A Descriptive Study of Speech Breathing in Children With Cerebral Palsy During Two Types of Connected Speech Tasks
Affiliation
Department of Speech, Language, and Hearing Sciences, The University of ArizonaIssue Date
2022-12-12
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Kovacs, S., & Darling-White, M. (2022). A Descriptive Study of Speech Breathing in Children With Cerebral Palsy During Two Types of Connected Speech Tasks. Journal of Speech, Language, and Hearing Research, 65(12), 4557–4576.Rights
Copyright © 2022 American Speech-Language-Hearing Association.Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
Purpose: This study examined speech breathing during two connected speech tasks in children with cerebral palsy (CP) and typically developing (TD) peers. Understanding how the respiratory system supports speech production during various speech tasks can help researchers construct appropriate models of speech production and clinicians remediate speech disorders effectively. Method: Four children with CP and four age-and sex-matched TD peers completed two speech tasks, reading and extemporaneous speech. Respiratory kinematic and acoustic data were collected. Dependent variables included utterance length, speech rate, sound pressure level, and lung volume variables. Results: Based on descriptive results, children with CP and speech motor involvement demonstrated reduced utterance length and speech rate, equivalent intensity levels, and changes in lung volume variables indicative of respiratory physiological impairment as compared to their TD peers. However, children with CP and no speech motor involvement exhibited speech production and speech breathing variables in the more typical range. In relation to task effects, the majority of children (CP and TD) produced shorter utterances, slower speech rates, equivalent intensity levels, higher lung volume initiation, termination, excursion, higher percent vital capacity per syllable, and longer inspiratory duration during extemporaneous speech as compared to reading. Conclusions: Two major themes emerged from the data: (a) Children with CP, particularly those with concomitant speech motor involvement, demonstrate different speech production and speech breathing patterns than their TD peers. (b) Speech task impacts speech production and speech breathing variables in both children with CP and their TD peers, but the extemporaneous speech task did not seem to exaggerate group differences.Note
Immediate accessISSN
1092-4388EISSN
1558-9102Version
Final accepted manuscriptae974a485f413a2113503eed53cd6c53
10.1044/2022_jslhr-22-00295