Vowel Intelligibility in Children with and without Dysarthria: An Exploratory Study

Autor/inn/en	Levy, Erika S.; Leone, Dorothy; Moya-Gale, Gemma; Hsu, Sih-Chiao; Chen, Wenli; Ramig, Lorraine O.
Titel	Vowel Intelligibility in Children with and without Dysarthria: An Exploratory Study
Quelle	In: Communication Disorders Quarterly, 37 (2016) 3, S.171-179 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740115618917
Schlagwörter	Speech Impairments; Communication Disorders; Speech Therapy; Speech Language Pathology; Outcomes of Treatment; Intervention; Clinical Diagnosis; Vowels; Children; Articulation (Speech); Articulation Impairments; Cerebral Palsy; North American English; Native Speakers; Listening; Adults; Likert Scales; New York + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Kommunikationsstörung; Entwicklungsproximale Sprachtherapie; Logotherapie; Child; Kind; Kinder; Artikulationsstörung; Hirnlähmung; Amerikanisches Englisch; Muttersprachler; Hörvorgang; Zuhören; Likert-Skala
Abstract	Children with dysarthria due to cerebral palsy (CP) present with decreased vowel space area and reduced word intelligibility. Although a robust relationship exists between vowel space and word intelligibility, little is known about the intelligibility of vowels in this population. This exploratory study investigated the intelligibility of American English (AE) vowels produced by children with dysarthria and typically developing children (TD). Three CP and five TD repeated words with contrastive vowels /i-?/, /ae-?/, /?-?/, /o-u/ produced by a native AE adult. Adult listeners transcribed the utterances orthographically and rated their ease of understanding. Overall, CP presented with less-intelligible vowels than TD. For CP, a trend was found with the lowest intelligibility for /?/ (CP = 7%, TD = 66%), /?/ (CP = 30%, TD = 82%), and /?/ (CP = 38%, TD = 99%), and more heterogeneous vowel confusions; however, intelligibility differences between vowels did not reach statistical significance. Clinical implications include that, unless further studies show vowel-specific effects, treatment targeting the entire vowel system may be warranted for increasing intelligibility. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01