Browse > Article
http://dx.doi.org/10.13064/KSSS.2021.13.2.067

Development and effects of Nanta program using speech rhythm for children with limited speech sound production  

Park, Yeong Hye (Department of Audiology & Speech-Language Pathology, The Graduate School of Health and Health Industry, Daegu Catholic University)
Choi, Seong Hee (Department of Audiology & Speech-Language Pathology, The Graduate School of Health and Health Industry, Daegu Catholic University)
Publication Information
Phonetics and Speech Sciences / v.13, no.2, 2021 , pp. 67-76 More about this Journal
Abstract
Nanta means "tapping" using percussion instruments such as drums, which is the rhythm of Samulnori, a tradtional Korean music. Nanta speech rhythm intervention program was developed and applied for the children with limited speech sound production and investigated its effect. Nanta program provided audible stimulation, various sound loudness and beats, and rhythms. Nanta program consists of three stages : Respiration, phonation and articulation with the rhythm. Six children with language development delay participated in this study. Children were encouraged to explore sounds and beats and freely express sounds and beats. Along with the rhythm, children also were encouraged to produce speech sounds by increasing the length of syllables in mimetic and imitating words. A total of 15 sessions were conducted twice a week for 40 minutes per session. For exploring the effectiveness, raw scores from preschool receptive-expressive scales (PRES) and receptive-expressive vocabulary test (REVT) were obtained and compared before and after therapy. The results demonstrated that significantly improved receptive (p=.027) and expressive language scores (p=.024) in PRES and receptive (p=.028) and expressive (p=.028) vocabulary scores following intervention using Wilcoxon signed-rank test.These findings suggest that the nanta rhythm program can be useful for improving language development and vocabulary in children with limited speech sound production.
Keywords
Nanta activity; auditory stimulation; beats; speech rhythm; language development;
Citations & Related Records
연도 인용수 순위
  • Reference
1 김수지, 곽은미 (2009). 학령전기 비구어 자폐 아동의 언어 발달 을 위한 음악치료의 실제 사례 분석을 통한 이론적 고찰. 자폐 성장애연구, 9(2), 97-110.
2 Ha, S., & Oller, D. K. (2019). Canonical babbling in Koreanacquiring infants at 4-9 months of age, Communication Sciences & Disorders, 24(1), 1-8.   DOI
3 Catford, J. C. (2001). A practical introduction to phonetics(2nd ed.). Oxford, UK: Oxford University Press.
4 Eimas, P. D. (1974). Auditory and linguistic processing of cues for place of articulation by infants. Perception & Psychophysics, 16(3), 513-521.   DOI
5 Kim, C. (2010). The effect of nanta on the eye-hand coordination ability of children with mental retardation (Master's thesis). Daegu University, Gyeongsan, Korea.
6 Davis, W. B., Gfeller, K. E., & Thaut, M. H. (1999). Introduction to music therapy: Theory and practice (2nd ed.). Dubuque, IO: McGraw-Hill.
7 Han, S. K., Kim, Y. T., & Park, E. H. (2012). The effect of AAC intervention using a tablet PC on aspects of non-verbal students with severe autism spectrum disorders. Communication Sciences & Disorders, 17(1) 92-106.
8 Jang, H. S. (2001). The effects of environmental intervention in children's home using PECS on the expression of needs of children with autism. Communication Sciences & Disorders, 6(2) 505-516.
9 Kim, S. J. & Kim, S. Y.(2011). Change of expressive action timing & inter-limb coordination pattern by expertise. Korean Journal of Sport Psychology, 22( 2), 111-121.
10 Kim, Y. T., Hong, K. H., Kim, K. H., Jang, H. S., & Lee, J. Y. (2009). Receptive and expressive vocabulary test(REVT). Seoul, Korea: Seoul Community Rehabilitation Center.
