Procedural Learning, Grammar, and Motor Skills in Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typically Developing Speech.
Purpose:This case–control study sought to determine if(a) children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development would perform differently on a procedural learning assessment and (b) whether grammatical ability would impact group differences.Met...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 64; no. 4; pp. 1081 - 1104 |
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| Formato: | Artículo |
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American Speech-Language-Hearing Association
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149813912&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149813912 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Apr2021 vid: 64 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 149813912 10.1044/2020_jslhr-20-00581 ppf: 1081 ppct: 23 formats: fmt: @attributes: type: P size: 1.5MB tig: atl: Procedural Learning, Grammar, and Motor Skills in Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typically Developing Speech. aug: au: Iuzzini-Seigel, Jenya affil: Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI. su: Motor ability Comparative grammar Language acquisition Learning strategies Speech apraxia Articulation disorders Educational outcomes Cognitive testing sug: subj: Motor ability Comparative grammar Language acquisition Learning strategies Speech apraxia Articulation disorders Educational outcomes Cognitive testing ab: Purpose:This case–control study sought to determine if(a) children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development would perform differently on a procedural learning assessment and (b) whether grammatical ability would impact group differences.Method:Communication, motor, and procedural learning abilities were assessed in 48 children with CAS (n= 13), SSD (n= 20), and typical development (n= 15), between 43 and 97 months of age (M= 66 months, SD= 12 months). Results: On average, children with CAS demonstrated grammatical and motor impairments and required an increased number of exposures to the visuo spatial sequence to demonstrate procedural learning, compared to peers with SSD or typical development. A subset of children from each group demonstrated an unanticipated procedural learning pattern wherein they evidenced an uptick in reaction time during the second sequenced block. Children with CAS with this pattern still evidenced procedural learning gains by the fifth sequenced block. In contrast, children with SSD and typical development with this pattern showed poor procedural learning outcomes and were characterized by lower scores on language and motor assessments as well.Conclusions:This research provides partial support for the procedural learning deficit hypothesis in children with CAS and for a subset of children with SSD as well. Future research should examine the role of a serial reaction time task in identifying children at risk of multisystem communication and motor deficits. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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