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PURPOSE: The purpose of this study was to investigate the cross-linguistic influences of Jamaican Creole (JC) and English on phonemic and vocal development in bilingual JC-English-speaking preschoolers. METHOD: Sixteen typically developing children (12 females, M = 4 years; 4 months) completed the Diagnostic Evaluation of Articulation in Phonology Word Inconsistency Assessment subtest in JC and in English. Acoustic measures of voice onset time (VOT), VOT variability (VOT SD), mean fundamental frequency (fo), and fo variability (fo SD) were extracted from each target word. Prevoicing was noted. Mixed models and regression models were analysed to understand the patterns of acoustic measures in each language, and the relationship between phonemic and vocal variability, respectively. RESULT: Analyses showed a significant effect of language on fo SD, wherein SD was greater in English than JC. JC spoken (percentage) was a significant positive predictor of VOT SD for voiced (short lag) productions. There was no relationship between phonemic and vocal variability measures. CONCLUSION: Greater fo SD in English may be due to linguistic fo differences and speaking environment. Variability for voiced VOT is likely due to the continued maturation of vocal and articulatory control when children are developing adult-like productions, though longitudinal studies are needed.

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OBJECTIVE: The aim of this study was to describe coping strategies used by parents of children with cleft palate with or without a cleft (CP ± L) during the early development of their children in El Salvador. DESIGN: Qualitative interviews were completed with 16 parents of children born with CP ± L who were 6 months to 6 years old. Parents were questioned about their emotions and coping during eight time periods: prenatal, birth, social interaction before the first surgery, the beginning of surgeries, social interaction after the first surgery, early childhood education (ECE), speech-language therapy, and formal education. Thematic analysis (TA) was used to identify coping strategies as conceptualized by Lazarus and Folkman (1984). RESULTS: Four major themes emerged: (a) experienced emotions related to diagnosis, (b) interpretations related to the birth of a child with a cleft, (c) seeking and experiencing cleft treatment, and (d) social interaction of the children. During prenatal and birth stages, parents used emotion-focused strategies. A few hours to a week after birth, they used problem-focused strategies, which led them in search of treatment. Some parents used avoidance strategies during periods of social interaction before surgery, ECE, and formal education. Socioeconomic challenges impacted access to speech-language therapy. Sociocultural factors, such as discrimination, religion, and folk beliefs, appeared to influence some of the coping strategies used by parents. CONCLUSIONS: Problem-focused strategies appear to be helpful in seeking surgical treatments. The emotion-focused strategy of avoidance seemed to have adverse effects in minimizing opportunities for social interaction prior to surgery and early education.

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Due to the lack of normative data about bilingual speech development and limited availability of diagnostic tools optimised for this population, bilingual children under consideration for speech-language services are at an elevated risk of misdiagnosis. In the absence of validated assessment tools, speech-language pathologists may use measures of accuracy and variability of speech production to diagnose suspected speech sound disorders in bilingual children. Research in general motor development suggests that variability and accuracy may trade off in the course of maturation, whereby movement variability spikes before the transition to a more mature stage of motor control. Such variability-accuracy tradeoffs have been described in monolingual speech development but are understudied in bilingual populations, where cross-linguistic transfer occurs. This study aimed to examine variability, accuracy, and cross-linguistic transfer in the speech of 20 bilingual children speaking Jamaican Creole and English. We hypothesised that children who showed higher accuracy in their productions would also exhibit more variable speech, indicating a variability-accuracy tradeoff. The Word Inconsistency Assessment from the Diagnostic Evaluation of Articulation and Phonology was administered to measure accuracy and variability in the English context, where misdiagnosis is likely to occur. Contrary to our hypothesis, we observed that individuals with higher accuracy tended to be less variable in their productions. Future research should examine longitudinal trajectories of accuracy and variability and consider a more culturally-appropriate definition of 'accuracy' in documenting bilingual speech sound development.

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While influential works since the 1970s have widely assumed that imitation is an innate skill in both human and non-human primate neonates, recent empirical studies and meta-analyses have challenged this view, indicating other forms of reward-based learning as relevant factors in the development of social behavior. The visual input translation into matching motor output that underlies imitation abilities instead seems to develop along with social interactions and sensorimotor experience during infancy and childhood. Recently, a new visual stream has been identified in both human and non-human primate brains, updating the dual visual stream model. This third pathway is thought to be specialized for dynamics aspects of social perceptions such as eye-gaze, facial expression and crucially for audio-visual integration of speech. Here, we review empirical studies addressing an understudied but crucial aspect of speech and communication, namely the processing of visual orofacial cues (i.e., the perception of a speaker's lips and tongue movements) and its integration with vocal auditory cues. Along this review, we offer new insights from our understanding of speech as the product of evolution and development of a rhythmic and multimodal organization of sensorimotor brain networks, supporting volitional motor control of the upper vocal tract and audio-visual voices-faces integration.

