FN Thomson Reuters Web of Science™
VR 1.0
PT J
AU Porter, KK
Constantinidou, F
Marron, KH
AF Porter, Kelly Knollman
Constantinidou, Fofi
Marron, Kathleen Hutchinson
TI Speech-Language Pathology and Concussion Management in Intercollegiate
Athletics: The Miami University Concussion Management Program
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID SPORTS-RELATED CONCUSSION; TRAUMATIC BRAIN-INJURY; MILD HEAD-INJURY;
HIGH-SCHOOL; NEUROCOGNITIVE PERFORMANCE; COLLEGIATE; SYMPTOMS; IMPACT;
RECOVERY; STATEMENT
AB Purpose: The Miami University Concussion Management Program was established in 1999 to assess, manage, and monitor athletes who sustain concussions and experience neurobehavioral and neurocognitive symptoms secondary to their injury. The purpose of this article is to describe the established procedures of one of the oldest universitybased interdisciplinary concussion management programs that is coordinated by speech-language pathologists (SLP).
Method: The theoretical and clinical underpinnings of baseline and postconcussion neurocognitive assessment and management procedures are discussed. Additionally, 2 illustrative case studies are presented to demonstrate the evolution and implementation of the interdisciplinary concussion management protocol and to present different patterns of concussion symptoms and recovery. Paper and computer-based neurocognitive assessment protocols are discussed and integrated in the case studies.
Results/Conclusions: Successful management of sport-related concussion requires an interdisciplinary team that understands the unique neurobehavioral and neurocognitive symptoms associated with sports concussions. SLPs can play a valuable role on the interdisciplinary team in the prompt and appropriate management of postconcussion symptoms so that athletes can successfully return to their athletic, academic, and social activities.
C1 [Porter, Kelly Knollman; Constantinidou, Fofi; Marron, Kathleen Hutchinson] Miami Univ, Oxford, OH 45056 USA.
[Constantinidou, Fofi] Univ Cyprus, Nicosia, Cyprus.
RP Porter, KK (reprint author), Miami Univ, Oxford, OH 45056 USA.
EM knollmkk@miamioh.edu
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NR 58
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 507
EP 519
DI 10.1044/2014_AJSLP-13-0126
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400002
ER
PT J
AU Mantie-Kozlowski, A
Pitt, K
AF Mantie-Kozlowski, Alana
Pitt, Kevin
TI Treating Myofunctional Disorders: A Multiple-Baseline Study of a New
Treatment Using Electropalatography
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID TONGUE-THRUST; CEREBRAL-PALSY; OPEN BITE; MOTOR; KNOWLEDGE
AB Purpose: This study assessed the benefit of using electropalatography (EPG) in treatment aimed at habilitating individuals with nonspeech orofacial myofunctional disorders (NSOMD).
Method: The study used a multiple-baseline design across 3 female participants who were referred for an evaluation and possible treatment of their NSOMD. Treatment sessions were 30 min and provided twice weekly. Participant 1 received 8 treatments, Participant 2 received 6 treatments, and Participant 3 received 4 treatments. The patterns of sensor activation produced when participants' tongues made contact with the electropalate during saliva swallows were compared with the patterns of age-matched peers. Individualized goals were developed on the basis of these comparisons.
Results: Treatment was generally effective for the established goals. Of the 3 participants, 2 met all their goals, and the 3rd participant made gains across 1 of 2 goals. Participants continued to perform above baseline levels for most targeted goals during testing 5-8 weeks posttreatment.
Conclusion: When used in skilled treatment, EPG has potential as a means of habilitating NSOMD. It may serve as a valuable tool, providing the clinician and client with information that allows for individualized treatment planning.
C1 [Mantie-Kozlowski, Alana; Pitt, Kevin] Missouri State Univ, Springfield, MO 65897 USA.
RP Mantie-Kozlowski, A (reprint author), Missouri State Univ, Springfield, MO 65897 USA.
EM alanamantiekozlowski@missouristate.edu
CR Abraham R., 2013, CASE REPORTS DENT
American Speech-Language-Hearing Association, 2014, OR MYOF DIS
American Speech-Language-Hearing Association, 2007, SCOP PRACT SPEECH LA
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NR 36
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 520
EP 529
DI 10.1044/2014_AJSLP-14-0001
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400003
PM 25178428
ER
PT J
AU Plante, E
Ogilvie, T
Vance, R
Aguilar, JM
Dailey, NS
Meyers, C
Lieser, AM
Burton, R
AF Plante, Elena
Ogilvie, Trianna
Vance, Rebecca
Aguilar, Jessica M.
Dailey, Natalie S.
Meyers, Christina
Lieser, Anne Marie
Burton, Rebecca
TI Variability in the Language Input to Children Enhances Learning in a
Treatment Context
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID 8-MONTH-OLD INFANTS; IMPAIRMENT; GRAMMAR; INTERVENTION; SPEECH; ADULTS;
DEPENDENCIES; FACILITATION; ACQUISITION; FREQUENCY
AB Purpose: Artificial language learning studies have demonstrated that learners exposed to many different nonword combinations representing a grammatical form demonstrate rapid learning of that form without explicit instruction. However, learners presented with few exemplars, even when they are repeated frequently, fail to learn the underlying grammar. This study translated this experimental finding in a therapeutic context.
Method: Eighteen preschool children with language impairment received conversational recast treatment for morpheme errors. Over a 6-week period, half heard 12 unique verbs twice each during recasts (low-variability condition), and half heard 24 unique verbs (high-variability condition). Children's use of trained and untrained morphemes on generalization probes as well as spontaneous use of trained morphemes was tracked throughout treatment.
Results: The high-variability condition only produced significant change in children's use of trained morphemes, but not untrained morphemes. Data from individual children confirmed that more children in the high-than the low-variability condition showed a strong treatment effect. Children in the high-variability condition also produced significantly more unique utterances containing their trained morpheme than children in the low-variability condition.
Conclusion: The results support the use of highly variable input in a therapeutic context to facilitate grammatical morpheme learning.
C1 [Plante, Elena; Ogilvie, Trianna; Vance, Rebecca; Aguilar, Jessica M.; Dailey, Natalie S.; Meyers, Christina; Lieser, Anne Marie; Burton, Rebecca] Univ Arizona, Tucson, AZ 85721 USA.
RP Plante, E (reprint author), Univ Arizona, Tucson, AZ 85721 USA.
EM eplante@email.arizona.edu
FU National Institute on Deafness and Other Communication Disorders
[R01DC004726-S1]
FX This work was supported in part by Research Grant R01DC004726-S1 from
the National Institute on Deafness and Other Communication Disorders and
by a generous donation by Cecile Moore. Portions of this article were
presented at the April 2013 Arizona Speech, Language, and Hearing
Convention, Phoenix, AZ.
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NR 39
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 530
EP 545
DI 10.1044/2014_AJSLP-13-0038
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400004
PM 24700145
ER
PT J
AU Behrman, A
AF Behrman, Alison
TI Segmental and Prosodic Approaches to Accent Management
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID FOREIGN ACCENT; SPEECH-INTELLIGIBILITY; SEMANTIC CONTEXT; AMERICAN
ENGLISH; L2 SPEECH; LANGUAGE; COMPREHENSION; INTONATION; PRONUNCIATION;
2ND-LANGUAGE
AB Purpose: This study investigated the relative outcomes of segmental and prosodic training of nonnative speakers of American English.
Method: The study used a single-subject, alternating treatments, multiple baseline design with replication across participants and counterbalanced for order effect. Participants were 4 adult male native Hindi speakers proficient in English. Two participants received ABABCACA (A = baseline/withdrawal, B = segmental training, C = prosody training), and 2 participants received ACACBABA, with a minimum of 5 sessions per phase. Segmental accuracy and prosodic accuracy were probed at each session, as were perception of accentedness and ease of understanding.
Results: Visual assessment of data and effect size calculation demonstrated that segmental and prosody training resulted in increased accuracy of pronunciation and prosody patterns, respectively, and those improvements appeared to be maintained over the short term. Listeners perceived lesser accent and easier understanding as a result of the combination of segmental and prosody training. The findings are uncertain with respect to the relative contribution of segmental and prosody training, and they may be speaker dependent, but the data do suggest that both components are important.
Conclusion: Accent management, consisting of both segmental and prosody training, yielded positive outcomes. Further research with native language speakers of other languages is important to verify and expand on these findings.
C1 [Behrman, Alison] Iona Coll, New Rochelle, NY USA.
RP Behrman, A (reprint author), CUNY Herbert H Lehman Coll, Bronx, NY 10468 USA.
EM alison.behrman@lehman.cuny.edy
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NR 99
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 546
EP 561
DI 10.1044/2014_AJSLP-13-0074
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400005
PM 24687003
ER
PT J
AU Calculator, SN
AF Calculator, Stephen N.
TI Parents' Perceptions of Communication Patterns and Effectiveness of Use
of Augmentative and Alternative Communication Systems by Their Children
With Angelman Syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID SEVERE DISABILITIES; AAC; INDIVIDUALS; CHALLENGES; LANGUAGE;
PERSPECTIVES; ACCEPTANCE; EDUCATION; BENEFITS; STUDENTS
AB Purpose: The author describes communication patterns and outcomes of augmentative and alternative communication (AAC) intervention for individuals with Angelman syndrome.
