Differentiation of language manifestations in children with the diagnosis of speech sounds disorders

• Grant number: 18/04353-9
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): June 01, 2018
• Effective date (End): May 31, 2019
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Larissa Cristina Berti
• Grantee: Luiza Polli
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

The phonologic development delays (PDD) refer to a subtype of speech disorder most common in childhood, affecting about 50-60% of children with this disorder. Although the linguistic manifestations of children with PDD are described as being similar, that is, the use of persistent phonological processes, it is hypothesized that children with lower phonetic-phonological inventories would present a greater motor restriction when compared to children with persistent error patterns, but do not present too restricted phonetic-phonological inventories. These motor restrictions of children with reduced inventories could be marked by different complementary tests. Purpose: To verify if there are differences between the linguistic manifestations presented by children with the so-called speech delay, based on specific tests/tests of speech motor assessment. Methodology: Two groups formed by children with speech delay that have persistent phonological processes will be studied, but one group will be composed of children who have a reduced phonetic and phonological inventory. Oral diadochokinesis tests, multisyllabic words repetition, lexical phrase, inconsistency and calculation of Percentage Consonants Correct (PCC-r) and Percentage Rhotics Correct (PRC) will be performed, which are tests of speech motor. A descriptive and inferential statistical treatment of the data will be made from Cluster Analysis. Contributions to the discussion of the relationship between the motor and the symbolic in the context of phonological acquisition are expected, as well as the provision of parameters that can differentiate groups of children with speech disorders. (AU)