Department of Speech, Language, and Hearing Sciences, Boston University, MA.
Lang Speech Hear Serv Sch. 2022 Oct 6;53(4):969-984. doi: 10.1044/2022_LSHSS-21-00170. Epub 2022 Sep 2.
Beyond hallmark production deficits characterizing childhood apraxia of speech (CAS), largely attributed to disruption(s) in speech motor planning, children with CAS often present with co-occurring speech perception and language difficulties. Thus, careful consideration of the potential for speech perception difficulties to have cascading downstream effects on intervention responsiveness and real-life functioning for some children with CAS is highly important. The purpose of this tutorial was to consider the impact of speech perception abilities in children with CAS, which carries implications for caring for the needs of the whole child.
This tutorial summarizes the current literature on speech perception and how it relates to speech production, language, and reading abilities for children with CAS. We include case illustrations that are adapted from real clinical scenarios illustrating how speech perception difficulties may impact some children with CAS and provide recommendations for incorporating speech perception into assessment and intervention practices.
Although speech perception difficulties do not seem to be a core deficit of CAS, they are strongly linked to language difficulties, which are highly prevalent among children with CAS. Speech perception and language difficulties are also associated with reading difficulties and risk for lower academic achievement.
Children with CAS who have co-occurring language difficulties likely also demonstrate speech perception deficits, which puts them at heightened risk for reading difficulties and struggles with academic achievement. Comprehensive assessment of children with CAS should address speech perception and production, language, and reading abilities, which carries important implications for multifaceted approaches to intervention.
除了主要归因于言语运动规划障碍的儿童言语失用症（CAS）的标志性生产缺陷外，患有 CAS 的儿童通常还伴有言语感知和语言困难。因此，对于一些患有 CAS 的儿童，需要认真考虑言语感知困难对干预反应和现实生活功能的潜在级联影响，这一点非常重要。本教程的目的是考虑 CAS 儿童的言语感知能力的影响，这对满足儿童的整体需求具有重要意义。
本教程总结了关于言语感知的当前文献，以及它与 CAS 儿童的言语产生、语言和阅读能力的关系。我们包括了从真实临床场景改编的案例说明，说明了言语感知困难如何可能影响一些患有 CAS 的儿童，并提供了将言语感知纳入评估和干预实践的建议。
尽管言语感知困难似乎不是 CAS 的核心缺陷，但它们与语言困难密切相关，而语言困难在 CAS 儿童中非常普遍。言语感知和语言困难也与阅读困难和较低学业成绩的风险相关。
伴有语言困难的 CAS 儿童可能也表现出言语感知缺陷，这使他们面临阅读困难和学业成绩困难的风险增加。对患有 CAS 的儿童进行全面评估应包括言语感知和产生、语言和阅读能力，这对干预的多方面方法具有重要意义。
