Figure-based speech perception test: applicability in children with Down syndrome.
Beatriz Nascimento Gonçalves, Isabela Raymundini Lorenssete, Nicolle Oliveira Tomé and 3 others
PMID 35019082WHAT IT FOUND
Most children with Down syndrome could complete a picture-based speech perception test, even those as young as two.
Accuracy improved with age, but errors on specific words often reflected unfamiliar vocabulary rather than hearing loss, requiring clinicians to interpret scores carefully.
Key findings
01The picture-based test was successfully completed by 32 of 41 participants, including children aged 2 to 4 years.
02Performance improved with age, with the oldest group achieving a 90% correct answer rate compared to younger groups.
03Errors on words like 'ice' and 'dog' were frequent across all ages, attributed to limited vocabulary and unfamiliarity rather than auditory processing deficits.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The study excluded 9 of the 41 recruited children from the speech perception analysis because they did not complete the test, reducing the sample size for key findings. Pure-tone audiometry could not be performed on 60% of the children due to cognitive and language delays, relying instead on Speech Recognition Thresholds which may be less precise for determining exact hearing levels. The sample was small and divided into three age groups, with the middle group (5-7 years) containing only 6 children in the final analysis, limiting the statistical power of age-related comparisons. The study did not control for the specific vocabulary knowledge of each child prior to testing, making it difficult to separate auditory perception failures from simple lack of word knowledge.
Declared interests
The text does not report any funding sources or conflicts of interest declarations.
The easy way to misread this
Do not assume that a child's failure to identify a picture means they cannot hear the word. The study shows that errors often arise because the child does not know the word (e.g., 'ice' or 'dog') or uses a different label (e.g., 'woof-woof'), not because of auditory processing difficulties.