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PubMed2005

A comparison of picture description abilities in individuals with vascular subcortical lesions and Huntington's Disease.

UNLABELLED: The lexical-semantic and syntactic abilities of a group of individuals with chronic nonthalamic subcortical (NS) lesions following stroke (n=6) were investigated using the Western Aphasia Battery (WAB) picture description task [Kertesz, A. (1982). The Western aphasia battery. New York: Grune and Stratton] and compared with those of a group of subjects with Huntington's Disease (HD) (n=6) and a nonneurologically impaired control group (n=6) matched for age, sex, and educational level. The performance of the NS and HD subjects did not differ significantly from the well controls on measures of lexical-semantic abilities. NS and HD subjects provided as much information about the target picture as control subjects, but produced fewer action information units. Analysis of syntactic abilities revealed that the HD subjects produced significantly more grammatical errors than both the NS and control subjects and that the NS group performed in a similar manner to control subjects. These findings are considered in terms of current theories of subcortical language function. LEARNING OUTCOMES: As a result of this activity, the reader will obtain information about the debate surrounding the role of subcortical language mechanisms and be provided with new information on the comparative picture description abilities of individuals with known vascular and degenerative subcortical pathologies and healthy control participants.

Adult↗

PubMed2006

Intelligibility of conversational speech produced by children with cochlear implants.

UNLABELLED: The intelligibility of conversational speech produced by six children fitted with cochlear implants before age 3 years was measured longitudinally. Samples were obtained every 3 months during periods of 12-21 months. Intelligibility was measured using both an utterance-by-utterance approach and an approach to the sample as a whole. Statistically significant differences were observed between the two approaches, but the differences were all within the realm of measurement error. Findings indicated that intelligible speech emerges quite rapidly in these children. Conversational intelligibility appears to be superior to that reported in the literature for similar children who use hearing aids but not necessarily as good as in children with normal hearing. Both intelligibility measures were significantly correlated with chronological age, hearing age, and amount of implant use, but were most strongly correlated with chronological age. LEARNING OUTCOMES: The reader will be able to (1) describe some of the issues involved in measuring speech intelligibility in children with cochlear implants and (2) describe the pattern of outcomes for the intelligibility of speech produced by children receiving cochlear implants before age 3 years.

Age Factors↗

PubMed2006

Dimensions of early speech sound disorders: A factor analytic study.

UNLABELLED: The goal of this study was to classify children with speech sound disorders (SSD) empirically, using factor analytic techniques. Participants were 3-7-year olds enrolled in speech/language therapy (N = 185). Factor analysis of an extensive battery of speech and language measures provided support for two distinct factors, representing the skill dimensions of articulation/phonology and semantic/syntactic skills. To validate these factors, 38 of the children were followed to school age to re-evaluate speech and language skills and assess reading/spelling achievement. The validity of the two factors was supported by their differential associations with school-age reading and spelling achievement, persistence of SSD, and affection status in family members. A closer relationship of the family member to the proband and male gender predicted higher odds of a disorder. The findings suggest that articulation/phonology and language abilities are at least partially independent in children with SSD and that these constructs have distinct clinical and biological correlates. LEARNING OUTCOMES: The reader will develop knowledge about subtypes of speech sound disorders, understand the relationship between early speech sound disorders and later reading and spelling difficulties, and obtain information concerning familial transmission of speech sound disorders.

Age Factors↗

PubMed2005

Acoustic-perceptual correlates of voice quality in elderly men and women.

UNLABELLED: Common perceptual characteristics of the elderly voice include hoarseness, breathiness, instability, and a change in the pitch of the voice. Although research is available concerning changes in the elderly voice, little research has been completed to examine the relationship between the perception of voice quality and acoustic measures. The purpose of this study was to examine the relationship between perceived breathiness and hoarseness and selected acoustic variables. The results of the study revealed significant age-related differences in fundamental frequency standard deviation, amplitude perturbation quotient, and noise-to-harmonic ratio. No significant difference in perceived hoarseness was found between the young and elderly speakers. However, the young women were perceived as significantly more breathy than the elderly women. Moderate correlations were found between the perceptions of hoarseness and breathiness and the acoustic measures. These findings are discussed relative to age-related laryngeal changes that may contribute to the perception of aging. LEARNING OUTCOMES: (1) To understand the perceptual attributes of the aging voice in men and women. (2) To understand the relation between the perception of voice quality and acoustic measures of voice production in the aging voice.

