Articulatory and segmental performance in children with and without speech disorder: A multiple case pilot study.
Articulatory and segmental performance in children with and without speech disorder: A multiple case pilot study.
复制标题
有和没有言语障碍的儿童的发音和节段表现：多案例试点研究。
DOI：
10.1080/02699206.2022.2108724
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发表时间：
2023
影响因子：
1.2
通讯作者：
Vuolo,Janet
中科院分区：
文献类型：
--
作者：
Vuolo,Janet
这项多个案例的初步研究探索了非单词模仿如何影响患有和不患有言语障碍的儿童的发音和节段表现。8名4至8岁的儿童参加，包括两名儿童言语失用(CAS)，四名语音障碍(PD)儿童和两名典型发育儿童(TD)。令牌包括两种复杂性类型，并以随机顺序呈现。只提供了最少的反馈，而且从来没有将非词语与所指对象联系起来。对运动学和转录数据进行分析，以检查第一次和第五次会议中的关节可变性、节段准确性和节段可变性。报告了描述性统计、百分比变化、影响大小和皮尔逊相关性。在会话1中，与PD和TD患者相比，两名CAS患者表现出高的发音变异性、低的节段准确性和高的节段变异性。到第5节时，两名患有CAS的受试者、两名患有PD的受试者和一名患有TD的受试者在复杂性最低的非单词中显示出发音变异性增加。在第5节课中，患有CAS的两名参与者的节段准确性仍然很低，变异性仍然很高，而几名患有PD和TD的参与者表现出更好的节段表现。关节变异性和节段性变异性之间没有显著的相关性。这项研究的结果表明，对于没有失用症的儿童，最小反馈和不指定词汇参照物的运动练习可以实例化对节段性表现的积极变化。节段性表现的积极变化并不一定与发音控制的增强有关；这两个加工水平可以显示出不同的学习轨迹。
This multiple case pilot study explored how nonword imitation influences articulatory and segmental performance in children with and without speech disorder. Eight children, ages 4- to 8-years-old, participated, including two children with childhood apraxia of speech (CAS), four children with phonological disorder (PD), and two children with typical development (TD). Tokens included two complexity types and were presented in random order. Minimal feedback was provided and nonwords were never associated with a referent. Kinematic and transcription data were analysed to examine articulatory variability, segmental accuracy, and segmental variability in session 1 and session 5. Descriptive statistics, percent change, effect sizes, and Pearson correlations are reported. In session 1, the two participants with CAS showed high articulatory variability, low segmental accuracy, and high segmental variability compared to the participants with PD and TD. By session 5, both participants with CAS, two with PD, and one with TD showed increased articulatory variability in the lowest complexity nonword. Segmental accuracy remained low and variability remained high for the two participants with CAS in session 5, whereas several participants with PD and TD showed improved segmental performance. Articulatory and segmental variability were not significantly correlated. The results of this study suggest that motor practice with minimal feedback and no assignment of a lexical referent can instantiate positive changes to segmental performance for children without apraxia. Positive changes to segmental performance are not necessarily related to increased articulatory control; these two processing levels can show distinct and disparate learning trajectories.