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Articulation disorders are deficiencies in the realization of speech sounds unrelated to organic or neurological disorders. Over the last decade, there has been a debate on the efficiency of non-verbal oro-motor exercises, which are orofacial movements programmed and organized in an intentional and coordinated way to control lips, tongue, and soft...
Contexts in source publication
Context 1
... this study, 4-year-olds were chosen, as they are usually the ones who simplify speech and have completed the phonological system of contrasts and the full development of their perceptual capacity [49] and also developed adequate motor skills to articulate the entire specific phonetic range of their native language [12]. Table 1 shows the distribution of participants in both centers. Children who had difficulties in producing two or more phonemes were divided into two types, depending on the number of difficulties in the realization of sounds. ...Context 2
... this study, 4-year-olds were chosen, as they are usually the ones who simplify speech and have completed the phonological system of contrasts and the full development of their perceptual capacity [49] and also developed adequate motor skills to articulate the entire specific phonetic range of their native language [12]. Table 1 shows the distribution of participants in both centers. Children who had difficulties in producing two or more phonemes were divided into two types, depending on the number of difficulties in the realization of sounds. ...Citations
... wird deutlich, dass der Einsatz von Mundmotorik in der Artikulationstherapie bei Kindern nicht wirksamer ist als eine Artikulationstherapie ohne MÜ. Im Rahmen der Untersuchung von Parra-López et al. (2022) konnte ergänzend belegt werden, dass MÜ für die Therapie phonetischer Störungen nicht wirksam sind. Trotz dieser Belege zur fehlenden Wirksamkeit zeigen Ergebnisse internationaler Befragungen, dass MÜ häufig eingesetzt werden(Lee & Moore 2014, Lof & Watson 2008, Rocha et al. 2022, Thomas & Kaipa 2015). ...
Der Artikel präsentiert die Ergebnisse einer deutschlandweiten quantitativen Online-Befragung von Therapeut*innen der Logopädie/Sprachtherapie zur Nutzung mundmotorischer Übungen (MÜ) in der Artikulationstherapie bei Kindern. Demnach setzen 70 Prozent der 239 Befragten MÜ in der Therapie phonetischer Störungen ein und kennen MÜ aus ihrer Ausbildung, aus der Fachliteratur sowie aus Fortbildungen. Die am häufigsten ausgewählten Gründe für den Einsatz waren die Empfehlung der (früheren) Ausbildungseinrichtung, die eigene Berufserfahrung und Erkenntnisse der besuchten Fortbildungen. MÜ werden eingesetzt, weil sie im Rahmen von Fortbildungen, in Ratgebern und Lehrbüchern empfohlen werden. Dies widerspricht jedoch der Studienlage, welche die Wirksamkeit von MÜ zur Intervention bei phonetischen Störungen widerlegt. Die Erhebung zeigt, dass viele Therapeut*innen MÜ dennoch weiterhin verwenden. Der Artikel plädiert für ein effektives und effizientes Arbeiten auf der Grundlage evidenzbasierter Methoden auch in der Artikulationstherapie.
... These exercises are meant to develop motor patterns for speech sound production by providing practice with nonspeech motor movements, such as blowing, tongue elevation, and other nonspeech tasks, frequently employing tools such as straws, horns, and tongue depressors (Strode & Chamberlain, 1997). NSOMEs are implemented with many children with speech disorders, including CP ± L, despite their efficacy contradicted by research evidence (Lof & Watson, 2008;Parra-López et al., 2022;see Ruscello & Vallino, 2020, for an overview related to CP ± L). In contrast, although there is no consensus regarding a preferred specific treatment approach for CP ± L, articulationor phonology-based treatments that focus on correction of compensatory cleft errors in articulation and are taskspecific to speech (Lof & Watson, 2008;Parra-López et al., 2022) have consistently shown positive effects on speech production in CP ± L (Alighieri et al., 2022;Hanley et al., 2023;Ruscello & Vallino, 2020;Sand et al., 2022). ...