Method: Parents self-administered a web-based survey using Qualtrics software. A series of rating scales and closed questions were used to gather information about individuals' current methods of communication, including AAC devices they were using. Individuals' uses of their single most advanced AAC devices were further explored in terms of associated importance, usefulness, success, acceptance, and functional outcomes.
Results: Nonsymbolic methods of communication proved to be very important to individuals, as did electronic AAC devices, although to a lesser extent. Individuals tended to have access to more than one electronic device concurrently. Although numerous devices were cited, mobile technologies, particularly iPads, were especially prevalent. This represented a significant change from a previous investigation. Overall, device use was perceived to be frequently important, accepted, successful, and useful in relation to 8 different factors, although ratings across a series of 19 functional outcomes varied. Differences were noted on several measures when individuals' ages and educational placements were considered.
Conclusion: Results suggest a changing landscape in terms of types of devices used, particularly with respect to mobile technologies, and showclear evidence that device use is often, although not uniformly, associated with positive outcomes.
C1 Univ New Hampshire, Durham, NH 03824 USA.
RP Calculator, SN (reprint author), Univ New Hampshire, Durham, NH 03824 USA.
EM stephen.calculator@unh.edu
CR Aldridge A., 2001, SURVEYING SOCIAL WOR
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NR 43
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 562
EP 573
DI 10.1044/2014_AJSLP-13-0140
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400006
PM 24700165
ER
PT J
AU Gross, M
Buac, M
Kaushanskaya, M
AF Gross, Megan
Buac, Milijana
Kaushanskaya, Margarita
TI Conceptual Scoring of Receptive and Expressive Vocabulary Measures in
Simultaneous and Sequential Bilingual Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID DEVELOPMENTAL-CHANGES; LEXICAL DEVELOPMENT; WORKING-MEMORY; ENGLISH;
LANGUAGE; TODDLERS; SPANISH; SKILLS; PRESCHOOLERS; PERFORMANCE
AB Purpose: The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English and Spanish.
Method: Participants included 40 English-speaking monolingual children, 39 simultaneous Spanish-English bilingual children, and 19 sequential bilingual children, ages 5-7. The children completed standardized receptive and expressive vocabulary measures in English and also in Spanish for those who were bilingual. After the standardized administration, bilingual children were given the opportunity to respond to missed items in their other language to obtain a conceptual score.
Results: Controlling for group differences in socioeconomic status (SES), both simultaneous and sequential bilingual children scored significantly below monolingual children on single-language measures of English receptive and expressive vocabulary. Conceptual scoring removed the significant difference between monolingual and simultaneous bilingual children in the receptive modality but not in the expressive modality; differences remained between monolingual and sequential bilingual children in both modalities. However, in both bilingual groups, conceptual scoring increased the proportion of children with vocabulary scores within the average range.
Conclusion: Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.
C1 [Gross, Megan; Buac, Milijana; Kaushanskaya, Margarita] Univ Wisconsin Madison, Madison, WI 53706 USA.
RP Kaushanskaya, M (reprint author), Univ Wisconsin Madison, Madison, WI 53706 USA.
EM kaushanskaya@wisc.edu
FU National Institutes of Health (NIH) [R03 DC010465-01, R01 DC011750, T32
HD049899-08]; NIH [R03 DC0104565-01, T32 DC005359-10]
FX This research was supported by National Institutes of Health (NIH)
Grants R03 DC010465-01 and R01 DC011750 awarded to Margarita
Kaushanskaya, Training Grant T32 HD049899-08 awarded to Megan Gross, and
the NIH Diversity Supplement R03 DC0104565-01 and Training Grant T32
DC005359-10 awarded to Milijana Buac. We thank Barbara Pearson for her
insightful suggestions about the uses and limitations of conceptual
scoring. We acknowledge Christina Ausick for experiment development;
Michelle Batko, Nicole Compty, Katie Engh, Regina Estrada, Kiran Gosal,
Allison Holt, Shu- ting Hsieh, Liz Jaramillo, Hailey Kuettner, Eva
Lopez, Jessica Martalock, Breana Mudrock, Nivi Nair, Sarah Naumann,
Emily Silverberg, and Kris Wright for assistance with recruitment, data
collection, and coding; and members of the Language Acquisition and
Bilingualism Lab for helpful comments during the preparation of this
article. In addition, we are grateful to Sara Lopez, Eduardo Montoya
(Iglesia Presbiteriana Ebenezer), and Gerson and Lillian Amaya (Iglesia
Evangelica Haziel) for providing community testing space. Finally, we
deeply appreciate all of the children and parents who participated in
the study.
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Zimmerman I. L., 2012, PRESCHOOL LANGUAGE S
NR 58
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 574
EP 586
DI 10.1044/2014_AJSLP-13-0026
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400007
PM 24811415
ER
PT J
AU Iyer, SN
Ertmer, DJ
AF Iyer, Suneeti Nathani
Ertmer, David J.
TI Relationships Between Vocalization Forms and Functions in Infancy:
Preliminary Implications for Early Communicative Assessment and
Intervention
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID VOCAL DEVELOPMENT; LANGUAGE; LIFE
AB Purpose: This preliminary study explored relationships between form and function in prelinguistic vocalizations to increase our understanding of early communicative development and to provide potential clinical implications for early communicative assessment and intervention.
Method: Twenty typically developing infants-5 infants in each of 4 age groups, from 3 to 20 months of age-were included. Vocalizations from these infants had previously been categorized for their form (Nathani, Ertmer, & Stark, 2006) and function (Stark, Bernstein, & Demorest, 1993) characteristics. In the present study, cross-classification tabulations between form and function were conducted to examine relationships between vocalization types and their apparent uses.
Results: As anticipated, earlier developing forms were mostly associated with earlier developing functions, and later developing forms were mostly associated with later developing functions. However, there were some exceptions such that some forms were associated with a variety of functions, and vice versa.
Conclusions: The results suggest that some forms are more tightly coupled to function than others in the prelinguistic and early linguistic period. Preliminary implications for developmental theory, future research, and clinical applications are discussed. Larger, longitudinal studies with typical and atypical populations and stricter methodological controls are needed to validate these findings.
C1 [Iyer, Suneeti Nathani] Univ Georgia, Athens, GA 30602 USA.
[Ertmer, David J.] Purdue Univ, W Lafayette, IN 47907 USA.
RP Iyer, SN (reprint author), Univ Georgia, Athens, GA 30602 USA.
EM snathani@uga.edu
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NR 32
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 587
EP 598
DI 10.1044/2014_AJSLP-13-0091
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400008
PM 25029461
ER
PT J
AU Skelton, SL
Hagopian, AL
AF Skelton, Steven L.
Hagopian, Aubrie Lynn
TI Using Randomized Variable Practice in the Treatment of Childhood Apraxia
of Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID DISORDERS; EFFICACY; CHILDREN
AB Purpose: The purpose of this study was to determine if randomized variable practice, a central component of concurrent treatment, would be effective and efficient in treating childhood apraxia of speech (CAS). Concurrent treatment is a treatment program that takes the speech task hierarchy and randomizes it so that all tasks are worked on in one session. Previous studies have shown the treatment program to be effective and efficient in treating phonological and articulation disorders. The program was adapted to be used with children with CAS.
Method: A research design of multiple baselines across participants was used. Probes of generalization to untaught words were administered every fifth session. Three children, ranging in age from 4 to 6 years old, were the participants. Data were collected as percent correct productions during baseline, treatment, and probes of generalization of target sounds to untaught words and three-word phrases.
Results: All participants showed an increase in correct productions during treatment and during probes. Effect sizes (standard mean difference) for treatment were 3.61-5.00, and for generalization probes, they were 3.15-8.51.
Conclusions: The results obtained from this study suggest that randomized variable practice as used in concurrent treatment can be adapted for use in treating children with CAS. Replication of this study with other children presenting CAS will be needed to establish generality of the findings.
C1 [Skelton, Steven L.; Hagopian, Aubrie Lynn] Calif State Univ Fresno, Fresno, CA 93740 USA.
RP Skelton, SL (reprint author), Calif State Univ Fresno, Fresno, CA 93740 USA.
EM sskelton@csufresno.edu
CR American Speech-Language-Hearing Association, 2007, TECHNICAL REPORT
Busk PL, 1992, SINGLE CASE RES DESI, P187
Byiers BJ, 2012, AM J SPEECH-LANG PAT, V21, P397, DOI 10.1044/1058-0360(2012/11-0036)
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NR 27
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 599
EP 611
DI 10.1044/2014_AJSLP-12-0169
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400009
PM 25017177
ER
PT J
AU Douglas, NF
Hinckley, JJ
Haley, WE
Andel, R
Chisolm, TH
Eddins, AC
AF Douglas, Natalie F.
Hinckley, Jacqueline J.
Haley, William E.
Andel, Ross
Chisolm, Theresa H.
Eddins, Ann C.
