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At least 469 records · Page 26Linked to original sources

PubMedDate not supplied

Macroglossia: a case study.

UNLABELLED: A young child with macroglossia of unknown cause was seen for treatment to modify resting tongue posture and improve speech sound production. Evaluation of the treatments indicated positive change in resting tongue posture and a modest change in speech sound production. Treatment for such patients can be complex and must consider orthodontic and/or surgical interventions, because an enlarged tongue can influence growth, development, and physiology of the oropharyngeal complex. The speech-language pathologist must be prepared to deal with the complex of problems demonstrated by patients with macroglossia during growth and development. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to describe the sequelae of macroglossia. (2) As a result of this activity, the participant will be able to identify appropriate treatment options for children with macroglossia.

Articulation Disorders↗

PubMedDate not supplied

Captured by details: sense-making, language and communication in autism.

UNLABELLED: The communication of people with autism spectrum disorder (ASD) is characterized by a qualitative impairment in verbal and non-verbal communication. In past decades a growing body of descriptive studies has appeared on language and communication problems in ASD. Reviews suggest that the development of formal and semantic aspects is relatively spared, whereas pragmatic skills are considered to be specifically impaired. This unique profile was interpreted mainly within the framework of the theory of mind hypothesis, which links the social-communicative problems of people with autism to an incapacity to attribute mental states to themselves and others. This approach has proven useful, but has also left many questions unanswered. In more recent publications, limited intentionality and symbol formation have been identified as core problems in ASD. Problems in symbol formation in particular might be better understood from the viewpoint of the central coherence hypothesis, which conceptualizes ASD as a weaker drive for the integration of information. Possible links between cognitive findings and communication evoke new perspectives with respect to the complex of communication problems in ASD. LEARNING OUTCOMES: The reader of this manuscript will be able to (1) describe the communication deficit in ASD; (2) discuss the central coherence account of ASD in relation to problems in sense-making; and (3) explain how these difficulties might lead to problems in communication in autism.

Autistic Disorder↗

PubMedDate not supplied

Social cognition and language in children with specific language impairment (SLI).

UNLABELLED: This investigation examined the relationship between social pragmatics, social self-esteem, and language in children with specific language impairment (SLI) and in their age-matched peers (7-10 years). The children with SLI indicated significantly poorer social cognitive knowledge than their typically developing peers. They showed low social, but not academic self-esteem. They often used inappropriate negotiation and conflict resolution strategies. Their errors reflect some qualitative differences from those of the typically developing children (e.g., children with SLI use more nonverbal strategies, demonstrate passive/withdrawn behavior, etc.). Our data show that these children's social pragmatic deficit is not causally related to their language impairment; the two problems are co-occurring. Further, the parents and teachers of the children with SLI indicated different views regarding these children's social relations. Although the parents expressed major concerns about their children's social competence, the teachers did not notice this problem. LEARNING OUTCOMES: The reader will be able to summarize, critically analyze, and interpret the findings from existing research on social cognition and its relationship with language abilities in children with specific language impairment. Further, the reader will gain an understanding of the importance of applying intervention procedures that facilitate the use of language in different social situations, and the necessity of increasing parent-teacher communication in schools.

Child↗

PubMed2004

Acoustic analysis of clear versus conversational speech in individuals with Parkinson disease.

UNLABELLED: A number of studies have been devoted to the examination of clear versus conversational speech in non-impaired speakers. The purpose of these previous studies has been primarily to help increase speech intelligibility for the benefit of hearing-impaired listeners. The goal of the present study was to examine differences between conversational and clear speech in individuals with Parkinson disease (PD). Twelve individuals were recorded producing conversational and clear speech. Acoustic analysis revealed that individuals with PD used some of the same clear speech strategies used by non-impaired speakers. Specifically, clear speech in PD was characterized by decreased articulation rate, increased mean fundamental frequency (F(o)), and increased speaking F(o)S.D. compared to conversational speech. The discussion examines the possibility that individuals with PD may have been independently applying a clear speech strategy based on their habitually increased percent pause values. Discussion also focuses on implications of the present findings to management of individuals with PD, and research implications. LEARNING OUTCOMES: As a result of this activity, the participant will be able to (1) describe the characteristics of clear speech produced by non-disordered individuals, (2) describe the acoustic characteristics of clear and conversational speech produced by individuals with Parkinson disease; and (3) describe the strategies individuals with Parkinson disease use when asked to produce clear speech.

Aged↗

PubMed2005

Language sampling for kindergarten children with and without SLI: mean length of utterance, IPSYN, and NDW.

