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Purpose: The objective of this work was to verify the efficacy of a treatment based on myofunctional therapy techniques which aimed to improve the tongue strength, precision, and speed of a ten-year-old girl with nemaline myopathy (NM) and the repercussions of this therapy on her speech intelligibility. NM is a rare congenital muscle disorder that causes extreme muscle weakness, especially in the face and neck, as well as severe dysarthria and dysphagia, although this does not affect the nervous system or cognitive development., Method: This was a single-subject experimental study which used an interrupted pre- and post-treatment time-series design, and which applied autoregressive integrated moving-average predictive models and Holt exponential smoothing. During the treatment phases, the participant's tongue strength and the rate of speech diadochokinesia and voluntary lingual movements were estimated and the repercussions of the intervention in terms of speech intelligibility were ascertained via an experiment with 'naïve' judges., Results: The treatment produced a sustained and significant increase in the maximum strength of the patient's tongue, which increased from an initial 4 kPa to 11 kPa at the end of the treatment phase. However, this was far from the average 58 kPa for age- and sex-matched normative data. There were no significant changes either in the rates of voluntary lingual mobility or speech diadochokinesia. Speech intelligibility, as assessed by naïve judges, improved from 40 % in the pre-treatment phase to 67 % in the post-treatment phase., Conclusions: NM and other rare primary muscle disorders allow us to estimate the effects of severe muscle weakness in people with dysarthria without cognitive impairment or alterations in central nervous system, peripheral nervous system or in gap junction. In this case, the treatment did not increase the patient's lingual and articulatory movement speed but did increase her tongue strength from 5 % to 10 % of the levels otherwise expected for her age and significantly improved the intelligibility of her speech and communication., (Copyright © 2020 Elsevier Inc. All rights reserved.)

It is generally agreed that the auditory perception skills of children with developmental language disorders are more limited than those of typically developing children. It is not easy to determine exactly how the capacity to discriminate and the capacity to pronounce phonemes influence each other in children with language disorders. For most authors, the inability to discriminate certain phonemes accurately causes a developmental delay in pronunciation, whereas others claim the influence is mutual. The aim of this study is to determine in which consonants perceptive difficulty is more likely to occur and in which cases there is a greater probability of difficulty when it comes to articulating them. The sample used in the study consisted of 86 children with a mean age of 4 years and 7 months. The phonological processes involved in simplifying speech were identified. Their errors were used as the basis on which to construct and apply a specific speech perception test. The relationship between the articulatory and perceptive skills of children with substitutive processes were analysed by means of two comparisons: first, in all the processes detected taken as a whole and, second, in the three most frequent substitutive processes. These analyses were carried out to determine whether the nature of the consonant implied a greater probability of perceptive difficulty. The findings provide information about a relation between the articulatory and perceptive skills, and about whether the nature of the consonant determines a higher probability of perceptive or articulatory difficulties. These results can be of value in the assessment, design and effectiveness of speech therapy programmes.

Purpose: To characterize, compare and classify the performance of 2nd to 5th grade students from public schools according to the semiology of spelling errors., Methods: Participants were 120 students from 2nd to 5th grades of a public school in Marília (SP), Brazil, 30 students from each grade, who were divided into four groups: GI (2nd grade), GII (3rd grade), GIII (4th grade), and GIV (5th grade). The tasks of the Pro-Ortografia test were applied: collective version (writing of alphabet letters, randomized dictation of letters, words dictation, nonwords dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, orthographic lexical memory)., Results: Significant difference was found in the between-group comparison indicating better performance of students in every subsequent grade in most of the individual and collective version tasks. With the increase of grade level, the groups decreased the average of writing errors., Conclusion: The profile of spelling acquisition of the Portuguese writing system found in these public school students indicates normal writing development in this population.

Introduction: Phonological analysis is a system for assessing children's speech that was introduced by Ingram in 1976. Despite being acknowledged as one of the essential elements for understanding speech therapy intervention in speech disorders, it is not a wholly generalised practice due to the difficulties involved and the shortage of standardised instruments for performing it., Development: Here, we examine the impact of phonological analysis on speech therapy intervention and the history of the instruments that have been developed over the years to perform it, both in English and in Spanish. The basic procedure for carrying out this kind of analysis is explained and we also present a software application that allows it to be performed automatically., Conclusions: We recommend making phonological analysis to assess children with language disorders a more widespread practice and also increasing the planning of adequate intervention programmes.

Introduction: A careful analysis of the mistakes made by children with learning disabilities in writing reveals a number of qualitatively distinct errors, each of which is directly related to one of the fundamental processes underlying the ability to spell correctly, that is to say, perceptive-linguistic, metalinguistic, operative memory and long-term memory processes, among others. The objective of this study is to describe our proposal for a methodology for treating children with orthography learning difficulties that takes these processes into account., Development: A thorough analysis of the orthographic mistakes and their semiological classification is taken as our starting point, and we then put forward a sequence of instruction for each kind of error that tackles the deficient psycholinguistic processes, offsets the weaker points of the processing with the stronger points, and aims to get the child to learn a large number of words, thus favouring the metacognitive and self-regulatory processes applied to writing., Conclusions: Teaching pupils with dyslexic and dysorthographic problems to spell and write correctly entails important methodological difficulties. In our clinical practice we have attempted to develop teaching processes that fit the semiological characteristics of the spelling errors by trying to modify both the pupil's actual academic performance and the psycholinguistic processes that underlie such errors.

Introduction: Verbal dyspraxia is a specific developmental language disorder that is characterised by a deficit at different levels of speech processing: in phonological planning, in phonetic planning and in the implementation of the speech motor programme., Development: In this study we review the criteria for differential diagnosis, the tests that are useful to achieve this and the possible lines of speech therapy treatment.

The aim of this study is to present a survey of speech therapy intervention in phonological disorders (PD). We will examine the concepts of normal phonological development and those involved in PD in order to understand how they have been dealt with, historically, in speech therapy intervention. Lastly, we will describe how evaluation and intervention are carried out from the speech processing paradigm. Phonetic phonological skills allow people to decode the phonic strings they hear so as to be able to gain access to their phonological form and meaning. These abilities also enable them to encode these strings from lexical representations to pronounce words. The greater part of their development takes place during approximately the first four years of life. Speech processing difficulties affect the phonetic phonological skills and occur throughout almost all language pathologies, although the effect they exert is not always the same. This can range from a lack of the capacity to speak to important problems of intelligibility or mild problems with certain phonemes. Their influence on learning to read and write has been shown in recent decades. Speech therapy intervention began from a model based on articulatory phonetics. In the 70s a linguistic model based on the process of speech simplification and phonological analysis was added and this gave rise to a marked improvement in the systems used for evaluation and intervention. At present we have assumed a psycholinguistic model that links the perceptive skills with productive ones and top-down or bottom-up processing (from lexical representations to perception or production of phonemes and vice-versa).