Relationship between speech perception and production in children with phonological disorder during the speech-language intervention process

• Grant number: 20/05236-6
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: October 01, 2020
• End date: May 31, 2021
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
• Principal Investigator: Larissa Cristina Berti
• Grantee: Grazielly Carolyne Fabbro Ribeiro
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

Speech-language intervention in phonological disorders (PD) uses stages of speech perception and production, since phonological development depends on changes in the perceptual and articulatory domains. It should be emphasised that in clinical practice, children with PD show distinct evolutions in stages of speech perception and production. Despite the supposed relationship between perception and production, studies show divergent results on the mode in which production and perception skills are related. This study aims to compare the accuracy of perceptual and production performance in children with PD during the speech-language intervention process, based on a longitudinal analysis. Five children who have the process of liquid replacement will be selected. At the end of each session, in a total of 16 sessions, the therapist will record the children's auditory-perceptual performance and production, regarding 30 target words and 30 survey words that will be analyzed by three judges who will judge them based on three criteria: 1) correct production of the target sound; 2) incorrect production of the target sound or; 3) gradient production of the target sound. A longitudinal analysis will be made of the relationship between production performance and speech perception in children. It is expected to contribute to a better understanding of the relationship between perception and production and to assist in the definition of therapeutic plans in children with PD.