Abstract
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 (SSD). A total of 17 children, aged 7–12 years, with SSD 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 (e.g., backward masking and frequency discrimination), whereas the phonological approach focused on speech sound training (e.g., phonological organization and awareness). Both interventions consisted of 12 45-min sessions delivered twice per week, for a total of 9 h. 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.
Highlights
Speech sound disorder (SSD) is defined as a developmental disorder characterized by articulatory and/or phonological difficulties that affect a child’s ability to be understood by others, leading to reduced speech intelligibility, in the absence of other cognitive, sensory, motor, structural, or affective issues (Shriberg, 2003; Raitano et al, 2004; McGrath et al, 2007)
Despite the overlap of symptoms between SSD and language impairments, such as specific language impairment (SLI), SSD have their own characteristics and constitute the largest group of speech and language impairments observed in children (Shriberg and Kwiatkowski, 1982; Shriberg et al, 1994; Broomfield and Dodd, 2004; Tkach et al, 2011)
The purpose of this study was to compare the impact of a nonlinguistic auditory and a phonological intervention approach on the phonological skills of children with SSD
Summary
Speech sound disorder (SSD) is defined as a developmental disorder characterized by articulatory and/or phonological difficulties that affect a child’s ability to be understood by others, leading to reduced speech intelligibility, in the absence of other cognitive, sensory, motor, structural, or affective issues (Shriberg, 2003; Raitano et al, 2004; McGrath et al, 2007). Several phonological intervention approaches were incorporated in speech therapy by focusing on the phonological representations of speech sound systems, including phonemic awareness, vocabulary, and/or phonological memory tasks. Williams et al (2010) documented 23 different intervention approaches for children with SSD, with the cycles approach (Hodson and Paden, 1983, 1991) and the core vocabulary approach (Holm et al, 2005) as examples of recognized phonological therapies. The Cycles Phonological Remediation Approach (Hodson and Paden, 1983, 1991) aims to increase a child’s intelligibility by facilitating the emergence of the following primary target patterns for beginning cycles such as final consonants, clusters, velars, and liquids. According to Crosbie et al (2006), this approach is effective for children with an inconsistent phonological disorder
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