Shriberg L D
Department of Communicative Disorders, University of Wisconsin-Madison.
Clin Commun Disord. 1994 Mar;4(1):38-53.
Evidence for subgroups among developmental phonological disorders based on etiological origins, as opposed to the alternative linguistic view of childhood phonological disorders as a learning problem of unknown origin, is presented. A three-parameter framework that arranges relevant individual differences (mechanism, cognitive-linguistic, and psychosocial) is proposed for study and classification of the phonological disorders. The disorders are studied in relation to developmental correlates and speech-sound normalization. This permits study of these variables in relation to severity and forms of expression and interaction. Subgroups of "speech delay," each of which reflects phonological consequences, are suggested. Residual articulation errors are classified based on causal origins, possibly influenced by the developmental context in which precise articulation is an acquired skill and differentiated from genetic origins posited for speech delays and those related to specific hearing, motor-speech, and psychosocial origins. Exploration of causal origins provides advantages for both assessment and intervention as well as prevention.
本文提出了基于病因起源的发育性语音障碍亚组的证据，这与将儿童语音障碍视为起源不明的学习问题的另一种语言学观点形成对比。提出了一个三参数框架，用于安排相关的个体差异（机制、认知语言和心理社会），以研究和分类语音障碍。研究这些障碍与发育相关性和语音标准化的关系。这允许研究这些变量与严重程度、表达形式和相互作用的关系。提出了“语音延迟”亚组，每个亚组都反映了语音后果。残留的发音错误根据因果起源进行分类，可能受到精确发音是一种后天习得技能的发育背景的影响，并与语音延迟的遗传起源以及与特定听力、运动语音和心理社会起源相关的发音错误区分开来。探索因果起源为评估、干预和预防都提供了优势。
