This report presents a comprehensive review of efficacy studies for minimal contrasts therapy and maximal oppositions therapy. The target population was defined as children with phonological disorders who had no co-occurring impairments in hearing, receptive language, speech articulation, or oral-motor structure and function. Thirty three minimal contrasts studies from 1981 to 2008 and six maximal oppositions studies from 1990 to 2008 were identified. No studies from 2009 to 2012 were found. The majority of the studies were either Level III (descriptive studies, 34.2%) or Level IIb (quasi-experimental studies, 57.9%). Twenty three studies reported treatment duration, which ranged from six to 58 hours. Based on reports of treatment success and generalization to new linguistic and communicative contexts, it was found that minimal contrasts therapy has greater support in the literature. Additional studies using a uniform methodology will be needed to establish the validity of maximal oppositions therapy. Recommendations are made for future studies of minimal contrasts and maximal oppositions. / text

A phonological disorder is a communication disorder of the speech sound system characterized by an impaired ability to use developmentally expected speech sounds and sound patterns to communicate with others (Bauman-Waengler, 2004). This impairment affects the clarity of a child's speech and how easily a child's speech can be understood. As stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (American Psychiatric Association, 1994), difficulties with speech sound production may interfere with academic achievement, social communication, or future occupational achievement. Children with phonological impairments are generally viewed as being at risk for reading difficulties (American Speech-Language-Hearing Association, 2001).Clinicians and researchers in speech-language pathology agree that efficient treatment of children who have moderate to severe phonological disorders is critical. Although imitation and structured practice are primary strategies employed by speech- language pathologists for practicing speech production, using communicative tasks to facilitate generalization during phonological intervention has been suggested in the literature.The purpose of this study was to determine if communication-centered phonological intervention would be effective in improving speech production in preschool children with moderate to severe phonological disorders. A single subject multiple probe across subjects research design (Horner andamp; Baer, 1978) was used to assess the effectiveness of communication-centered phonological intervention with three preschool children. The communication-centered phonological intervention in this investigation consisted of the combined application of focused stimulation of key words during joint storybook reading and interactive practice of key words using communicative feedback.All three subjects demonstrated some type of phonological improvement following the communication-centered intervention. Two out of the three subjects demonstrated improvement in the use of the target phonological patterns during theintervention sessions with one of these participants demonstrating generalization of the target phonological pattern to conversational speech. Although the third subject did not demonstrate improvement during the intervention period, follow-up testing revealed some system-wide changes in his phonology that may be attributed to the intervention. Further investigation of communication-centered phonological intervention is warranted.

Book Summary: This one-of-a-kind resource presents a wide range of expert opinions about phonological disorders in children, allowing readers to understand and compare diverse approaches to assessment and intervention, choose the ones that will work best, and use their new knowledge to make decisions during clinical interventions. For each of the book's three sections—Assessment and Classification, Goal and Target Selection, and Intervention —the editors pose important "frequently asked questions" for each contributor to answer, such as Which diagnostic classification system do you find useful? How does your assessment differ for children of different ages, developmental levels, or linguistic backgrounds? How do you integrate language goals with phonological goals? What factors influence your selection of treatment goals and targets? When should a child receive individual therapy as opposed to group therapy? What do you do when your intervention plan is not working? Through the theoretical insights and practical experience each contributor shares— and a helpful conclusion that comments on all the approaches discussed — readers will have the broad and balanced knowledge they need for informed clinical decision making. Speech-language pathologists, graduate students, audiologists, and educators will use this comprehensive, accessible resource to shape their practices and improve the lives of children with phonological disorders. Phonological Disorders in Children is a part of the Communication and Language Intervention Series

