Speech Development In Children Research Articles

Validation of Serbian version of the LittlEARS® Early Speech Production Questionnaire for the assessment of early language development in typically developing children.

The LittlEARS® Early Speech Production Questionnaire (LEESPQ) was developed to provide professionals with valuable information about children's earliest language development and has been successfully validated in several languages. This study aimed to validate the Serbian version of the LEESPQ in typically developing children and compare the results with validation studies in other languages. The English version of the LEESPQ was back-translated into Serbian. Parents completed the questionnaire in paper or electronic form either during the visit to the paediatric clinic or through personal contact. A total of 206 completed questionnaires were collected. Standardized expected values were calculated using a second-order polynomial model for children up to 18 months of age to create a norm curve for the Serbian language. The results were then used to determine confidence intervals, with the lower limit being the critical limit for typical speech-language development. Finally, the results were compared with German and Canadian English developmental norms. The Serbian LEESPQ version showed high homogeneity (r = .622) and internal consistency (α = .882), indicating that it almost exclusively measures speech production ability. No significant difference in total score was found between male and female infants (U = 4429.500, p = .090), so it can be considered a gender-independent questionnaire. The results of the comparison between Serbian and German (U = 645.500, p = .673) and Serbian and English norm curves (U = 652.000, p = .725) show that the LEESPQ can be applied to different population groups, regardless of linguistic, cultural or sociological differences. The LEESPQ is a valid, age-dependent and gender-independent questionnaire suitable for assessing early speech development in children aged from birth to 18 months.

Mengenali dan Menangani Speech Delay Pada Anak

The language development problems, especially speech delay, are developmental problems that are often found. Research in several countries states that about 6 to 8% of preschool children have speech delay problems (Boyle, Gillham, & Smith, 1996; Tomblin, Smith, & Zhang, 1997 in Law et all., also Macias and Wagner, 2005). The purpose of this study is to recognize and treat speech delay in children. This research method is a literature study. The result of this study is an explanation of children's speech development, speech problems in children, the definition, characteristics and causes of speech delay in children and how to deal with speech delay in children. This study concludes that speech learning involves children's receptive and expressive speech. Problems in speech development can also be seen and addressed from these two bases.

Keterlambatan Berbahasa dalam Aspek Fonologi pada Anak Usia 5 Tahun

The purpose of this study was to find out the causes of language delays in phonological aspects of five-year-old subjects. The problem that underlies this research is related to language disorders. Language disorder in children's speech development is one type of communication disorder which is indicated for children who experience disturbances in the process of using any symbols in language. In this study, it discusses speech sound pronunciation disorders experienced by 5 year old children, especially in the phonological aspect. The method used is qualitative with note-taking techniques and collecting data sources through interviews, subjects are given light questions so they are easy to understand.

Vocal and early speech development in Korean-acquiring children with hearing loss and typical hearing

ABSTRACT This study investigated the vocal and early speech development of Korean-acquiring children with hearing loss (HL) who underwent early auditory amplification compared to their typical hearing (TH) counterparts. The research focused on phonological characteristics of child vocalisation based on samples collected from naturalistic home environments. One-day home recordings using a Language ENvironment Analysis (LENA) recorder were obtained from 6 children with HL and 12 children with TH who ranged from 17 to 23 months of age in Korean monolingual environments. Child volubility, canonical babbling ratio (CBR), consonant distributions, and utterance structures of vocalisations were evaluated through qualitative and quantitative analyses of vocalisation samples collected from LENA recordings. The findings revealed that children with HL displayed comparable vocalisation levels to children with TH, with no significant differences in volubility and CBR. In consonant and utterance shape inventories, noticeable quantitative and qualitative differences were observed between children with HL and those with TH. The study also suggested both universal and language-specific production patterns, revealing the early effects of ambient language on consonant distributions and utterance structures within their vocalisation repertoire. This study emphasised the role of auditory input and the importance of early auditory amplification to support speech development in children with HL.

