Developmental Phonological Disorders Research Articles

Underlying manifestations of developmental phonological disorders in French-speaking pre-schoolers.

This study examined the psycholinguistic profiles of Quebec French-speaking children with developmental phonological disorders (DPD). The purpose was to determine whether the endophenotypes that have been identified in English-speaking children with DPD are similarly associated with speech impairment in French-speaking children. Seventy-two children with DPD and ten children with normally developing speech, aged four to six years, received a comprehensive assessment battery that included measures at the phenotype level (i.e. measures of overt speech production skills) and endophenotype level (i.e. measures of potential underlying core deficits such as phonological processing or oral motor impairments). The majority of the children with DPD presented with a psycholinguistic profile indicative of difficulties with phonological processing. Phonological processing skills also explained unique variance in speech production accuracy, indicating that French-speaking children with DPD, who produce different surface speech errors than English-speaking children with DPD, are nonetheless very similar with regards to their underlying psycholinguistic profile.

Developmental Phonological Disorders: Foundations of Clinical Practice By SusanRvachewand FrancoiseBrosseau-Lapre(San Diego, CA: Plural, 2012) [Pp. 915.] ISBN 978-1-59756-377-2. £95.27 (pbk)

International Journal of Language & Communication DisordersVolume 49, Issue 2 p. 272-272 Book Review Developmental Phonological Disorders: Foundations of Clinical Practice By Susan Rvachew and Francoise Brosseau-Lapre (San Diego, CA: Plural, 2012) [Pp. 915.] ISBN 978-1-59756-377-2. £95.27 (pbk) Rebecca Waring, Rebecca Waring [email protected] Department of Audiology and Speech Pathology, University of Melbourne, Melbourne, VIC, AustraliaSearch for more papers by this author Rebecca Waring, Rebecca Waring [email protected] Department of Audiology and Speech Pathology, University of Melbourne, Melbourne, VIC, AustraliaSearch for more papers by this author First published: 26 August 2013 https://doi.org/10.1111/1460-6984.12057Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume49, Issue2March-April 2014Pages 272-272 RelatedInformation

Cross-linguistic comparison of speech errors produced by English- and French-speaking preschool-age children with developmental phonological disorders

Twenty-four French-speaking children with developmental phonological disorders (DPD) were matched on percentage of consonants correct (PCC)-conversation, age, and receptive vocabulary measures to English-speaking children with DPD in order to describe how speech errors are manifested differently in these two languages. The participants’ productions of consonants on a single-word test of articulation were compared in terms of feature-match ratios for the production of target consonants, and type of errors produced. Results revealed that the French-speaking children had significantly lower match ratios for the major sound class features [+ consonantal] and [+ sonorant]. The French-speaking children also obtained significantly lower match ratios for [+ voice]. The most frequent type of errors produced by the French-speaking children was syllable structure errors, followed by segment errors, and a few distortion errors. On the other hand, the English-speaking children made more segment than syllable structure and distortion errors. The results of the study highlight the need to use test instruments with French-speaking children that reflect the phonological characteristics of French at multiple levels of the phonological hierarchy.

SIG 1 Perspectives Vol. 19, No. 1, January 2012

SIG 1 Perspectives Vol. 19, No. 1, January 2012

An Input-Focused Intervention for Children With Developmental Phonological Disorders

In this article, we consider recent advances in theory and practice related to developmental phonological disorders (PDP). We consider the benefits of structured speech input to address PDP and provide a summary of a recent study designed to address phonological disorders in children using input-focused intervention. Results revealed that intervention focusing on input resulted in similar gains when compared to intervention focusing on speech production practice. We then discuss clinical implications.

Enhancing Phonological Patterns of Young Children With Highly Unintelligible Speech

Enhancing Phonological Patterns of Young Children With Highly Unintelligible Speech

Auditory processing and speech production in children with typical development and developmental phonological disorders.