UNLABELLED: Language sample analysis measures have long been promoted as exhibiting greater ecological validity than formal testing in the assessment of language disorder in children. In practice, their use is often restricted to preschool children, owing to lack of normative information, as well as criticisms of the validity of commonly used measures for the language of older children. This study compared scores of kindergarten children (mean age 6 years) with and without specific language impairment (SLI) on three commonly used language sample analysis measures: mean length of utterance in morphemes (MLU-m), the index of productive syntax (IPSyn), and number of different words (NDWs). Mean scores of the children with SLI were significantly lower for all three measures, though not for all subtests of the IPSyn. A number of individual differences were observed; notably, several children with SLI scored as well as those without. The problems and promise of language sampling for children beyond the preschool years are discussed in light of these results. LEARNING OUTCOMES: (1) Readers will gain an understanding of strengths and weaknesses of language sample measures in assessing kindergarten children with language impairment. (2) The reader will become aware of the utility of MLU in differentiating between young school age children with and without language impairment.

Child↗

PubMedDate not supplied

Dysarthria associated with traumatic brain injury: speaking rate and emphatic stress.

UNLABELLED: Prosodic abnormality is common in the dysarthria associated with traumatic brain injury (TBI), and adjustments of speaking rate and emphatic stress are often used as steps in treating the speech disorder in patients with TBI-induced dysarthria. However, studies to date do not present a clear and detailed picture of how speaking rate and emphatic stress are affected in this speech disorder. This study, based on the acoustic analyses of syllable repetitions and sentence speech samples, reports on speaking rate and emphatic stress for 12 subjects with TBI and 8 healthy controls. For speaking rate, the subjects with TBI had (1) both slow speaking and articulation rates, (2) smaller phonation proportion and larger pause proportion, and (3) larger percentage change in speaking rate and smaller percentage change in articulation rate. For emphatic stress, the subjects with TBI had (1) significant increases in the difference and percentage change between pre-stressed and pre-unstressed pause durations, (2) significantly smaller difference between stressed and unstressed word durations, but not the percentage change between stressed and unstressed word durations, and (3) significantly reduced differences in f(0) movement and f(0) slope between stressed and unstressed words, but not in RMS range. This study demonstrates the multidimensional nature of prosodic deficits in the dysarthria related to TBI and illustrates the ability of acoustic measures to give a picture of the dysprosody related to TBI-induced dysarthria. LEARNING OUTCOMES: As a result of this activity, the participant will be able to (1) describe the prosodic disturbances that have been reported in studies of dysarthria associated with TBI; (2) define acoustic measures appropriate to the analysis of changes in speaking rate and emphatic stress; and (3) discuss the importance of prosody to spoken communication.

Adolescent↗

PubMedDate not supplied

Patterns of lung volume use during an extemporaneous speech task in persons with Parkinson disease.

UNLABELLED: This study examined patterns of lung volume use in speakers with Parkinson disease (PD) during an extemporaneous speaking task. The performance of a control group was also examined. Behaviors described are based on acoustic, kinematic and linguistic measures. Group differences were found in breath group duration, lung volume initiation, and lung volume termination measures. Speakers in the control group alternated between a longer and shorter breath groups. With starting lung volumes being higher for the longer breath groups and lower for shorter breath groups. Speech production was terminated before reaching tidal end expiratory level. This pattern was also seen in 4 of 7 speakers with PD. The remaining 3 PD speakers initiated speech at low starting lung volumes and continued speaking below EEL. This subgroup of PD speakers ended breath groups at agrammatical boundaries, whereas control speakers ended at appropriate grammatical boundaries. LEARNING OUTCOMES: As a result of participating in this exercise, the reader will (1) be able to describe the patterns of lung volume use in speakers with Parkinson disease and compare them with those employed by control speakers; and (2) obtain information about the influence of speaking task on speech breathing.

Aged↗

PubMed2005

Public health research at the CDC: implications for communication sciences and disorders.

UNLABELLED: The following paper provides an overview of public health research at the Centers for Disease Control and Prevention (CDC), with emphasis on research involving speech, language and hearing disorders. Public health research involves a sequence of activities from disease tracking to disease prevention. Public health focuses on populations and works to identify changes in programs and policies that can positively impact population health. This paper uses three recent studies conducted by CDC investigators to illustrate different types of research along the public health prevention continuum, with emphasis on activities involving speech, language, and hearing endpoints. The three examples are: a study of cochlear implants and the subsequent risk of meningitis (illustrative of a public health response); a study examining the prevalence of autism in several U.S. populations (an example of a surveillance or monitoring activity); and a study examining the role of in utero cigarette exposure in the etiology of oral facial clefts (illustrative of a epidemiologic risk factor study). The public health continuum provides an important vehicle for advancing our knowledge of the causes and effective prevention of communication disorders. LEARNING OUTCOMES: The reader will become familiar with the public health sequence and the manners in which public health research relates to speech, language, and hearing disorders. The reader will be able to identify and discriminate among the components of public health research using the examples provided.

