Table 1.
ASHA Consensus Signs (ASHA, 2007) | luzzini-Seigel et al. (2015) Signs | Shriberg et al. (2017) Signs | Fedorenko et al. (2015) Signs |
---|---|---|---|
Lengthened and disrupted coarticulatory transitions | Groping | Groping | Silent groping |
Difficulty sequencing phonemes and syllables | |||
Voicing errors | Voicing errors | Voicing errors | |
Increased difficulty with multisyllabic words | Increased difficulty with multisyllabic words | Increased errors with increased word length/complexity | |
Difficulty achieving initial or transitionary movement gestures | Difficulty achieving initial or transitionary movement gestures | Difficulty achieving initial articulatory configurations | |
Intrusive schwa | Intrusive schwa | Epenthesis/syllable repetition | |
Phoneme/syllable repetition | |||
Difficulty maintaining syllable integrity | |||
Addition errors | |||
Metathesis | |||
Frequent phoneme omissions | |||
Prolongations | |||
Vowel error | Vowel distortions | Nonphonemic/distorted substitutions | |
Consonant distortion | Distorted substitutions | Slowed/disrupted DDK sequences | |
Nasality disturbance | Distorted substitutions Slow speech/DDK1 rate | ||
Slow rate | |||
Stress errors | Equal stress/lexical stress errors | Syllable segregation | |
Inappropriate prosody | Syllable segregation | Syllable segregation | Equal stress/lexical stress errors |
Altered suprasegmental features | |||
Inconsistent errors | Same word/syllable different on repetition | ||
Same C/V different across different words |
DDK: Diadochokinetic rate (syllables per unit time during the repetition of a syllable such as “pa”).