Intelligibility of 4-Year-Old Children With and Without Cerebral Palsy
Intelligibility of 4-Year-Old Children With and Without Cerebral Palsy
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DOI：
10.1044/1092-4388(2011/11-0083
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发表时间：
2012-08-01
影响因子：
2.6
通讯作者：
DuHadway, Caitlin
中科院分区：
文献类型：
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作者：
Hustad, Katherine C.;Schueler, Brynn;DuHadway, Caitlin
目的：作者检查了正常发育（TD）儿童和3组脑瘫（CP）儿童的言语可理解性，这些儿童在Hustad， Gorton和Lee（2010）之后被分为言语/语言概况组。问题涉及组间转录可理解性得分的差异，话语长度对可理解性的影响，可理解性的顺序评分与正字法转录可理解性评分之间的关系，以及父母和幼稚听者顺序评分之间的差异。方法：从23例CP患儿（M-age = 54.3月龄）和20例TD患儿（M-age = 55.1月龄）中抽取长度为1 ~ 7个单词的语音样本。215名天真的听众对可理解性进行了正字法转录和顺序评级。从先前的研究中获得了父母对可理解性的顺序评级（Hustad et al., 2010）。结果：可理解性随语音/语言轮廓组和话语长度的变化而变化，轮廓组观察到不同的模式。父母和天真听者的可理解性评分没有差异，两者都与转录可理解性得分高度相关。结论：与TD儿童相比，所有CP儿童的可理解性均有所降低，提示言语语言干预的重要性，以及对儿童可理解性变化相关变量进行研究的必要性。
Purpose: The authors examined speech intelligibility in typically developing (TD) children and 3 groups of children with cerebral palsy (CP) who were classified into speech/language profile groups following Hustad, Gorton, and Lee (2010). Questions addressed differences in transcription intelligibility scores among groups, the effects of utterance length on intelligibility, the relationship between ordinal ratings of intelligibility and orthographic transcription intelligibility scores, and the difference between parent and naive listener ordinal ratings.Method: Speech samples varying in length from 1 to 7 words were elicited from 23 children with CP (M-age = 54.3 months) and 20 TD children (M-age = 55.1 months). Two hundred fifteen naive listeners made orthographic transcriptions and ordinal ratings of intelligibility. Parent ordinal ratings of intelligibility were obtained from a previous study (Hustad et al., 2010).Results: Intelligibility varied with speech/language profile group and utterance length, with different patterns observed by profile group. Ratings of intelligibility by parents and naive listeners did not differ, and both were highly correlated with transcription intelligibility scores.Conclusion: Intelligibility was reduced for all groups of children with CP relative to TD children, suggesting the importance of speech-language intervention and the need for research investigating variables associated with changes in intelligibility in children.