Book Summary: This revised and updated volume in the Clinical Competence Series is a valuable resource for use in the care and treatment of individuals with articulation and phonological disorders. Covering articulation and phonological disorders that span client ages, populations, and settings, this text is ideal for both clinical use and in communication sciences programs. In addition to updating information from the first edition, the second edition adds two new chapters, providing an overview of speech and its disorders and addressing how children develop speech perception and production skills for communication. New to the Edition New Chapter 1: Foundations of Care, describes the social, linguistic, and biological foundations that underlie clinical care as described in this book. New Chapter 3: Speech Development, contains extensive discussion and clinically useful tables showing developmental milestones in speech perception and production, the connection between speech perception and production, and speech for purposes of communication. Updated references New appendices Revises section on distinguishing dialect from disorder and varieties of American English

Book Summary: This one-of-a-kind resource presents a wide range of expert opinions about phonological disorders in children, allowing readers to understand and compare diverse approaches to assessment and intervention, choose the ones that will work best, and use their new knowledge to make decisions during clinical interventions. For each of the book's three sections—Assessment and Classification, Goal and Target Selection, and Intervention —the editors pose important "frequently asked questions" for each contributor to answer, such as Which diagnostic classification system do you find useful? How does your assessment differ for children of different ages, developmental levels, or linguistic backgrounds? How do you integrate language goals with phonological goals? What factors influence your selection of treatment goals and targets? When should a child receive individual therapy as opposed to group therapy? What do you do when your intervention plan is not working? Through the theoretical insights and practical experience each contributor shares— and a helpful conclusion that comments on all the approaches discussed — readers will have the broad and balanced knowledge they need for informed clinical decision making. Speech-language pathologists, graduate students, audiologists, and educators will use this comprehensive, accessible resource to shape their practices and improve the lives of children with phonological disorders. Phonological Disorders in Children is a part of the Communication and Language Intervention Series

Goal of presentation is to identify areas of child phonology that clinicans have difficulty with.

