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Related Concept Videos

Response Surface Methodology01:16

Response Surface Methodology

Response Surface Methodology (RSM) is a collection of statistical and mathematical techniques used to develop, improve, and optimize processes. It is particularly valuable when many input variables or factors potentially influence a response variable.
The process of RSM involves several key steps:

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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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Measuring speech sound development: an item response model approach.

Gertrude H Priester1, Sieneke M Goorhuis-Brouwer

  • 1Faculty of Health & Welfare, Speech Therapy, Windesheim University of Applied Sciences, Zwolle, The Netherlands. hg.priester@windesheim.nl

International Journal of Pediatric Otorhinolaryngology
|July 11, 2013
PubMed
Summary
This summary is machine-generated.

Speech sound development in children aged 3-6 shows an ordering only for specific sounds like /r/ and /s/ in younger children. This ordering was moderately scalable and reliable, independent of gender.

Keywords:
Item response theoryMokken modelScreeningSpeech sound development

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Area of Science:

  • Child language acquisition
  • Speech-language pathology
  • Developmental psychology

Background:

  • General language development exhibits predictable stages.
  • Understanding the specific order of speech sound acquisition is crucial for identifying developmental delays.
  • Previous research has explored patterns in phonological development.

Purpose of the Study:

  • To determine if speech sound development in children aged 3-6 follows a discernible order.
  • To compare speech sound acquisition patterns with general language development trends.
  • To analyze the scalability and reliability of speech sound development scales.

Main Methods:

  • Assessed speech sound development in 1035 children using a revised Logo-Articulation Assessment.
  • Employed the Mokken Scale Program (MSP) for data analysis.
  • Evaluated scale scalability using the H-coefficient and reliability using rho.

Main Results:

  • Most children over 4.3 years had acquired most speech sounds.
  • A developmental order was identified only in the 3.8-4.3 year age group for /r/ (initial/final) and /s/ (initial).
  • Scales for these sounds were moderately scalable (H>0.43) and reliable (rho>0.83), unaffected by gender. Examiner positioning influenced judgments.

Conclusions:

  • A universal ordering for all speech sounds was not found.
  • A specific developmental sequence was confirmed for /r/ and /s/ in younger children.
  • The study highlights the influence of visual cues on speech sound assessment, in addition to auditory perception.