Speech Perception Variability in Childhood Apraxia of Speech: Implications for Assessment and Intervention

Autor/inn/en	Spencer, Caroline; Davison, Kelsey E.; Boucher, Alyssa R.; Zuk, Jennifer
Titel	Speech Perception Variability in Childhood Apraxia of Speech: Implications for Assessment and Intervention
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 4, S.969-984 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spencer, Caroline) ORCID (Zuk, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Auditory Perception; Speech Impairments; Children; Language Impairments; Reading Ability; Academic Achievement; Intervention; Articulation (Speech); Phonological Awareness; Child Caregivers + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Reading competence; Lesekompetenz; Schulleistung; Caregiver; Caregivers; Carer; Children; Kinderbetreuung
Abstract	Purpose: Beyond hallmark production deficits characterizing childhood apraxia of speech (CAS), largely attributed to disruption(s) in speech motor planning, children with CAS often present with co-occurring speech perception and language difficulties. Thus, careful consideration of the potential for speech perception difficulties to have cascading downstream effects on intervention responsiveness and real-life functioning for some children with CAS is highly important. The purpose of this tutorial was to consider the impact of speech perception abilities in children with CAS, which carries implications for caring for the needs of the whole child. Method: This tutorial summarizes the current literature on speech perception and how it relates to speech production, language, and reading abilities for children with CAS. We include case illustrations that are adapted from real clinical scenarios illustrating how speech perception difficulties may impact some children with CAS and provide recommendations for incorporating speech perception into assessment and intervention practices. Results: Although speech perception difficulties do not seem to be a core deficit of CAS, they are strongly linked to language difficulties, which are highly prevalent among children with CAS. Speech perception and language difficulties are also associated with reading difficulties and risk for lower academic achievement. Conclusions: Children with CAS who have co-occurring language difficulties likely also demonstrate speech perception deficits, which puts them at heightened risk for reading difficulties and struggles with academic achievement. Comprehensive assessment of children with CAS should address speech perception and production, language, and reading abilities, which carries important implications for multifaceted approaches to intervention. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01