Orientador: Eleonora Cavalcante Albano / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T06:01:33Z (GMT). No. of bitstreams: 1 Freitas_MariaClaudiaCamargode_M.pdf: 3699582 bytes, checksum: f78f5c605030b317dca7617cf52fe349 (MD5) Previous issue date: 2007 / Resumo: Durante o processo de estabelecimento de contrastes fônicos, as crianças experienciam diferentes formas de marcar distinções entre os sons em aquisição até apresentar os contrastes considerados padrão na língua. Em algumas crianças, entretanto, esse processo se diferencia do observado na maioria dos seus pares etários. Abordagens mais tradicionais tratam essa diferenciação como decorrente de alterações na estrutura e/ou funcionamento do aparelho fonador. Para refutar essa visão, surgiram estudos baseados em teorias lingüísticas, sobretudo, em modelos lineares e não lineares em fonologia. Apesar de proporcionarem um grande avanço no entendimento do funcionamento lingüístico dessas crianças, esses estudos, por serem direcionados por unidades de análise estáticas, deixam de lado algumas tentativas das crianças de marcar um determinado contraste fônico. O objetivo deste trabalho foi caracterizar aspectos sincrônicos e diacrônicos do processo de estabelecimento de contrastes fônicos em crianças com padrões não mais esperados para sua faixa etária, enfocando a gradiência e a natureza dinâmica de tal processo. Para tanto, direcionados pelos princípios da Fonologia Acústico-Articulatória (ALBANO, 2001a), realizamos um estudo longitudinal com duas crianças: KSO e RCA. Em KSO observamos o estabelecimento de contraste entre as fricativas e plosivas coronais surdas e em RCA o estabelecimento de contraste entre as fricativas coronais surdas alveolar e palatal. Cada criança foi gravada separadamente, em uma sala acusticamente tratada, por meio de equipamento digital de alta fidelidade. O corpus foi composto por palavras dissílabas paroxítonas, nas quais os sons obstruintes coronais apareciam em posição de inicial de palavra seguidos, preferencialmente, das vogais [a], [i] e [u]. Para obter o registro das palavras do corpus, as mesmas foram inseridas na frase-veículo ¿fala ¿ palavra ¿ de novo¿. Foi realizada análise acústica dos dados, direcionada por diferentes parâmetros, a saber: duração, pico espectral, transição formântica, centróide, variância, assimetria e curtose. A caracterização e quantificação desses achados foram possibilitadas pelo tratamento estatístico, direcionado pelo teste T, pela ANOVA de medidas repetidas e pelo teste Post-hoc de Scheffé. Os achados desta dissertação ¿ contrastes encobertos, produções gradientes, não-linearidade, hesitações e coexistência de diferentes tentativas de marcar uma distinção fônica ¿ nos permitiram valorizar os processos aquisicionais em curso e, sobretudo, apreender características da relação criança/língua. Permitiram, ainda, levantar hipóteses, à luz da Fonologia Acústico-Articulatória, de deslizamentos temporais e/ou variações da magnitude de determinados gestos nas diferentes tentativas das crianças em marcar o contraste fônico em aquisição / Abstract: During the sound contrast construction process, children not only experience different forms of dealing with distinctions among the sounds being acquired, but also present contrasts different from the adult standards. However, in some children this process is different from the one observed in the majority of their age peers. More traditional approaches treat this difference as the result of an alteration in the structure and/or functioning of the vocal tract. In order to refute this point of view, there emerged other studies based on linguistic theories, mainly on linear and non-linear phonological models. Despite providing a great advance towards understanding the linguistic functioning of these children, such studies, inasmuch as their analysis units are discrete, leave aside some of the children¿s attempts to deal with a given sound contrast. At any rate, we depart from the hypothesis that the children¿s endeavour to acquire a sound contrast encompasses both categorical productions ¿ which correspond to the extreme values of a classificatory parameter ¿ and gradient productions ¿ which correspond to intermediate values of the same parameter. By means of a longitudinal study, two children with sound patterns unexpected for their age range were observed. With one of them, the focus was the contrast between the voiceless coronal fricatives and voiceless coronal stops; and, with the other, the focus was the contrast between alveolar and palatal voiceless coronal fricatives. The acoustic analysis included several parameters, namely: duration, spectral peak, formant transition, centroid, variance, skewness, and kurtosis. Statistical techniques, were used to characterize and quantify these data, namely: T-test, repeated measures ANOVA and Scheffé post-hoc test. The findings of this thesis ¿ namely: covert contrast, gradient productions, non-linearity, hesitations and coexistence of different attempts of marking a sound contrast ¿ have allowed us to bring out the acquisition dynamics, besides getting some insight into the relationship between the child and the language under construction / Mestrado / Mestre em Linguística