TI Perceptions of Speech-Language Pathologists Linked to Evidence-Based
Practice Use in Skilled Nursing Facilities
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID SERVICES PARIHS FRAMEWORK; HEALTH-SERVICES; PROMOTING ACTION; SUCCESSFUL
IMPLEMENTATION; ORGANIZATIONAL READINESS; STROKE REHABILITATION; HOME
RESIDENTS; MENTAL-HEALTH; MEMORY AIDS; DEMENTIA
AB Purpose: This study explored whether perceptions of evidence or organizational context were associated with the use of external memory aids with residents with dementia in skilled nursing facilities (SNFs).
Method: A survey design, supplemented by a small sample of exploratory interviews, was completed within the Promoting Action on Research Implementation in Health Services framework. Ninety-six speech-language pathologists (SLPs) and 68 facility rehabilitation directors (FRDs) completed the Organizational Readiness to Change Assessment (Helfrich, Li, Sharp, & Sales, 2009) in relationship to the use of external memory aids. Five SLPs completed an interview exploring perceptions of evidence and context in relationship to memory aid use.
Results: SLPs and FRDs had favorable perceptions of evidence supporting memory aids. FRDs perceived the organizational context of the SNF more favorably than SLPs. SLP participants used external memory aids in the past 6 months in 45.89% of cases of residents with dementia. For SLP participants, a 26% (p <.05) increase of external memory aid use was associated with every 1-unit change in favor of the evidence. Interview data revealed barriers to external memory aid implementation.
Conclusions: Part of evidence-based practice implementation may be influenced by clinician perceptions. Efforts to increase implementation of external memory aids in SNFs should address these clinician perceptions.
C1 [Douglas, Natalie F.] Cent Michigan Univ, Mt Pleasant, MI 48859 USA.
[Hinckley, Jacqueline J.; Haley, William E.; Andel, Ross; Chisolm, Theresa H.; Eddins, Ann C.] Univ S Florida, Tampa, FL USA.
RP Douglas, NF (reprint author), Cent Michigan Univ, Mt Pleasant, MI 48859 USA.
EM natalie.douglas@cmich.edu
CR Aarons GA, 2012, IMPLEMENT SCI, V7, DOI 10.1186/1748-5908-7-56
Andrews-Salvia M, 2003, J MED SPEECH-LANG PA, V11, P51
Bayley MT, 2012, DISABIL REHABIL, V34, P1633, DOI 10.3109/09638288.2012.656790
Bourgeois M. S., 2001, AAC AUGMENTATIVE ALT, V17, P196, DOI 10.1080/714043383
Bourgeois M. S., 2009, DEMENTIA DIAGNOSIS M
BOURGEOIS MS, 1992, J SPEECH HEAR RES, V35, P1344
Bourgeois M. S., 2007, MEMORY BOOKS OTHER G
Bourgeois MS, 1997, GERONTOLOGIST, V37, P30
BOURGEOIS MS, 1993, J APPL BEHAV ANAL, V26, P77, DOI 10.1901/jaba.1993.26-77
Brisebois A., 2010, EUROPEAN J CARDIOVAS, V9, pS5
Brown D, 2005, WORLDV EVID-BASED NU, V2, P131, DOI 10.1111/j.1741-6787.2005.00024.x
Burgio LD, 2001, GERONTOLOGIST, V41, P449
Burke Janice Posatery, 2012, Am J Occup Ther, V66, pe85, DOI 10.5014/ajot.2012.004432
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Mullen R., 2005, ASHA LEADER
Nelson TD, 2006, ADM POLICY MENT HLTH, V33, P398, DOI 10.1007/s10488-006-0044-4
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Patton M. Q, 2002, QUALITATIVE RES EVAL
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Vallino-Napoli L., 2004, INT J SPEECH LANGUAG, V6, P107
Varkey P, 2007, MAYO CLIN PROC, V82, P735
Zipoli RP, 2005, AM J SPEECH-LANG PAT, V14, P208, DOI 10.1044/1058-0360(2005/021)
NR 41
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 612
EP 624
DI 10.1044/2014_AJSLP-13-0139
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400010
PM 24989317
ER
PT J
AU Franklin, AD
Stoel-Gammon, C
AF Franklin, Amber D.
Stoel-Gammon, Carol
TI Using Multiple Measures to Document Change in English Vowels Produced by
Japanese, Korean, and Spanish Speakers: The Case for Goodness and
Intelligibility
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID AMERICAN ENGLISH; ACCENTED ENGLISH; NATIVE SPEAKERS; L2 SPEECH;
LEARNERS; COMPREHENSIBILITY; ACQUISITION; EXPERIENCE; QUALITY
AB Purpose: This study examined the effectiveness of using goodness ratings and intelligibility scores to document changes in vowel production following pronunciation training. The relationship between listener perceptions of goodness and intelligibility was also examined.
Method: Fifteen English language learner speakers (5 Japanese, 5 Korean, and 5 Spanish) participated in 16 sessions of vowel-focused pronunciation training. Pre- and posttraining judgments of 10 English vowels in /hVt/ context were conducted by 25 monolingual English speakers who served as listeners. Listeners judged vowel intelligibility using a 10-alternative forced-choice task and rated goodness using a 5-point Likert scale.
Results: Goodness ratings and intelligibility scores captured improvement in the accuracy of several vowels following training. However, some vowels that received better mean intelligibility scores received poorer mean goodness ratings following training. The relationship between goodness ratings and intelligibility scores revealed that vowels such as /ae/ and /boolean AND/ were more dependent on goodness for intelligibility than vowels such as /i/ and /e/, which were highly intelligible even when they received poor goodness ratings.
Conclusion: English vowels differ with respect to the importance of goodness for accurate identification by listeners. As such, clinicians should examine both goodness and intelligibility when measuring change following pronunciation training.
C1 [Franklin, Amber D.] Miami Univ, Oxford, OH 45056 USA.
[Stoel-Gammon, Carol] Univ Washington, Seattle, WA 98195 USA.
RP Franklin, AD (reprint author), Miami Univ, Oxford, OH 45056 USA.
EM franklad@miamiOh.edu
FU National Institute of Child Health and Human Development National
Institutes of Health [F31 HD046412-05]
FX The preparation of this manuscript was supported in part by National
Institute of Child Health and Human Development National Institutes of
Health Predoctoral Fellowship F31 HD046412-05. Special thanks to Lesley
Olswang, Karen Pollock, and Tanya Eadie for their guidance and to
Geralyn Timler, Kristina Gehrman, Cassandra Guarneros, and Kara Oksanen
for their feedback during manuscript preparation and revision.
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American Speech-Language-Hearing Association, 1997, ACC MOD
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NR 48
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 625
EP 640
DI 10.1044/2014_AJSLP-13-0144
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400011
PM 24989438
ER
PT J
AU Hwa-Froelich, DA
Matsuo, H
Becker, JC
AF Hwa-Froelich, Deborah A.
Matsuo, Hisako
Becker, Jenna C.
TI Emotion Identification From Facial Expressions in Children Adopted
Internationally
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID INDIVIDUAL-DIFFERENCES; COGNITIVE-DEVELOPMENT; LANGUAGE-DEVELOPMENT;
COMMUNICATION; RECOGNITION; OUTCOMES; CARE; CHILDHOOD; ACCURACY;
FEELINGS
AB Purpose: Children adopted internationally who are exposed to institutional care receive less social interaction than children reared in families. These children spend their preadoptive life with individuals from their birth country and are adopted into families who may look and interact differently. The presumed patterns of limited social stimulation and transition from ethnically similar to ethnically and culturally different social interactions may affect these children's ability to accurately identify emotions from facial expressions.
Method: Thirty-five 4-year-old children adopted from Asia and Eastern Europe by U.S. families were compared with 33 nonadopted peers on the Diagnostic Analysis of Nonverbal Accuracy, Version 2 (DANVA2) Faces subtests. Correlation and regression analyses were completed with preadoption (adoption age, foster care exposure), postadoption environment (postadoption care duration, number of siblings, socioeconomic status), and individual (chronological age, gender, language competence) variables to determine related and predictive variables.
Results: The nonadopted group demonstrated better emotion identification than children internationally adopted, but no region-of-origin differences were found. English language performance was correlated with and predicted 20% of the variance in emotion identification of facial expressions on the DANVA2.
Conclusion: Children adopted internationally who have stronger language ability tend to be more accurate in identifying emotions from facial expressions.
C1 [Hwa-Froelich, Deborah A.; Matsuo, Hisako] St Louis Univ, St Louis, MO 63103 USA.
[Becker, Jenna C.] Frisco Independent Sch Dist, Frisco, TX USA.
RP Hwa-Froelich, DA (reprint author), St Louis Univ, St Louis, MO 63103 USA.
EM hwafroda@slu.edu
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NR 59
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 641
EP 654
DI 10.1044/2014_AJSLP-14-0009
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400012
PM 24989648
ER
PT J
AU Gibson, TA
Pena, ED
Bedore, LM
AF Gibson, Todd A.
Pena, Elizabeth D.
Bedore, Lisa M.
