Effect of Complexity on Speech Sound Development: Evidence From Meta-Analysis Review of Treatment-Based Studies.
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ABSTRACT:
SUBMITTER: Maggu AR
PROVIDER: S-EPMC8113766 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Purpose Operationalized treatments for school-age children with speech sound disorders may result in more replicable and evidence-based interventions. This tutorial describes Speech Motor Chaining (SMC) procedures, which are designed to build complex speech around core movements by incorporating several principles of motor learning. The procedures systematically manipulate factors such as feedback type and frequency, practice variability, and stimulus complexity based on the child's performance. Method The rationale and procedures for SMC are described. Examples are presented of how to design stimuli, deliver feedback, and adapt the approach. Free resources are provided to guide clinicians through implementation of the procedure. Data on fidelity of implementation and dose per session are presented. Clinical and research evidence is provided to illustrate likely outcomes with the procedure. Results SMC is a method that can result in successful acquisition of target speech patterns and generalization to untrained words. Most clinicians can implement the procedure with over 90% fidelity, and most children can achieve over 200 trials per session. Conclusion Clinicians and researchers can use or adapt the operationally defined SMC procedures to incorporate several principles of motor learning into treatment for school-age children with speech sound disorders. Supplemental Material https://osf.io/5jmf9/.
| S-EPMC6802861 | biostudies-literature
Project description:With bilingual children, intervention for speech sound disorders must consider both of the child's phonological systems, which are known to interact with each other in development. Further, cross-linguistic generalization following intervention for bilingual children with speech sound disorders (i.e., the impact of treatment in one language on the other) has been documented to varying degrees in some prior studies. However, none to date have documented the cross-linguistic impact of treatment with complex targets (e.g., consonant clusters) for bilingual children. Because complex phonological targets have been shown to induce system-wide generalization within a single language, the potential for bilingual children to generalize learning across languages could impact the efficiency of intervention in this population. This pilot intervention study examines the system-wide, cross-linguistic effects of treatment targeting consonant clusters in Spanish for two Spanish-English bilingual children with phonological disorder. Treatment was provided with 45-minute sessions in Spanish via teletherapy, three times per week for six weeks. Comprehensive phonological probes were administered in English and Spanish prior to intervention and across multiple baselines. Pre-intervention data were compared to data from probes administered during and after intervention to generate qualitative and quantitative measures of treatment outcomes and cross-linguistic generalization. Results indicate a medium effect size for system-wide generalization in Spanish (the language of treatment) and English (not targeted in treatment), for both participants (mean effect size in Spanish: 3.6; English 4.3). These findings have implications for across-language transfer and system-wide generalization in treatment for bilingual children.
| S-EPMC10081515 | biostudies-literature
Project description:INTRODUCTION:In the field of adolescent development, meta-analysis offers valuable tools for synthesizing and assessing cumulative research evidence on the effectiveness of programs, practices, and policies intended to promote healthy adolescent development. When examining the impact of a program implemented across multiple primary studies, variation is often observed in the methodological attributes of those primary studies, such as their implementation methods, program components, participant characteristics, outcome measurement, and the systems in which programs are deployed. Differences in methodological attributes of primary studies represented in a meta-analysis, referred to as complexity, can yield variation in true effects across primary studies, which is described as heterogeneity. METHODS:We discuss heterogeneity as a parameter of interest in meta-analysis, introducing and demonstrating both graphical and statistical methods for evaluating the magnitude and impact of heterogeneity. We discuss approaches for presenting characteristics of heterogeneity in meta-analytic findings, and methods for identifying and statistically controlling for aspects of methodological complexity that may contribute to variation in effects across primary studies. RESULTS:Topics and methods related to assessing and explaining heterogeneity were contextualized in the field of adolescent development using a sample of primary studies from a large meta-analysis examining the effectiveness of brief alcohol interventions for youth. We highlighted approaches currently underutilized in the field and provided R code for key methods to broaden their use. CONCLUSIONS:By discussing various heterogeneity statistics, visualizations, and explanatory methods, this article provides the applied developmental researcher a foundational understanding of complexity and heterogeneity in meta-analysis.
