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Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/22
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Item English (Scottish) speech development(Oxford University Press, 2024) Scobbie, James M.; Cleland, Joanne; Lawson, Eleanor; Schaeffler, Sonja; McLeod, SharynneScottish English is primarily spoken in Scotland, U.K. It is a national quasi-standard variety of English with a range of social and geographical variants. It can be characterized as a highly distinctive accent (or accent group) of English, mainly due to its relationship to Scots. Its strongly distinct character may be more phonetic, prosodic and lexical than strictly phonemic and phonological, so for practical reasons it can be assumed that its inventory and consonant phonotactics overlap sufficiently with other varieties for many “British English” clinical resources to be applicable. Scottish English is, however, rhotic in its prestige varieties, which makes it markedly different from non-rhotic Southern Standard British English and other non-rhotic varieties. There are few specific studies of children’s acquisition of Scottish English, though Scottish children are often incorporated in larger studies in the U.K. Research on Scottish English has focused on social variation, speech production, and remediation techniques augmented with real time visual biofeedback, involving children with speech sound disorders and cleft palate. Commonly-used speech assessments and interventions have not been developed specifically for this variety of English.Item Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment(Taylor & Francis, 2008-05) Law, James; Campbell, Craig; Roulstone, S.; Adams, C.; Boyle, JamesBackground: Receptive language impairment (RLI) is one of the most significant indicators of negative sequelae for children with speech and language disorders. Despite this, relatively little is known about the most effective treatments for these children in the primary school period. Aims: To explore the relationship between the reported practice of speech and language practitioners and the underlying rationales for the therapy that they provide. Methods & Procedures: A phenomenological approach was adopted, drawing on the experiences of speech and language practitioners. Practitioners completed a questionnaire relating to their practice for a single child with receptive language impairment within the 5-11 age range, providing details and rationales for three recent therapy activities. The responses of 56 participants were coded. All the children described experienced marked receptive language impairments, in the main associated with expressive language difficulties and/or social communication problems. Outcome & Results: The relative homogeneity of the presenting symptoms in terms of test performance was not reflected in the highly differentiated descriptions of intervention. One of the key determinants of how therapists described their practice was the child's age. As the child develops the therapists appeared to shift from a 'skills acquisition' orientation to a 'meta-cognitive' orientation, that is they move away from teaching specific linguistic behaviours towards teaching children strategies for thinking and using their language. A third of rationales refer to explicit theories but only half of these refer to the work of specific authors. Many of these were theories of practice rather than theories of deficit, and of those that do cite specific theories, no less than 29 different authors were cited many of whom might best be described as translators of existing theories rather than generators of novel theories. Conclusions: While theories of the deficit dominate the literature they appear to play a relatively small part in the eclectic practice of speech and language therapists. Theories of therapy may develop relatively independent of theories of deficit. While this may not present a problem for the practitioner, whose principal focus is remediation, it may present a problem for the researcher developing intervention efficacy studies, where the theory of the deficit will need to be well-defined in order to describe both the subgroup of children under investigation and the parameters of the deficit to be targeted in intervention. © 2008 Royal College of Speech & Language Therapists.Item Widening access to electropalatography for children with persistent sound system disorders.(American Speech-Language-Hearing Association, 1999-11) Gibbon, Fiona; Stewart, Fiona; Hardcastle, William J.Previous studies have demonstrated the value of using electropalatography (EPG) to assess, diagnose, and treat persistent sound system disorders in children. However, the application of EPG research has been limited in clinical contexts because most speech-language pathologists do not have access to the technique. This article provides an overview of recent EPG research on persistent sound system disorders and describes a network that has been established to widen access to EPG. The use of EPG via the network is illustrated in the case description of an 8-year-old boy, Robbie, who presented with a persisting speech disorder. The network was used because the clinician treating Robbie did not have an EPG. The main perceptual feature of Robbie's speech before EPG treatment was the deviant phonological process of backing /t/ and /d/ targets to velar place of articulation. EPG was used to assess articulatory patterns before treatment, to provide visual feedback as part of a treatment program, and to record changes in tongue-palate contact patterns as treatment progressed. Robbie achieved normal /t/ and /d/ articulatory patterns after treatment and was subsequently discharged. Factors that could have contributed to the successful outcome in this case are discussed, and areas requiring further research are identified.Item Development of lingual motor control in children and adolescents(University of Glasgow: Glasgow, 2015-08-10) Zharkova, Natalia; Hardcastle, William J.; Gibbon, Fiona; Lickley, RobinAn important insight into speech motor control development can be gained from analysing coarticulation. Despite a growing number of acoustic and articulatory studies of lingual coarticulation in children, there are conflicting opinions on how the extent of coarticulation changes during childhood. There is also increasing evidence that age-related patterns vary depending on speech sounds involved. The present study employed ultrasound tongue imaging to compare anticipatory V-on-C coarticulation in 13-year-old adolescents and 5-year-old children, using the consonants /p/ and /t/, which differ in the amount of lingual coarticulation in adult speech. For /p/, the two groups had a similar amount of coarticulation. For /t/, both groups had a vowel effect on the extent of tongue bunching, while only adolescents had an effect on the location of tongue bunching. Token-to-token variability in absolute tongue position was larger in the 5-year-olds. We discuss the findings in relation to previous studies and existing theoriesItem Characterizing the Growth Trajectories of Language-Impaired Children Between 7 and 11 Years of Age(2008-06) Law, J.; Tomblin, J. B.; Zhang, X.A number of different systems have been suggested for classifying language impairment in children but, to date, no one system has been widely accepted. Method: This paper outlines an alternative system looking for distinct patterns of change in receptive language skills across time, involving a secondary analysis of children identified as having specific language impairment. Participants: The participants were 184 children age-assessed at 3 time points-7, 8, and 11 years of age. Results: The pattern of receptive language development is highly predictable. The dominant pattern of growth is consistent with declining rates of growth over time for all children. The primary way in which the children differ is with respect to their initial severity. The testing of the 2 classification systems revealed some statistically significant differences among the subtypes with regard to the shape of the growth rates, but the effect sizes associated with these differences were very small. Thus, it is possible to conclude that beyond the dominant pattern of growth, some subtypes of language impairment at 7 years of age showed only subtle differences in receptive language change across time. The results are discussed in terms of the sample selection and the age of the children who were studied. American Speech-Language-Hearing Association.