world, dysarthria and its management in French-speaking children are virtually unexplored areas of research. Information gleaned from such research is critical for providing an evidence base on which to provide treatment. Aims: To examine acoustic and perceptual changes in the speech of French-speaking children with dysarthria, who are provided with speech cues targeting greater articulatory-excursion (French translation of “speak with your big mouth”) and vocal-intensity (French translation of “speak with your strong voice”). This study investigated whether, in response to the cues, 1) the children would make acoustic changes and 2) listeners would perceive the children’s speech as more intelligible. Methods & Procedures: Eleven children with dysarthria due to CP (six girls, five boys; ages 4;11 to 17;0 years; eight with spastic CP, three with dyskinetic CP) repeated pre-recorded speech stimuli across three speaking conditions (habitual, “big mouth,” and “strong voice”). Stimuli were sentences and contrastive words in phrases. Acoustic analyses were conducted. Sixty-six Belgian-French listeners transcribed the children’s utterances orthographically and rated their ease-of-understanding on a visual-analogue scale at sentence- and word-levels. Outcomes & Results: Acoustic analyses revealed significantly longer duration in response to the big-mouth cue at sentence-level and in response to both the big-mouth and strong-voice cues at word-level. Significantly higher vocal sound-pressure-levels (SPLs) were found following both cues at sentence- and word-levels. Both cues elicited significantly higher first-formant vowel frequencies and listeners’ greater ease-of-understanding ratings at word-level. Increases in percentage of words transcribed correctly and in sentence ease-of-understanding ratings, however, did not reach statistical significance. Considerable variability between children was observed. Conclusions & Implications: Speech cues targeting greater articulatory-excursion and vocal-intensity yield significant acoustic changes in French-speaking children with dysarthria. However, the changes may only aid listeners’ ease-of-understanding at word-level. The significant findings and great inter-speaker variability are generally consistent with studies on English-speaking children with dysarthria, although changes appear more constrained in these French-speaking children.
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Keyword:
Articulation disorders; Cerebral palsied children; Communicative disorders in children--Treatment; French language
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URL: https://doi.org/10.7916/d8-hcc5-d611
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| 6 |
Sound Discrimination and Explicit Mapping of Sounds to Meanings in Preschoolers with and Without Developmental Language Disorder
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2020)
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Effects of speech cues in French-speaking children with dysarthria ...
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| 8 |
Explicit Learning of Auditory Categories in Preschoolers With and Without Developmental Language Disorder
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In: University Honors Theses (2020)
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| 9 |
Implicit Learning of Children With and Without Developmental Language Disorder Across Auditory and Visual Categories
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In: Dissertations and Theses (2020)
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| 10 |
Oral narrative intervention with children with autism spectrum disorder and language disorder
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Favot, Kate. - : Sydney, Australia : Macquarie University, 2019
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Giving voice to person-anchored outcomes in preschool children attending Speech Language Pathology Services ; Revolutionary Learning, Evolutionary Practice 2018 ASHA Convention
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Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment
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In: TDX (Tesis Doctorals en Xarxa) (2019)
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Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment
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The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
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In: Communication Sciences and Disorders Publications (2019)
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| 16 |
Effects of Frequency of Early Intervention on Spoken Language and Literacy Levels of Children Who are Deaf or Hard of Hearing in Preschool and Elementary School
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In: Journal of Early Hearing Detection and Intervention (2019)
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| 17 |
Atypical Speech Development and Working Memory Recall Ability
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In: University Honors Theses (2018)
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| 18 |
Service Delivery and Intervention Intensity for Phonology‐Based Speech Sound Disorders
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In: ETSU Faculty Works (2018)
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Language comprehension in children with Specific Language Impairment: an Eye-Tracking study
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In: TDX (Tesis Doctorals en Xarxa) (2018)
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O impacto das perturbações dos sons da fala na vida quotidiana da criança
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