Sung Speech Training Improves Prosodic Focus Marking in a Nondominant Language in Children With Autism Spectrum Disorder.

Researchers taught 18 autistic children who spoke Cantonese a singing-based program to help them better use tone and rhythm when speaking Mandarin (their second language). The training helped the children improve how they emphasized important words by changing their voice pitch. This suggests that music-based speech training could help autistic children communicate better in languages they're still learning.

This study investigated whether short-term sung speech training could improve prosodic focus-marking abilities in autistic children speaking a nondominant language. Eighteen native Cantonese-speaking children with autism received sung speech training designed to align melodic patterns with Mandarin prosodic focus marking. Results were compared with typically developing Cantonese and Mandarin-speaking control groups. The training improved on-focus expansion (OFE) use, particularly in fundamental frequency range, for noncontrastive focus marking in autistic children.

Post-focus compression effects were less evident. Control participants showed no comparable improvements, suggesting the intervention's specific benefit for autistic children in developing prosodic abilities in nondominant languages.

Short-term sung speech training shows promise as a supplementary intervention for improving prosodic abilities in multilingual autistic children. The intervention's specificity to autistic learners and focus on cross-domain speech processing abilities suggests potential clinical applications in speech therapy settings.

Single study with small sample size (18 participants). Short-term intervention duration may limit understanding of long-term effects. Study focused on specific language combination (Cantonese-Mandarin) which may limit generalizability to other language contexts.

Music and speech prosody share notable parallels, and music-based interventions have shown promise in fostering language development and social responsiveness. Song-based training, leveraging acoustic similarities between song and speech, is especially effective. This study examined whether short-term song-based training could enhance prosodic focus-marking in nondominant languages for autistic children. Specifically, it explored improvements in focus-marking strategies, such as on-focus expansion (OFE) and post-focus compression (PFC), and the number of prosodic correlates used.

A short-term sung speech training intervention was designed, aligning melodic patterns with Mandarin's prosodic focus marking. Eighteen native Cantonese-speaking children with autism spectrum disorder underwent short-term sung speech training, and their pre- and posttraining performance was compared with two control groups: 18 Cantonese-speaking and 20 Mandarin-speaking typically developing children. Comparisons were made across participant groups as well as within the autistic group before and after the training. Sung speech training improved OFE use, particularly in fundamental frequency range, for noncontrastive focus marking in autistic children.

Effects on PFC were less evident, and the training primarily enhanced OFE rather than increasing the number of prosodic correlates used. Control Cantonese-speaking participants showed no comparable improvements. These findings highlight the potential of short-term, perception-based sung speech training as a supplementary intervention for improving prosodic focus marking in trilingual autistic children's nondominant languages, indicating positive cross-domain effects on speech-processing abilities. https://doi.org/10.23641/asha.30347731.