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SLP 1: Speech Sound disorders > W1a: Lecture 1: Children with speech sound disorders > Flashcards

W1a: Lecture 1: Children with speech sound disorders Flashcards

1
Q

What are speech sound disorders?

A
  • Speech sound disorders (SSD) are a type of childhood communication impairment
  • Difficulty with perceiving, phonologically (mentally) representing and/or articulating speech, impacting speech intelligibility and acceptability, not typical of a child’s age
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2
Q

How many subtypes of SSD are there?

A

6

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3
Q

How did the Templin Longitudinal Study contribute to understanding normal speech sound development in children?

A

It established benchmarks for normal speech sound development and explored the relationship between early speech/language development and later academic outcomes.

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4
Q

What key outcomes were identified in the Templin Longitudinal Study regarding early speech and language development?

A

Early speech and language issues can predict difficulties in academic performance, such as reading and writing.

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5
Q

How does the Ottawa Language Study demonstrate the long-term impact of language impairments on children’s later life outcomes?

A

It showed that children with language impairments are at higher risk for academic, social, and mental health difficulties, though some show improvement over time.

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6
Q

What were the main findings of the Cleveland Family Study in relation to genetic contributions to speech and language disorders?

A

The study found strong evidence that speech and language disorders have a genetic component, often clustering within families.

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7
Q

How do family and genetic factors play a role in the development of speech and language disorders, as indicated by the Cleveland Family Study?

A

The study showed a clear hereditary link, suggesting that speech and language disorders often run in families.

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8
Q

According to the Ottawa Language Study, what challenges are children with language impairments likely to face in adulthood?

A

They may face academic difficulties, lower educational attainment, and challenges in social relationships and mental health.

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9
Q

What is the significance of studying longitudinal outcomes in children with SSD?

A

It helps predict long-term outcomes, identify risk factors, and inform interventions to improve children’s future academic and social development.

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10
Q

How can early identification of speech and language disorders, as shown in these studies, help predict future academic and social outcomes for children?

A

Early identification can help in predicting potential academic and social challenges, allowing for early intervention to improve outcomes.

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11
Q

What implications do these longitudinal studies have for Speech and Language Therapy (SLT) services and interventions?

A

The studies suggest that early and tailored SLT interventions can mitigate long-term academic, social, and mental health challenges for children with speech and language disorders.

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12
Q

What does “natural history” refer to in the context of Speech Sound Disorders (SSD)?

A

It refers to the progression of SSD over time without any intervention.

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13
Q

Why is it difficult to study the natural history of SSD?

A

Ethical concerns prevent withholding intervention from children who need it, making it hard to study SSD without treatment.

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14
Q

What percentage of children with SSD continue to experience difficulties without intervention?

A

50% of children with SSD continue to have difficulties without intervention.

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15
Q

Which groups of children with SSD are less likely to improve without intervention?

A

Children with concomitant language impairment (DLD) and those with distortion errors are less likely to improve.

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16
Q

What are the ethical concerns associated with studying the natural history of SSD?

A

It’s unethical to withhold treatment from children who need it, making it hard to observe the natural progression without intervention.

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17
Q

Why is it important for Speech-Language Pathologists (SLPs) to consider the concerns expressed by children and their parents about intervention?

A

The concerns of children and parents can indicate the need for intervention and influence treatment decisions.

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18
Q

How might the lack of studies on the natural history of SSD affect our understanding of the condition’s progression?

A

It limits our understanding of how SSD progresses without treatment and makes it harder to determine the natural outcomes of the disorder.

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19
Q

What is the definition of prevalence in the context of Speech Sound Disorders (SSD)?

A

The number of children with SSD at one point in time.

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20
Q

Why is SSD considered a high prevalence condition?

A

SSD affects a large number of children, making it one of the most common speech and language disorders.

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21
Q

What is the reported prevalence range for SSD in the literature?

A

Prevalence rates for SSD range from 2.3% to 24.6%.

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22
Q

Why do prevalence rates for SSD vary across studies?

A

Differences in age range, data collection methods, definitions of SSD, sampling procedures, and cut-points on tests all affect prevalence rates.

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23
Q

How does the age range of children studied affect the prevalence rates of SSD?

A

Younger children tend to have higher prevalence rates because many outgrow SSD as they get older.

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24
Q

What impact do data collection methods have on the reported prevalence of SSD?

A

Studies using direct assessments with standerdised speech sampling tools tend to report different prevalence rates compared to those using parent or teacher reports.

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25
Q

How does the definition of SSD used in a study influence the reported prevalence rate?

A

Studies that compare children’s speech to developmental norms often report lower prevalence rates.

26
Q

How do different sampling procedures impact the prevalence rates of SSD in studies?

A

More representative prevalence rates come from studies that sample the entire population, while smaller or non-representative samples may lead to varied rates.

27
Q

Why might cut-points on standardised tests lead to variations in SSD prevalence rates?

A

Different cut-points used to define SSD on standardised tests can result in higher or lower reported prevalence rates.

28
Q

What proportion of Speech and Language Therapists’ (SLTs) caseloads is typically made up of children with SSD?

A

Children with SSD make up a large portion of SLT caseloads.

29
Q

In a study of 6,624 Pre-K students, what percentage received SLT services for articulation/intelligibility issues?

A

74.7% of Pre-K students in SLT services received services for articulation/intelligibility issues.

30
Q

How does using developmental norms to define SSD affect prevalence rates?

