Intelligibility of 4-Year-Old Children with and without Cerebral Palsy

Autor/inn/en	Hustad, Katherine C.; Schueler, Brynn; Schultz, Laurel; DuHadway, Caitlin
Titel	Intelligibility of 4-Year-Old Children with and without Cerebral Palsy
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 4, S.1177-1189 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/11-0083)
Schlagwörter	Young Children; Cerebral Palsy; Comprehension; Speech Impairments; Profiles; Parents + Suchen Sie Ihr Suchwort? Frühe Kindheit; Hirnlähmung; Verstehen; Verständnis; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Charakterisierung; Profilanalyse; Eltern
Abstract	Purpose: The authors examined speech intelligibility in typically developing (TD) children and 3 groups of children with cerebral palsy (CP) who were classified into speech/language profile groups following Hustad, Gorton, and Lee (2010). Questions addressed differences in transcription intelligibility scores among groups, the effects of utterance length on intelligibility, the relationship between ordinal ratings of intelligibility and orthographic transcription intelligibility scores, and the difference between parent and naive listener ordinal ratings. Method: Speech samples varying in length from 1 to 7 words were elicited from 23 children with CP (M [subscript age] = 54.3 months) and 20 TD children (M [subscript age] = 55.1 months). Two hundred fifteen naive listeners made orthographic transcriptions and ordinal ratings of intelligibility. Parent ordinal ratings of intelligibility were obtained from a previous study (Hustad et al., 2010). Results: Intelligibility varied with speech/language profile group and utterance length, with different patterns observed by profile group. Ratings of intelligibility by parents and naive listeners did not differ, and both were highly correlated with transcription intelligibility scores. Conclusion: Intelligibility was reduced for all groups of children with CP relative to TD children, suggesting the importance of speech-language intervention and the need for research investigating variables associated with changes in intelligibility in children. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10