| S-EPMC6934259 | biostudies-literature
Project description:The goals were to (a) test the efficacy of a motor-learning-based treatment that includes ultrasound visual feedback for individuals with residual speech sound errors and (b) explore whether the addition of prosodic cueing facilitates speech sound learning.A multiple-baseline, single-subject design was used, replicated across 8 participants. For each participant, 1 sound context was treated with ultrasound plus prosodic cueing for 7 sessions, and another sound context was treated with ultrasound but without prosodic cueing for 7 sessions. Sessions included ultrasound visual feedback as well as non-ultrasound treatment. Word-level probes assessing untreated words were used to evaluate retention and generalization.For most participants, increases in accuracy of target sound contexts at the word level were observed with the treatment program regardless of whether prosodic cueing was included. Generalization between onset singletons and clusters was observed, as was generalization to sentence-level accuracy. There was evidence of retention during posttreatment probes, including at a 2-month follow-up.A motor-based treatment program that includes ultrasound visual feedback can facilitate learning of speech sounds in individuals with residual speech sound errors.
| S-EPMC4272648 | biostudies-literature
Project description:The goal of this research programme was to evaluate the role of word lexicality in effecting phonological change in children's sound systems. Four children with functional speech sound disorders (SSDs) were enrolled in an across-subjects multiple baseline single-subject design; two were treated using high-frequency real words (RWs) and two were treated using (low-frequency) non-words (NWs). Dependent variables were learning during treatment, generalization of treated and untreated sounds post-treatment and error consistency indices. The oldest child in the NW group demonstrated slightly greater increases in learning during treatment, and both children demonstrated increases in generalization as well as large decreases in sound error variability. In comparison, one child in the RW group demonstrated untreated sound generalization, as well as decreases in sound error variability. These results suggest that NWs may be useful in helping children learn the sound structure of words containing treated sounds. These findings are interpreted within an established connectionist model accounting for phonological and lexical representations.
| S-EPMC3076210 | biostudies-literature
Project description:IntroductionSpeech sound disorder (SSD) describes a 'persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication'. There is a need to establish which care pathways are most effective and efficient for children with SSD. Comparison of care pathways requires clearly defined, evidence-based interventions and agreement on how to measure the outcomes. At present, no list of assessments, interventions or outcomes exists.The objective of this paper is to provide a rigorous and detailed protocol for an umbrella review of assessments, interventions and outcomes that target SSD in children. The protocol details the development of a search strategy and trial of an extraction tool.Methods and analysesThe umbrella review has been registered with PROSPERO (CRD42022316284). Papers included can use a review methodology of any sort but must include children of any age, with an SSD of unknown origin. In accordance with the Joanna Briggs Institute scoping review methods guidelines, an initial search of the Ovid Emcare and Ovid Medline databases was conducted. Following this, a final search strategy for these databases were produced. A draft extraction form was developed.Ethics and disseminationEthical approval is not needed for an umbrella review protocol. Following the systematic development of an initial search strategy and extraction form, an umbrella review of this topic can take place. Dissemination of findings will be through peer-reviewed publications, social media, and patient and public engagement.
| S-EPMC9936291 | biostudies-literature
Project description:Purpose Generalizations can be made about the order in which speech sounds are added to a child's phonemic inventory and the ways that child speech deviates from adult targets in a given language. Developmental and disordered speech patterns are presumed to reflect differences in both phonological knowledge and skilled motor control, but the relative contribution of motor control remains unknown. The ability to differentially control anterior versus posterior regions of the tongue increases with age, and thus, complexity of tongue shapes is believed to reflect an individual's capacity for skilled motor control of speech structures. Method The current study explored the relationship between tongue complexity and phonemic development in children (ages 4-6 years) with and without speech sound disorder producing various phonemes. Using established metrics of tongue complexity derived from ultrasound images, we tested whether tongue complexity incrementally increased with age in typical development, whether tongue complexity differed between children with and without speech sound disorder, and whether tongue complexity differed based on perceptually rated accuracy (correct vs. incorrect) for late-developing phonemes in both diagnostic groups. Results Contrary to hypothesis, age was not significantly associated with tongue complexity in our typical child sample, with the exception of one association between age and complexity of /t/ for one measure. Phoneme was a significant predictor of tongue complexity, and typically developing children had more complex tongue shapes for /ɹ/ than children with speech sound disorder. Those /ɹ/ tokens that were rated as perceptually correct had higher tongue complexity than the incorrect tokens, independent of diagnostic classification. Conclusions Quantification of tongue complexity can provide a window into articulatory patterns characterizing children's speech development, including differences that are perceptually covert. With the increasing availability of ultrasound imaging, these measures could help identify individuals with a prominent motor component to their speech sound disorder and could help match those individuals with a corresponding motor-based treatment approach. Supplemental Material https://doi.org/10.23641/asha.14880039.