The role of gadgets in the everyday life of a young child: exploring the impact of digital dementia and the importance of digital hygiene

Introduction. With the rapid integration of digital technology into every aspect of society, it is inevitable that preschool children are also exposed to gadgets. This has raised concerns among parents, educators, and researchers alike. While there are undeniable benefits such as access to educational resources and innovative learning techniques, the excessive use of gadgets can have detrimental effects on children's attention span, speech development, and social skills. Therefore, it is crucial to establish a balanced and appropriate interaction between preschoolers and digital devices, drawing from the experiences of key influencers in children's development, namely parents and preschool teachers. The purpose of the research is to analyze the perspective and approach of parents, kindergarten teachers, and additional preschool education teachers regarding the utilization of electronic devices by young children. Materials and methods. The online survey involved 412 kindergarten teachers in the Sverdlovsk region (Russian Federation), as well as 15 teachers of additional preschool education institutions and 15 mothers of preschool children took part in a semi-structured interview. Results. Preschoolers have been found to have the highest level of exposure to gadgets both at home and in kindergartens. However, in additional education institutions, the integration of gadgets into their activities is not as prevalent, as they tend to rely more on traditional teaching methods. The majority of kindergarten teachers utilize gadgets when working with preschoolers. They often employ videos, cartoons, and interactive whiteboard lessons as teaching tools. It is worth noting that the percentage of teachers who oppose the use of gadgets has significantly decreased to 5%. On the other hand, 90% of teachers have a positive attitude towards digitalization and believe that the effective use of modern technologies can simplify their work and engage children, ultimately benefiting them. Nevertheless, it has been discovered that the prescribed norms for the use of digital technologies by preschool children are often not adhered to. This is due to the fact that children use gadgets at home for entertainment purposes, such as watching cartoons and playing games for 30-60 minutes or more per day. Additionally, in kindergartens, children spend around 20-30 minutes watching videos and educational content, resulting in a total screen time that often exceeds one hour per day. This highlights the necessity to enhance the digital competence of parents and teachers, implement a monitoring system for children's gadget usage, and develop comprehensive guidelines for children's interaction with digital technologies. Conclusion. The results of the study highlight the necessity of formulating comprehensive guidelines for children's engagement with digital technologies, alongside enhancing the digital proficiency of parents and educators. This approach will facilitate the proper utilization of gadgets and maximize the advantages they offer for a child's growth and development.

When a Child is Speech Delay: Causes, Diagnosis, and Intervention

Speech Delayin children is a developmental problem that often raises concerns for parents and health professionals. This research aims to identify the causes, diagnostic methods and effective interventions for treating speech delays in children. The causes of speech delays can vary, including genetics, environment, hearing loss, and medical and neurological conditions such as autism and language spectrum disorders. A diagnosis of speech delay requires a comprehensive evaluation by a multidisciplinary team that includes a pediatrician, speech pathologist, psychologist, and audiology specialist. Assessment tools such as language development tests and clinical observations are often used to assess a child's speech and language abilities. Effective interventions include speech therapy, language stimulation programs, as well as active involvement of parents in therapy. In addition, early intervention is highly recommended to maximize a child's speech development potential. This research emphasizes the importance of early detection and appropriate intervention to overcome speech delays and support optimal communication development in children.

FEATURES OF NEUROLOGICAL DISORDERS IN CHILDREN WITH SPEECH DEVELOPMENTAL DISORDERS

Problems of speech pathology in children attract the attention of doctors, speech therapists and psychologists due to the high prevalence of these disorders and the importance of speech function in the mental development of the child. The result of impaired speech development is the difficulty or impossibility of a child’s education in a comprehensive school. In this regard, the formation of speech in children is a necessary factor for social adaptation and learning. Despite the numerous studies, there are no exact criteria for the early diagnosis of speech development disorders, questions of etiology and pathogenesis have not been resolved, methods for predicting the course and rehabilitation of children with speech development delays require further development, and the features of speech development delays for various variants of comorbid neurological disorders [4]. Delayed speech development in children, if adequate therapeutic and rehabilitation measures are not carried out in a timely manner, may in the future lead to a decrease in the intellectual potential of the nation. KEYWORDS: delayed speech development, neurological disorders.