Autistic Disorder↗

PubMed2005

Socioeconomic status and cultural influences on language.

UNLABELLED: Two studies track connections from the distal variables of socioeconomic status (SES) and culture to properties of the interactions children experience and to the rate of children's language development. The first study is an investigation of the relations among family SES, properties of maternal child-directed speech, and child vocabulary growth in a sample of 2-year-olds in the United States. The second study is an investigation of the relations among maternal education, maternal "language teaching practices," and child vocabulary and grammatical development in a sample of 2-4-year-olds in China. Together these findings reveal some of the ways in which the social and cultural contexts in which children live affect the course of their language development. LEARNING OUTCOMES: The reader will become aware of how the social and cultural milieu in which children live shapes their language experiences and consequent language development.

Child Language↗

PubMed2005

Prenatal alcohol and cocaine exposure: influences on cognition, speech, language, and hearing.

UNLABELLED: This paper reviews research on the consequences of prenatal exposure to alcohol and cocaine on children's speech, language, hearing, and cognitive development. The review shows that cognitive impairment, learning disabilities, and behavioral disorders are the central nervous system manifestations of fetal alcohol syndrome (FAS), and cranio-facial abnormalities are also present. Delays in language acquisition, as well as receptive and expressive language deficits, are commonly reported. The cranio-facial abnormalities of FAS, which sometimes include cleft palate, make the child prone to otitis media with effusion and conductive hearing loss. The family environment in which one or both parents is a heavy alcohol user presents challenges to a child with normal intelligence, but may be especially deleterious to the child with mental retardation. Prenatal exposure to cocaine results in subtle cognitive disabilities when measured at 4 years of age. The cognitive effects may be ameliorated by a stimulating and sensitive care-giving environment. A small, deleterious "cocaine-effect" is also seen in speech and language development. The child with prenatal exposure to cocaine may be considered at increased risk for language delay or disorder. There is no evidence that prenatal cocaine exposure by itself is a risk factor for sensorineural hearing impairment, although auditory evoked potentials from the brainstem and cortex suggest some abnormalities in central auditory processing, at least during the newborn period. The strong effect of the home environment for ameliorating the effects of prenatal cocaine-exposure suggests that a family-focused approach for cognitive, language, and social-emotional habilitation would be beneficial to all. LEARNING OUTCOMES: The learner will be able to describe the major features of fetal alcohol syndrome and how they relate to speech, language, hearing, and cognitive disorders. The learner will review the literature and determine research needs with respect to language, speech, and hearing among infants and children with fetal alcohol syndrome. Similarly, the learner will distinguish the outcomes of prenatal alcohol-exposure from those of prenatal cocaine-exposure. The learner will summarize the controversy regarding the possible stigmatization of cocaine-exposed infants. The learner will summarize the speech, language, and hearing effects of prenatal cocaine-exposure.

Alcoholism↗

PubMedDate not supplied

Hearing loss and auditory function in sickle cell disease.

UNLABELLED: Sickle cell disease was first reported in 1910 by J. Herrick, and since then, various associated conditions and complications have been described. Sickle cell disease is a hereditary disorder characterized by abnormality of the hemoglobin in the red blood cell. During periods of decreased oxygen tension in the red blood cell's environment, the abnormal hemoglobin within the red blood cell polymerizes and causes it to assume its sickled shaped. This morphological change and its associated physiological changes drastically reduce the ability of red blood cells to navigate and deliver oxygen throughout the body. Sickle cell disease is a significant health problem affecting 1 in 400 African-Americans in the United States. One in 10 African-Americans in the United States has sickle cell trait. A variety of hemoglobinapathies are classified as sickle cell disease. Variants that simultaneously occur with hemoglobin S in high frequency are hemoglobins C and beta Thalassemia, and less frequently hemoglobin E. Sickle cell disease is characterized by chronic hemolytic anemia, end-organ damage, a heightened susceptibility to infections, and intermittent episodes of vascular occlusion causing both acute and chronic pain. Neurological symptoms are frequent in patients diagnosed with sickle cell disease. Considering the vaso-occlusive nature of sickle cell disease, the potential for auditory damage is not unexpected. However, the incidence of subjective hearing impairment among sickle cell anemia subjects is very low; therefore, the interest in hearing loss associated with the disease is not in its symptomatology, but in its pathogenesis. The relationship between sickle cell anemia and hearing loss is documented, but little is known about the relationship. Numerous investigations have assessed peripheral auditory sensitivity with a wide disparity of results. In the article, we will discuss: In view of the diversity of results and speculative etiology presented here and in the literature, the relationship between sickle cell anemia, auditory sensitivity, and auditory function warrants additional investigation. LEARNING OUTCOMES: As a result of this activity, the participant will read descriptions of the genetic and pathophysiological characteristics of sickle cell disease. The participant will examine evidence of the prevalence of hearing loss and auditory dysfunction in the sickle cell population, as well as the overall hearing health risk for sickle cell patients in comparison to the risk for the normal hemoglobin population. The participant will examine a model for appropriate audiological assessment of treatment of patients with sickle cell disease.