A

Prevalence rates may be lower when speech errors are compared against developmental norms.

31
Q

What difficulties do children with SSD experience in perceiving speech sounds?

A

They may struggle to recognise or distinguish between different speech sounds, often due to hearing issues or auditory discrimination problems.

32
Q

How does a difficulty with phonological representation affect a child’s speech?

A

It may lead to issues in categorizing and retrieving speech sounds, resulting in speech production errors.

33
Q

What is the difference between speech intelligibility and speech acceptability?

A

Intelligibility refers to how easily a listener can understand a child’s speech, while acceptability refers to how typical or socially acceptable the speech sounds.

34
Q

What are the four key areas where children with SSD may experience difficulties, as represented by the terms “MIND,” “MOUTH,” “EARS,” and “ENVIRONMENT”?

A
  • MIND: Phonological representation;
  • MOUTH: Articulation;
  • EARS: Perception;
  • ENVIRONMENT: Intelligibility and acceptability.
35
Q

What types of speech difficulties might children with SSD have compared to their peers?

A

Difficulties in producing certain speech sounds, organizing speech sounds, unintelligible speech, multisyllabic word production, perceiving speech sound differences, and prosody issues.

36
Q

Can you name the six subtypes of SSD?

A
  1. Phonological delay
  2. Consistent phonological disorder
  3. Articulation disorder
  4. Inconsistent phonological disorder
  5. Childhood apraxia of speech
  6. Childhood dysarthria
37
Q

What outcomes may children with concomitant SSD and language impairment experience during their school age and adolescent years?

A

They may experience speech and academic difficulties, particularly with literacy.

38
Q

How can having concomitant SSD and language impairment affect a child’s educational and occupational outcomes?

A

It may lead to poorer educational and occupational outcomes compared to peers without these impairments.

39
Q

What social, emotional, and behavioral difficulties might children with concomitant SSD and language impairment face?

A

They may experience social challenges, emotional issues, and behavioral difficulties.

40
Q

In what ways can SSD negatively impact a child’s social interactions?

A

SSD can make it difficult for children to communicate effectively, leading to social challenges.

41
Q

What does research suggest about the outcomes for children with a history of SSD only compared to those with no history of SSD?

A

Children with a history of SSD can also have poorer outcomes compared to children with no history of SSD.

42
Q

What challenges do children with SSD face in making and maintaining friendships?

A

They may struggle to communicate effectively, which can hinder forming and keeping friendships.

43
Q

What impact can SSD have on a child’s self-esteem?

A

SSD can lead to lower self-esteem due to communication challenges and negative social experiences.

44
Q

How might children with SSD experience school differently compared to their peers without SSD?

A

They may not enjoy school as much as peers without SSD and may face additional academic challenges

45
Q

What is the difference between risk factors and predictors in the context of SSD?

A

Risk factors increase the likelihood of developing SSD, but do not guarantee that a child will have it

46
Q

What child factors are associated with an increased risk of SSD?

A
  • Being male
  • pre-natal and post-natal factors
  • ongoing hearing problems
  • oral sucking habits
  • reactive temperament
  • having an older sibling.
47
Q

How do pre-natal and post-natal factors influence the risk of SSD?

A

These factors can affect a child’s development and functioning, potentially leading to speech difficulties.

48
Q

Why might ongoing hearing problems be considered a risk factor for SSD?

A

Hearing problems can hinder a child’s ability to perceive and produce speech sounds correctly

49
Q

How do oral sucking habits at 6 months relate to the risk of developing SSD?

A

Weak sucking habits can indicate potential issues with oral motor skills, which may contribute to speech difficulties.

50
Q

In what way does a child’s temperament, specifically a reactive temperament, affect their risk for SSD?

A

A reactive temperament may lead to challenges in social interactions and communication, increasing the risk of speech difficulties.

51
Q

How can having an older sibling be both a risk and a protective factor for children regarding SSD?

A

Older siblings may limit practice opportunities for younger siblings by speaking for them, but they also provide more opportunities to hear speech.

52
Q

What parent factors are linked to the risk of SSD in children?

A
  • Family history of speech problems
  • the education level of the mother and/or father.
53
Q

How does family history of speech problems impact a child’s risk for SSD?

A

A family history increases the likelihood that a child may also experience speech difficulties.

54
Q

Why is the education level of parents considered a risk factor for SSD?

A

Parents with lower education levels may have less knowledge or resources to support their child’s speech and language development.

55
Q

What family factors, particularly socioeconomic factors, can influence the risk of SSD?

A

Lower socioeconomic status may limit access to resources and opportunities for speech and language development.

56
Q

What are some protective factors that may help mitigate the risk of SSD?

A
  • Persistent and sociable temperament
  • being an older sibling
  • maternal wellbeing
  • parental support for learning at home.
57
Q

How does a persistent and sociable temperament serve as a protective factor for children regarding SSD?

A

It encourages social interactions and communication, which can foster speech development.

58
Q

Why is maternal wellbeing considered a protective factor for children at risk of SSD?

A

Maternal wellbeing can positively influence a child’s emotional and developmental environment, supporting better outcomes.

59
Q

In what ways can parental support for learning at home act as a protective factor against SSD?

A

Active engagement and encouragement in learning can promote speech and language skills in children.

60
Q

How do older siblings provide opportunities for younger siblings to hear speech, even if they may limit practice opportunities?

A

Older siblings can model language use and provide exposure to more advanced speech and vocabulary.

SLP 1: Speech Sound disorders (7 decks)

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