Speech Acquisition Data PDF

How Speech Acquisition Data are Obtained 1. Dairy studies: ◦ Parent researcher, non-parent researcher. ◦ Used to be on general speech and language development, now on more specific issues. ◦ Extension to the method is the single case study methodology (special cases or intervention). ◦ Advantages an...

How Speech Acquisition Data are Obtained 1. Dairy studies: ◦ Parent researcher, non-parent researcher. ◦ Used to be on general speech and language development, now on more specific issues. ◦ Extension to the method is the single case study methodology (special cases or intervention). ◦ Advantages and disadvantages: detailed, rich source of data. Vs. assumes typical, bias exposure, data can lack structure and potentially random. How Speech Acquisition Data are Obtained 2. Cross sectional studies: ◦ Large number of participants, grouped by age, same testing, controlling for possible confounding influences. ◦ Results indicate age of acquisition, pattern emergence, pattern decline, etc. ◦ Usually presented using tables, percentages. ◦ Advantages and disadvantages: Normative data, systematic, standardized measurement tools, replicable Vs. use if single-word, imitated production not spontaneous, limited geographical region, examiner reliability and experience, participants selection and exclusion method questioned by Pena and colleagues (2006), losses individuality, How Speech Acquisition Data are Obtained 3. Longitudinal studies : ◦ Smaller group of children, repeated intervals. ◦ Expands on the age of acquisition to include the acquisition process. ◦ Advantages and disadvantages: individual variations in approaches to learning, reporting trends in development. VS. limited number, not representative of all, might have sig change at intervals, scripted. 4. Combined Phases of speech acquisition 1. Foundations: birth to 1 year 2. Transitioning from words to speech (1 to 2 years) 3. Growth of the inventory (2 to 5 years) 4. Mastery of speech and literacy (speech and literacy, 5+). Phase 1: Laying the foundations of speech ◦ Anatomical structures ◦ Anatomical functions ◦ Infant perception: Auditory, Visual ◦ Infant Production: ◦ Vocalizations ◦ Babbling and Speech Box 3.1 p. 68: infants vocalizations Table 3.1 p.71. studies of English consonants Box 3.1 p. 68: infants vocalizations Table 3.1 p.71. studies of English consonants Phase 2: Transitioning from words to speech- (1 -2 years old) oChildren’s (first fifty-words) stage: o 1st words usually: CV, VC, CVCV. o Front of the mouth /p, b, d, t, m, n/. (Robb ND Bleile, 1994). o Mostly omit final sounds (dog → do) o Limited vowels, low nonrounded & height differences before front-back differences (Donegan, 2002). o Common phonological processes: reduplication, final consonant deletion & cluster reduction. o Selection and avoidance; i.e. syllables size and complexity. o Whole word pattern. o Homonyms (tap for cap, tap, clap), decreases as they get older. Young children’s consonant inventories o Robb and Bleile (1994), longitudinal study, ages 0;8 – 2;1. o Most frequent manner was stops, most frequent place is the front of the mouth (labials and alveolars). o/m, d, b, n/ Is there a relationship between Phonology and Vocabulary learning? oRelationship appears to exist between Phonological knowledge and vocabulary acquisition (Stoel-Gammon, 2011; Storkel, 2006) o 3 Phonotactic constrains that define phonological knowledge o 1. inventory constrains: sounds produced by the child. o 2. positional constrains: sounds in different syllable positions o 3. Sequence Constrains: Restrictions on co-occurrence of sounds o During the 1st to 2nd year: most babbled → most frequent. o IN sounds vs. OUT sounds. o In children with less than 50 words prefer to listen to OUT sounds longer than IN sounds, but produce more words containing IN sounds. Also, they learn words containing more IN sounds more quickly. o However, Storkel (2006) found that this was not true in children older than 2 (aka, preschool years). Phase 3: The growth of the inventory (Age 2 to 5) oA. Intelligibility oB. Age of Acquisition of Speech Sounds oBook & New Research Findings. oC. % of Sounds correct/sounds in error oD. Phonological processes and patterns. Phase 3: A. Intelligibility oMost practical measure of oral communication competence oAffected by: articulatory, phonological, suprasegmental and other linguistic features. oThe percentage of words in the entire sample that the transcriber could reliably understand” (Flipsen, 2006). oAs children grow, intelligibility increases. oParent, stranger, transcriber. oTable 3.2 in your book, p. 74 Phase 3: B. Age of Acquisition of Speech Sounds oThe sound has been acquired. oShriberg (1993) Stages of Phoneme acquisition: (p. 75) oSummary of studies o Consonants: table 3.3 p. 76, 77 o Clusters: Table 3.4 o Vowels: Less attention in research, in general, by age 3. Crowe, K., McLoed, S., (2020) Children's English Consonant Acquisition in the United States: A Review. American Journal of Speech-Language Pathology, 1-15. July 31st. Retrieved from: https://doi.org/10.1044/2020_AJSLP-19-00168 Phase 3: C. % of Sounds correct and the sounds in error o % of consonants produced correctly / (Divided by) The total number of