Made available in DSpace on 2016-04-27T18:12:09Z (GMT). No. of bitstreams: 1 Lygia Rondon de Mattos .pdf: 676021 bytes, checksum: 3eeffacdea650231d0c2b145fa50776c (MD5) Previous issue date: 2015-07-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / INTRODUCTION: Speech disorder (SD) is characterized by inadequacies in sound production and by the use of phonological rules of a language. In children, the SD is the most common disorder among language disorders. Further more, the use of technological communication tools (computer, tablet, smartphone) is increasing on children s population. In this context, the theme of this research is the use of these technologies in speech therapy interventions in children with SD. OBJECTIVE: To describe the use of interactional technology tools with tablets in speech therapy of children with speech disorders. METHOD: This is a descriptive study with four children of both genders, aged 5.3 to 5.11 years old with SD. Individual assessment was carried out through the ABFW test (ANDRADE et al., 2004) in order to select subjects to the study. Selected participants went to speech therapy weekly for 30 minutes in an adequate space to do so. The tablet was used as an auxiliary device in the sessions and was available for the child to solicit (or not) its use. Subjects were reassessed using the same instrument and the teacher and coordinator who were responsible for the subjects were interviewed to investigate the progress of subjects. Data were analyzed quantitatively and qualitatively from categories defined later. RESULTS: The tablet was used in 92.68% of the sessions, and during 64.55% of the total time. Therapist / patient interaction games (43.57%) were the most used, followed by individual games (33.12%) and games with camera (23.29%). It was observed that the tablet worked as a motivating tool for the therapeutic process, although in different degrees and it was not overriding to the progress of the subjects. CONCLUSION: In subjects of this study the use of interactional technology tools improved the therapeutic process, in that, it intensified the dialogic activity between patient and therapist and was configured as an effective playful resource for patient adherence to the treatment / INTRODUÇÃO: Desvio Fonológico (DF) é caracterizado por inadequações na produção dos sons e no uso das regras fonológicas da língua. Em crianças o DF é a alteração mais comum dentre as alterações de linguagem. Cada vez mais, proliferam-se ferramentas tecnológicas de comunicação (computador, tablet, smartphone). Nesse contexto, o tema desta pesquisa é a utilização dessas tecnologias nas intervenções fonoaudiológicas com crianças DF. OBJETIVO: Descrever a utilização de ferramentas tecnológicas de interação em tablets no atendimento fonoaudiológico de crianças com desvios fonológicos. MÉTODO: Trata-se de uma pesquisa descritiva com quatro crianças de ambos os sexos, na faixa etária de 5,3 a 5,11 anos, com DF. Foi realizada avaliação individual dos sujeitos selecionados por meio do teste de fonologia do ABFW (ANDRADE et al., 2004). Os individuais foram atendidos semanalmente, com duração de 30 minutos em espaço físico adequado para tal. O tablet, foi utilizado como dispositivo auxiliar do processo terapêutico, ficando disponível para que a criança solicitasse (ou não) sua utilização. Os sujeitos foram reavaliados utilizando o mesmo instrumento e foram coletados depoimentos livres (da professora e da coordenadora) sobre a evolução dos casos. Os dados foram analisados quantitativa e qualitativamente a partir de categorias definidas a posteriori. RESULTADOS: O tablet foi usado em 92,68% das sessões, e em média por 64,55% do tempo total das sessões. Prevaleceram os jogos de interação terapeuta/paciente (43,57%), seguidos por aplicativos de jogos individuais (33,12%) e câmera em (23,29%). Analisando o conjunto dos casos estudados, verificou-se a seguinte tendência: o tablet funcionou como recurso motivador para o processo terapêutico, embora em diferentes graus e de maneira não decisiva para evolução dos casos. CONCLUSÃO: Nos sujeitos aqui estudados a utilização de ferramentas tecnológicas de interação favoreceu os processos terapêuticos, na medida em que intensificou a atividade dialógica entre paciente e terapeuta e configurou-se como recurso lúdico efetivo para a adesão dos pacientes ao tratamento

No description available.