THE BENEFITS OF EARLY COCHLEAR IMPLANTATION FOR SPEECH DEVELOPMENT IN CHILDREN WITH USHER SYNDROME: LITERATURE REVIEW

IntroductionUsher syndrome (USH) is a rare autosomal recessive genetic disorder characterized by sensorineural hearing loss (SNHL), vision loss (retinitis pigmentosa), and occasional balance impairment. Depending on the severity and onset of hearing loss and coexisting vestibular dysfunction, USH is divided into three clinical types – USH1, USH2, USH3 – as well as atypical USH which combines features of all these three. The purpose of this review is to present the impact of cochlear implantation on speech development in children diagnosed with all types of Usher syndrome.Material and methodsAll relevant publications published in from 2013 to 2023 were retrieved from PubMed based on the keywords <i>Usher syndrome</i>, <i>Usher syndrome diagnostics</i>, <i>Usher syndrome hearing loss</i>, <i>Usher syndrome cochlear</i>, and <i>Usher syndrome speech</i>. Exactly 67 papers were selected.ResultsBilateral cochlear implantation in children with Usher syndrome is beneficial for audiological and verbal development provided that hearing loss is detected early and implantation done promptly. In USH1 the preferred age is before 3 in the case of severe to profound congenital SNHL; in USH2 and USH3 the optimal time for implantation is hampered by the difficulty of estimating when hearing loss occurred and its rate of progression. After bilateral cochlear implantation, studies showed improvements in the categories of auditory performance (CAP), speech intelligibility rate (SIR), meaningful auditory integration scale (MAIS), meaningful use of speech scale (MUSS), and speech reception score (SRS), together with good development of speech perception and verbal communication.ConclusionsEarly diagnosis (before the onset of vision loss) and early bilateral cochlear implantation in children who have suffered severe to profound SNHL due to Usher syndrome reduces disability and maximizes auditory–oral communication skills, significantly increasing their quality of life.

Mental and speech development of children after cochlear implantation as a rehabilitation factor in the learning process: modern concepts and approaches

Mental and speech development of children after cochlear implantation as a rehabilitation factor in the learning process: modern concepts and approaches

Evaluating structure and content of parent-implemented early logopaedic intervention models following the three stages of communicative development in children with cleft lip and/or palate: Systematic literature review with narrative synthesis.

The development of communication, speech and language follows three stages (development of the parent-child relationship, interactions and actual speech and language acquisition). Children born with cleft lip and/or palate are at increased risk of communicative problems while parents may be going through an emotionally difficult time. Early parent-implemented logopaedic intervention that supports both parents and child is important. Three systematic reviews have examined the effects of early speech and language interventions, but not their structure and content. To investigate which early parent-implemented logopaedic interventions already exist for children with cleft lip and/or palate, and to evaluate their structure, content and time of onset against the three stages of communicative development. Six databases (PubMed, Embase, Web of Science, APA PsycInfo, Cinahl and Scopus) were searched between inception and 31 March 2023 to identify published articles that reported early parent-implemented logopaedic interventions in children with cleft lip and/or palate, aged 0 to 3 years, clearly describing the strategies used to train parents. Two authors independently assessed the eligibility of the studies. Quality assessment was conducted using the Physiotherapy Evidence Database quality assessment tool, Single-Case Experimental Design tool and the National Institutes of Health pre-post-study tools. The structure and content of the interventions were analysed taking into account the needs and difficulties of both the parents and the child according to the three stages of communicative development. The systematic literature search identified four studies that met the inclusion criteria. Three of them had a Level of Evidence III and one study had a Level of Evidence IV. Strategies appropriate for Stage 1 of communicative development (parent-child relationship) are well represented in only one study, but the psychosocial needs of parents are currently not included in these programmes. However, research shows that parental emotional difficulties can adversely impact a child's communicative development. Strategies appropriate for Stage 2 (promoting social interactions) are better represented. However, strategies appropriate for Stage 3 (acquiring correct speech and language patterns) are most represented in all intervention programmes. Three out of four intervention programmes focus on Stage 3 (actual speech and language stimulation). Stage 1 is underrepresented and the psychosocial needs of parents are currently not included in existing intervention programmes. Further research is needed in close collaboration with psychologists to construct a comprehensive, longitudinal, developmentally appropriate intervention programme that equally represents the three stages of communicative development and considers the psychosocial needs of parents. What is already known on the subject Children with cleft lip and/or palate are at increased risk of speech and language problems from birth. Parents of these children often have emotional problems following their child's diagnosis. The effectiveness of early intervention to facilitate the child's speech and language development has already been proven. Early intervention is recommended for both parents and child, but little is known about early parent-implemented logopaedic interventions that also provide psychosocial support for parents. What this paper adds to existing knowledge This review has shown that existing early parent-implemented logopaedic interventions for children with cleft lip and/or palate focus mainly on facilitating responsive interactions and actual speech and language development (Stages 2 and 3 of communicative development). However, Stage 1, where the parent-child relationship develops, is currently not included, even though this stage is a prerequisite of subsequent stages. If parents are struggling with emotional problems (following their child's diagnosis) this can negatively impact their mental health, the parent-child relationship, attachment and their child's development. What are the potential or actual clinical implications of this work? A clinical implication of the findings in this review is that more attention should be paid to Stage 1 of communicative development in early parent-implemented logopaedic interventions. By working closely with the psychologist of the cleft (and craniofacial) team, any psychosocial needs of the parents can be included in the counselling. As a result, the parents and their child are seen and supported as a unit and the parent-child relationship can develop optimally.

