This study examined the role of speech perception training in the correction of phonological errors Twenty-seven preschoolers with phonological impairment who misarticulated /∫/ were randomly assigned to one of three groups: Group 1 children listened to a variety of correctly and incorrectly produced versions of the word “shoe”; Group 2 children listened to the words “shoe” and “moo”; Group 3 children listened to the words “cat” and “Pete” A computer game was used to provide reinforcement for correct identification of the words All children received the same traditional sound production training program for correction of their /∫/ error, concurrently with speech perception training, during six weekly treatment sessions On post-testing, Group 1 and 2 children demonstrated a superior ability to articulate the target sound in comparison to Group 3 children The results are interpreted in relation to previous research on this topic

Speech Perception Training Can Facilitate Sound Production Learning

https://pure.mpg.de/pubman/item/item_241875_12/component/file_595560/Davids_The%20nature%20of%20auditory%20discrimination%20problems_Neuropsy_2011.pdf

The nature of auditory discrimination problems in children with specific language impairment: An MMN study

Effects of lengthening the speech signal on auditory word discrimination in kindergartners with SLI.

The relationship between speech perception and speech production errors in children with impaired phonological skills has been a controversial issue in the practice of speech-language pathology for many decades. During the past 20 years speech-language pathologists have largely ignored the perceptual abilities of their phonologically impaired clients as a consequence of vigorous critiques of clinically available methods for assessing and treating speech perception disorders. As Locke observed in 1980, `much of our thinking on this issue is weakened by the fact that efficient perception measures have not been in general use. Because perceptual questions, historically, have not properly been asked in the laboratory, it is not obvious that perceptual questions currently should be answered in the clinic'. Fortunately, since that time, perceptual questions are being properly asked in the laboratory by researchers who are borrowing methods from the study of the perceptual abilities of adults learning a second language. These methods include the use of: synthetic or digitally altered speech stimuli for both the assessment and treatment of perceptual difficulties; microcomputers to present large numbers of stimuli to subjects for identification, with motivating feedback when appropriate; and, acoustic analysis of speech samples in order to carefully relate speech perception to speech production abilities in the same subject. This paper describes a series of studies designed to apply these methods to the assessment and treatment of speech perception errors in phonologically impaired children who misarticulate fricatives. The contributions of this line of research to phonological theory and clinical practice are summarized

/pdf/clinical-application-of-computer-driven-methods-for-the-47k9hhlrzw.pdf

Clinical application of computer-driven methods for the assessment and treatment of speech perception disorders

Publisher Summary This chapter discusses the effectiveness of auditory discrimination training as a component of intervention with individuals who have functional misarticulations. An issue that confronts clinicians when working with persons who have defective articulation is whether or not auditory discrimination training is necessary for any given client. To identify those clients for whom auditory discrimination training will be effective, clinicians need to consider factors such as the client's phase of articulatory learning, his age, and the severity of his misarticulations. The chapter also presents the guidelines for evaluation and intervention programs that involve auditory discrimination testing. There are two major aspects of discrimination performance: (1) the ability to discriminate among acoustic differences in auditory stimuli and (2) the ability to discriminate among phonemes

Auditory Discrimination: Evaluation and Intervention

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Auditory Discrimination: Evaluation and Intervention