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Khan lewis phonological processes chart11/11/2023 ![]() The PSD group included individuals with histories of SSD-only (17%), individuals with histories of combined SSD and LI (68%), and individuals who were not identified at preschool as having SSD (15%). The third group consisted of individuals who continued to present with speech sound errors in conversation at adolescence and also had difficulty with MSW repetition (PSD, n = 41). The Low MSW group included individuals with histories of SSD-only (15%), individuals with histories of SSD and LI, (76%), and individuals who were not identified as having SSD at preschool but had difficulty MSWs at adolescence (9%). In our earlier studies, we reported that poor multisyllabic real word and nonword repetition was associated with poorer outcomes at school age ( Lewis, Freebairn, & Taylor, 2000) and residual errors in adulthood ( Lewis, et al., 2007). The second group consisted of individuals who no longer demonstrated speech sound errors in conversation, but had difficulty repeating multisyllabic real words and nonwords relative to normative data (Low multisyllabic word, n = 33). This group included individuals with histories of SSD-only and no LI (62%) and individuals with histories of combined SSD and LI (38%). The first group consisted of individuals whose early SSD had resolved and who had achieved typical speech sound skills relative to normative data (Resolved SSD group, n = 105). We identified three adolescent outcomes for individuals with histories of preschool SSD ( Lewis et al., 2015). In our previous work, we followed individuals with histories of early SSD into adolescence ( N = 170). ![]() The aim of the current study was to identify preschool and school-age factors associated with differing adolescent outcomes of early childhood SSD. Furthermore, the identification of early prognostic predictors of PSD in adolescence may aid in determining which individuals are at greatest risk for poor adult outcomes. Data on adolescent outcomes on the long-term effects of early SSD are needed to determine the long-term impact on educational achievement, occupational status, and psychosocial skills. However, most studies of PSD have reported on participants at 8–9 years of age but have not followed these individuals into adolescence. Risks for persisting impairment in these ability domains in individuals with early childhood SSD include comorbid language impairment (LI), persistent speech disorder (PSD), poor phonological awareness skills, lower nonverbal cognitive abilities, motor impairment, and social disadvantage ( Larrivee & Catts, 1999 Lewis et al., 2015 Wren, Miller, Peters, Emond, & Roulstone, 2016). Children with preschool histories of speech sound disorders (SSD) present with differing longitudinal trajectories and variable long-term outcomes for speech, language, and academic skills.
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