Process Density Index (PDI) scores in typically developing children between 3;0 to 7;0 years of age: Evidence from Dravidian Tulu

IF 0.8 4区医学 Q4 EDUCATION, SPECIAL

Child Language Teaching & Therapy Pub Date : 2020-09-01 DOI:10.1177/0265659020950391

Sunila John, Kadiyali D Veena, Hanna Nelson, V. Aithal, Rekha Patil, B. Rajashekhar

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Abstract

Various speech metrics have been developed to assess and monitor phonological development in young children. Process Density Index (PDI) is one such measure employed to determine the severity of phonological errors and speech intelligibility. The present study explored the utility of PDI as a measure of phonological development in 756 Tulu-speaking children between 3;0–7;0 years, across age and gender groups. Results revealed that the youngest group of children exhibited a higher number of phonological processes and a higher PDI score as compared to the oldest group. Children with higher PDI scores exhibited poorer speech intelligibility than those with lower PDI Scores. Further, a statistically significant gender difference with boys exhibiting higher PDI scores than girls with no interaction between age and gender was noted. The study finding provides an insight into the phonological aspects specific to Tulu language and suggests the utility of PDI as a potential clinical measure while assessing phonological issues.

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过程密度指数（PDI）在典型发育中的3岁以下儿童中的得分；0到7；0岁：来自德拉维达人图鲁的证据

已经开发了各种语音指标来评估和监测幼儿的语音发展。过程密度指数（PDI）是用来确定语音错误和语音可懂度的严重程度的一种测量方法。本研究探讨了PDI作为衡量756名3岁以下讲土鲁语的儿童语音发展的实用性；0–7；0岁，年龄和性别不同。结果显示，与年龄最大的儿童组相比，年龄最小的儿童组表现出更高的语音过程数量和更高的PDI分数。PDI分数较高的儿童比PDI分数较低的儿童表现出较差的语音清晰度。此外，在年龄和性别之间没有互动的情况下，男孩表现出比女孩更高的PDI分数，这一性别差异具有统计学意义。这项研究发现深入了解了图鲁语特有的语音方面，并表明PDI作为评估语音问题的潜在临床指标的效用。

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来源期刊

Child Language Teaching & Therapy Multiple-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.