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BACKGROUND: AIMS: To describe typical phonological development of Brazilian Portuguese (BP)-speaking children, considering the following parameters: age of customary production, acquisition and mastery. METHODS & PROCEDURES: Data were collected from 857 children aged between 3 years and 8 years 11 months with typical language and speech development. The sample was grouped into 6-month age bands. The data were analysed using one-way analysis of variance (ANOVA) followed by Games-Howell post-hoc tests. OUTCOMES & RESULTS: Stops (/p, b, t, d, k, g/), nasals (/m, n, ɲ/) and some fricatives (/f, v, s, z/) were mastered before the age of 3 years (age of mastery). The age of acquisition for phonemes /ʃ, ʒ/ was 3;6, though both were only mastered at 4;0 years. The liquid /l/ was acquired at 3;0 and mastered at age 3;6, while /x/ was acquired and mastered at age 3;6. The phoneme /ʎ/ was acquired at 7;0 and mastered at age 8;6. The tap /ɾ/ was acquired between the ages of 4;0 and 4;6, and mastered at 4;6. In coda position, /n, l/ were acquired at 3;0, while /s/ was mastered at 4;6 and /ɾ/ between 4;6 and 5;0 years. Clusters involving /ɾ/ were acquired at 6;0, while those with /l/ were acquired between the ages of 6;6 and 7;0. CONCLUSIONS & IMPLICATIONS: This study presented acquisition for consonants in BP and can be used as a reference for the assessment of developmental speech disorders. In this study, stops and nasals were acquired first, followed by fricatives and, lastly, liquids. This finding is corroborated by previous studies in BP and other languages. WHAT THIS PAPER ADDS: What is already known on the subject What this paper adds to existing knowledge What are the potential or actual clinical implications of this work?

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OBJECTIVE: Describes dental, occlusal, and craniofacial characteristics of 3 children aged 3 to 4 years with microcephaly due to congenital Zika infection in Cali Valle del Cauca, 2020. DESIGN: Three children case report with congenital Zika virus microcephaly. SETTING: Institutional. PATIENTS: Three children with maternal viral infection confirmed by polymerase chain reaction during first trimester of pregnancy were included and were born from 2016 to 2017. INTERVENTIONS: Oral and mouth functional examination was performed including soft tissue examination; lingual and labial frenulum; evaluation of swallowing and chewing; craniofacial analysis; dimension of dental arch; intercanine and intermolar distance, palate form; relationship and growth of maxilla, mandible, and facial dental midline using plaster models; and complementary image analysis. MAIN OUTCOME MEASURES: Child and mother sociodemographic features, craniofacial measurements; dental and oral features; maxillary and mandibular measures; and speech, swallowing, and chewing disorders. RESULTS: Small head circumference at birth and at the time of clinical evaluation was compared to normal children of approximately their age. Upper third of the face was short, and presence of hypertonic masticatory muscles with hypotonic swallowing muscles, dysphagia, dyslalia, bruxism, lip incompetence, tongue interposition, and hypersalivation and epilepsy were the main medical problem. They have complete primary dentition with normal dental morphology, tooth eruption altered, dental caries, and dental malocclusion was identified. CONCLUSION: There are no changes in the dental formula and dental morphology in the deciduous dentition. They present severe chewing and speaking limitation, facial disproportion, and occlusal problems that warrant dental and medical attention.

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RESUMO As crianças foram um dos grupos sociais mais impactados durante a pandemia de COVID-19. Suas rotinas diárias, incluindo ambientes sociais, escolares e familiares foram profundamente modificadas e podem ter consequências inadvertidas no desenvolvimento e bem-estar das crianças. Embora as escolas estejam atualmente retornando às atividades semipresenciais/híbridas em nosso país, há várias preocupações sobre como a pandemia de covid-19 pode impactar o desenvolvimento infantil a curto e longo prazo. O desenvolvimento da linguagem e da fala geralmente ocorre durante a primeira infância em uma aquisição gradual de habilidades receptivas e expressivas. Assim, embora o fechamento de escolas, o distanciamento social e o uso generalizado de máscaras possam impactar negativamente o desenvolvimento da linguagem, seu efeito específico ainda não foi amplamente acessado. Há poucos dias, um estudo longitudinal de crianças nascidas durante o período pandêmico mostrou evidências preliminares de desempenho verbal reduzido em comparação com crianças nascidas antes da pandemia. Logo, há uma necessidade urgente de mais estudos abordando esse assunto para melhor compreender o impacto potencial da pandemia COVID-19 no desenvolvimento da linguagem e da fala na infância. Nesse contexto, o fonoaudiólogo certamente terá um papel central na prevenção e abordagem terapêutica do atraso de linguagem. Junto com pais e professores, eles devem estar atentos a essa possibilidade, principalmente em crianças pequenas.