| S-EPMC8632483 | biostudies-literature
Project description:BackgroundTo summarize the up-to-date empirical evidence on trial-level characteristics of randomized controlled trials associated with treatment effect estimates.MethodsA systematic review searched three databases up to August 2020. Meta-epidemiological (ME) studies of randomized controlled trials on intervention effect were eligible. We assessed the methodological quality of ME studies using a self-developed criterion. Associations between treatment effect estimates and trial-level characteristics were presented using forest plots.ResultsEighty ME studies were included, with 25/80 (31%) being published after 2015. Less than one-third ME studies critically appraised the included studies (26/80, 33%), published a protocol (23/80, 29%), and provided a list of excluded studies with justifications (12/80, 15%). Trials with high or unclear (versus low) risk of bias on sequence generation (3/14 for binary outcome and 1/6 for continuous outcome), allocation concealment (11/18 and 1/6), double blinding (5/15 and 2/4) and smaller sample size (4/5 and 2/2) significantly associated with larger treatment effect estimates. Associations between high or unclear risk of bias on allocation concealment (5/6 for binary outcome and 1/3 for continuous outcome), double blinding (4/5 and 1/3) and larger treatment effect estimates were more frequently observed for subjective outcomes. The associations between treatment effect estimates and non-blinding of outcome assessors were removed in trials using multiple observers to reach consensus for both binary and continuous outcomes. Some trial characteristics in the Cochrane risk-of-bias (RoB2) tool have not been covered by the included ME studies, including using validated method for outcome measures and selection of the reported results from multiple outcome measures or multiple analysis based on results (e.g., significance of the results).ConclusionsConsistently significant associations between larger treatment effect estimates and high or unclear risk of bias on sequence generation, allocation concealment, double blinding and smaller sample size were found. The impact of allocation concealment and double blinding were more consistent for subjective outcomes. The methodological and reporting quality of included ME studies were dissatisfactory. Future ME studies should follow the corresponding reporting guideline. Specific guidelines for conducting and critically appraising ME studies are needed.
| S-EPMC9202161 | biostudies-literature
Project description:We investigate the idea that the languages of the world have developed coherent sound systems in which having one sound increases or decreases the chances of having certain other sounds, depending on shared properties of those sounds. We investigate the geometries of sound systems that are defined by the inherent properties of sounds. We document three typological tendencies in sound system geometries: economy, a tendency for the differences between sounds in a system to be definable on a relatively small number of independent dimensions; local symmetry, a tendency for sound systems to have relatively large numbers of pairs of sounds that differ only on one dimension; and global symmetry, a tendency for sound systems to be relatively balanced. The finding of economy corroborates previous results; the two symmetry properties have not been previously documented. We also investigate the relation between the typology of inventory geometries and the typology of individual sounds, showing that the frequency distribution with which individual sounds occur across languages works in favor of both local and global symmetry.
| S-EPMC4940385 | biostudies-literature
Project description:Behavioral studies have shown that the ability to discriminate between non-native speech sounds improves after seeing how the sounds are articulated. This study examined the influence of visual articulatory information on the neural correlates of non-native speech sound discrimination. English speakers' discrimination of the Hindi dental and retroflex sounds was measured using the mismatch negativity (MMN) event-related potential, before and after they completed one of three 8-min training conditions. In an audio-visual speech training condition (n = 14), each sound was presented with its corresponding visual articulation. In one control condition (n = 14), both sounds were presented with the same visual articulation, resulting in one congruent and one incongruent audio-visual pairing. In another control condition (n = 14), both sounds were presented with the same image of a still face. The control conditions aimed to rule out the possibility that the MMN is influenced by non-specific audio-visual pairings, or by general exposure to the dental and retroflex sounds over the course of the study. The results showed that audio-visual speech training reduced the latency of the MMN but did not affect MMN amplitude. No change in MMN amplitude or latency was observed for the two control conditions. The pattern of results suggests that a relatively short audio-visual speech training session (i.e., 8 min) may increase the speed with which the brain processes non-native speech sound contrasts. The absence of a training effect on MMN amplitude suggests a single session of audio-visual speech training does not lead to the formation of more discrete memory traces for non-native speech sounds. Longer and/or multiple sessions might be needed to influence the MMN amplitude.
| S-EPMC7019039 | biostudies-literature