PubMed · 6926143
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M Seilhean. 1982. [Articulation disorders].. https://pubmed.ncbi.nlm.nih.gov/6926143/
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The effect of early otitis media on phonology and articulation in the presence of expressive language delay was investigated in 16 2-year-olds followed prospectively from birth. Eight of the children were designated otitis-positive and 8 were considered otitis-negative as determined by bilateral pneumatic otoscopy outcomes during year 1 of life. The groups differed significantly on measures of expressive, not receptive, language development. All members of the otitis-positive group were expressive language delayed. Phonological analyses were completed on spoken language samples elicited from each child at age 24 months. Results showed similar developmental tendencies in speech sound acquisition between the groups, but the otitis-positive group had established significantly fewer initial consonant phones and produced them less accurately than the otitis-negative subject group. The otitis-positive group acquired significantly fewer consonants with back place of articulation. Similar phonological error patterns of deletion and phoneme class deficiency were used by the groups, but the otitis-positive group used the error patterns more frequently. Findings here lend support to the otitis media effect as one of interaction among risk factors.
The use of visual biofeedback in the treatment of individuals who have Residual Phonological Errors is discussed. This type of treatment was used with clients who had not improved through traditional auditory/production based treatments. Biofeedback is conceptualized as a cognitive treatment that requires the client's analysis of visual information. The information is used in developing correct productions of Residual Phonological Errors. The reported results indicate that visual feedback is a viable alternative treatment for those who have been unable to develop correct sound production through traditional methods.
Treatment using electropalatography (EPG) is described. Speech learners wear a custom-made appliance called a pseudopalate in order to view their tongue-to-palate (lingual palatal) contacts on a computer monitor. The results from studies with children who have either articulation or phonology-based problems are discussed. Assessments of contact patterns used by articulation-impaired children suggests that they may produce more atypical articulatory contacts than are noted perceptually. Remediation, using electropalatography, showed that the children benefited from learning new articulatory gestures rather than learning to correct isolated errors. Studies with phonologically-impaired children have shown that perceptually neutralized (or non-contrasted) sounds may actually be produced with consistent articulatory contrasts. This knowledge could assist in identifying sounds that might soon emerge and be more responsive to therapy. Training studies with phonologically-impaired children have shown that a motor approach using sound contrasts to teach a phonetic inventory is an effective way to assist these children. Considerations for candidacy for EPG training are also discussed.