Intelligibility of 4-Year-Old Children With and Without Cerebral Palsy PurposeThe authors examined speech intelligibility in typically developing (TD) children and 3 groups of children with cerebral palsy (CP) who were classified into speech/language profile groups following Hustad, Gorton, and Lee (2010) . Questions addressed differences in transcription intelligibility scores among groups, the effects of utterance length on intelligibility, the relationship ... Article
Article  |   August 01, 2012
Intelligibility of 4-Year-Old Children With and Without Cerebral Palsy
 
Author Affiliations & Notes
  • Brynn Schueler
    University of Wisconsin—Madison
  • Laurel Schultz
    University of Wisconsin—Madison
  • Caitlin DuHadway
    University of Wisconsin—Madison
  • Correspondence to Katherine C. Hustad: kchustad@wisc.edu
  • Editor: Anne Smith
    Editor: Anne Smith×
  • Associate Editor: Melanie Matthies
    Associate Editor: Melanie Matthies×
Article Information
Speech, Voice & Prosodic Disorders / Special Populations / Genetic & Congenital Disorders / Speech, Voice & Prosody / Speech
Article   |   August 01, 2012
Intelligibility of 4-Year-Old Children With and Without Cerebral Palsy
Journal of Speech, Language, and Hearing Research, August 2012, Vol. 55, 1177-1189. doi:10.1044/1092-4388(2011/11-0083)
History: Received April 4, 2011 , Revised August 19, 2011 , Accepted November 17, 2011
 
Journal of Speech, Language, and Hearing Research, August 2012, Vol. 55, 1177-1189. doi:10.1044/1092-4388(2011/11-0083)
History: Received April 4, 2011; Revised August 19, 2011; Accepted November 17, 2011
Web of Science® Times Cited: 21

PurposeThe authors examined speech intelligibility in typically developing (TD) children and 3 groups of children with cerebral palsy (CP) who were classified into speech/language profile groups following Hustad, Gorton, and Lee (2010) . Questions addressed differences in transcription intelligibility scores among groups, the effects of utterance length on intelligibility, the relationship between ordinal ratings of intelligibility and orthographic transcription intelligibility scores, and the difference between parent and naïve listener ordinal ratings.

MethodSpeech samples varying in length from 1 to 7 words were elicited from 23 children with CP (Mage = 54.3 months) and 20 TD children (Mage = 55.1 months). Two hundred fifteen naïve listeners made orthographic transcriptions and ordinal ratings of intelligibility. Parent ordinal ratings of intelligibility were obtained from a previous study (Hustad et al., 2010).

ResultsIntelligibility varied with speech/language profile group and utterance length, with different patterns observed by profile group. Ratings of intelligibility by parents and naïve listeners did not differ, and both were highly correlated with transcription intelligibility scores.

ConclusionIntelligibility was reduced for all groups of children with CP relative to TD children, suggesting the importance of speech-language intervention and the need for research investigating variables associated with changes in intelligibility in children.

Acknowledgments
This study was funded by National Institute on Deafness and Other Communication Disorders Grant R01DC009411. Support was also provided by Waisman Center Core Grant P30HD03352 from the National Institute of Child Health and Human Development. We thank the children and their families who participated in this research as well as the graduate and undergraduate students at the University of Wisconsin—Madison who assisted with data collection and data reduction.
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