Anemia, Sickle Cell↗

PubMedDate not supplied

The consequences of spasmodic dysphonia on communication-related quality of life: a qualitative study of the insider's experiences.

UNLABELLED: The purpose of this study was to explore the biopsychosocial consequences of spasmodic dysphonia (SD) as experienced by people with SD. Qualitative research methods were used to investigate the insider's perspective of living with SD. Six adults with SD participated in face-to-face phenomenological interviews. The results are summarized in a model of personal experiences of SD which shows that communication-related quality of life (QOL) is shaped by experiences with multiple physiologic (voice quality, effort, voice dependability); personal (affective responses, changes in self-view, coping strategies) and social (physical environment, other people, participation in social roles) factors. Communication-related QOL is a complex and individualized construct with multidimensional contributors. This study suggests that understanding the nature of communication-related QOL for each individual requires exploration of each component of the model, exploration of the unique relationships among components for each person, and recognition of the multidimensional factors that shape the experience of SD. LEARNING OUTCOMES: As a result of this activity the reader will be able to (1) identify general features of the phenomenological research method; (2) identify the three general categories of psychosocial consequences of SD; (3) identify those psychosocial consequences of SD that are under-represented in the literature; and (4) identify key conclusions of the communication-related quality of life model.

Adaptation, Psychological↗

PubMedDate not supplied

Foreign accent syndrome: an organic disorder?

This paper reports the case of a 32-year-old Dutch speaking woman who presented with foreign accent syndrome (FAS). There are good reasons to believe that the speech disturbance in this patient was of psychogenic origin. This case suggests that attested brain damage is not a prerequisite for a speech disorder to qualify as FAS and that FAS is not necessarily linked to another neurogenic speech disorder. It is argued that FAS is not a syndrome in its own right but only exists in the ears of the beholder. LEARNING OUTCOME: Readers will be able to describe the features that are believed to be typical of the foreign accent syndrome. Readers will be able to summarize the arguments that can be adduced to consider the foreign accent syndrome as an epiphenomenona.

Adult↗

PubMed2005

CIU and main event analyses of the structured discourse of older and younger adults.

UNLABELLED: Correct information unit (CIU) and main event analyses are quantitative measures for analyzing discourse of individuals with aphasia. Comparative data from healthy younger (YG) and older (OD) adults and an investigation of the influence of stimuli type would considerably extend the usefulness of such analyses. The objectives were (a) to compare discourse ability of younger and older healthy adults, and (b) to investigate influence of stimuli type on performance. Seventeen younger and 17 older healthy adults participated. Language samples obtained were analyzed for CIU and proportion of main events. Results indicated the YG group produced more accurate, relevant, and informative content than the OD group, and participants expressed more main events in response to sequential picture stimuli, regardless of age. We conclude that clinicians should consider stimuli type when measuring discourse ability. Age should also be considered when comparing performance of adults with brain damage to that of healthy adults. LEARNING OUTCOMES: The reader will be able to: (a) recognize the importance of obtaining information about discourse performance in both older and younger healthy adults; (b) identify the purposes of CIU analysis and main event analysis for examining discourse; and (c) appreciate the potential influences of different language elicitation procedures on the discourse obtained from a task.

Adult↗

PubMed2005

Effects of lengthening the speech signal on auditory word discrimination in kindergartners with SLI.