The purpose of the study is to compare auditory processing of non‐speech and speech sounds in children with developmental phonological disorders (DPDs) and children who are typically developing (TD). Basic auditory processing capacities of frequency selectivity, temporal processing, and speech perception for TD, and DPD children 4–6 years of age, were measured. Auditory filter bandwidth was examined at 4 kHz using the notch‐noise method, and psychometric functions for gap detection and /b‐p/ identification were measured. Preliminary results showed that DPD children had higher boundaries and shallower slopes in the psychometric functions of gap detection and /b‐p/ identification than TD children, indicating that DPD children needed longer duration gaps for detection and longer voiced onset time for voiceless stop identification than TD children. There was no significant difference in auditory filter bandwidth between the two groups of children, although DPD children showed slightly higher detection thresholds than TD children. These results suggest that frequency selectivity was comparable between TD and DPD children, although DPD children have a lower central auditory processing efficiency. The relationship between auditory perception and speech intelligibility will also be discussed.

Evaluation of Visual Motor Perception in Children with Developmental Articulation and Phonological Disorders

The aim of this study is to compare the visual-motor perceptual skills of children who have a developmental articulation and phonological disorder, with children who do not have such disorders. A group of 21 children between the ages 5:6 and 9:1 yr. (13 boys, 8 girls) was compared to a control group of 21 children matched on sex, age, and socioeconomic level using the Bender Visual-Motor Gestalt Test. Children with disorders had significantly more Bender errors.

Working memory in preschool children with developmental phonological disorders

Objective To explore the working memory of children with developmental phonological disorders.Methods 53 children meet the criteria of developmental phonological disorders at the age from 4～6 years were selected as case group,and 50 normal speaking children matched for ages were selected as control group.The working memory functions were examined with digit span test in the Wechsler child intelligence scale and related phrase tests.Results The scores of forward digit span(5.58±1.49)and backward digit span(1.87 ±1.24)in case group were much inferior to those in control group(6.30 ±1.15;2.82±0.77),P＜0.05.The scores of related phrases(4.17 ±2.06)and unrelated phrases(1.11±1.09)in case group were significantly lower than those of control group(5.90 ±1.26,3.28 ±1.21),P＜0.05.Conclusion The working memory of children with phonological disorders was much inferior to normal children,which perhaps contributed to reading disability later. Key words: Phonological disorders; Working memory; Child

The role of families in optimizing phonological therapy outcomes

Developed in Australia, Parents and Children Together (PACT) is a broad-based, family-centred phonological therapy. It is a treatment approach for developmental phonological disorders in the course of whose implementation speech and language therapists enlist the active participation of parents and significant others. It requires family members to learn technical information and develop novel skills to use, with professional guidance, in relation to their own child and his or her specific speech clarity issues. In this paper we review the family education and “homework’ aspects of PACT and explore, with brief case illustrations, the participation of 13 families involved in its administration.

Targeting metaphonological ability in intervention for children with developmental phonological disorders

Thirty-one children with isolated phonological disorders participated in a speech and language therapy programme targeted at improving metaphono-logical ability. Assessments were designed that were sensitive to the potential changes made in metaphonological awareness and speech output as a result of therapy. Metaphonological abilities improved significantly as a result of therapy (in comparison with non-treated control children). Post-therapy measures demonstrated that speech and language therapy was highly effective in improving the speech output of children with isolated phonological disorders after controlling for maturational effects. Consideration is given to whether initial metaphonological status influences outcome and whether having good or poor initial metaphonological skills indicates a child’s readiness to benefit from phonological therapy.

Targeting metaphonological ability in intervention for children with developmental phonological disorders

Targeting metaphonological ability in intervention for children with developmental phonological disorders

Book Review: Developmental phonological disorders: a practical guide for families and teachers

Book Review: Developmental phonological disorders: a practical guide for families and teachers

Parents and children together (PACT): a collaborative approach to phonological therapy.

