W1a: Lecture 1: Children with speech sound disorders

Question 1

What are speech sound disorders?

Answer 1

• 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

Question 2

How many subtypes of SSD are there?

Answer 2

6

Question 3

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

Answer 3

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

Question 4

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

Answer 4

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

Question 5

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

Answer 5

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

Question 6

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

Answer 6

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

Question 7

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

Answer 7

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

Question 8

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

Answer 8

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

Question 9

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

Answer 9

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

Question 10

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

Answer 10

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

Question 11

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

Answer 11

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.

Question 12

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

Answer 12

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

Question 13

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

Answer 13

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

Question 14

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

Answer 14

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

Question 15

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

Answer 15

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

Question 16

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

Answer 16

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

Question 17

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

Answer 17

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

Question 18

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

Answer 18

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

Question 19

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

Answer 19

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

Question 20

Why is SSD considered a high prevalence condition?

Answer 20

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

Question 21

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

Answer 21

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

Question 22

Why do prevalence rates for SSD vary across studies?

Answer 22

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

Question 23

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

Answer 23

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

Question 24

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

Answer 24

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

Question 25

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

Answer 25

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

Question 26

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

Answer 26

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

Question 27

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

Answer 27

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

Question 28

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

Answer 28

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

Question 29

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

Answer 29

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

Question 30

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

Answer 30

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

Question 31

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

Answer 31

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

Question 32

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

Answer 32

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

Question 33

What is the difference between speech intelligibility and speech acceptability?

Answer 33

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.

Question 34

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

Answer 34

- MIND: Phonological representation; - MOUTH: Articulation; - EARS: Perception; - ENVIRONMENT: Intelligibility and acceptability.

Question 35

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

Answer 35

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

Question 36

Can you name the six subtypes of SSD?

Answer 36

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

Question 37

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

Answer 37

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

Question 38

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

Answer 38

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

Question 39

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

Answer 39

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

Question 40

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

Answer 40

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

Question 41

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

Answer 41

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

Question 42

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

Answer 42

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

Question 43

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

Answer 43

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

Question 44

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

Answer 44

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

Question 45

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

Answer 45

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

Question 46

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

Answer 46

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

Question 47

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

Answer 47

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

Question 48

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

Answer 48

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

Question 49

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

Answer 49

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

Question 50

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

Answer 50

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

Question 51

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

Answer 51

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

Question 52

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

Answer 52

- Family history of speech problems - the education level of the mother and/or father.

Question 53

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

Answer 53

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

Question 54

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

Answer 54

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

Question 55

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

Answer 55

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

Question 56

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

Answer 56

- Persistent and sociable temperament - being an older sibling - maternal wellbeing - parental support for learning at home.

Question 57

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

Answer 57

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

Question 58

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

Answer 58

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

Question 59

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

Answer 59

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

Question 60

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

Answer 60

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