TI The Receptive-Expressive Gap in Bilingual Children With and Without
Primary Language Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID PREDOMINANTLY SPANISH-SPEAKING; PHONOLOGICAL ACQUISITION; GRAMMATICAL
MORPHOLOGY; ENGLISH-SPEAKING; LEXICAL ACCESS; SPEECH-PERCEPTION; WORD
PRODUCTION; AGE-CHILDREN; PRESCHOOLERS; VOCABULARY
AB Purpose: In this study, the authors examined the magnitude of the discrepancy between standardized measures of receptive and expressive semantic knowledge, known as a receptive-expressive gap, for bilingual children with and without primary language impairment (PLI).
Method: Spanish and English measures of semantic knowledge were administered to 37 Spanish-English bilingual 7- to 10-year old children with PLI and to 37 Spanish-English bilingual peers with typical development (TD). Parents and teachers completed questionnaires that yielded day-by-day and hour-by-hour information regarding children's exposure to and use of Spanish and English.
Results: Children with PLI had significantly larger discrepancies between receptive and expressive semantics standard scores than their bilingual peers with TD. The receptive-expressive gap for children with PLI was predicted by current English experience, whereas the best predictor for children with TD was cumulative English experience.
Conclusions: As a preliminary explanation, underspecified phonological representations due to bilingual children's divided language input as well as differences in their languages' phonological systems may result in a discrepancy between standardized measures of receptive and expressive semantic knowledge. This discrepancy is greater for bilingual children with PLI because of the additional difficulty these children have in processing phonetic information. Future research is required to understand these underlying processes.
C1 [Gibson, Todd A.; Pena, Elizabeth D.; Bedore, Lisa M.] Univ Texas Austin, Austin, TX 78712 USA.
RP Gibson, TA (reprint author), Louisiana State Univ, Baton Rouge, LA 70803 USA.
EM toddandrewgibson@lsu.edu
FU National Institute of Child Health and Human Development [R21HD053223]
FX This research was funded by National Institute of Child Health and Human
Development Grant R21HD053223. We thank the students, teachers, and
families for participating in this project.
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NR 105
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 655
EP 667
DI 10.1044/2014_AJSLP-12-0119
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400013
PM 25029625
ER
PT J
AU Blyth, KM
McCabe, P
Heard, R
Clark, J
Madill, C
Ballard, KJ
AF Blyth, Katrina M.
McCabe, Patricia
Heard, Robert
Clark, Jonathan
Madill, Catherine
Ballard, Kirrie J.
TI Cancers of the Tongue and Floor of Mouth: Five-Year File Audit Within
the Acute Phase
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID FREE-FLAP RECONSTRUCTION; OROPHARYNGEAL CANCER; SPEECH; GLOSSECTOMY;
DYSPHAGIA; SURGERY
AB Purpose: The impact of patient, surgical, and rehabilitation factors on speech and swallowing in the acute phase for patients following tongue and/or floor of mouth cancer surgery has not been reported to date. This study reviewed functional outcomes over a 5-year period at an Australian tertiary hospital.
Method: Patient medical files from July 2006 through 2011 were audited. Patient demographics, tumor and treatment, along with speech-language pathology (SLP) intervention details were examined.
Results: Speech and swallow function were significantly different between those with primary closure and those requiring reconstruction, with significantly higher referral rate to SLP following reconstruction. The clinical speech and swallow function at SLP assessment following reconstruction was a predictor for the number of SLP intervention sessions provided. The number of intervention sessions provided to these patients significantly correlated with upgrade in fluids during hospitalization.
Conclusion: This is the first published study to report a relationship between function and dosage of clinical SLP intervention with this population. It is also the first known study to audit comprehensive functional outcomes in the acute phase of recovery with an Australian cohort. The findings contribute to establishing evidence-based SLP practice with this population.
C1 [Blyth, Katrina M.; Clark, Jonathan] Royal Prince Alfred Hosp, Sydney, NSW, Australia.
[Blyth, Katrina M.; McCabe, Patricia; Heard, Robert; Madill, Catherine; Ballard, Kirrie J.] Univ Sydney, Sydney, NSW 2006, Australia.
RP Blyth, KM (reprint author), Royal Prince Alfred Hosp, Sydney, NSW, Australia.
EM kgro3639@uni.sydney.edu.au
FU Australian Postgraduate Scholarship
FX Many thanks to staff in the medical record department as well as the
head and neck data manager at Royal Prince Alfred Hospital. This study
was supported by an Australian Postgraduate Scholarship awarded to
Katrina M. Blyth. The results of this study were presented at the
Australian and New Zealand Head and Neck Cancer Society 14th Annual
Scientific Meeting combined with International Federation of Head and
Neck Oncolic Societies 2012 World Tour, Brisbane, Australia, October
2012.
CR Bessell A., 2011, COCHRANE DATABASE OF, V9
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World Health Organisation, 2010, INT STAT CLASS DIS R
World Health Organisation, 2010, INT CLASS DIS ICD
NR 35
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 668
EP 678
DI 10.1044/2014_AJSLP-14-0003
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400014
PM 25089517
ER
PT J
AU Nittrouer, S
Caldwell-Tarr, A
Sansom, E
Twersky, J
Lowenstein, JH
AF Nittrouer, Susan
Caldwell-Tarr, Amanda
Sansom, Emily
Twersky, Jill
Lowenstein, Joanna H.
TI Nonword Repetition in Children With Cochlear Implants: A Potential
Clinical Marker of Poor Language Acquisition
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID SHORT-TERM-MEMORY; WORKING-MEMORY; PHONOLOGICAL AWARENESS;
SPEECH-PERCEPTION; PHONOTACTIC PROBABILITY; KINDERGARTEN-CHILDREN;
PROCESSING ABILITIES; PHONEMIC AWARENESS; IMPAIRED CHILDREN; VOCABULARY
SIZE
AB Purpose: Cochlear implants (CIs) can facilitate the acquisition of spoken language for deaf children, but challenges remain. Language skills dependent on phonological sensitivity are most at risk for these children, so having an effective way to diagnose problems at this level would be of value for school speech-language pathologists. The goal of this study was to assess whether a nonword repetition (NWR) task could serve that purpose.
Method: Participants were 104 second graders: 49 with normal hearing (NH) and 55 with CIs. In addition to NWR, children were tested on 10 measures involving phonological awareness and processing, serial recall of words, vocabulary, reading, and grammar.
Results: Children with CIs performed more poorly than children with NH on NWR, and sensitivity to phonological structure alone explained that performance for children in both groups. For children with CIs, 2 audiological factors positively influenced outcomes on NWR: being identified with hearing loss at a younger age and having experience with wearing a hearing aid on the unimplanted ear at the time of receiving a 1st CI. NWR scores were better able to rule out than to rule in such language deficits.
Conclusions: Well-designed NWR tasks could have clinical utility in assessments of language acquisition for school-age children with CIs.
C1 [Nittrouer, Susan; Caldwell-Tarr, Amanda; Sansom, Emily; Twersky, Jill; Lowenstein, Joanna H.] Ohio State Univ, Columbus, OH 43210 USA.
RP Nittrouer, S (reprint author), Ohio State Univ, Columbus, OH 43210 USA.
EM nittrouer.1@osu.edu
RI Nittrouer, Susan/E-3761-2011
FU National Institute on Deafness and Other Communication Disorders [R01
DC006237]
FX This work was supported by National Institute on Deafness and Other
Communication Disorders Grant R01 DC006237. We thank Chelsea Bates, Keri
Low, and Caitlin Rice for their help in scoring and Aaron C. Moberly for
his comments on an earlier version of this article.
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NR 61
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 679
EP 695
DI 10.1044/2014_AJSLP-14-0040
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400015
PM 25340675
ER
PT J
AU Adi-Japha, E
Abu-Asba, H
AF Adi-Japha, Esther
Abu-Asba, Haia
TI Learning, Forgetting, and Relearning: Skill Learning in Children With
Language Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID DEPENDENT MEMORY CONSOLIDATION; MOTOR IMPAIRMENTS; WORKING-MEMORY; PHASE
GAINS; PERFORMANCE; BRAIN; RETENTION; SLEEP; ACQUISITION; FREQUENCY
AB Purpose: The current study tested whether the difficulties of children with specific language impairment (SLI) in skill acquisition are related to learning processes that occur while practicing a new skill or to the passage of time between practice and later performance.
Method: The acquisition and retention of a new complex grapho-motor symbol were studied in 5-year-old children with SLI and peers matched for age and nonverbal IQ. The children practiced the production of the symbol for 4 consecutive days. Retention testing took place 10 days later.
Results: Children with SLI began each practice day slower than their peers but attained similar levels of performance by its end. Although they increased their performance speed within sessions more than their peers, they did not retain their learning as well between sessions. The loss in speed was largest in the 10-day retention interval. They were also less accurate, but accuracy differences decreased over time. Between-session group differences in speed could not fully be accounted for based on fine motor skills.
Conclusions: In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.
C1 [Adi-Japha, Esther; Abu-Asba, Haia] Bar Ilan Univ, Sch Educ, Ramat Gan, Israel.
[Adi-Japha, Esther] Bar Ilan Univ, Gonda Goldschmied Multidisciplinary Brain Res Ctr, Ramat Gan, Israel.
RP Adi-Japha, E (reprint author), Bar Ilan Univ, Sch Educ, Ramat Gan, Israel.
