Please enable JavaScript.

Coggle requires JavaScript to display documents.

Ax speech sound systems phonology etc (Prevalence of SSD in Aussie (Impt…

- - - - Sound effects study- Halliday, McCormack
        
        Talking and listening
        
        Accentuated body features
        
        Facial expression
        
        Colour and vitality
        
        Sense of self
        
        Negativity
        
        talking w 13 4;0-5;0 children w SSD and their teachers. Used KiddyCAT, kid's drawings of themselves, speech participation, activity Ax
        
        Problems
        
        Speech problem
        
        C: just ask mum
        
        A: got her to hold her tongue and produce sound in diff way
        
        listening problem
        
        C: I keep saying it
        
        A: I didn't quite get all that (zones out)
        
        frustration problem
        
        finding another word, slowing down
      - Merrick, Roulstone
        
        11 children w communication impairment 7;0-10;0
        
        Unstructured interviews- looking at illustrations about comm. situations, doing drawings
        
        Results
        
        1. Discourse of impairment: chn make comparisons b/w themselves, others. Recognised that having comm problem as weakness. Implication: change attitudes to make Tx fnal, holistic approach, treat child as owner of behaviour, be open about impact. "I just want to ask him what he thinks of his speech" (ask parents for permission.
        
        2. Discourse of behaviour: chn feel responsible for own behaviour, felt they had a choice about how to act
        
        3. Discourse of learning: need to practise, learn comm
      - Brazilian adults /s/, /r/ distortion study: they've had it their whole lives, residual errors, persist, had other speech errors when younger. SO early intervention!
      - HRQOL: indv perception's of position in life in context of culture, value systems where they live, in relation to goals, expectations, standards, concerns eg. physical (mobility, self care), psychological (cognitive function, behaviour, attitudes), social fning (participation, community engagement, interactions, r/s). SSD chn found themselves with reduced QOL cf. other chn. Difficulties w social, emotional domains, school functioning