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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Related Experiment Video

Updated: Jun 19, 2026

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

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Self-Supervised App-Based Speech Training for Children With Speech Sound Disorder-A Single-Case Experimental Design

Sofia Strömbergsson^1,2, Ella Edlund², Magdalena Pettersson²

¹Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.

International Journal of Language & Communication Disorders

|December 2, 2025

Summary

This summary is machine-generated.

Self-supervised home training with the Pop2TalkNordic app did not improve speech sound disorder (SSD) in young children. Further research is needed to enhance app design and parental involvement for better intervention outcomes.

Keywords:

intervention speech sound disorder speech technology

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Area of Science:

Speech-language pathology
Child development
Digital health interventions

Background:

Home-training is crucial for speech sound disorder (SSD) intervention frequency.
Digital apps offer accessible, cost-effective speech training solutions for children.
Challenges exist in achieving consistent home-training adherence for SSD.

Purpose of the Study:

To assess if Pop2TalkNordic app-based home-training accelerates speech improvements in children with SSD.
To explore children's experiences and engagement with the Pop2TalkNordic app.
To evaluate the efficacy of self-supervised digital intervention for pediatric speech disorders.

Main Methods:

A single-case experimental design with a multiple-baseline across-subjects approach was used.
Four Swedish children (4-6 years) with SSD participated in a 3-week intervention.
Trained and untrained word productions were monitored, alongside app usage tracking.

Main Results:

No significant improvements in target consonant production were observed across participants.
Two children showed minor gains on trained words, but not untrained words.
Children's experiences with the app varied, with some enjoying it and others finding it difficult.

Conclusions:

The current Pop2TalkNordic app, used in a self-supervised manner for three weeks, is insufficient for improving speech sound production in children with SSD.
Enhancements in game design, such as improved feedback and phonological contrast highlighting, are recommended.
Increased parental engagement in app-based interventions is suggested to improve clinical outcomes for pediatric speech sound disorder.