Adult↗

PubMed2005

Effect of syllable-initial voicing on vowel duration during simultaneous communication.

UNLABELLED: Vowel durations following the production of voiced and voiceless stop consonants produced during simultaneous communication (SC) were investigated by recording sign language users during SC and speech alone (SA). Under natural speaking conditions, or speaking alone (SA), vowels following voiced stop consonants are longer in duration than vowels following voiceless stops. Although the results indicated longer sentence durations for SC than SA, they showed no differences in the relative duration of vowels following voiced or voiceless stops. Vowel durations following voiced stop consonants were consistently longer than vowel durations following voiceless stops. This finding is consistent with previous research indicating that global temporal alterations in SC do not degrade temporal or spectral cues of spoken English. 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) describe how the voicing characteristic of syllable-initial consonants affects the duration of subsequent vowels; and (4) explain that simultaneous communication does not influence the relative durations of vowels following voiced and voiceless stop consonants.

Female↗

PubMed2006

Consonant production patterns of young severely language-delayed children with autism.

UNLABELLED: While much attention has been given to documenting the language skills of verbal children with autism, the basic speech sound development patterns of severely language-impaired children with autism are unknown. Previous research has shown that certain consonants are generally produced earlier in development than other consonants, both in typically developing children and in children with language-learning impairments. While several large studies indicate that children with autism who have strong verbal skills have intact phonological development, there is some evidence that children with autism who are more severely language impaired may have abnormal phonological production. This study documents the speech sound development of non-verbal and minimally verbal children with autism. Prompts were administered for each individual speech sound while spontaneous and imitated sounds were recorded and scored. Results indicate that children with autism show the same general speech sound production patterns as typically developing and language-learning impaired children. LEARNING OUTCOMES: Individuals who read this manuscript will obtain information regarding: (1) normal phonological development, (2) a comparison of speech sound production of a group of 14 children with a diagnosis of autism spectrum disorder with the production of a group of 10 typically developing children, and (3) comparisons of imitated and spontaneous sound production of the children diagnosed with autism spectrum disorder.

Autistic Disorder↗

PubMed2006

Relation of emotional reactivity and regulation to childhood stuttering.

UNLABELLED: The purpose of the present study was to examine relations between children's emotional reactivity, emotion regulation and stuttering. Participants were 65 preschool children who stutter (CWS) and 56 preschool children who do not stutter (CWNS). Parents completed the Behavior Style Questionnaire (BSQ) [McDevitt S. C., & Carey, W. B. (1978). A measure of temperament in 3-7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 19, 245-253]. Three groups of BSQ items measuring emotional reactivity, emotion regulation, and attention regulation were identified by experts in children's emotions. Findings indicated that when compared to their normally fluent peers, CWS were significantly more reactive, significantly less able to regulate their emotions, and had significantly poorer attention regulation, even after controlling for gender, age, and language abilities. Findings suggest that the relatively greater emotional reactivity experienced by preschool children who stutter, together with their relative inability to flexibly control their attention and regulate the emotions they experience, may contribute to the difficulties these children have establishing reasonably fluent speech and language. LEARNING OUTCOMES: The reader should be able to (1) define emotional reactivity and emotion regulation, (2) explain how emotional reactivity and emotion regulation relate to preschool stuttering, and (3) understand recent empirical evidence linking reactivity and regulation to preschool stuttering.

Analysis of Variance↗

PubMed2006

Consonant and syllable structure patterns in childhood apraxia of speech: developmental change in three children.