consonants. oPercentage of Consonants Correct (PCC) Table 3.5 p. 80- Summary of studies on PCC. Around age 2, about 70% of sounds are produced correctly. Jumps to 86.2% accuracy by age 3. By age 5;6 – 6;6, children produce 95.9% of the consonants correctly. Table 3.5 p. 80- Summary of studies on PCC. Phase 3: D. Phonological processes/ patterns oPhonological processes/ patterns: “Simplification of a sound class in which target sounds are systematically deleted or substituted” (Bankson and Bernthal, 1990). oTable 3.8 p 83. and Table 3.9 – Next slide ▪Dog → do ▪Dog → og ▪Dog→ dod ▪Banana → nana ▪Plane→ pane ▪Sun → tun ▪Car → tar Lanza, J. & Flahive, L., (2008). LS Guide to Communication Milestones. LinguiSystems. Phase 4: Mastery of Speech and literacy oPhonological awareness “Ability to reflect on and manipulate the structure of an utterance as distinct from its meaning” (Stachhouse and Wells, 1997). Phonemic awareness. Onset-rime awareness. Syllable awareness. Detection, deleting, blending, segmenting phonemes, syllables and clusters. Table 3.11 p. 88 Factors influencing typical acquisition of speech oGender oSocioeconomic status oIndividual variability Question How would a 2-year-old, a 3.5-year-old and a 5-yearold child produce: (for reference, use table 3.10, p. 85) ◦Cheese ◦Hat ◦Three What could possibly be related to SSDs? Factors may not mean causality, but they can offer insight into the nature of the problem and can help us classify SSDs. Chapter 4 in the book (Bernthal, Bankson and Flipsen, 2017) presents 4 groups of factors that relate to SSDs: 1) Structure and functions of the speech and hearing mechanism 2) Motor abilities 3) Cognitive-linguistic factors 4) Psychosocial factors 1: Structure and functions of the speech and hearing mechanism Otitis Media with Effusion (OME): ◦ Frequent episodes of middle ear disease in children (build-up of liquid in the middle ear space) → blocking the transmission of sounds → temporary mild to moderate hearing loss → may have an impact of speech sounds acquisition. ◦ Research results are mixed in conforming such assumption. ◦ What is “frequent” OME? Reporting OME, parent, doctor/SLP, client? Hearing status during OME & age? SEC and access to health care? ◦ Might be supported using longitudinal studies or meta-analysis. ◦ More studies have been relating OME in conjunction with poorer access to medical care with SSD. Cont.1: Structure and functions of the speech and hearing mechanism Speech Sound Perception ◦ Also known as “Speech discrimination skills: “The process of transforming a continuously changing acoustic signal into discrete linguistic units” (Rvachew and Grawburg, 2006, p.76) ◦ These skills will help the child make the association between ◦ 1. sounds of the native language and their meanings. ◦ 2. sounds the child generates and the movement of the vocal tract. ◦ 3. sounds the child produces and the meaningful units of the language. ◦ 4. help the child adapt their production to their own vocal tract. ◦ External Discrimination is monitoring the speech of others, will also include external self-discrimination ; using only air-conduction auditory cues. ◦ Internal Discrimination is monitoring one’s own speech; using bone and air conduction auditory cues. Poor speech sound discrimination MAY be causally related to poor articulation performance. Latest research finding supporting the use of BOTH Speech perception training and speech production training to improve articulation of target sounds. (1971, 1975, 1977, 1994, 1999) Stimulability: ability to correctly produce a sound after a modeling presentation when that sound was not produced correctly independently. Seen as a form of readiness for change (+external discrimination, +motor skills). Support for the idea that speech perception training may facilitate the acquisition of stimulability (1999). Self-Monitoring Cont.1: Structure and functions of the speech and hearing mechanism Minor Structural Variations of the Speech Mechanism ◦ Lips ◦ Teeth: missing, position, occlusion. (Fig 4.1, p.100) ◦ Tongue: fine tongue control: tip elevation, grooving and protrusion. Size; Macroglossia. ◦ Hard Palate Oral Sensory Function ◦ Oral Tactile Sensitivity ◦ Oral Anesthetization: sensation (e.g., dentist visit), can’t feel but still understood. ◦ Oral Form Recognition ◦ Oral sensory function and speech sound learning. 2: Motor abilities General Motor Skills ◦ Research does NOT find significant delay in general motor development in individuals with SSDs. Oral Facial Motor Skills ◦ Coordination of oral musculature. ◦ Test of diadochokinetic (DDK) rate. (di·ad·o·cho·ki·net·ic) (dī-ad'ō-kō-ki-net'ik), Oral Myofunctional Disorders/Tongue Thrust ◦ Impact of tongue thrust on dentition ◦ tongue thrust and presence of speech sound errors ◦ Pacifier use can have higher risk for speech production skills: ◦ Presence might alter tongue resting position ◦ Affect teeth emergence or alignment. ◦ Reduce the time practicing speech ◦ Others less likely to interact with the child. 3: Cognitive-linguistic factors Intelligence, low positive correlation. Language development. Academic performance 4: Psychosocial factors Age Gender Family background (Socioeconomic status, Familial Tendencies, sibling influences) Personality