Differential outcomes (Lewis et al., 2019)

<b>Purpose: </b>The goal of this study was to determine whether adolescent outcomes for individuals with histories of early speech sound disorders (SSD) could be differentiated by speech and language skills at earlier ages (preschool, 4–6 years, and school age, 7–10 years).<b>Method: </b>The study used a retrospective longitudinal design. Participants with and without histories of early SSD were classified in adolescence as having no SSD, resolved SSD, low multisyllabic word (MSW; difficulty with MSW repetition but no errors in conversational speech), or persistent speech disorders (errors in both conversational speech and MSW repetition). Analysis of variance was employed to determine whether early speech, language, and literacy skills distinguished these adolescent outcome groups.<b>Results:</b> Preschool and school-age skills differed for adolescents whose SSD had resolved from those who had persistent speech errors. Adolescents with errors solely in production of MSWs (Low MSW) did not differ in early speech and language skills from adolescents who had difficulty with both MSWs and persistent errors in conversation.<b>Conclusions:</b> Speech and language assessments earlier in childhood can help establish risks for persistent SSD and other language and literacy difficulties in adolescence. Early identification of these clinically relevant subgroups of SSD may allow for early targeted interventions.<br><b>Supplemental Material S1. </b>Generalized estimating equation (GEE) analyses predicting adolescent outcomes from preschool measures. <br><b>Supplemental Material S2.</b> Generalized estimating equation (GEE) analyses predicting adolescent outcomes from school age measures. <br>Lewis, B. A., Freebairn, L., Tag, J., Igo, R. P., Jr, Ciesla, A., Iyengar, S. K., ... Taylor, H. G. (2019). Differential long-term outcomes for individuals with histories of preschool speech sound disorders. <i>American Journal of Speech-Language Pathology</i><i>, </i><i>28</i>(4), 1582–1596<i>. </i>https://doi.org/10.1044/2019_AJSLP-18-0247

<b>研究目的：</b>本研究旨在探究有早期语音障碍（Speech Sound Disorders, SSD）史个体的青少年期结局是否可通过其早年（学前期：4–6岁；学龄期：7–10岁）的语音及语言技能加以区分。<b>研究方法：</b>本研究采用回顾性纵向设计。有或无早期SSD史的参与者在青少年期被分为以下几类：无SSD、SSD已缓解、多音节词能力低下（Multisyllabic Word, MSW；表现为MSW重复困难但会话语音无错误），或持续性语音障碍（会话语音及MSW重复均存在错误）。研究采用方差分析探究早年语音、语言及读写技能是否可区分这些青少年期结局组。<b>研究结果：</b>SSD已缓解的青少年与存在持续性语音错误的青少年相比，其学前期及学龄期技能存在差异。仅在MSW产出中存在错误的青少年（低MSW组）与同时存在MSW困难及会话持续性错误的青少年相比，其早年语音及语言技能无显著差异。<b>研究结论：</b>儿童早期的语音及语言评估有助于确定青少年期持续性SSD及其他语言与读写困难的风险。早期识别这些具有临床意义的SSD亚组或可实现早期靶向干预。<br><b>补充材料S1：</b>基于学前期测量指标预测青少年期结局的广义估计方程（Generalized Estimating Equation, GEE）分析。<br><b>补充材料S2：</b>基于学龄期测量指标预测青少年期结局的广义估计方程（GEE）分析。<br>Lewis, B.A., Freebairn, L., Tag, J., Igo, R.P., Jr, Ciesla, A., Iyengar, S.K., ... Taylor, H.G. (2019). 有学前语音障碍史个体的差异化长期结局. 《美国言语-语言病理学杂志》, 28(4), 1582–1596. https://doi.org/10.1044/2019_AJSLP-18-0247