UNLABELLED: Changes in consonant and syllable-level error patterns of three children diagnosed with childhood apraxia of speech (CAS) were investigated in a 3-year longitudinal study. Spontaneous speech samples were analyzed to assess the accuracy of consonants and syllables. Consonant accuracy was low overall, with most frequent errors on middle- and late-developing sounds. Omissions and substitutions were the dominant error types. Analysis of syllables revealed higher frequencies of error on complex mono- and polysyllables. Multiple regression analyses revealed that consonant accuracy is predicted by syllable shape accuracy and polysyllable frequency. Improvement was noted over time, although irregular patterns of consonant and syllable-level errors persisted across the period studied. Findings suggest that consonant errors in CAS are related to syllable-level deficits, namely difficulty constructing syllabic frames for speech production targets. LEARNING OUTCOMES: On the basis of this article, the reader will be able to (1) describe the deficits in consonant production demonstrated by the participants, (2) analyze the relationship between consonant production and syllable-level patterns of error and (3) consider the value of addressing syllable construction as a therapeutic goal.

Age Factors↗

PubMed2006

Auditory pattern recognition and brief tone discrimination of children with reading disorders.

UNLABELLED: Auditory pattern recognition skills in children with reading disorders were investigated using perceptual tests involving discrimination of frequency and duration tonal patterns. A behavioral test battery involving recognition of the pattern of presentation of tone triads was used in which individual components differed in either frequency or duration. A test involving measurement of difference limens for long and short duration tones was also administered. In comparison to controls, children with reading disorders exhibited significantly higher error rates in discrimination of duration and frequency patterns, as well as larger brief tone frequency difference limens. These results suggest that difficulties in the recognition and processing of auditory patterns may co-occur with decoding deficits in children with reading disorders. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to identify a relationship between reading and temporal processing. (2) As a result of this activity, the reader will be able to discuss the difference between sight-word decoding and phonological decoding. (3) As a result of this activity, the reader will be able to explain a relationship between reading skills and the identification of auditory patterns.

Acoustic Stimulation↗

PubMed2006

Towards an international framework for communication disorders: use of the ICF.

UNLABELLED: There has been an interest in the World Health Organization's framework of functioning and disability by those in communication disorders since the original 1980 International Classification of Impairments, Disabilities, and Handicaps (ICIDH). In 2001, WHO published the substantially revised International Classification of Functioning, Disability, and Health (ICF). This framework is gaining in acceptance as a system that would be beneficial for the field and for our clients. This article describes the basics of the ICF and how it differs from the ICIDH; the possible applications of the ICF to communication disorders; some of the work done with the ICF in communication disorders internationally; and the benefits to the field from increased interdisciplinary and international collaboration using the ICF as a common framework. LEARNING OUTCOMES: As a result of this activity the reader will be able to: (1) describe the basics of the ICF, (2) describe the applications of the ICF to communication disorders, and (3) describe the possible impact upon the field internationally.

Communication Disorders↗

PubMed2006

Single subject controlled experiments in aphasia: the science and the state of the science.

UNLABELLED: This paper discusses the use of single subject controlled experimental designs for investigating the effects of treatment for aphasia. A brief historical perspective is presented, followed by discussions of the advantages and disadvantages of single subject and group approaches, the basic requirements of single subject experimental research, and crucial considerations in design selection. In the final sections, results of reviews of published single subject controlled experiments are discussed, with emphasis on internal validity issues, the number of participants enrolled in published studies, operational specification of the dependent and independent variables, and reliability of measurement. LEARNING OUTCOMES: As a result of reading this paper, the participant will: (1) understand the mechanisms required for demonstration of internal and external validity using single subject controlled experimental designs, (2) become familiar with the basic requirements of single subject controlled experimental research, (3) understand the types of single subject controlled experimental designs that are the most appropriate for studying the effects of treatment for aphasia, and (4) become familiar with trends in the published aphasia treatment literature in which single subject controlled experimental designs have been used.

Aphasia↗

PubMed2006

Emotional intelligence: the Sine Qua Non for a clinical leadership toolbox.

