Multimodal Neuroimaging Distinguishes Developmental and Disordered Phenotypes in Speech Sound Disorders

摘要 言语产生的发展是一个复杂的过程，依赖于听觉， 大脑中的躯体感觉、运动和语音(表征)系统。减值 这些系统中的任何一个都可能导致语音产生错误，并且具有长期的 不仅对语言发展有影响，而且对语言、识字和社会情感也有影响 发展。语音发音障碍(SSD)诊断的当前临床实践 对其严重程度的评估侧重于儿童说话的音素水平的准确性 制作时，往往以单字标准化考核为主。然而，纵向的 研究表明，仅衡量音素产生的准确性不足以 充分说明固态硬盘的特点。具体地说，那些坚持不懈地“发展”的孩子 言语错误(被认为是幼儿典型错误的错误类型)更有可能 与那些犯更多非典型错误的人相比，展示他们的固态硬盘的解决方案， 不一致的错误，或声音的扭曲(称为“无序”错误)。在这个项目中，我们将 使用多模式神经成像(功能磁共振成像、结构分析和 脑磁图)以评估先验听觉、体感、言语的投入 患有SSD的5岁儿童的运动和语音网络 “发展性”言语错误，主要犯“无序”言语错误的儿童， 年龄性别匹配的典型发育中(TD)对照，以及一组较年轻的TD对照。 我们预计“发展性”错误将与功能性和结构性错误有关 支持语音处理的大脑机制不成熟。相比之下，“混乱” 错误与语音加工中的功能和结构异常有关 以及这些区域之间的连接中断和大脑机制 听觉和躯体感觉-运动功能。这些研究的结果将提供 明确区分语音背后的大脑机制的基础 并为未来针对儿童精神障碍的干预研究奠定了基础 确定存在缺陷的特定网络。

SUMMARY The development of speech production is a complex process that depends on auditory, somatosensory, motor, and phonological (representational) systems in the brain. Impairment in any of these systems could result in errors of speech sound production and have long term consequences not only for speech development but language, literacy, and social-emotional development. Current clinical practice for diagnosis of speech sound disorders (SSDs) and assessment of their severity focuses on the phoneme-level accuracy of a child’s speech production, often based on single word standardized assessment. However, longitudinal studies have shown that measures of phoneme production accuracy alone are insufficient to adequately characterize SSDs. Specifically, children who make persistent “developmental” speech errors (error types considered to be typical errors in younger children) are more likely to demonstrate a resolution to their SSD compared to those who make more atypical errors, inconsistent errors, or distortion of sounds (termed “disordered” errors). In this project, we will use multimodal neuroimaging (functional magnetic resonance imaging, structural analysis, and magnetoencephalography) to assess engagement of a priori auditory, somatosensory, speech motor and phonological networks in 5-year-old children with SSDs who make predominately “developmental” speech errors, children who make predominately “disordered” speech errors, age- gender-matched typically developing (TD) controls, and a cohort of younger TD controls. We expect that “developmental” errors will be associated with functional and structural immaturity in brain mechanisms supporting phonological processing. In contrast, “disordered” errors will be associated with functional and structural abnormalities in phonological processing regions, along with disrupted connectivity between these regions and brain mechanisms for auditory perception, and somatosensory-motor function. The results of these studies will provide a foundation by which to clearly differentiate the brain mechanisms underlying speech sound disorders and provide a foundation on which to build for future intervention studies targeting the specific networks in which deficits are identified.