ABSTRACT Children have been one of the most disrupted social groups during the COVID-19 pandemic. Their daily routines, including social, scholar, and family environments have been profoundly disturbed and may have unintencional consequences on children development and well-being. While schools are currently returning to semi/hybrid "in person" activities in our country, there are several concerns regarding how the covid-19 pandemic may impact children development in the short and long term. Language and speech development usually occurs during early childhood in a gradual acquisition of receptive and expressive skills. Therefore, even though school closures, social distancing, and the widespread use of masks may adversely impact language development, their specific effect has not yet been widely accessed. Just a few days ago, a preprint of a longitudinal study of children born during the pandemic period have showed preliminary evidence of reduced verbal performance compared to pre pandemic born children. Thus, there is an urgent need for more studies addressing this issue to better understand the potential impact of the COVID-19 pandemic in childhood language and speech development. In this context, speech therapists will most certainly play a central role in the prevention and therapeutic approach of language delay. Along with parents and teachers, they must be attentive for this possibility specially in toddlers.

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Este artigo apresenta um estudo metodológico de um procedimento experimental com duas tarefas de processamento categórico auditivo para fala. Na tarefa de identificação, o participante ouve sons que variam em duração de VOT e é solicitado a identificar a que palavra correspondem. Na tarefa de discriminação, o participante deve indicar se dois estímulos de VOT adjacentes são iguais ou diferentes. As estratégias de análises de dados para caracterizar o grau de categorização são apresentadas e são discutidas possibilidades de uso do procedimento em estudos.

This article presents a methodological study of an experimental procedure with two tasks of categorical auditory processing for speech. In the identification task, the participant hears sounds that vary in VOT duration and is asked to identify which word they correspond to. In the discrimination task, the participant must indicate whether two adjacent VOT stimuli are the same or different. The data analysis strategies to characterize the degree of categorization are presented and possibilities of using the procedure in studies are discussed.

Este artículo presenta un estudio metodológico de un procedimiento experimental con dos tareas de procesamiento auditivo categórico para el habla. En la tarea de identificación, el participante escucha sonidos que varían en la duración del VOT y se le pide que identifique a qué palabra corresponden. En la tarea de discriminación, el participante debe indicar si dos estímulos VOT adyacentes son iguales o diferentes. Se presentan las estrategias de análisis de datos para caracterizar el grado de categorización y se discuten las posibilidades de utilizar el procedimiento en los estudios.

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O objetivo da presente pesquisa foi comparar a ocorrência de processes fonológicos em três provas fonológicas diferentes em crianças no período de aquisição fonológica. Participaram do estudo 88 sujeitos em desenvolvimento fonológico típico: GI - 41 crianças de 2,1 a 2,6 anos de idade e GII - 47 crianças de 2,7 a 3,0 anos de idade. Foram aplicadas três provas: imitação, nomeação e fala espontânea. Os resultados mostraram que, quanto a media de processes fonológicos, a fala espontânea foi a prova com menor media, seguida da nomeação e da imitação em ambos os grupos. A comparação entre as três provas aplicadas mostrou que em ambos os grupos existe diferença significante entre elas. A nomeação e estatisticamente igual a fala espontânea e a imitação, sendo essa estatisticamente diferente da fala espontânea. Conclui-se que a prova de nomeação apresentou desempenho estatisticamente semelhante tanto a prova de imitação come de fala espontânea, mostrando ser uma prova eficiente para a coleta de amostra de fala para analise fonológica.(AU)

The aim of this research was to compare the occurrence of phonological processes in three different tests in children during the phonological acquisition. Eighty eight (88) typical developing children composed two groups: GI - 41 children between 2,1 and 2,6 years old, and GII - 47 children between 2,7 and 3,0 years old. Three phonological tests were used: imitation, picture naming and continuous speech. The results showed that the continuous speech was the test with lower mean, followed by the picture naming and the imitation tests. The comparison between the three tests showed that in both groups there were significant differences between them. The picture naming test is statistically similar to the imitation and to the continuous speech tests, but imitation was different from the continuous speech test. It was concluded that the picture naming test showed a performance statistically similar to the imitation and to the continuous speech tests, showing its efficiency as a kind of speech screening for phonological analysis.(AU)