UNLABELLED: Over the past decade, it has become increasingly clear that although IQ and technical skills are important, emotional intelligence is the Sine Qua Non of leadership. According to Goleman [Goleman, D. (1998). What makes a leader? Harvard Business Review, 93-102] "effective leaders are alike in one crucial way: they all have a high degree of emotional intelligence...and can also be linked to strong performance." The original five dimensions of EIQ are described and applied to both supervisory and clinical scenarios. LEARNING OUTCOMES: As a result of reading this work, you will be able to: (1) define and provide an illustration of each of the five components of emotional intelligence (EIQ); (2) outline the relationship of EIQ to success in your profession and your personal life; (3) create a strategic action plan to enhance each dimension of EIQ in your daily life; (4) list at least three real-life experiences that could have resulted a favorable outcome with an improved EIQ; (5) complete a self-evaluation of your EIQ.

Awareness↗

PubMed2006

Stuttering in adults: the acoustic startle response, temperamental traits, and biological factors.

UNLABELLED: The purpose of this study was to investigate the relation between stuttering and a range of variables of possible relevance, with the main focus on neuromuscular reactivity, and anxiety. The explorative analysis also included temperament, biochemical variables, heredity, preonset lesions, and altered auditory feedback (AAF). An increased level of neuromuscular reactivity in stuttering adults has previously been reported by [Guitar, B. (2003). Acoustic startle responses and temperament in individuals who stutter. Journal of Speech Language and Hearing Research, 46, 233-240], also indicating a link to anxiety and temperament. The present study included a large number of variables in order to enable analysis of subgroups and relations between variables. Totally 32 stuttering adults were compared with nonstuttering controls. The acoustic startle eyeblink response was used as a measure of neuromuscular reactivity. No significant group difference was found regarding startle, and startle was not significantly correlated with trait anxiety, stuttering severity, or AAF. Startle was mainly related to calcium and prolactin. The stuttering group had significantly higher scores for anxiety and childhood ADHD. Two subgroups of stuttering were found, with high versus low traits of childhood ADHD, characterized by indications of preonset lesions versus heredity for stuttering. The study does not support the view that excessive reactivity is a typical characteristic of stuttering. The increased anxiety is suggested to mainly be an effect of experiences of stuttering. LEARNING OUTCOMES: As a result of reading this article, the reader will be able to: (a) critically discuss the literature regarding stuttering in relation to acoustic startle, anxiety, and temperament; (b) describe the effect of calcium on neuromuscular reactivity; (c) discuss findings supporting the importance of early neurological incidents in some cases of stuttering, and the relation between such incidents and traits of ADHD or ADD; and (d) discuss the role of genetics in stuttering.

Acoustics↗

PubMed2006

Phonological skills and disfluency levels in preschool children who stutter.

UNLABELLED: The relation between stuttering and aspects of language, including phonology, has been investigated for many years. Whereas past literature reported that the incidence of phonological difficulties is higher for children who stutter when compared to normally fluent children, the suggestion of association between the two disorders also drew several critical evaluations. Nevertheless, only a limited amount of information exists concerning the manner and extent to which the speech sound errors exhibited by young children who stutter, close to stuttering onset, is related to the characteristics of their stuttering, such as its severity. Conversely, information is limited regarding the effects a child's phonological skills may have on his/her stuttering severity. The current study investigated the mutual relations between these two factors in 28 carefully selected preschool children near the onset of their stuttering. The children, 20 boys and 8 girls, ranged in age from 25 to 38 months, with a mean of 32.2 months. The phonological skills of two groups with different ratings of stuttering were compared. Similarly, the stuttering severities of two groups with different levels of phonological skills (minimal deviations-moderate deviations) were compared. No statistically significant differences were found for either of the two factors. Inspection of the data revealed interesting individual differences. LEARNING OUTCOMES: The reader will be able to list: (1) differences in the phonological skills of preschool children whose stuttering is severe as compared to children whose stuttering is mild and (2) differences in stuttering severity in preschool children with minimal phonological deviations as compared to children with moderate phonological deviations.

Articulation Disorders↗

PubMed2006

Analysis of narratives produced by four children who use augmentative and alternative communication.

