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Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders.

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Title: Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders.
Authors: Li-Li Yeh1 lily.yeh@mmc.edu.tw, Chia-Chi Liu2
Source: Journal of Speech, Language & Hearing Research. Nov2021, Vol. 64 Issue 11, p4071-4084. 14p. 9 Charts.
Subject Terms: *Preschool children, *Intelligibility of speech, *Phonological awareness, *Speech therapists, *Child development, *Speech therapy, *Speech evaluation, *Articulation disorders, *Comparative studies, *Language acquisition, *Communication, *Storytelling, *Longitudinal method, *Evaluation, Speech disorders in children, Vocabulary ability testing, Accuracy, Physiological aspects of speech, Analysis of variance, Age distribution, Effect sizes (Statistics), Sexual intercourse, Avoidance conditioning, Task performance, Sex distribution, T-test (Statistics), Phonetics, Chi-squared test, Descriptive statistics
Abstract: Purpose: Speech-language pathologists (SLPs) are faced with the challenge of quickly and accurately identifying children who present with speech sound disorders (SSD) compared to typically developing (TD) children. The goal of this study was to compare the clinical relevance of two speech sampling methods (single-word vs. connected speech samples) in how sensitive they are in detecting atypical speech sound development in children, and to know whether the information obtained from single-word samples is representative enough of children's overall speech sound performance. Method: We compared the speech sound performance of 37 preschool children with SSD (Mage = 4;11 years) and 37 age-sex-matched typically developing children (Mage = 5;0 years) by eliciting their speech in two ways: (a) a picture-naming task to elicit single words, and (b) a storyretelling task to elicit connected speech. Four speech measures were compared across sample type (single words vs. connected speech) and across groups (SSD vs. TD): intelligibility, speech accuracy, phonemic inventory, and phonological patterns. Results: Interaction effects were found between sample type and group on several speech sound performance measures. Single-word speech samples were found to differentiate the SSD group from the TD group, and were more sensitive than connected speech samples across various measures. The effect size of single-word samples was consistently higher than connected speech samples for three measures: intelligibility, speech accuracy, and phonemic inventory. The gap in sample type informativeness may be attributed to salience and avoidance effects, given that children tend to avoid producing unfamiliar phonemes in connected speech. The number of phonological patterns produced was the only measure that revealed no gap between two sampling types for both groups. Conclusions: On measures of intelligibility, speech accuracy, and phonemic inventory, obtaining a single-word sample proved to be a more informative method of differentiating children with SSD from TD children than connected speech samples. This finding may guide SLPs in their choice of sampling type when they are under time pressure. We discuss how children's performance on the connected speech sample may be biased by salience and avoidance effects and/or task design, and may, therefore, not necessarily reveal a poorer performance than single-word samples, particularly in intelligibility, speech accuracy, and the number of phonological patterns, if these task limitations are circumvented. Our findings show that the performance gap, typically observed between the two sampling types, largely depends on which performance measures are evaluated with the speech sample. Our study is the first to address sampling type differences in SSD versus TD children and has significant clinical implications for SLPs looking for sampling types and measures that reliably identify SSD in preschool-aged children. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders.
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  Data: <searchLink fieldCode="AR" term="%22Li-Li+Yeh%22">Li-Li Yeh</searchLink><relatesTo>1</relatesTo><i> lily.yeh@mmc.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Chia-Chi+Liu%22">Chia-Chi Liu</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Nov2021, Vol. 64 Issue 11, p4071-4084. 14p. 9 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligibility+of+speech%22">Intelligibility of speech</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Articulation+disorders%22">Articulation disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+disorders+in+children%22">Speech disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Physiological+aspects+of+speech%22">Physiological aspects of speech</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Age+distribution%22">Age distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+sizes+%28Statistics%29%22">Effect sizes (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+intercourse%22">Sexual intercourse</searchLink><br /><searchLink fieldCode="DE" term="%22Avoidance+conditioning%22">Avoidance conditioning</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+distribution%22">Sex distribution</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Speech-language pathologists (SLPs) are faced with the challenge of quickly and accurately identifying children who present with speech sound disorders (SSD) compared to typically developing (TD) children. The goal of this study was to compare the clinical relevance of two speech sampling methods (single-word vs. connected speech samples) in how sensitive they are in detecting atypical speech sound development in children, and to know whether the information obtained from single-word samples is representative enough of children's overall speech sound performance. Method: We compared the speech sound performance of 37 preschool children with SSD (Mage = 4;11 years) and 37 age-sex-matched typically developing children (Mage = 5;0 years) by eliciting their speech in two ways: (a) a picture-naming task to elicit single words, and (b) a storyretelling task to elicit connected speech. Four speech measures were compared across sample type (single words vs. connected speech) and across groups (SSD vs. TD): intelligibility, speech accuracy, phonemic inventory, and phonological patterns. Results: Interaction effects were found between sample type and group on several speech sound performance measures. Single-word speech samples were found to differentiate the SSD group from the TD group, and were more sensitive than connected speech samples across various measures. The effect size of single-word samples was consistently higher than connected speech samples for three measures: intelligibility, speech accuracy, and phonemic inventory. The gap in sample type informativeness may be attributed to salience and avoidance effects, given that children tend to avoid producing unfamiliar phonemes in connected speech. The number of phonological patterns produced was the only measure that revealed no gap between two sampling types for both groups. Conclusions: On measures of intelligibility, speech accuracy, and phonemic inventory, obtaining a single-word sample proved to be a more informative method of differentiating children with SSD from TD children than connected speech samples. This finding may guide SLPs in their choice of sampling type when they are under time pressure. We discuss how children's performance on the connected speech sample may be biased by salience and avoidance effects and/or task design, and may, therefore, not necessarily reveal a poorer performance than single-word samples, particularly in intelligibility, speech accuracy, and the number of phonological patterns, if these task limitations are circumvented. Our findings show that the performance gap, typically observed between the two sampling types, largely depends on which performance measures are evaluated with the speech sample. Our study is the first to address sampling type differences in SSD versus TD children and has significant clinical implications for SLPs looking for sampling types and measures that reliably identify SSD in preschool-aged children. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153519489
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2021_JSLHR-20-00172
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 4071
    Subjects:
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Intelligibility of speech
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Speech therapists
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Speech therapy
        Type: general
      – SubjectFull: Speech evaluation
        Type: general
      – SubjectFull: Articulation disorders
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Speech disorders in children
        Type: general
      – SubjectFull: Vocabulary ability testing
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Physiological aspects of speech
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Age distribution
        Type: general
      – SubjectFull: Effect sizes (Statistics)
        Type: general
      – SubjectFull: Sexual intercourse
        Type: general
      – SubjectFull: Avoidance conditioning
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Sex distribution
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Phonetics
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
    Titles:
      – TitleFull: Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders.
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            NameFull: Li-Li Yeh
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            NameFull: Chia-Chi Liu
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          Dates:
            – D: 01
              M: 11
              Text: Nov2021
              Type: published
              Y: 2021
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            – TitleFull: Journal of Speech, Language & Hearing Research
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