... NSOMEs are implemented with many children with speech disorders, including CP ± L, despite their efficacy contradicted by research evidence (Lof & Watson, 2008;Parra-López et al., 2022;see Ruscello & Vallino, 2020, for an overview related to CP ± L). In contrast, although there is no consensus regarding a preferred specific treatment approach for CP ± L, articulationor phonology-based treatments that focus on correction of compensatory cleft errors in articulation and are taskspecific to speech (Lof & Watson, 2008;Parra-López et al., 2022) have consistently shown positive effects on speech production in CP ± L (Alighieri et al., 2022;Hanley et al., 2023;Ruscello & Vallino, 2020;Sand et al., 2022). Therefore, it is important for speech interventionists to incorporate such evidence-based treatment approaches into their practice. ...
... Instruction is on content, such as anatomy and physiology, and place of articulation of consonants, as well as more clinical skills information such as identification of CP ± L compensatory errors, correct and incorrect therapy strategies and techniques, how to perform speech and oral exams, and ways to move through each step of the cleft speech therapy hierarchy (Baigorri et al., 2021). Research-based speech treatment techniques that focus on correcting articulatory placement for speech production are demonstrated (Golding-Kushner, 2004;Kummer, 2020;Peterson-Falzone et al., 2016), and explanations are provided regarding why working directly with speech, rather than employing NSOMEs, improves speech production (Parra-López et al., 2022;Ruscello & Vallino, 2020). The invited interventionists were required to receive a score of at least 80% correct on a 57-question, multiple-choice Leaders Project assessment to receive a certificate of completion, which they sent to the Smile Train training manager. ...
Purpose
International cleft lip and palate surgical charities recognize that speech therapy is essential for successful care of individuals after palate repair. The challenge is how to ensure that cleft speech interventionists (i.e., speech-language pathologists and other speech therapy providers) provide quality care. This exploratory study investigated effects of a two-stage cleft training in Oaxaca, Mexico, aimed at preparing speech interventionists to provide research-based services to individuals born with cleft palate. Changes in the interventionists' content knowledge and clinical skills were examined.
Method
Twenty-three cleft speech interventionists from Mexico, Guatemala, and Nicaragua participated in a hybrid two-stage training, completing an online Spanish cleft speech course and a 5-day in-person training in Oaxaca. In-person training included a didactic component and supervised clinical practice with 14 individuals with repaired cleft palates. Testing of interventionists' content knowledge and clinical skills via questionnaires occurred before the online course (Test 1), immediately before in-person training (Test 2), and immediately after in-person training (Test 3). Qualitative data on experience/practice were also collected.
Results
Significant increases in interventionists' overall content knowledge and clinical skills were found posttraining. Knowledge and clinical skills increased significantly between Tests 1 and 2. Clinical skills, but not knowledge, showed further significant increases between Tests 2 and 3. Posttraining, interventionists demonstrated greater expertise in research-based treatment, and fewer reported they would use nonspeech oral motor exercises (NSOME).
Conclusions
Findings provide preliminary support for such two-stage international trainings in preparing local speech interventionists to deliver high-quality speech services to individuals born with cleft palate. While content knowledge appears to be acquired primarily from the online course, the two-stage training incorporating in-person supervised practice working with individuals born with cleft palate may best enhance continued clinical skill development, including replacement of NSOME with evidence-based speech treatment. Such trainings contribute to building capacity for sustainable quality services for this population in underresourced regions.
... La dislalia funcional es un trastorno fonológico de lenguaje en la articulación de fonemas, frecuente en un amplio porcentaje de niños, no relacionadas con trastornos orgánicos o neurológicos, caracterizado por sustituciones (por ejemplo, "abua" por "agua"), omisiones (por ejemplo, "asa" por "casa"), inserciones (por ejemplo, "golobo" por "globo") y distorsiones (por ejemplo, "aroyo" por "arroyo") (22)(23)(24)(25). ...
