Researchers at Murdoch Children's Research Institute (MCRI) in Melbourne, in collaboration with the University of Melbourne and Redenlab, have developed a new assessment tool to identify children at risk of persistent speech disorders. This tool, detailed in a study published in the Archives of Disease in Childhood, aims to reduce unnecessary speech therapy for common errors that typically resolve on their own.
The new assessment tool is designed to ensure fewer children are incorrectly placed on waitlists and resources are not misdirected towards treating speech error patterns that are likely to resolve over time.
Study Methodology and Key Findings
The comprehensive study involved 1179 participants aged 2 to 12 years, recruited from schools, childcare centers, and kindergartens across Victoria and New South Wales. Trained speech and language therapists assessed the children using a picture naming task to gather essential data.
Key findings from the research illuminate current trends in children's speech development:
- Developmental speech errors were common in children aged two to six years.
- By seven years of age, 90 percent of children could form all speech sounds correctly.
- Minor differences in speech were observed between eight and twelve years.
- Disordered speech errors, such as vowel errors, transpositions (e.g., 'efelant' for elephant), and mixing up speech sounds (e.g., 'glack' for black), occurred in less than 10 percent of children.
Compared to data from two decades prior, the study observed some changes in speech acquisition. Some sounds were acquired more slowly, and some common errors took longer to resolve. Importantly, the study found no evidence that children's speech had become more disordered overall.
Impact and Purpose of the Tool
MCRI Professor Angela Morgan highlighted the critical need for this new development, stating that despite speech disorders being a growing challenge, there has been limited evidence to guide detection and referrals for children at risk of persistent problems.
The new assessment tool aims to ensure resources are focused on children who truly need intervention, preventing misdirection of support.
Professor Morgan also noted that many young children can struggle to acquire speech correctly, which may explain the demand for speech development support in preschool years. The data suggests speech is being mastered more slowly, and common errors are taking longer to outgrow compared to previous generations. The tool identifies children experiencing the most difficulty within their age group using speech tasks, supporting healthcare professionals in improving detection and referral for disordered speech errors.
MCRI Dr Daisy Shepherd commented that this large-scale study provides an updated and crucial understanding of speech performance in children today.
Real-world Application
The article cited the case of Isla, 9, who has childhood apraxia of speech. Her mother, Sheree, reported Isla was referred to speech therapy at approximately two years of age due to delayed speech and difficulty with sounds. Sheree noted that speech therapy significantly improved Isla's ability to communicate clearly and consistently.
Sheree emphasized that the new tool would be valuable for families and healthcare workers, particularly in addressing issues like delayed referrals and long waitlists that can hinder early intervention for children with speech disorders.