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Possible Factors Influencing /R/ Production Ability In Children

Possible Factors Influencing /R/ Production Ability In Children. By: Jill Vogt Eastern Illinois University Faculty Chairs: Rebecca Throneburg , PhD., CCC-SLP and Beth Bergstrom, M.S., CCC-SLP. Research Related to /r/ Production Skills. Auditory Discrimination/Image for /r/

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Possible Factors Influencing /R/ Production Ability In Children

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  1. Possible Factors Influencing /R/ Production Ability In Children By: Jill Vogt Eastern Illinois University Faculty Chairs: Rebecca Throneburg, PhD., CCC-SLP and Beth Bergstrom, M.S., CCC-SLP

  2. Research Related to /r/ Production Skills • Auditory Discrimination/Image for /r/ • Poor auditory discrimination skills between /r/, /w/, and /l/ (Aungst & Frick, 1964). • Poor auditory image for how a correct /r/ should sound (Aungst & Frick, 1964; Shuster, 1998; Hoffman, Stager, & Daniloff, 1983). • Sub-Types of Errors • Possible subtypes based on the nature of speech sound errors – Shriberg Type 1 or Type 2 (Shriberg, 1980). • Clinical implications from Marshalla (2007) suggested some children misarticulate /r/ due to incorrect articulator placement of the tongue, lips, and/or jaw. • Foundational motor skills require stabilization/isolation.

  3. Most Related Study • McNutt (1977) investigated oral-sensory motor skills of children who misarticulate /r/ compared to children with normal articulation. • The investigator reported that children who misarticulated /r/ had: • fewer syllables produced per second on syllable repetition tasks revealing deficient oral alternate motion rates • sensory discrimination deficits that resulted in sensory motor difficulties • McNutt suggested that /r/ articulation disorders may not simply be a functional articulation disorder.

  4. Purpose of Current Study • 1) Is there a difference in oral-motor skills and discrimination skills between children with typical articulation, children with /r/ errors who are stimulable for correct /r/, and children with /r/ errors who are not stimulable for /r/? 2) Is a difference in the number and type of other speech errors between children who are and are not stimulable for /r/ production?

  5. Participants (Mean and Range of Scores)

  6. Dependent Variables (Shriberg’s 1980 speech tasks) • Speech Sound Discrimination and Awareness for /r/ • An informal discrimination task was administered to evaluate the participants ability to discriminate • /r/ presence in words • Word placement of /r/ (I,M,F) • Correctness of /r/ from recordings of investigator • Shriberg’s (1980) liquids, glides, vowel assessment • (Type 1/Type 2 Errors)- Number and type of additional speech sound errors

  7. Dependent Variables • Structure and Function of the Oral Mechanism • The Marshalla Oral Sensorimotor Test (MOST) was administered, along with informal supplementary tasks developed by the current investigator. • Tongue Tasks • Jaw Tasks • Lip Tasks • Oscillation Tasks

  8. Dependent Variables • A protocol for obtaining Maximum Performance Tasks developed by Thoonen et al. (1999) was administered to evaluate maximum duration tasks and rate of syllable repetition tasks. • Maximum Duration (ah, mama) • Maximum Fricative Duration (f,s,z) • Monosyllable Repetition Rate (papapapa, tatatata, kakaka) • Trisyllable Repetition Rate and Accuracy (pataka- at least 5 with accurate place) Accurate /pataka/ Inaccurate /pataka/

  9. Discrimination Results

  10. Number/Type of Additional Speech Errors Produced by Children with /r/ Errors • Children in the Stimulable Group produced 0-3 (M= 1.00) additional phonemes in error on the GFTA • Children in the Nonstimulable Group produced 0-7 (M= 1.67) additional phonemes in error on the GFTA

  11. Oral Motor Skills on the MOST and Supplemental Tasks

  12. Thoonen Tasks

  13. Percentage of Children with Indications of Possible Oral-Motor Difficulty(on MOST or Thoonan Tasks)

  14. Discussion • The data supports previous research. • Shriberg (1980) & Marshalla (2007) suggested some children with /r/ errors used exaggerated jaw movements and had trouble holding the jaw stable. • McNutt (1977) & Marshalla (2007) suggested that children with /r/ articulation difficulties were different based on their oral-motor skills. • (Slower syllable repetition rate) • Shriberg (1980) suggested children are either Type 1 or Type 2 based on type of speech sound errors.

  15. Clinical Implications • The data suggest • Some children with /r/ errors have subtle oral-motor deficits (planning/accuracy ptk, stabilization, tongue movements) • There may be subgroups of children with /r/ errors who have different patterns of strengths and weaknesses. • The main suggestion is that a thorough assessment should be administered to a child with /r/ difficulties. • The assessor should be aware of those foundational skills (stabilization, isolation, and disassociation). • The assessor should look for patterns of strengths and weaknesses for each individual /r/ client. • Also, make sure the assessor is aware of the child’s oral-motor skills. • For example does the child have difficulties with discrimination of /r/, planning control for articulators, tongue and jaw disassociation. • Further research on the impact of oral-motor skills on children’s abilities to produce a correct /r/ is needed.

  16. References • Aungst, L. F. & Frick, J. V. (1964). Auditory discrimination ability and consistency of articulation of /r/. Journal of Speech and Hearing Disorders,29, 76-84. • Dunn., L, & Dunn., D. (2007). Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4). Minneapolis, MN: Pearson, Inc. • Goldman, R., & Fristoe, M. (2000). Goldman-Fristoe Test of Articulation, Second Edition (GFTA-2). Circle Pines, MN: American Guidance Service, Inc. • Hoffman, P. R., Stager, S., & Daniloff, R. G. (1983). Perception and production of misarticulated /r/. Journal of Speech and Hearing Disorders,48, 210-215. • Marshalla, P. (2004). Oral-motor techniques in articulation & phonological therapy. Kirkland, WA: Marshalla Speech and Language. • Marshalla, P. (2007). Successful /r/ therapy. Kirkland, WA: Marshalla Speech and Language. • Marshalla, P. (2007). Marshalla Oral Sensorimotor Test. Greenville, SC: Super Duper Publications.

  17. References • McNutt, J. C. (1977). Oral sensory of motor behaviors of children with /s/ or /r/ misarticulations. Journal of Speech and Hearing Research,20, 694-703. • Ristuccia, C. (2006). The Entire World of R Advanced Screening. Tybee Island, GA: Say It Right. • Secord, W., & Shine, R. (1997). Secord Contextual Articulation Test (S-CAT) Storytelling Probes of Articulation Competence. Sedona, AZ: Red Rock Educational Publications. • Shriberg, L. D. (1980). An intervention procedure for children with persistent /r/ errors. Language Speech Hearing Services in Schools,11, 102-110. • Shuster, L. I. (1998). The perception of correctly and incorrectly produced /r/. Journal of Speech, Language, and Hearing Research,41, 941-950. • Thoonen, G., Maassen, B., Gabreels, F., Schreuder, R. (1999). Validity of maximum performance tasks to diagnose motor speech disorders in children. Journal of Clinical Linguistics and Phonetics, 13, 1-23.

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