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O presente estudo teve por objetivos caracterizar o desempenho em compreensão em leitura e verificar as qualidades psicométricas da Prova de Compreensão em Leitura. Participaram desta pesquisa 511 alunos, com idade entre 9 e 14 anos (M = 9,80; DP = 8,4), sendo 53% do gênero masculino, cursando regularmente a quarta serie do ensino fundamental de escolas publicas e particulares do interior de São Paulo. A Prova de Compreensão em Leitura e composta por um trecho da historia na qual foi aplicada a Técnica de Cloze. Os resultados revelaram que 66% dos participantes tem dificuldade para compreender o que tem, e 22% podem ser considerados competentes. A Prova de Compreensão em Leitura apresentou evidencias de validade de critico quanto a idade e possibilita discriminar os leitores hábeis dos que apresentam dificuldades em leitura. Quanto a fidedignidade do instrumento, o coeficiente Alpha de Cronbach indicou precisão de 0,95.(AU)

The present study aims at characterizing reading comprehension performance and analyzing the psychometric qualities of the Reading Comprehension Test. 511 students took part in this research; their age ranged from 9 to 14 years of age (M = 9.80: SD = 8.4), 534 were male, and all of them was attending the fourth grade of funamental school, both public and private. The Reading Comprehension Test is comprised of a text in which Cloze Technique was applied. The results revealed that 68% of the participants have difficulties of under-standing what they read, and 22% could be considered competent. The Reading Comprehension Test showed evidences of age criteria validity, and it discriminates the competent readers from those who show difficulties in reading. The Cronbach Alpha coefficient indicated a precision of 0,95.(AU)

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O presente estudo teve por objetivos caracterizar o desempenho em compreensão em leitura e verificar as qualidades psicométricas da Prova de Compreensão em Leitura. Participaram desta pesquisa 511 alunos, com idade entre 9 e 14 anos (M = 9,80; DP = 8,4), sendo 53% do gênero masculino, cursando regularmente a quarta serie do ensino fundamental de escolas publicas e particulares do interior de São Paulo. A Prova de Compreensão em Leitura e composta por um trecho da historia na qual foi aplicada a Técnica de Cloze. Os resultados revelaram que 66% dos participantes tem dificuldade para compreender o que tem, e 22% podem ser considerados competentes. A Prova de Compreensão em Leitura apresentou evidencias de validade de critico quanto a idade e possibilita discriminar os leitores hábeis dos que apresentam dificuldades em leitura. Quanto a fidedignidade do instrumento, o coeficiente Alpha de Cronbach indicou precisão de 0,95.

The present study aims at characterizing reading comprehension performance and analyzing the psychometric qualities of the Reading Comprehension Test. 511 students took part in this research; their age ranged from 9 to 14 years of age (M = 9.80: SD = 8.4), 534 were male, and all of them was attending the fourth grade of funamental school, both public and private. The Reading Comprehension Test is comprised of a text in which Cloze Technique was applied. The results revealed that 68% of the participants have difficulties of under-standing what they read, and 22% could be considered competent. The Reading Comprehension Test showed evidences of age criteria validity, and it discriminates the competent readers from those who show difficulties in reading. The Cronbach Alpha coefficient indicated a precision of 0,95.

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RESUMO

O objetivo da presente pesquisa foi comparar a ocorrência de processes fonológicos em três provas fonológicas diferentes em crianças no período de aquisição fonológica. Participaram do estudo 88 sujeitos em desenvolvimento fonológico típico: GI - 41 crianças de 2,1 a 2,6 anos de idade e GII - 47 crianças de 2,7 a 3,0 anos de idade. Foram aplicadas três provas: imitação, nomeação e fala espontânea. Os resultados mostraram que, quanto a media de processes fonológicos, a fala espontânea foi a prova com menor media, seguida da nomeação e da imitação em ambos os grupos. A comparação entre as três provas aplicadas mostrou que em ambos os grupos existe diferença significante entre elas. A nomeação e estatisticamente igual a fala espontânea e a imitação, sendo essa estatisticamente diferente da fala espontânea. Conclui-se que a prova de nomeação apresentou desempenho estatisticamente semelhante tanto a prova de imitação come de fala espontânea, mostrando ser uma prova eficiente para a coleta de amostra de fala para analise fonológica.

The aim of this research was to compare the occurrence of phonological processes in three different tests in children during the phonological acquisition. Eighty eight (88) typical developing children composed two groups: GI - 41 children between 2,1 and 2,6 years old, and GII - 47 children between 2,7 and 3,0 years old. Three phonological tests were used: imitation, picture naming and continuous speech. The results showed that the continuous speech was the test with lower mean, followed by the picture naming and the imitation tests. The comparison between the three tests showed that in both groups there were significant differences between them. The picture naming test is statistically similar to the imitation and to the continuous speech tests, but imitation was different from the continuous speech test. It was concluded that the picture naming test showed a performance statistically similar to the imitation and to the continuous speech tests, showing its efficiency as a kind of speech screening for phonological analysis.

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