EM Esther.Adi-Japha@biu.ac.il
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NR 81
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 696
EP 707
DI 10.1044/2014_AJSLP-13-0031
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400016
PM 25215440
ER
PT J
AU van Kleeck, A
AF van Kleeck, Anne
TI Distinguishing Between Casual Talk and Academic Talk Beginning in the
Preschool Years: An Important Consideration for Speech-Language
Pathologists
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID CHILDRENS EMERGENT LITERACY; PRE-KINDERGARTEN PROGRAMS; CLASSROOM
DISCOURSE; READING-COMPREHENSION; SOCIOECONOMIC-STATUS; MATERNAL
MEDIATION; HOME LITERACY; SCHOOL; ENGLISH; QUALITY
AB Purpose: The need for speech-language pathologists (SLPs) to consider an academic talk (AT) register in addition to an everyday casual talk (CT) register of oral language with children beginning in the preschool years is presented, the AT and CT registers are distinguished in a comprehensive manner, ideas regarding AT language assessment are proposed, and suggestions for fostering children's skills with the AT register are offered.
Method: Extant research and scholarship from a wide variety of disciplines are integrated and organized.
Results: The author discusses the role of the SLP in supporting AT skills beginning in the preschool years and the added risk of difficulties with the AT register for children with language impairment who are from diverse backgrounds. Two broad categories-social-interactive and cognitive-that give rise to linguistic features that differentiate between the CT and AT registers are deduced from extant scholarship.
Conclusions: SLPs should consider children's competence with the AT register as they work to prepare preschoolers and older children for the language demands of school.
C1 Univ Texas Dallas, Richardson, TX 75083 USA.
RP van Kleeck, A (reprint author), Univ Texas Dallas, Richardson, TX 75083 USA.
EM annevk@utdallas.edu
FU University of Texas at Dallas
FX Partial support for this work was provided by the Callier Research
Scholar fund, provided to the author by the University of Texas at
Dallas. My sincere thanks to a number of people for listening to and
commenting on earlier versions of these ideas, including the regular
participants in the Callier Center for Communication Disorders FLASH
research talk series, and also to the following individuals: Lisa Ahn,
Suzanne Bonifert, Karen Clark, Julia Evans, John Locke, Jan Lougeay,
Kathryn McCartney, Jennifer McGlothlin, Amy Louise Schwarz, and Beth
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NR 139
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 724
EP 741
DI 10.1044/2014_AJSLP-14-0032
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400018
PM 25361384
ER
PT J
AU Chu, SY
Sakai, N
Mori, K
AF Chu, Shin Ying
Sakai, Naomi
Mori, Koichi
TI An Overview of Managing Stuttering in Japan
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID THERAPY
AB Purpose: The purpose of this article is to describe the rapid development of speech-language pathology in Japan since governmental licensing started in 1997 and to summarize the current trends in assessing and treating stuttering for preschoolers, school-age children, adolescents, and adults.
Method: The authors review relevant information about the current assessment and treatment services for people who stutter in Japan and discuss the issues and challenges faced by speech-language pathologists in managing stuttering.
Conclusion: It is predicted that as expertise in stuttering grows in Japan, the role of stuttering specialists in allied health, school districts, and research will increase.
C1 [Chu, Shin Ying; Sakai, Naomi; Mori, Koichi] Natl Rehabil Ctr Persons Disabil, Tokorozawa, Saitama, Japan.
RP Chu, SY (reprint author), Natl Rehabil Ctr Persons Disabil, Tokorozawa, Saitama, Japan.
EM chu-shinying@rehab.go.jp
FU Japan Society for the Promotion of Science [25750247]
FX This study was supported in part by Japan Society for the Promotion of
Science Grant 25750247 (awarded to Shin Ying Chu). We would like to
acknowledge the input of Yoshimasa Sakata and the Japanese Association
of Speech-Language-Hearing Therapists for permitting us to use its
website and for answering our questions.
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Japan Stuttering Genyukai Association, 1976, DECL STUTT
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NR 47
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2014
VL 23
IS 4
BP 742
EP 752
DI 10.1044/2014_AJSLP-13-0085
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZR
UT WOS:000345682400019
PM 25036023
ER
PT J
AU Schmitt, MB
Justice, LM
O'Connell, A
AF Schmitt, Mary Beth
Justice, Laura M.
O'Connell, Ann
TI Vocabulary Gain Among Children With Language Disorders: Contributions of
Children's Behavior Regulation and Emotionally Supportive Environments
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE behavior regulation; therapy; emotional support; language disorders;
vocabulary
ID PRESCHOOL CLASSROOMS; EFFORTFUL CONTROL; SELF-REGULATION; IMPAIRED
CHILDREN; SCHOOL READINESS; OUTCOMES; KINDERGARTEN; SKILLS; QUALITY;
IMPAIRMENTS
AB Purpose: Behavior regulation is a positive predictor of language outcomes for children with typically developing language skills, and children with language disorders are at greater risk for difficulties with behavior regulation. This study investigated the unique role of behavior regulation on vocabulary gain for children receiving language therapy in the public schools as well as the unique and moderating influence of emotional support within therapy sessions on outcomes.
Method: A total of 121 kindergarten and 1st-grade students with language disorders, nested within 42 speech-language pathologists (SLPs), participated in the study. Direct child measures, indirect child measures, and therapy session videotapes were used for all analyses.
Results: Hierarchical linear modeling indicated a positive association between children's behavior regulation and vocabulary gain. The emotional support of therapy sessions was not a significant predictor of vocabulary gain.
Conclusions: Results from this study suggest that children's behavior regulation is a significant predictor of vocabulary gain for children with language disorders; children with higher behavior regulation gain more over the academic year than do peers with lower behavior regulation. Findings highlight the importance of SLPs considering children's behavior regulation when planning and implementing therapy.
C1 [Schmitt, Mary Beth; Justice, Laura M.] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA.
[O'Connell, Ann] Ohio State Univ, Schoenbaum Family Ctr Weinland Pk, Sch Educ Policy & Leadership, Columbus, OH 43210 USA.
RP Schmitt, MB (reprint author), Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA.
EM mbschmitt17@gmail.com
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NR 75
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 373
EP 384
DI 10.1044/2014_AJSLP-12-0148
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300001
PM 24687098
ER
PT J
AU Kover, ST
Haebig, E
Oakes, A
McDuffie, A
Hagerman, RJ
Abbeduto, L
AF Kover, Sara T.
Haebig, Eileen
Oakes, Ashley
McDuffie, Andrea
Hagerman, Randi J.
Abbeduto, Leonard
TI Sentence Comprehension in Boys With Autism Spectrum Disorder
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; grammar; syntax; receptive language; intellectual disability
ID FRAGILE-X-SYNDROME; DEVELOPMENTAL TRAJECTORIES; INTELLECTUAL
DISABILITIES; METHODOLOGICAL ISSUES; LANGUAGE-ACQUISITION;
PRESCHOOL-CHILDREN; ADOLESCENTS; SKILLS; IMPAIRMENT; DELAY
AB Purpose: Previous research has suggested that language comprehension might be particularly impaired in children with autism spectrum disorder (ASD), but this profile has been only broadly characterized. In the current study, the authors examined sentence comprehension in school-age boys with ASD, including a subgroup with intellectual disability (ID), with particular attention paid to errors that might differentiate between lexically and syntactically based difficulties.
Method: Participants were boys with ASD (n = 45, ages 4-11 years) and younger typically developing boys (n = 45, ages 2-6 years). Comprehension was assessed with the Test for Reception of Grammar-Version 2 (TROG-2; Bishop, 2003). Error types were analyzed for a subset of items.
Results: Boys with ASD did not differ from younger typically developing boys matched on receptive vocabulary in overall sentence comprehension on the TROG-2 or the number of lexical errors committed. In contrast, the subgroup of boys with ASD and ID (n = 16) had poorer overall performance and committed more lexical errors than younger typically developing boys matched on nonverbal cognition.
Conclusions: On average, comprehension was delayed in school-age boys with ASD but not beyond receptive vocabulary expectations. Boys with ASD and ID, however, had a weakness in sentence comprehension beyond nonverbal cognitive expectations.
C1 [Kover, Sara T.; Haebig, Eileen] Univ Wisconsin, Waisman Ctr, Madison, WI 53706 USA.
[Oakes, Ashley; McDuffie, Andrea; Hagerman, Randi J.; Abbeduto, Leonard] Univ Calif Davis, Davis, CA 95616 USA.
RP Kover, ST (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM skover@u.washington.edu
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NR 44
TC 0
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 385
EP 394
DI 10.1044/2014_AJSLP-13-0073
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300002
PM 24687049
ER
PT J
AU Gelfer, MP
Denor, SL
AF Gelfer, Marylou Pausewang
Denor, Sara L.
TI Speaking Fundamental Frequency and Individual Variability in Caucasian
and African American School-Age Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE school-age children; typical voice; voice assessment
ID VOICE DISORDERS; PREVALENCE; DYSPHONIA; WHITE
AB Purpose: The purpose of this study was to examine the speaking fundamental frequency (SFF) and pitch sigma (individual SFF variability) of African American and Caucasian children ages 6 through 8 years.