Factors Affecting the Development of Speech in Children After Cochlear Implant

Objective: To determine the odds of different factors for developing poor speech intelligibility in pre-lingually deaf children who have undergone cochlear implantation. Study Design: Case-control study. Place and Duration of Study: Department of ENT, Combined Military Hospital, Rawalpindi Pakistan, Jan 2020 to Aug 2022. Methodology: This study was based on a sample of 60 patients: 30 cases with cochlear implants placed before two years of age, with a total time of using a cochlear implant of ≥1 year, and 30 controls. Both groups consisted of both genders aged between 3 and 12 years. All patients underwent assessment using the Speech Intelligibility Rating system and were documented for var-ious factors influencing speech development. Results: The mean age of the sample at the time of the study was 6.37±3.17 years. A total of 34(56.7%) participants were male. Factors associated with poorer speech outcomes were male gender (OR0.44[CI 95% 0.15–1.30]), no peers in the household (OR 0.53 [CI 95% 0.15–1.84]), higher maternal literacy (OR 0.42[CI 95% 0.13–1.30]). Factors associated with improved speech devel-opment included primarily oral form of communication (OR 2.14[CI 95%0.41–11.17]), less than one-year age at implantation (OR 1.29 [CI 95% 0.24–6.96]), a total duration of speech therapy less than two years (OR 1.70[CI 95% 0.32–8.74]) and the pres-ence of unilateral implants, (OR 6.33[CI 95% 1.00–40.07]). Conclusion: Earlier cochlear implantation with frequent verbal skill exercise appears essential to developing good speech in-telligibility in pre-lingually deaf children. Keywords: Children, Cochlear Implantation, Pre-Lingual Deafness, Speech intelligibility

Neural tracking of natural speech in children in relation to their receptive speech abilities

Receptive speech is the ability to understand speech addressed to a person. It is a crucial process for a child’s cognitive development. We examine the relationship between receptive speech and neural tracking of natural speech in 52 children aged 3–8 years to infer the neurophysiological mechanisms underlying speech development. We registered a 32-channel electroencephalogram (EEG) while children listened to narrative audio stories. The temporal response function (TRF) approach was used to study neural tracking features at acoustic and semantic levels. We found a strong positive correlation between the TRF prediction accuracy values that demonstrate the magnitude of neural tracking, and receptive speech abilities measured by the Preschool Language Scales (PLS-5). Topographic analysis of these correlations showed significant clusters of EEG channels in the right temporal region for acoustic tracking, and in the left fronto-central and right parieto-occipital regions for semantic tracking. We assume that these results reflect the development of the brain systems necessary for speech comprehension. To sum up, we suggest that the TRF measures are easy-to-assess neurophysiological markers of receptive speech development in children.

