失用症儿童语言能力的改善:建立运动项目组织(TEMPOSM)的疗效。

IF 1.1 4区 医学 Q4 CLINICAL NEUROLOGY Developmental Neurorehabilitation Pub Date : 2021-10-01 Epub Date: 2021-07-09 DOI:10.1080/17518423.2021.1916113
Hilary E Miller, Kirrie J Ballard, Jenna Campbell, Madison Smith, Amy S Plante, Semra A Aytur, Donald A Robin
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引用次数: 5

摘要

目的:探讨建立运动项目组织(TEMPOSM)治疗儿童言语失用症(CAS)的疗效。方法:采用参与者之间和参与者内部的混合设计,采用跨参与者和行为的多个基线来检查技能的习得、泛化和维持。在为期四周的时间里,对11名参与者(5至8岁)进行了四次每周一小时的TEMPOSM治疗,分配到立即治疗组或等候名单对照组。在基线、治疗后立即和治疗后一个月测量声学和感知变量。结果:儿童在切分和词汇重音的特定声学测量,以及流利度、词汇重音和语音准确性的感知测量方面表现出显著的改善。治疗和推广效果在治疗后一个月保持,对未治疗的刺激进行推广。结论:TEMPOSM可有效改善CAS患儿的节段性和超节段性语言障碍。
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Improvements in Speech of Children with Apraxia: The Efficacy of Treatment for Establishing Motor Program Organization (TEMPOSM).

Purpose: This study investigated the efficacy of Treatment for Establishing Motor Program Organization (TEMPOSM) in childhood apraxia of speech (CAS).Method: A mixed between- and within-participant design with multiple baselines across participants and behaviors was used to examine acquisition, generalization, and maintenance of skills. TEMPOSM was administered in four one-hour sessions a week over a four-week period for eleven participants (ages 5 to 8), allocated to either an immediate treatment group or a wait-list control group. Acoustic and perceptual variables were measured at baseline, immediate post-treatment, and one-month post-treatment.Results: Children demonstrated significant improvements in specific acoustic measures of segmentation and lexical stress, as well as perceptual measures of fluency, lexical stress, and speech-sound accuracy. Treatment and generalization effects were maintained one-month post-treatment with generalization to untreated stimuli.Conclusion: TEMPOSM was efficacious in improving segmental and suprasegmental impairments in the speech of children with CAS.

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来源期刊
Developmental Neurorehabilitation
Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS
CiteScore
3.10
自引率
0.00%
发文量
27
审稿时长
6-12 weeks
期刊介绍: Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.
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