11 Lee, H. B. (1982). A phonetic study of Korean rhythms. The Voice of Speech, 4, 31-48.
12 Olander, L., Smith, A., & Zelaznik, H. N. (2010). Evidence that a motor timing deficit is a factor in the development of stuttering, Journal of Speech, Language, and Hearing Research, 53, 876-886.   DOI
13 Schoner, G., Zanone, P. G., & Kelso, J. A. S. (1992). Learning as change of coordination dynamics: Theory and experiment. Journal of Motor Behavior, 24(1), 29-48.   DOI
14 Kim, S. J. (2015). Development of music activities program for improvement of expressive language abilities in children with intellectual disabilities(Master's thesis). Pusan National University of Education, Busan, Korea.
15 이우진, 강수균 (2004). 애니메이션 활용이 언어장애아동의 언어 능력에 미치는 효과. 재활과학연구, 22(1), 55- 69.
16 Heo, S. & Mun, H. M. (2013). Effects of Nanta activity using nanta drum on stress and self-esteem of students with intellectual disa- bilities. The Journal of Special Education: Theory and Practice, 14(3) 281-305.
17 Jang, H., & Ha, S. (2019). Protophone development at 4-6 months and 7-9 months of age. Communication Sciences & Disorders, 24(3), 707-714.   DOI
18 Jeong, J. R., Lee, J. Y., Sohn, M. K., & Lee, J. W. (2018). The effect of music programs through improvement of the ability to solve language problem and the reduction of problem behavior with delayed language development children: Case study. Korean Association for Hearing and Speech Disorder Education, 9(1), 175-195.
19 Kang, J. (2009). Effects of the language interaction with song on verbal ability for down's syndrome child (Master's thesis). Daegu University, Gyeongsan, Korea.
20 Kim, J., & Hong, K. H. (2017). A usability testing of MyTalkie for non-verbal children with disorders. Complementary and Alternative Communication Study AAC Research & Practice, 5(1), 67-93.
21 Kim, Y. T., Hong, K. H., Kim, K. H., Chang, H. S., & Lee, J. Y. (2003). Preschool receptive-expressive language scale: PRES. Seoul, Korea: Seoul General Welfare Center for the Disabled.
22 Kwon, J. H. (2012). A study on the effects of percussion music group therapy on Schizophrenics' stress coping ability. Korean Society of Clinical Healing Arts, 1, 1-16.
23 Lee, G. H. (2008). The effect of program using children's song on the receptive and expressive language abilities score of children with mental retardation (Master's thesis). Chinju National University of Education, Jinju, Korea.
24 김정연, 박은혜 (2003). 중도 뇌성마비아동의 의사소통 기술 증진 을 위한 AAC 대화상대자 훈련. 특수교육, 2(1), 37-58.
25 정소미, 하승희 (2017). 비단어 따라말하기와 연령, 어휘 및 조음 능력과의 관계. 언어청각장애연구, 22(1), 14-24.
26 Kim, Y. T (1996). A study on consonant accuracy of 2-6 year old children through shadow tone test. Communication Sciences and Disorders, 1, 7-33.
27 Lee, M., & Park, E. (2007). Effects of peer-mediated intervention via AAC on the communicative behaviors of children with severe physical disabilities. Communication Sciences & Disorders, 12(2), 317-333.
28 Oller, D. K. (2000). The emergence of the speech capacity. Mahwah, NJ: Lawrence Erlbaum Associates.
29 Park, Y., & Kim. J. (2018). The effects of nanta music therapy program on social skills of adolescents with intellectual disabilities. Youth Studies, 25(9), 249-267.   DOI
30 Seo, H., Kim, H., & Park, M. J. (2013). The effects of musical activities using percussion instruments on children's musical creativity and emotional intelligence. Early Childhood Education Research, 33(3), 253-279.
31 Lee, J., & Moon, S. (2017). Effect of percussion performance activities on acculturative stress and ego resilience of Chinese students studying in South Korea. Korean Journal of Music Therapy, 19(1), 93-115.   DOI
32 Bang, E. (2016). An influence of rhyme the activities through creative physical expressions on linguistic competence in preschoolers. Art Education Research, 14(4), 97-111.