The Application Of Phonological Switching Training In Diction Phonology Training For Children With Functional Articulation Disorders

Functional articulation disorder affects children socially and academically in many ways,and the current incidence is increasing,so we need to explore an effective method of articulatory phonological training to improve the communication level of children with functional articulation disorder.However,children use sentences much more frequently than individual words or words in daily interactions,and due to the large number of syllables in continuous speech,children usually have fair pronunciation in individual words,but poor intelligibility in continuous speech.Continuous speech requires flexible syllable-to-syllable articulation,and the coordinated movement of the phonological organs is essential.The ability of oral switching reflects the ability of children’s phonological organs to switch from one point to another.Speech switching training is the training to use the switching of target phonemic pairs to achieve the purpose of phonological organ switching and improve oral motor flexibility.This study will discuss the clarity of speech and the ability to switch speech sounds of children with functional articulation disorders,and the effectiveness of speech switching training.The effectiveness of group-based phonological training for children with functional articulation disorders in the current shortage of therapists will be tested in this study.Study 1 is a study of the characteristics of speech intelligibility and oral switch motor ability in children with functional articulation disorders.An independent sample t-test was conducted to compare the speech intelligibility and mouth switching motor ability of children with functional articulation disorder with those of normal children,and the characteristics of speech intelligibility and mouth switching motor ability of children with functional articulation disorder were observed.The Pearson correlation test also revealed that the rate of oral switch motor was significantly and positively correlated with word intelligibility(r=0.444~*,P=0.014)and sentence intelligibility(r=0.374~*,P=0.042)in children with functional articulation disorders,which led to the hypothesis that the improvement of oral switch motor ability might have a positive impact on the improvement of speech intelligibility.The question of whether the speech intelligibility of children with functional articulation disorders can be improved directly by training the target phonemic pairs and indirectly by improving the speech intelligibility of children with functional articulation disorders in continuous speech through the switching of articulatory organs is addressed in Study 2.Study II was the development and validation of a speech switching training group strategy for children with functional articulation disorders.In Experiment 1,two different stimuli with and without phonological switching were administered to the 13 children with FAD enrolled in the group through immediate stimulation,and the two stimuli were administered one day apart in a randomized order to avoid mutual effects.Children’s speech intelligibility of the word,vocabulary,and sentence was assessed before and after each stimulus using the phoneme acquisition stage 2 frequent error phonemic pairs as the corpus.The difference between the pre-and post-test scores with and without phonological switching stimuli was compared by independent samples t-test to investigate the facilitative effect of phonological switching stimuli on the acquisition of target phonemes compared to non-phonological switching stimuli.The results showed that there was no significant difference between the two stimuli at the individual word level,and the facilitation effect was significantly higher at the word(t=4.064,p=0.000<0.001)and sentence(t=4.405,p=0.000<0.001)levels with phonetic switching than without phonetic switching.Based on the validity of Experiment 1,Experiment 2 incorporated phonological switching training into the process of dysarthria group training for children with functional articulation disorders,and designed and implemented intervention strategies.Thirteen children with functional articulation disorders were included in the group,and the intervention was conducted 6 times a week for 40 minutes each time for a total of12 sessions,and evaluated before,after 6 sessions,and after 12 sessions,respectively.The results of the study showed that(1)speech intelligibility was effectively improved after speech switching group training:word intelligibility(p=0.000<0.001),sentence intelligibility(p=0.000<0.001),and continuous speech intelligibility(p=0.015<0.05);(2)mouth switching motor ability was also improved after training:DR(pɑtɑ)(p=0.000<0.001),DR(pɑkɑ)(p=0.000<0.001),and DR(tɑkɑ)(p=0.000<0.001).The innovations of this study:1.explored the characteristics of oral switch motor ability of children with functional articulation disorders and its correlation with speech intelligibility,and proposed that the improvement of oral switch motor ability can be used to improve their articulatory phonological ability;2.proposed a phonological switch strategy for children with functional articulation disorders,using words and sentences containing target phonemic pairs as the training corpus and group as the training format Group training strategy.