Особливості мови няні в повсякденному спілкуванні між матір'ю та дитиною: педагогічний аспект

The article substantiates the importance of nannies’ language for the children’s development, namely the danger of long-term use of the phonetic, morphological and syntactic properties of babysitters' language in the process of communicating with the child. The theoretical positions that are the basis for the analysis of the collected research material are related to the theories of symbolic interactionism, constructivism, and the ecological theory of human development. In the research it is assumed that the child's development is dynamic and occurs as a result of structuring and restructuring the experience gained during interaction. It is confirmed that development takes place in a certain environment, but it is worth remembering that the child is not a passive imitator of the stimuli, but as a result of mutual interaction with the environment. The child begins to form one’s own image of the surrounding world. It has been found that language serves as one of the elements that allow a person to build an idea of the surrounding reality in mind. The article emphasizes the importance of speech and, more broadly, communicative competences for a child's development. The results of a study conducted among mothers of two- to three-year-old children are presented. Considering this stage of the child's development is considered special because of the phase of the child's speech development, as well as the formation of personality. The study presents a diagnostic survey and includes free communication between mother and child. The paper outlines the characteristic properties of the language of nannies. Based on the results of the study, the consequences for the development of long-term use of nanny’s language by adults are shown. The article emphasizes the importance and influence of the communication skills and abilities of babysitters and parents on the child's development and further education, as well as the importance of pedagogical support for effective communication in early childhood.

Когнитивное и речевое развитие детей дошкольного возраста, зачатых путем вспомогательных репродуктивных технологий

<p style="text-align: justify;"><strong>Objectives. </strong>The mental health of children conceived using assisted reproductive technologies (ART) is a growing concern for parents and professionals. With a maximum compliance with the conditions for using reproductive technologies, the birth of a healthy child is expected. But some children conceived through artificial insemination have developmental problems, speech and/or cognitive problems. A pilot study was conducted on the cognitive and speech development of children from 3 to 8 years old with the aim of a comparative analysis of children from induced pregnancy with children conceived naturally, to determine the possible impact of ART methods on children's health.</p> <p style="text-align: justify;"><strong>Methods.</strong> The cognitive and speech functions of 115 children aged 3 to 8 years were studied: 54 children from induced pregnancy were included in the experimental groups (EG 1 and EG 2) and 61 children from natural conception were included in the control groups (CG 1 and CG 2). The method of neuropsychological diagnostics of children of L.S. Tsvetkova and methods of speech therapy examination (assessment of the state of facial and articulatory muscles, breathing, prosodic speech, general speech development) were used. The results were processed through the qualitative and quantitative assessment of the correspondence of the child’s cognitive and speech development to normative ontogenesis.</p> <p style="text-align: justify;"><strong>Results. </strong>It has been determined that children conceived through ART have a high percentage of perinatal risk: 35% of children (n=54) conceived through ART have: mental disorders (autism, intellectual disability) and various speech disorders in 77% of cases, — which has a negative impact on the development of cognitive activity. In children conceived naturally (n=61), the percentage of disorders was lower: in 47% of cases, cognitive disorders were noted, and in 60% of children, speech disorders of mild to moderate severity were identified.</p> <p style="text-align: justify;"><strong>Conclusions</strong>. The hypothesis about the possible influence of the fertilization methods used, the characteristics of the procedure, the health status of the parents before conception, the course of the mother’s pregnancy and other prenatal factors on the occurrence of developmental disorders in children conceived through ART is supported. An interdisciplinary approach to organizing research will allow a comprehensive study of the developmental features of children from induced pregnancy and the timely identification of possible dysontogenetic risk factors.</p>

MODERN TOOLS FOR MYOFUNCTIONAL CORRECTION IN SPEECH THERAPY

This research article aims to review and analyse existing research in this area, identifying major trends and gaps in knowledge, and supports the importance of further research to optimise the diagnosis and modern correction of orofacial and myofunctional disorders in the context of ensuring the full development of speech in children.

FAIRY TALE-BASED SPEECH DEVELOPMENT TECHNIQUES FOR CHILDREN

The article written on the topic "Fairy tale-based speech development techniques for children", offers suggestions for helping young children learn how to connect speech. The article aims to clarify the significance of fairy tales' influence on children's speech development. The article also emphasizes the concepts of the instructor organizing the speech development process while taking the pedagogical process into consideration.

Причины задержки речевого развития детей раннего возраста: теория и практика

Delayed speech development is one of the most common problems of modern childhood. The aim of this study is to theoretically analyze the causes of the indicated pathology in young children and to confirm the find-ings through empirical research. Using an interdisciplinary approach, scientific publications on the topic are analyzed. The factors influencing the formation of a child’s speech during infancy and early age are consid-ered. Psychophysiological aspects have been analyzed, the relationship between the development of brain structures and the central nervous system has been established. An empirical study was conducted, which re-vealed that the causes of delayed speech and sensorimotor development of the child are due to harmful fac-tors that have a negative impact on the fetus formation during gestation. It is deemed that their impact is par-ticularly dangerous during the first trimester of a woman’s pregnancy, as it increases the risks of abnormalities in the child's speech development.

