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dc.contributor.authorHolm, Alison
dc.contributor.authorSanchez, Katherine
dc.contributor.authorCrosbie, Sharon
dc.contributor.authorMorgan, Angela
dc.contributor.authorDodd, Barbara
dc.date.accessioned2021-12-01T23:17:40Z
dc.date.available2021-12-01T23:17:40Z
dc.date.issued2021
dc.identifier.issn1754-9507
dc.identifier.doi10.1080/17549507.2021.1991474
dc.identifier.urihttp://hdl.handle.net/10072/410349
dc.description.abstractPurpose: Around 9% of children have difficulty acquiring intelligible speech despite typical sensory, neuro-motor and cognitive function. Speech-language pathologists (SLPs) rely on descriptions of children's speech errors to identify speech sound disorder (SSD) and determine intervention targets and goals. Existing normative data, however, need re-evaluation to reflect changes in populations and the language learning environment. This research evaluates whether developmental phonological patterns widely accepted as describing typical acquisition predict speech errors in a recent sample of pre-school children.Method: In 2015, 99 neurotypical children aged 3;0-3;8 years;months were assessed using the Diagnostic Evaluation of Articulation and Phonology (DEAP). Their performance was compared to studies describing speech development by children of the same age for phone repertoire and phonological patterns.Result: There were differences for both measures. Phone repertoire differences were marginal, but changes in phonological pattern use were unexpected. Suppression of three developmental phonological patterns (stopping of fricatives, final consonant deletion and voicing contrasts) was delayed compared to previous norms. Atypical consonant cluster reduction, sometimes considered a marker for disorder, was observed in 10% of children.Conclusion: There were qualitative differences in the speech development of the 2015 cohort of children compared to previous developmental norms. Valid and current normative data are necessary for the accurate identification of children needing intervention. The differences we found reinforce the need for regular updating of assessment tools, as well as greater understanding of how children's language learning environments are changing and potentially influencing speech development.
dc.description.peerreviewedYes
dc.languageeng
dc.publisherInforma UK Limited
dc.relation.ispartofjournalInternational Journal of Speech-Language Pathology
dc.subject.fieldofresearchClinical sciences
dc.subject.fieldofresearchCognitive neuroscience
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode3202
dc.subject.fieldofresearchcode520203
dc.subject.fieldofresearchcode4704
dc.subject.keywordsphonological patterns; speech development; normative data; assessment, speech sound disorder; typical development
dc.titleIs children's speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationHolm, A; Sanchez, K; Crosbie, S; Morgan, A; Dodd, B, Is children's speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds, International Journal of Speech-Language Pathology , 2021
dc.date.updated2021-11-24T22:11:34Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in the International Journal of Speech-Language Pathology, 14 Nov 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/17549507.2021.1991474
gro.hasfulltextFull Text
gro.griffith.authorHolm, Alison


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