Method: Participants in this study included 63 Caucasian and African American children recruited from 6 urban schools and 1 day care center. All participants passed hearing and speech-language screenings. Spontaneous speech samples for SFF measurement were elicited from each child in a quiet room in the school he or she attended.
Results: Results of this study found that there were no significant differences in SFF or pitch sigma as a function of the races or ages studied. It appeared that a single value for each variable could reasonably characterize African American and Caucasian children at ages 6, 7, or 8: 244.8 Hz for SFF (SD = 30.0 Hz) and 2.06 semitones (STs) for pitch sigma (SD = 0.82 ST).
Conclusions: This study is the most comprehensive to date on SFF and pitch sigma for African American and Caucasian children ages 6 to 8 years. Results supported previous observations that SFF is stable throughout the prepubescent years. Furthermore, findings also suggest that pitch sigma is stable across the ages of 6 to 8 years, regardless of race.
C1 [Gelfer, Marylou Pausewang] Univ Wisconsin, Milwaukee, WI 53201 USA.
[Denor, Sara L.] Milwaukee Publ Sch, Milwaukee, WI USA.
RP Gelfer, MP (reprint author), Univ Wisconsin, Milwaukee, WI 53201 USA.
EM gelfer@uwm.edu
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NR 31
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 395
EP 406
DI 10.1044/2014_AJSLP-13-0016
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300003
PM 24687136
ER
PT J
AU Maul, KK
Conner, PS
Kempler, D
Radvanski, C
Goral, M
AF Maul, Kristen K.
Conner, Peggy S.
Kempler, Daniel
Radvanski, Christina
Goral, Mira
TI Using Informative Verbal Exchanges to Promote Verb Retrieval in
Nonfluent Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE nonfluent aphasia; constraint-induced language therapy; verb treatment;
treatment generalization
ID INDUCED MOVEMENT THERAPY; INDUCED LANGUAGE THERAPY; SPONTANEOUS SPEECH;
NARRATIVE DISCOURSE; SENTENCE PRODUCTION; AGRAMMATIC APHASIA;
WORD-RETRIEVAL; TRAINING VERB; REHABILITATION; CONTEXT
AB Purpose: The goal of this study was to determine whether positive treatment effects of a modified constraint-induced language therapy focused on verb production would generalize to unpracticed items and tasks.
Method: Four individuals participated in a single-subject treatment design protocol. The treatment involved intensive practice producing verbs in sentences in an informative communicative exchange. Direct treatment outcome was examined by measuring the accuracy of producing practiced verbs in an action description task, a task similar to those used in treatment. Generalization was assessed by measuring production of unpracticed verbs and sentence grammaticality in the action description task and by measuring verb production and sentence grammaticality in 2 relatively unstructured (unpracticed) language tasks.
Results: Two of the 4 participants showed a direct treatment effect, producing a greater number of practiced verbs in the action description task following treatment compared with before treatment. All participants improved sentence grammaticality following treatment, although grammaticality was not explicitly targeted in therapy. Generalization to unpracticed, less-structured tasks was variable across the participants.
Conclusion: Patterns of generalization may depend on participants' specific language deficits and production characteristics, on the language tasks used, and on the measures used to detect change and assess generalization.
C1 [Maul, Kristen K.; Conner, Peggy S.; Radvanski, Christina; Goral, Mira] Lehman Coll, Bronx, NY USA.
[Kempler, Daniel] Emerson Coll, Boston, MA 02116 USA.
[Goral, Mira] CUNY, Grad Ctr, New York, NY USA.
RP Maul, KK (reprint author), Gallaudet Univ, Washington, DC 20002 USA.
EM kristen.maul@gallaudet.edu
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NR 51
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 407
EP 420
DI 10.1044/2014_AJSLP-13-0004
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300004
PM 24687161
ER
PT J
AU Ward, EC
Baker, SC
Wall, LR
Duggan, BLJ
Hancock, KL
Bassett, LV
Hyde, TJ
AF Ward, Elizabeth C.
Baker, Sonia C.
Wall, Laurelie R.
Duggan, Brooke L. J.
Hancock, Kelli L.
Bassett, Lynell V.
Hyde, Trent J.
TI Can Human Mannequin-Based Simulation Provide a Feasible and Clinically
Acceptable Method for Training Tracheostomy Management Skills for
Speech-Language Pathologists?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE simulation; tracheostomy training; speech-language pathology
ID HIGH-FIDELITY SIMULATION; HUMAN PATIENT SIMULATION; EMERGENCY-MEDICINE;
NURSING-STUDENTS; CRITICAL-CARE; MANAGING CLIENTS; PERCEPTIONS;
EDUCATION; CONFIDENCE; RESUSCITATION
AB Purpose: Workplace training for tracheostomy management is currently recognized to be inconsistent and insufficient. A novel approach, using technology-enhanced simulation, may provide a solution to training tracheostomy management skills by providing a consistent, time-efficient, and risk-free learning environment. The current research evaluated clinicians' tracheostomy skills acquisition after training in a simulated learning environment and explored changes in clinicians' confidence and perceptions after the experience.
Method: Forty-two clinicians with no or low levels of tracheostomy skill attended one of six, 1-day simulation courses. The training involved both part-task skill learning and immersive simulated scenarios. To evaluate clinicians' acquisition of manual skills, performance of core tasks during the scenarios was assessed by independent observers. Questionnaires were used to examine perceived outcomes, benefits, and perceptions of the learning environment at pre-, post-, and 4 months post-training.
Results: Only 1 clinician failed to successfully execute all core practical tasks. Clinicians' confidence increased significantly (p < .05) from pre- to post-workshop and was maintained to 4 months post-workshop across most parameters. All clinicians reported positive perceptions regarding their learning outcomes and learning in a simulated environment.
Conclusion: These findings validate the use of simulation as a clinical training medium and support its future use in tracheostomy competency-training pathways.
C1 [Ward, Elizabeth C.] Queensland Hlth, Ctr Functioning & Hlth Res, Brisbane, Qld, Australia.
[Ward, Elizabeth C.; Wall, Laurelie R.] Univ Queensland, Brisbane, Qld, Australia.
[Baker, Sonia C.; Bassett, Lynell V.; Hyde, Trent J.] Queensland Hlth, Royal Brisbane & Womens Hosp, Brisbane, Qld, Australia.
[Duggan, Brooke L. J.; Hancock, Kelli L.] Queensland Hlth, Princess Alexandra Hosp, Brisbane, Qld, Australia.
RP Ward, EC (reprint author), Queensland Hlth, Ctr Functioning & Hlth Res, Brisbane, Qld, Australia.
EM liz.ward@uq.edu.au
CR American Speech-Language-Hearing Association, 1993, ASHA S10, V35, P17
[Anonymous], 2010, INTERNAL QUEENSLAND
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NR 53
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 421
EP 436
DI 10.1044/2014_AJSLP-13-0050
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300005
PM 24686737
ER
PT J
AU Dale, PS
McMillan, AJ
Hayiou-Thomas, ME
Plomin, R
AF Dale, Philip S.
McMillan, Andrew J.
Hayiou-Thomas, Marianna E.
Plomin, Robert
TI Illusory Recovery: Are Recovered Children With Early Language Delay at
Continuing Elevated Risk?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language disorders; development; outcomes
ID TWINS EARLY DEVELOPMENT; BEHAVIORAL-DEVELOPMENT; IMPAIRMENT; PERSISTENT;
TRANSIENT; ETIOLOGY; DIFFICULTIES; ADOLESCENCE; DISORDERS; CHILDHOOD
AB Purpose: To examine the later development of language and literacy of children who had delayed language at age 2 but were in the normal range at age 4.
Method: Longitudinal data were analyzed from 3,598 pairs of twins participating in the Twins Early Development Study (TEDS). Six hundred thirty-three twins (8.8%) were delayed at age 2 based on parent-reported expressive vocabulary, and of these, 373 (59.0%) were classified as recovered based on 4-year measures. Each recovered 4-year-old was matched on vocabulary, gender, and zygosity to another 4-year-old without a history of early delay.
Results: Although the recovered group was below the mean for the total TEDS sample on measures of language at ages 7 and 12, there were no significant differences between the recovered and matched groups. Within the recovered group, it was not possible to predict outcome at better than a chance level.
Conclusions: Children who appear to have recovered by age 4 from early delay are at modest risk for continuing difficulties, but this appears to be no higher than the risk for other 4-year-olds with equivalent scores, reflecting the continuing variability in longitudinal outcome after age 4. All children in the low normal range at age 4 merit continuing monitoring.
C1 [Dale, Philip S.] Univ New Mexico, Albuquerque, NM 87131 USA.
[McMillan, Andrew J.; Plomin, Robert] Kings Coll London, London WC2R 2LS, England.
[Hayiou-Thomas, Marianna E.] Univ York, York YO10 5DD, N Yorkshire, England.
RP Dale, PS (reprint author), Univ New Mexico, Albuquerque, NM 87131 USA.