Orientador: Eleonora Cavalcante Albano / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T10:09:47Z (GMT). No. of bitstreams: 1 Freitas_MariaClaudiaCamargode_D.pdf: 3059031 bytes, checksum: 301295b9ca3857f0476a41e7c53ac37a (MD5) Previous issue date: 2012 / Resumo: A proposta deste trabalho consistiu em resgatar marcas da reorganização fônica em crianças com diagnóstico de transtorno fonológico, à luz da Fonologia Gestual. Em especial, marcas que evidenciassem uma relação especial entre fluência oral e processos fônicos. A fim de obter uma amostra significativa de momentos de reorganização fônica, foram coletados longitudinalmente dados de produção e, também, de percepção de fala. Para compor o grupo alvo (GA), selecionaram-se quatro crianças com dificuldades nas obstruintes surdas - classe de sons escolhida para uniformizar a amostra - e, para o grupo controle (GC), quatro crianças sem alterações fônicas - com idade e gênero compatíveis aos do GA. O corpus de produção foi composto por realizações de palavras-alvo iniciadas pelos fones obstruintes desvozeados seguidos das vogais [a], [i] ou [u] inseridas em uma frase-veículo. Gravações realizadas em cabine acústica por meio de equipamento digital de alta fidelidade. Utilizouse para analisá-los, as análises de outiva e acústica - momentos espectrais e medidas de duração. Sobre a percepção de fala, foi realizada uma tarefa XAB composta por estímulos naturais que continham sílabas iniciadas por obstruintes desvozeadas seguidas de [a]. Foram realizadas quatro coletas, com intervalo médio de 40 dias. O uso de estatística paramétrica foi inviabilizado pela impossibilidade de obter sujeitos com quadros idênticos. Recorreu-se, então, à contagem de tipos de respostas, analisada por meio do teste quiquadrado. O desempenho do GA, em comparação ao GC, se mostrou singular em aspectos relativos tanto à produção quanto à percepção de fala. Como marcas da reorganização fônica, observaram-se: (a) flutuação nas tentativas de marcar um contraste em aquisição pelo GA; (b) maior incidência de alterações na fluência nos dados do GA, em comparação ao GC, especialmente, em momentos de aproximação em relação ao padrão na língua; (c) forte distanciamento nos valores de momentos espectrais entre os dados do GA e do GC, mesmo em coletas em que a outiva classificou a maior parte das realizações do GA como de acordo com o padrão; (d) aumento, em relação às coletas iniciais, dos valores de medidas de duração absoluta e relativa do GA em comparação ao GC; (e) vínculos entre mudanças no padrão de discriminação auditiva e de percepção e; por fim, (f) tempos de reação mais longos no experimento de percepção pelo GA, em comparação ao GC. A não separação entre a tarefa motora e sua representação, bem como a existência de uma estreita relação entre produção e percepção, premissas da Fonologia Gestual, permitem atribuir às diferentes marcas identificadas o estatuto de causa e efeito da reorganização fônica. Chamar a atenção para a reorganização fônica pode fornecer importantes subsídios para o entendimento da aquisição desviante e, consequentemente, para intervenções terapêuticas mais eficazes / Abstract: The aim of this study was to investigate phonological reorganization indices in children diagnosed with phonological disorder. The theoretical frame of reference adopted was Gestural Phonology. In particular, we looked for indices that could reveal relationships between fluency and phonological aspects. Speech production and perception data were collected in order to obtain a representative sample of phonological reorganization instances. Four children with difficulties in voiceless obstruents were selected for the experimental group (EG); and four children with normal phonological acquisition, of the same gender and similar ages as the EG, were selected for the control group (CG). Only voiceless obstruents were used. The speech production corpus consisted of target words, with initial voiceless obstruents followed by the vowels [a], [i] or [u], inserted in carrier phrases. Speech recordings were made in a soundproof booth using digital equipment. The data were analyzed impressionistically as well as acoustically, using measurements of spectral moments and duration. For the speech perception data, we performed an XAB task composed of natural stimuli containing syllables beginning with voiceless obstruent followed by [a]. Four data collection sessions were conducted, at intervals of about 40 days. The impossibility of finding children with the same difficulty precluded the use of parametric statistic tests. The performance of GA proved unique in both production and perception. The phonological reorganization indices observed were: (a) coexistence of different attempts at marking a sound contrast in the EG group; (b) more incidences of disfluencies in EG as compared with CG, at moments of phonological reorganization; (c) As compared to CG, EG showed strong variability in spectral moments, even when impressionistic analysis judged the phones standard. (d) Increase in the absolute and relative duration values for EG as compared with CG as well as with the initial data collection sessions; (e) links between discrimination pattern and production change; and (f) longer reaction times in the perception experiment for EG, as compared to GC. The absence of a gap between the motor task and its representation, in addition to a close link between production and perception, assumed by Gestural Phonology, permit to treat the observed indices as both cause and effect of phonogical reorganization. The investigation of phonological reorganization provides important insights into deviant acquisition, as well as support for therapeutic interventions / Doutorado / Linguistica / Doutor em Linguística