The author's modification of the existing praxis classification among children with special needs in the context of their psycho-speech development

The well-known value for the speech development of children is a mastering of all praxis types. Unfortunately, no attention is paid to general praxis in the existing speech therapy literature. In addition, experts do not have a unified approach to the classification of all existing praxis types. The lack of a unified approach to the classification of main praxis types introduces some misunderstanding of its use. The purpose of the study is to develop the methodological and methodical basis for manual praxis among preschoolers with speech disorders using adaptive physical education. Materials and Methods: analysis of existing literature on research issues, systematization of the received information and its further classification; and generalization. The role of wrist functions among preschool children with speech disorders is considered. The analysis of the coordination wrist functions as the basis of manual praxis was made. The phylogenetic value of each coordination function is described. The prospects of combining the possibilities of physical education and occupational therapy in the development of wrist praxis are separately considered. A new author's classification of praxis was created based on: the ontogenetic principle of movement construction according to M. Bernstein; the topographic principle; the degree of praxis complication; and the degree of praxis development. The main methodological directions of the manual praxis development among preschoolers with speech disorders in combination with other types of praxis are formulated

Forming teachers' readiness to develop coherent speech among older preschool-age children

Relevance. The main function of the development of coherent speech is certainly a communicative one, as a child aged 5-7 years old should not only understand others perfectly, but also express opinions independently, and most importantly to do so clearly and understandably for others. That is why the topic of this study always remains relevant and occupies a central position in the process of a child's speech development and, to a certain extent, his or her socialisation. Purpose. The purpose of this study is to analyse the current level of teachers' readiness to develop coherent speech among older preschool-age children, to highlight the main shortcomings in this process and to develop methods and ways to improve their qualification level in this area. Methodology. The study of this issue was based on different research methods, in particular system analysis, synthesis, comparison, modelling, deduction, analysis of the scientific literature, as well as pedagogical observation and the study of pupils' performance. Results. The results obtained as a result of conducting the study are the consolidation of the theoretical and practical foundations for the process of developing coherent speech among older pre-school children and an appropriate level of teacher competence in this area. Thus, the study established a list of tasks, games and other organisational activities for the development of coherent speech among children, as well as an algorithm of necessary tasks for the teacher aimed at improving his or her level of knowledge in this particular aspect and increasing his or her activity efficiency in the aforementioned process. Conclusions. The practical value of this study lies in the fact that the formed methods and the proposed exercises can be used both by teachers, in pre-school educational institutions, and by parents, to maximise the child's results and his or her future active socialisation directly at school.

Peculiarities of educational work in the territorial community regarding the provision of speech therapy services

The proposed article highlights the peculiarities of educational work in the territorial community regarding the provision of speech therapy services. Based on the theoretical analysis of scientific and methodical literature, the historical development, peculiarities and formation of the provision of speech therapy services and speech therapy as a science as a whole are studied. It was determined that the speech therapist can carry out corrective, diagnostic, preventive and educational work, but a special emphasis in this process is determined on the importance of the speech therapist's work in the territorial community regarding educational activities, cooperation with parents and raising the level of their pedagogical culture. In order to study the awareness of residents of territorial communities (adults who have children), a survey was conducted regarding the provision of speech therapy services. The obtained results of the study proved that many parents have a certain understanding of the peculiarities of the child's speech development. Most of the answers indicate that parents understand when the child should begin to express the first phrases and communicate. A general trend is the desire of parents to be educated and informed about the speech development of their children. It is important to support this motivation of parents and ensure their access to reliable and trustworthy information resources. Informed parents can be more successful in addressing the issues of their children's speech development and contribute to their success in this area. Prevention of speech disorders in children is important to ensure their successful development, so parents should have such information. Improving a child's speech is an extremely important process and plays a key role in communication, expression of thoughts, development of thinking and social skills. The study emphasized the importance of informational work with parents aimed at spreading knowledge about the role of a speech therapist and the availability of speech therapy services for children in the community.