EM dalep@unm.edu
RI Dale, Philip/A-2254-2009
OI Dale, Philip/0000-0002-7697-8510
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NR 52
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 437
EP 447
DI 10.1044/2014_AJSLP-13-0116
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300006
PM 24686486
ER
PT J
AU Horton, R
Apel, K
AF Horton, RaMonda
Apel, Kenn
TI Examining the Use of Spoken Dialect Indices With African American
Children in the Southern United States
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE dialect; African American; school age
ID READING-ACHIEVEMENT; SPEAKING CHILDREN; LANGUAGE RESEARCH; ENGLISH USE;
STUDENTS; FORMS; 2ND; INTERVENTION; ACQUISITION; PERFORMANCE
AB Purpose: To examine the utility of different dialect indices that have been used to characterize the Non-Mainstream American English (NMAE) dialect of African American children. The relationships among 4 popular dialect indices were examined and compared with the results of a standardized tool used to classify the language variation of child speakers at 3 different grade levels.
Method: The authors used listener judgment ratings, 2 dialect density measures obtained from a narrative sample, a standardized tool (Part 1 of the Diagnostic Evaluation of Language Variation-Screener Test [DELV-ST; Seymour, Roper, & deVilliers, 2003]), and dialect variation scores (DVAR) obtained from the DELV-ST to characterize 113 African American children's spoken production of NMAE.
Results: Grade-level effects on NMAE varied depending on the index used to measure dialect production. All of the dialect indices under investigation were related to one another. DELV-ST classification group effects were present on all but 1 of the indices used to capture NMAE.
Conclusions: Newer measures of NMAE, such as the DELV-ST and DVAR scores, are comparable to older measures such as dialect density measures and listener judgment ratings. Like listener judgment ratings, the DELV-ST and DVAR scores offer clinicians and researchers alike a quicker alternative to dialect density measures for confirming and quantifying the spoken production of NMAE dialect. The present findings confirm that, depending on the type of data collected and questions posed, researchers and clinicians alike are able to choose from multiple, valid, and reliable measures of non-mainstream dialect use.
C1 [Horton, RaMonda] Florida State Univ, Tallahassee, FL 32306 USA.
[Apel, Kenn] Univ S Carolina, Columbia, SC 29208 USA.
RP Horton, R (reprint author), Florida State Univ, Tallahassee, FL 32306 USA.
EM rhorton2@fsu.edu
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NR 56
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 448
EP 460
DI 10.1044/2014_AJSLP-13-0028
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300007
PM 24687181
ER
PT J
AU Murza, KA
Nye, C
Schwartz, JB
Ehren, BJ
Hahs-Vaughn, DL
AF Murza, Kimberly A.
Nye, Chad
Schwartz, Jamie B.
Ehren, Barbara J.
Hahs-Vaughn, Debbie L.
TI A Randomized Controlled Trial of an Inference Generation Strategy
Intervention for Adults With High-Functioning Autism Spectrum Disorder
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; intervention; language; reading; pragmatics; adults
ID ASPERGER-SYNDROME; READING-COMPREHENSION; SOCIAL-PERCEPTION;
YOUNG-ADULTS; CHILDREN; STUDENTS; DISABILITIES; ADOLESCENTS; SKILLS;
MIND
AB Purpose: The present intervention study investigated the efficacy of the ACT & Check Strategy intervention to improve inference generation when reading, metacognitive ability, general reading comprehension, and social inference ability in adults with high-functioning autism spectrum disorder (HF-ASD).
Method: Twenty-five adults with HF-ASD were randomly assigned to either a treatment or a control group. Treatment sessions were conducted in 1-hr sessions, twice a week, for a total of 6 weeks. Treatment focused on explicit instruction of components of inference generation, categories of inferences, and increasingly independent strategy use.
Results: The treatment group demonstrated significantly superior performance on 1 of 2 measures of inference generation in reading and 1 measure of metacognitive ability compared with the control group. Significant differences between groups were not found on measures of reading comprehension or social inference ability.
Conclusion: These findings suggest that the ACT & Check Strategy was effective in improving participants' ability to generate inferences in reading and certain metacognitive abilities, but the skills do not appear to generalize to other social communication contexts, such as social inference generation. This research provides a measure of support for explicitly teaching inference generation to address a reading inference deficit in adults with HF-ASD.
C1 [Murza, Kimberly A.] Univ No Colorado, Greeley, CO 80639 USA.
[Nye, Chad; Schwartz, Jamie B.; Ehren, Barbara J.; Hahs-Vaughn, Debbie L.] Univ Cent Florida, Orlando, FL 32816 USA.
RP Murza, KA (reprint author), Univ No Colorado, Greeley, CO 80639 USA.
EM kimberly.murza@unco.edu
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NR 82
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 461
EP 473
DI 10.1044/2014_AJSLP-13-0012
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300008
PM 24687182
ER
PT J
AU Thiemann-Bourque, KS
Warren, SF
Brady, N
Gilkerson, J
Richards, JA
AF Thiemann-Bourque, Kathy S.
Warren, Steven F.
Brady, Nancy
Gilkerson, Jill
Richards, Jeffrey A.
TI Vocal Interaction Between Children With Down Syndrome and Their Parents
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Down syndrome; speech development; parent-child communication;
vocalizations; automated vocal analysis
ID YOUNG-CHILDREN; INTELLECTUAL DISABILITIES; INFANT VOCALIZATIONS;
COMMUNICATION; INTERVENTION; AUTISM; WORDS; PAIRS
AB Purpose: The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared with typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood.
Method: Nine children with DS and 9 age-matched TD children participated; 4 children in each group were ages 9-11 months, and 5 were between 25 and 54 months. Measures were derived from automated vocal analysis. A digital language processor measured the richness of the child's language environment, including number of adult words, conversational turns, and child vocalizations.
Results: Analyses indicated no significant differences in words spoken by parents of younger versus older children with DS and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors, with no differences noted between the younger versus older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children.
Conclusions: Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months, suggesting the need for additional and alternative intervention approaches.
C1 [Thiemann-Bourque, Kathy S.; Warren, Steven F.; Brady, Nancy] Univ Kansas, Lawrence, KS 66045 USA.
[Gilkerson, Jill; Richards, Jeffrey A.] LENA Res Fdn, Boulder, CO USA.
RP Thiemann-Bourque, KS (reprint author), Univ Kansas, Lawrence, KS 66045 USA.
EM thiemann@ku.edu
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NR 37
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2014
VL 23
IS 3
BP 474
EP 485
DI 10.1044/2014_AJSLP-12-0010
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZQ
UT WOS:000345682300009
PM 24686777
ER
PT J
AU Ambrose, SE
Berry, LMU
Walker, EA
Harrison, M
Oleson, J
Moeller, MP
AF Ambrose, Sophie E.
Berry, Lauren M. Unflat
Walker, Elizabeth A.
Harrison, Melody
Oleson, Jacob
Moeller, Mary Pat
TI Speech Sound Production in 2-Year-Olds Who Are Hard of Hearing
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech production; hearing loss; amplification; hearing aids; children;
outcomes
ID COCHLEAR IMPLANT RECIPIENTS; LANGUAGE-DEVELOPMENT; YOUNG-CHILDREN;
PRELINGUISTIC VOCALIZATIONS; PHONETIC INVENTORIES; PRODUCTION ACCURACY;
LATE TALKERS; INFANTS; ACQUISITION; IMPAIRMENT
AB Purpose: The purpose of the study was to (a) compare the speech sound production abilities of 2-year-old children who are hard of hearing (HH) to children with normal hearing (NH), (b) identify sources of risk for individual children who are HH, and (c) determine whether speech sound production skills at age 2 were predictive of speech sound production skills at age 3.
Method: Seventy children with bilateral, mild-to-severe hearing loss who use hearing aids and 37 age-and socioeconomic status-matched children with NH participated. Children's speech sound production abilities were assessed at 2 and 3 years of age.
Results: At age 2, the HH group demonstrated vowel production abilities on par with their NH peers but weaker consonant production abilities. Within the HH group, better outcomes were associated with hearing aid fittings by 6months of age, hearing loss of less than 45 dB HL, stronger vocabulary scores, and being female. Positive relationships existed between children's speech sound production abilities at 2 and 3 years of age.
Conclusion: Assessment of early speech sound production abilities in combination with demographic, audiologic, and linguistic variables may be useful in identifying HH children who are at risk for delays in speech sound production.
C1 [Ambrose, Sophie E.; Berry, Lauren M. Unflat; Moeller, Mary Pat] Boys Town Natl Res Hosp, Ctr Childhood Deafness, Omaha, NE 68131 USA.
[Walker, Elizabeth A.; Oleson, Jacob] Univ Iowa, Iowa City, IA USA.
[Harrison, Melody] Univ N Carolina, Chapel Hill, NC USA.
RP Ambrose, SE (reprint author), Boys Town Natl Res Hosp, Ctr Childhood Deafness, Omaha, NE 68131 USA.
EM sophie.ambrose@boystown.org
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NR 59
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 91
EP 104
DI 10.1044/2014_AJSLP-13-0039
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200001
PM 24686852
ER
PT J
AU Milman, L
Vega-Mendoza, M
Clendenen, D
AF Milman, Lisa
Vega-Mendoza, Mariana
Clendenen, Deanna
TI Integrated Training for Aphasia: An Application of Part-Whole Learning
to Treat Lexical Retrieval, Sentence Production, and Discourse-Level
Communications in Three Cases of Nonfluent Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; intervention; language; communication
ID SEMANTIC FEATURE ANALYSIS; WORD-RETRIEVAL; NAMING DISORDERS; THERAPY;
CONTEXT; AGRAMMATISM; EFFICACY; DEFICITS; ADULTS; VERB
AB Purpose: The purpose of this study was to evaluate integrated training for aphasia (ITA), a multicomponent language-production treatment based on part-whole learning that systematically trains lexical retrieval, sentence production, and discourse-level communications. Specific research objectives were to evaluate acquisition of target structures, statistical parameters associated with learning variables, treatment generalization, and the efficacy of individual treatment components.
