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Lay listener classification and evaluation of typical and atypical children’s speech

机译：对典型和非典型儿童的语音进行听众分类和评估

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Verbal children with autism spectrum disorder (ASD) often also have atypical speech. In the context of the many challenges associated with ASD, do speech sound pattern differences really matter? The current study addressed this question. Structured spontaneous speech was elicited from 34 children: 17 with ASD, whose clinicians reported unusual speech prosody; and 17 typically-developing, age-matched controls. Multiword utterances were excerpted from each child’s speech sample and presented to young adult listeners, who had no clinical training or experience. In Experiment 1, listeners classified band pass filtered and unaltered excerpts as “typical” or “disordered”. Children with ASD were only distinguished from typical children based on unaltered speech, but the analyses indicated unique contributions from speech sound patterns. In Experiment 2, listeners provided likeability ratings on the filtered and unaltered excerpts. Again, lay listeners only distinguished children with ASD from their typically developing peers based on unaltered speech, with typical children rated as more likeable than children with ASD. In Experiment 3, listeners evaluated the unaltered speech along several perceptual dimensions. High overlap between the dimensions of articulation, clearness, and fluency was captured by an emergent dimension: intelligibility. This dimension predicted listeners’ likeability ratings nearly as well as it predicted their judgments of disorder. Overall, the results show that lay listeners can distinguish atypical from typical children outside the social-interactional context based solely on speech, and that they attend to speech intelligibility to do this. Poor intelligibility also contributes to listeners’ negative social evaluation of children, and so merits assessment and remediation.
机译：患有自闭症谱系障碍（ASD）的口头儿童通常也有非典型的言语。在与ASD相关的众多挑战的背景下，语音声音模式的差异真的重要吗？当前的研究解决了这个问题。从34名儿童中引出结构化的自发性言语：17名患有ASD的儿童，其临床医生报告了异常的言语韵律；和17个通常正在开发，与年龄匹配的控件。从每个孩子的语音样本中摘录了多字话语，并提供给了没有临床培训或经验的年轻成人听众。在实验1中，听众将经过带通滤波和未更改的摘录分类为“典型”或“无序”。患有ASD的儿童仅根据语音不变而与典型儿童区分开来，但分析表明语音模式的独特贡献。在实验2中，听众对经过过滤和未经修改的摘录提供了喜欢度评分。再次，外行听众仅根据未改变的言语将有自闭症的孩子与通常发育的同龄人区分开，典型儿童被评为比有自闭症的孩子更可爱。在实验3中，听众从几个感知维度评估了不变的语音。在清晰度，清晰度和流畅度之间存在高度重叠。这个维度几乎可以预测听众的喜好度，也可以预测他们对障碍的判断。总体而言，结果表明，外行听众可以仅基于语音就可以将非典型儿童与社交互动环境之外的典型儿童区分开，并且他们可以做到语音清晰度。可理解性差还会导致听众对孩子的社会评价不佳，因此值得评估和补救。

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