UNLABELLED: In the present study, it was investigated whether kindergartners with specific language impairment (SLI) and normal language achieving (NLA) kindergartners can benefit from slowing down the entire speech signal or part of the speech signal in a synthetic speech discrimination task. Subjects were 19 kindergartners with SLI and 24 NLA controls. Results showed both types of speech manipulation to positively influence word discrimination for the entire group of children. Further analysis made clear that the effects were due to the improvement of the scores of the lowest 25% scorers (8 SLI, 3 NLA). LEARNING OUTCOMES: As a result of this activity, the reader will be able to: (1) give an overview on the effects of speech manipulation on discrimination abilities of children with SLI, (2) be able to look with more nuance at the reported effects of the FFW software program.

Child↗

PubMed2005

Ratings within and across ethnic boundaries of methods of one on one reading instruction.

UNLABELLED: Selected video segments of eight instructional sessions were evaluated by 39 speech language pathologists (SLPs). Each involved one of four first grade female students at-risk for academic difficulties being instructed by an African American SLP. In half the videos instruction was focused on story content (whole language) and in the other half on form (sound-symbol correspondence). Raters judged the child's comprehension, and the clinician's clarity and enthusiasm. Videos appeared in a random order. Raters received no advance information about the orientation of instruction or demography. Two of the children were African Americans, one was Caucasian, and one Hispanic. All used American English as their home language. With respect to efficacy of methods, ratings significantly favored the content (whole language) orientation in agreement with an independent count of miscues and scores for story retelling. However, ratings across ethnic boundaries differed with quantitative measures suggesting possible stereotyping. LEARNING OUTCOMES: As a result of reading this article, participants will be able to (1) discuss factors that may color interactions with at-risk clients, (2) distinguish surface oriented (sound-symbol) approaches to reading instruction from content (meaning) oriented approaches, (3) describe influences of ethnicity on qualitative judgments crucial to clinical interactions.

Ethnicity↗

PubMed2005

Perception of the voicing distinction in speech produced during simultaneous communication.

UNLABELLED: This study investigated the perception of voice onset time (VOT) in speech produced during simultaneous communication (SC). Four normally hearing, experienced sign language users were recorded under SC and speech alone (SA) conditions speaking stimulus words with voiced and voiceless initial consonants embedded in a sentence. Twelve hearing-impaired listeners participated, with three of them randomly assigned to audit the speech sample provided by each one of the four speakers under the SC and SA conditions. In addition, 24 normal hearing listeners were randomly assigned to audit the speech samples produced by the four speakers under the SC and SA conditions, three listeners in noise and three listeners in filtered listening conditions for each of the four speakers. Although results indicated longer sentence durations for SC than SA, results showed no difference in the perception of the voicing distinction for speech produced during SC versus speech produced during SA under either the noise or filtered listening condition, or any difference in perception for the hearing-impaired listeners. This conclusion is consistent with previous research indicating that temporal alterations produced by SC do not produce degradation of temporal or spectral cues in speech or disruption of the perception of specific English phoneme segments. LEARNING OUTCOMES: As a result of this activity, the participant will be able to: (1) describe simultaneous communication; (2) explain the role of simultaneous communication in communication with persons who are hearing-impaired; (3) discuss methods of measuring perception of voice onset time with hearing-impaired listeners and with hearing listeners under filtered and noise conditions; and (4) specify the ability of listeners to perceive the voicing distinction in speech produced during simultaneous communication.

Adult↗

PubMed2005

Treating attention in mild aphasia: evaluation of attention process training-II.

UNLABELLED: This study examined whether attention processing training-II [Sohlberg, M. M., Johnson, L., Paule, L., Raskin, S. A., & Mateer, C. A. (2001). Attention Process Training-II: A program to address attentional deficits for persons with mild cognitive dysfunction (2nd ed.). Wake Forest, NC: Lash & Associates.; APT-II], when applied in the context of a multiple baseline ABA design, would improve the attention abilities of RW, a patient with mild conduction aphasia and concomitant attention and working memory deficits. We also explored whether APT-II training would enhance RW's auditory comprehension, other cognitive abilities such as memory, and his and his spouse's perceptions of his daily attention and communication difficulties. With treatment, RW improved on trained attention tasks and made modest gains on standardized tests and probes that evaluated cognitive skills related to treatment activities. Nominal change in auditory comprehension and untrained attention and memory functions was observed, and neither RW nor his spouse reported noticeable improvements in his daily attention or communication abilities. These and previous findings indicate that structured attention retraining may enhance specific attention skills, but that positive changes in broader attention and untrained functions are less likely. LEARNING OUTCOMES: As a result of reading this article, the participant will be able to: (1) summarize the previous literature regarding attention impairments and treatment approaches for patients with aphasia. (2) describe how Attention Processing Training-II affected the attention, auditory comprehension, and other cognitive abilities of the patient in this study.

Aphasia, Wernicke↗