Developmental phonological disorders are a group of developmental languagelearning disorders of unknown aetiology, occurring at a phonological level, andmanifested in the use of abnormal speech patterns, by children, impairing theirgeneral intelligibility. This is one of a series of papers arising from an e

A tested phonological therapy in practice

The focus here is a detailed case description of a broad-based model for treat ing developmental phonological disorders. Successful treatment comprising 27 consultations over 17 months, of a girl aged 4;4 at the outset, with a mod erate phonological disability, is examined in detail. The model’s strength is in its combination of family education, metalinguistic tasks, phonetic produc tion procedures, multiple exemplar techniques and homework. Treatment is administered in planned alternating therapy blocks and breaks from therapy attendance.

Changing phonological patterns

This paper reviews developments over the past decade in the clinical investigation and management of children with developmental phono logical disorders. It examines three aspects of this investigation: descrip tive assessment procedures, patterns of disorder, and treatment strategies. New approaches for clinical practice are described in all three areas.

An analysis of a treatment approach for phonological errors in polysyllabic words

Treatment effects on errors in polysyllabic words were investigated in four adult subjects with developmental phonological disorders. The subjects had long-standing histories of linguistic disorders and academic difficulties suggestive of learning disabilities. A multiple-baseline research design across subjects was used to train the subjects, in sequence, to produce polysyllabic words correctly. The treatment method used a mnemonic consisting of auditory and visual cues for each syllable, to help the subjects to perceive and produce the target words correctly. Generalization effects to untrained words were assessed throughout treatment. The treatment used was found to be effective, and it resulted in almost completely eliminating errors on the trained words. A follow-up probe demonstrated that the effects of treatment were stable over time for all subjects. The strength of the generalization effects varied across subjects, with two of the four subjects showing substantial reduction in errors on untrained...

Developmental phonological disorders. I: A clinical profile.

Detailed information on the speech, language, prosody, and voice characteristics of children with developmental phonological disorders is central to diverse research questions. The present study provides a clinical profile of 178 children with developmental phonological disorders. It includes information from prior reports (Shriberg & Kwiatkowski, 1982a; Shriberg, Kwiatkowski, Best, Hengst, & Terselic-Weber, 1986) and from several new measures on a sample of 64 children. The speech, prosody-voice, and causal-correlates profiles for the most recent sample are consistent with prior findings, providing a descriptive profile for forthcoming subgroup research and companion studies addressing short-term (Shriberg, Kwiatkowski, & Gruber, 1994) and long-term (Shriberg, Gruber, & Kwiatkowski, 1994) speech-sound normalization.

Developmental Phonological Disorders II

A companion paper (Shriberg & Kwiatkowski, 1994) provides a descriptive profile of three samples of children (n = 178) with developmental phonological disorders. The present paper describes a conceptual framework for short-term and long-term speech-sound normalization research and reports 1-year normalization outcomes for 54 of the children described in the companion paper. Although certain individual speech variables were significantly associated with normalization, there were no speech, prosody-voice, or risk-factor variables that discriminated children who achieved short-term speech-sound normalization in 1 year. Findings are discussed in relation to a two-factor framework to study and predict speech-sound normalization in developmental phonological disorders (Kwiatkowski & Shriberg, 1993; Shriberg, Kwiatkowski, & Gruber, 1992).

Developmental Phonological Disorders III

Prior articles in this series provide a descriptive profile of 178 children with developmental phonological disorders (Shriberg & Kwiatkowski, 1994) and predictive correlates of short-term speech-sound normalization in 54 children (Shriberg, Kwiatkowski, & Gruber, 1994). The present article reports findings from a study of 10 children with developmental phonological disorders whose progress was followed at least once yearly for 7 years. Analyses characterize the sequence, rates, and error patterns of long-term speech-sound normalization in relation to developmental perspectives on the nature of children’s phonological disorders. Findings are interpreted to support the hypothesis of a critical period for speech-sound development, with long-term normalization of significant speech delay reaching a chronological age boundary at approximately 8.5 years.