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Dysarthria
Published in Margaret Walshe, Nick Miller, Clinical Cases in Dysarthria, 2021
Some important provisos have arisen when transferring these principles to people with motor speech disorders. For people with dysarthria and indeed apraxia of speech (Miller & Wambaugh, 2021), even apparently simple tasks are already complex. Thus, rather than commencing directly with random, variable practice with fading, irregular feedback, a period of blocked, invariable learning may be required to get people onto the bottom rung of the skill ladder, using frequent, regular feedback.
Traumatic brain injury
Published in James Law, Alison Parkinson, Rashmin Tamhne, David Hall, Communication Difficulties in Childhood, 2017
In severe cases, subcortical damage can result in motor speech disorders. Children may retain the ability to communicate to some degree through non-speech channels, but have difficulty with spoken language. Other studies have shown dysarthria to be more common after injury in adolescence than in younger children.1
Cognition, Language and Intelligence
Published in Rolland S. Parker, Concussive Brain Trauma, 2016
Aphasia may be defined as a disorder of language acquired secondary to brain damage. Language refers to communication symbols and rules for their use. It requires facility for expression and reception. Aphasia is a disorder of language secondary to brain damage. It is differentiated from motor speech disorders as a disorder of language as a complex system of communication symbols and rules for their use, whereas speech is the articulation and phonation of language sounds (dysarthria, dysphonia, voice disorders), stuttering and speech dyspraxia. Aphasia is also distinguished from disorders of thought, that is, the mental processing of images, memories, and perceptions, usually involving language symbols. Psychiatric disorders derange thought and alter the content of speech without affecting its linguistic structure. While diffuse brain disorders (e.g., encephalitis, dementia) are aphasias, they involve other cognitive functions, which distinguish them from focal brain lesions. Involvement of the language cortex creates disorders of naming, reading, writing, memory, and visuospatial processes (Kirshner, 2004).
Music and musical elements in the treatment of childhood speech sound disorders: A systematic review of the literature
Published in International Journal of Speech-Language Pathology, 2023
Mirjam van Tellingen, Joost Hurkmans, Hayo Terband, Roel Jonkers, Ben Maassen
The methodological quality of the cohort study by Gross et al. (2010), however, is adequate. With measurements focussing, in our opinion, on indicators of language processing and psychological development, it is unclear whether the treatment with music therapy influenced (motor) speech abilities. However, the measures of language processing and psychological development yielded measurable improvement, leading to conclusions by the authors of improvement in speech development. In a review of the outcomes of music-based interventions in adult patients with aphasia, Zumbansen and Tremblay (2019) reported that these interventions were most likely to yield positive outcomes for patients with motor speech disorders. Positive outcomes were also found on language measures, but mostly in patients with motor speech disorder. As Terband, Maassen, et al. (2019) reported, speech processes are interdependent and a limitation in one process affects development in adjacent processes. It is likely that improvement in one process will lead to improvement in adjacent processes. While language improvement through music-based intervention is thus likely to co-occur with speech improvement, studies in children that include both measures for (motor) speech abilities and language abilities are needed to see if music-based interventions mostly influence motor speech disorders in children with SSDs as reported in adults with acquired speech and language disorders.
Implementation of the C-BiLLT, an accessible instrument to assess language comprehension in children with limited motor and speech function: an international clinician survey
Published in Augmentative and Alternative Communication, 2023
Jael N. Bootsma, Kristine Stadskleiv, Michelle Phoenix, Johanna J. M. Geytenbeek, Jan Willem Gorter, Dayle McCauley, Sara Fiske, Fiona Campbell, Natasha Crews, Barbara Jane Cunningham
Cerebral palsy is the most common cause of childhood-onset physical disability worldwide (Oskoui et al., 2013). Children with cerebral palsy are at high risk for communication disorders as a result of motor, sensory, language, and cognitive impairments associated with the disability (Mei et al., 2016; Pennington et al., 2004; Rosenbaum et al., 2007). Language impairments affecting comprehension of vocabulary and grammar are found across the entire spectrum of motor functioning (Pirila et al., 2007; Stadskleiv et al., 2018; Vaillant et al., 2020; Voorman et al., 2010; Vos et al., 2014). Motor-speech disorders are also common and lead to reduced intelligibility or even the absence of functional speech (Andersen et al., 2010; Hustad et al., 2014; Sigurdardottir & Vik, 2011). Such communication impairments often have a pervasive and detrimental impact on children’s social, educational, and emotional well-being and development (Clarke et al., 2011, 2012; Raghavendra et al., 2012). In many cases where both motor and speech skills are impacted, children have complex communication needs and require augmentative and alternative communication (AAC).
Range of motion (ROM) in the lips and jaw during vowels assessed with 3D motion analysis in Swedish children with typical speech development and children with speech sound disorders
Published in Logopedics Phoniatrics Vocology, 2022
Åsa Mogren, Anita McAllister, Lotta Sjögreen
All children in the SSD group had a confirmed SSD at the time of referral to the clinic. The speech assessment was carried out to rule out or confirm an oral motor/speech motor involvement, but no assessment of language involvement was made. The syllables used in this study require minimal language skills and consists of speech sounds that should already be mastered in the present age range. The assessment resulted in a motor speech disorder diagnosis for all 51 children in the clinical group. Twenty children were assessed as having SMD, 17 CAS, 10 SMD/suspected CAS, three articulation impairment and one DD. However, due to few participants and an uneven distribution of individuals in the subgroups these subgroups will not be compared to one another. Thus, comparisons will be made between a combined group of children with SSD presenting with SMD, CAS, and/or SMD/suspected CAS and children with TSD.