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Children with speech sound disorder: comparing a non-linguistic auditory approach with a phonological intervention approach to improve phonological skills

机译：儿童语音障碍：将非语言听觉方法与语音干预方法进行比较以提高语音技能

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This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with speech sound disorder (SSD). A total of 17 children, aged 7–12 years, with SSD were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2) or phonological intervention group (n = 7, average age 8.6 ± 1.2). The intervention outcomes included auditory-sensory measures (auditory temporal processing skills) and cognitive measures (attention, short-term memory, speech production, and phonological awareness skills). The auditory approach focused on non-linguistic auditory training (e.g., backward masking and frequency discrimination), whereas the phonological approach focused on speech sound training (e.g., phonological organization and awareness). Both interventions consisted of 12 45-min sessions delivered twice per week, for a total of 9 h. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.
机译：这项研究旨在比较非语言听觉干预方法和语音干预方法对语音障碍儿童（SSD）的语音技能的影响。总共有17名7-12岁的患有SSD的儿童被随机分配到非语言听觉时间干预组（n = 10，平均年龄7.7±1.2）或语音干预组（n = 7，平均年龄8.6） ±1.2）。干预结果包括听觉-感觉措施（听觉时间处理技能）和认知措施（注意，短期记忆，言语表达和语音意识技能）。听觉方法侧重于非语言听觉训练（例如，向后掩蔽和频率歧视），而语音方法侧重于语音训练（例如，语音组织和意识）。两种干预措施均由12个45分钟的课程组成，每周两次，共9小时。组内分析表明，听觉干预组在听觉和认知指标上均表现出显着提高，而语音干预组则未见显着增长。在任何一组中，语音语言技能均未见明显改善。组间分析表明，两组训练后的改善之间存在显着差异，在视觉注意措施和两种听觉措施之一中，非语言听觉时间干预的获益更为明显。因此，两种分析都表明，尽管非语言听觉干预方法似乎是最有效的干预方法，但不足以促进语音技能的提高。

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