UNLABELLED: The ability to narrate a story is fundamental to the development of overall communicative competence and involves the coordination of a variety of knowledge structures and linguistic abilities. In this study, the narrative discourse abilities of four children who use AAC are described in the context of five tasks designed to elicit a spectrum of narrative skills. Assessment was achieved through application of the Narrative Assessment Profile tool [Bliss, L. S., McCabe, A., & Miranda A. E. (1998). Narrative assessment profile: Discourse analysis for school-age children. Journal of Communication Disorders, 31, 347-362.] and analysis of seven major story elements. Our results indicate that most narrative discourse dimensions in our participating children appeared to be compromised and in need of intervention. Discussion includes aspects of narrative intervention and suggested topics for further research. LEARNING OUTCOMES: The reader will be able to: (1) create a list of issues involved in the development of narrative abilities of children who depend on augmentative and alternative communication systems (AAC) and (2) describe the issues involved in assessing the narrative skills of children who use AAC.

Arthrogryposis↗

PubMed2006

Reaction to background stimulation of preschool children who do and do not stutter.

UNLABELLED: This study investigated the maintenance of attention and adaptation to background stimuli of preschool children who do (CWS) and do not stutter (CWNS). Participants were 13 monolingual, Standard American English speaking, 3-5-year-old CWS and 14 CWNS. Results indicated that CWS were significantly more apt than CWNS to attend to or look at changes in background stimuli, although there were no significant differences between groups in duration and latency of these looks. Findings suggest that preschool CWS are more reactive to, distracted by, and slower to adapt and habituate to environmental stimuli than their CWNS counterparts. LEARNING OUTCOMES: The reader should be able to: (1) recognize the temperamental differences between CWS and CWNS, (2) define attention reactivity and regulation, (3) explain how attention reactivity and regulation are associated with preschool stuttering, and (4) understand recent empirical evidence relating reactivity and regulation to preschool stuttering.

Attention↗

PubMed2006

Deficits in working memory in young adults with reading disabilities.

UNLABELLED: The purpose of the present study was to assess the extent to which reading disabilities (RD) in young adults are related to deficits in specific aspects of temporary storage of verbal information, namely, memory span and the central executive (CE) component of working memory. Thirty-two native Hebrew-speaking young adults with and without RD were administered a battery of memory tasks. These tasks included Digit Span Forward and Backward tests and a new version of the Token Test (TT) which is aimed at detecting subtle deficits in auditory verbal working memory. Results showed significantly poorer performance of the RD participants than the controls on the memory tests, especially on tasks that tax the CE. These findings, albeit preliminary, support the general working memory deficit hypothesis in individuals with RD, indicating that both memory span and the CE are deficient. LEARNING OUTCOMES: As a result of this activity, the reader will able to describe the different components of the verbal working memory and the debate concerning the origin of working memory deficits in individuals with reading disabilities. The reader will also be able to apply clinical suggestions as to how one might assess components of working memory.

Adult↗

PubMed2006

The perceptions of students in the allied health professions towards stroke rehabilitation teams and the SLP's role.

UNLABELLED: The purpose of this study was to determine the perceptions and knowledge of final-year speech-language pathology (SLP), physical and occupational therapy (PT, OT) students toward stroke rehabilitation teams and the SLPs' roles on them. The investigators adapted a survey developed by (Felsher & Ross, 1994) and administered it to 35 PT, 35 OT, and 35 SLP final year students (n=105). We found that the students preferred the transdisciplinary team approach and agreed that the advantages of teamwork were the exchange of ideas, opportunities for participatory learning, and holistic treatment. Communication problems, time-consuming meetings, and role confusion were chosen as disadvantages. The students had clear perceptions of the SLP's role in aphasia, apraxia of speech, dysarthria, dysphagia, and auditory agnosia, but fewer recognized the SLP's role in alexia and memory. Some thought SLPs had a role in dressing apraxia and proprioceptive disorders. Suggestions to maximize the advantages and minimize possible disadvantages of teamwork are provided. LEARNING OUTCOMES: Learners will: (1) identify the perceived advantages and disadvantages of stroke rehabilitation teamwork; (2) discover some allied health students' perceptions of the SLP's roles in stroke rehabilitation; (3) infer methods to create positive perceptions of stroke rehabilitation team members.

Allied Health Personnel↗