Introducción: Los trastornos fonológicos del lenguaje son considerados uno de los problemas de comunicación más frecuentes en niños de 3 a 7 años, lo que afecta directamente al desarrollo social, afectivo y de aprendizaje. Objetivo: Determinar las características demográficas de los niños de 3 a 5 años de edad con dislalia. Métodos: Investigación de diseño observacional, alcance descriptivo, corte transversal, realizada en un centro privado de Terapia de Lenguaje en la Ciudad de Ambato, Ecuador, con muestra censal de 30 niños, se aplicó el Test de ELA-r aprobado por consultores en Ciencias Humanas, SL. en Biskaia,(España) y un Software denominado PreLingua. Resultados: los niños con dislalia predominaron en 46,66% a las edad de 48-53 meses y el 63,33% corresponde al sexo masculino, la habilidad articulatoria que más se presenta en los trastornos fonológicos de lenguaje es la sustitución, además puede presentarse una combinación entre dos habilidades articulatorias como la sustitución y omisión. Conclusión: las características demográficas de los niños de 3 a 5 años de edad con dislalia más frecuentes son la edad de 48-53 meses y el sexo masculino, donde las Tecnologías de la Información y Comunicación sirven como herramientas de diagnóstico e intervención en trastornos fonológicos del lenguaje. Palabras Clave: desarrollo del lenguaje, trastornos del lenguaje, tecnología de la información ABSTRACT Introduction: Phonological language disorders are considered one of the most frequent communication problems in children from 3 to 7 years of age, which directly affects social, affective and learning development. Objective: To determine the demographic characteristics of children from 3 to 5 years of age with dyslalia. Methods: Research with an observational design, descriptive scope, cross-section, carried out in a private Language Therapy center in the City of Ambato, Ecuador, with a census sample of 30 children. The ELA-r Test approved by Science consultants was applied. Humanas, SL. in Biskaia, (Spain) and a Software called PreLingua. Results: children with dyslalia predominated in 46.66% at the age of 48-53 months and 63.33% correspond to the male sex, the articulatory ability that occurs most in phonological language disorders is substitution, it can also be present a combination between two articulatory skills such as substitution and omission. Conclusion: the demographic characteristics of the most frequent children from 3 to 5 years of age with dyslalia are the age of 48-53 months and the male sex, where Information and Communication Technologies serve as diagnostic and intervention tools in phonological disorders. of language. Keywords: development, language, language disorders, information technology
Importance
Children with speech and language difficulties are at risk for learning and behavioral problems.
Objective
To review the evidence on screening for speech and language delay or disorders in children 5 years or younger to inform the US Preventive Services Task Force.
Data Sources
PubMed/MEDLINE, Cochrane Library, PsycInfo, ERIC, Linguistic and Language Behavior Abstracts (ProQuest), and trial registries through January 17, 2023; surveillance through November 24, 2023.
Study Selection
English-language studies of screening test accuracy, trials or cohort studies comparing screening vs no screening; randomized clinical trials (RCTs) of interventions.
Data Extraction and Synthesis
Dual review of abstracts, full-text articles, study quality, and data extraction; results were narratively summarized.
Main Outcomes and Measures
Screening test accuracy, speech and language outcomes, school performance, function, quality of life, and harms.
Results
Thirty-eight studies in 41 articles were included (N = 9006). No study evaluated the direct benefits of screening vs no screening. Twenty-one studies (n = 7489) assessed the accuracy of 23 different screening tools that varied with regard to whether they were designed to be completed by parents vs trained examiners, and to screen for global (any) language problems vs specific skills (eg, expressive language). Three studies assessing parent-reported tools for expressive language skills found consistently high sensitivity (range, 88%-93%) and specificity (range, 88%-85%). The accuracy of other screening tools varied widely. Seventeen RCTs (n = 1517) evaluated interventions for speech and language delay or disorders, although none enrolled children identified by routine screening in primary care. Two RCTs evaluating relatively intensive parental group training interventions (11 sessions) found benefit for different measures of expressive language skills, and 1 evaluating a less intensive intervention (6 sessions) found no difference between groups for any outcome. Two RCTs (n = 76) evaluating the Lidcombe Program of Early Stuttering Intervention delivered by speech-language pathologists featuring parent training found a 2.3% to 3.0% lower proportion of syllables stuttered at 9 months compared with the control group when delivered in clinic and via telehealth, respectively. Evidence on other interventions was limited. No RCTs reported on the harms of interventions.
Conclusions and Relevance
No studies directly assessed the benefits and harms of screening. Some parent-reported screening tools for expressive language skills had reasonable accuracy for detecting expressive language delay. Group parent training programs for speech delay that provided at least 11 parental training sessions improved expressive language skills, and a stuttering intervention delivered by speech-language pathologists reduced stuttering frequency.