Method: ITA was administered to 3 individuals with nonfluent aphasia following amultiple-baseline, across-behaviors design. Effect size and correlational coefficients were computed to assess acquisition, generalization, and maintenance of target structures. Standardized tests and a treatment efficacy questionnaire were also completed. Results: A significant treatment effect was found in 2 of the 3 participants. In addition, as is seen in normal skill acquisition, practice time and error rate were significantly correlated. All participants demonstrated evidence of generalization on standardized language measures. Only 1 participant improved, however, on the communication measures.
Results of the treatment component analysis revealed significant differences in the perceived efficacy of individual therapy tasks.
Conclusions: Findings add to the evidence supporting multicomponent aphasia treatments, provide preliminary support for ITA and the application of a part-whole learning approach, and suggest that specific treatment componentsmay contribute differentially to outcomes and generalization effects.
C1 [Milman, Lisa] Utah State Univ, Logan, UT 84322 USA.
[Vega-Mendoza, Mariana; Clendenen, Deanna] Ohio State Univ, Columbus, OH 43210 USA.
RP Milman, L (reprint author), Utah State Univ, Logan, UT 84322 USA.
EM lisa.milman@usu.edu
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NR 52
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 105
EP 119
DI 10.1044/2014_AJSLP-12-0054
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200002
PM 24686892
ER
PT J
AU Brady, KW
Goodman, JC
AF Brady, Kathryn W.
Goodman, Judith C.
TI The Type, but Not the Amount, of Information Available Influences
Toddlers' Fast Mapping and Retention of New Words
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE toddlers; word learning; fast mapping; memory
ID YOUNG-CHILDREN; MUTUAL EXCLUSIVITY; LEXICAL ACQUISITION; INFANTS
ABILITY; LEARN; MEANINGS; 24-MONTH-OLD; PRINCIPLES; OBJECTS; COMMON
AB Purpose: The authors of this study examined whether the type and number of word-learning cues affect how children infer and retain word-meaning mappings and whether the use of these cues changes with age.
Method: Forty-eight 18-to 36-month-old children with typical language participated in a fast-mapping task in which 6 novel words were presented with 3 types of cues to the words' referents, either singly or in pairs. One day later, children were tested for retention of the novel words.
Results: By 24 months of age, children correctly inferred the referents of the novel words at a significant level. Children retained the meanings of words at a significant rate by 30 months of age. Children retained the first 3 of the 6 word-meaning mappings by 24 months of age. For both fast mapping and retention, the efficacy of different cue types changed with development, but children were equally successful whether the novel words were presented with 1 or 2 cues.
Conclusion: The type of information available to children at fast mapping affects their ability to both form and retain word-meaning associations. Providing children with more information in the form of paired cues had no effect on either fast mapping or retention.
C1 [Brady, Kathryn W.] Southern Illinois Univ Edwardsville, Edwardsville, IL 62025 USA.
[Goodman, Judith C.] Univ Missouri, Columbia, MO 65211 USA.
RP Brady, KW (reprint author), Southern Illinois Univ Edwardsville, Edwardsville, IL 62025 USA.
EM kabrady@siue.edu
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NR 50
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 120
EP 133
DI 10.1044/2013_AJSLP-13-0013
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200003
PM 24686405
ER
PT J
AU Isetti, D
Xuereb, L
Eadie, TL
AF Isetti, Derek
Xuereb, Linnea
Eadie, Tanya L.
TI Inferring Speaker Attributes in Adductor Spasmodic Dysphonia: Ratings
From Unfamiliar Listeners
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE voice; voice disorders; speech-language pathology
ID QUALITY-OF-LIFE; ESSENTIAL VOCAL TREMOR; VOICE DISORDERS; SPASTIC
DYSPHONIA; BOTOX INJECTIONS; BOTULINUM TOXIN; V-RQOL; PERCEPTIONS;
SPEECH; IMPRESSIONS
AB Purpose: To determine whether unfamiliar listeners' perceptions of speakers with adductor spasmodic dysphonia (ADSD) differ from control speakers on the parameters of relative age, confidence, tearfulness, and vocal effort and are related to speaker-rated vocal effort or voice-specific quality of life.
Method: Twenty speakers with ADSD (including 6 speakers with ADSD plus tremor) and 20 age-and sex-matched controls provided speech recordings, completed a voice-specific quality-of-life instrument (Voice Handicap Index; Jacobson et al., 1997), and rated their own vocal effort. Twenty listeners evaluated speech samples for relative age, confidence, tearfulness, and vocal effort using rating scales.
Results: Listeners judged speakers with ADSD as sounding significantly older, less confident, more tearful, and more effortful than control speakers (p <.01). Increased vocal effort was strongly associated with decreased speaker confidence (rs =.88-.89) and sounding more tearful (rs = .83-.85). Self-rated speaker effort was moderately related (rs = .45-.52) to listener impressions. Listeners' perceptions of confidence and tearfulness were also moderately associated with higher Voice Handicap Index scores (rs = .65-.70).
Conclusion: Unfamiliar listeners judge speakers with ADSD more negatively than control speakers, with judgments extending beyond typical clinical measures. The results have implications for counseling and understanding the psychosocial effects of ADSD.
C1 [Isetti, Derek; Xuereb, Linnea; Eadie, Tanya L.] Univ Washington, Seattle, WA 98195 USA.
RP Isetti, D (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM disetti@uw.edu
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NR 54
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 134
EP 145
DI 10.1044/2013_AJSLP-13-0010
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200004
PM 24686338
ER
PT J
AU Hahn, LJ
Zimmer, BJ
Brady, NC
Romine, RES
Fleming, KK
AF Hahn, Laura J.
Zimmer, B. Jean
Brady, Nancy C.
Romine, Rebecca E. Swinburne
Fleming, Kandace K.
TI Role of Maternal Gesture Use in Speech Use by Children With Fragile X
Syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE fragile X syndrome; gesture; language development; speech
ID AUTISM SPECTRUM DISORDER; LANGUAGE-DEVELOPMENT; YOUNG-CHILDREN;
DOWN-SYNDROME; JOINT ATTENTION; DEVELOPMENTAL DELAYS;
PRESCHOOL-CHILDREN; SPOKEN LANGUAGE; VERBAL LABELS; COMMUNICATION
AB Purpose: The purpose of this study was to investigate how maternal gesture relates to speech production by children with fragile X syndrome (FXS).
Method: Participants were 27 young children with FXS (23 boys, 4 girls) and their mothers. Videotaped home observations were conducted between the ages of 25 and 37 months (toddler period) and again between the ages of 60 and 71 months (child period). The videos were later coded for types of maternal utterances and maternal gestures that preceded child speech productions. Children were also assessed with the Mullen Scales of Early Learning at both ages.
Results: Maternal gesture use in the toddler period was positively related to expressive language scores at both age periods and was related to receptive language scores in the child period. Maternal proximal pointing, in comparison to other gestures, evoked more speech responses from children during the mother-child interactions, particularly when combined with wh-questions.
Conclusion: This study adds to the growing body of research on the importance of contextual variables, such as maternal gestures, in child language development. Parental gesture use may be an easily added ingredient to parent-focused early language intervention programs.
C1 [Hahn, Laura J.; Zimmer, B. Jean; Brady, Nancy C.; Romine, Rebecca E. Swinburne; Fleming, Kandace K.] Univ Kansas, Lawrence, KS 66045 USA.
RP Hahn, LJ (reprint author), Univ Kansas, Lawrence, KS 66045 USA.
EM laura.j.hahn@ku.edu
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NR 100
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 146
EP 159
DI 10.1044/2013_AJSLP-13-0046
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200005
PM 24686460
ER
PT J
AU Sohlberg, MM
Griffiths, GG
Fickas, S
AF Sohlberg, Mckay Moore
Griffiths, Gina G.
Fickas, Stephen
TI An Evaluation of Reading Comprehension of Expository Text in Adults With
Traumatic Brain Injury
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE traumatic brain injury; cognition; reading; adults; education;
assessment; dyslexia
ID CLOSED-HEAD-INJURY; WORKING-MEMORY; DISCOURSE; MODEL; ADOLESCENTS;
DEFICITS; PERFORMANCE; IMPAIRMENT; CONCUSSION; TASK
AB Purpose: This project was conducted to obtain information about reading problems of adults with traumatic brain injury (TBI) with mild-to-moderate cognitive impairments and to investigate how these readers respond to reading comprehension strategy prompts integrated into digital versions of text.
Method: Participants from 2 groups, adults with TBI (n = 15) and matched controls (n = 15), read 4 different 500-word expository science passages linked to either a strategy prompt condition or a no-strategy prompt condition. The participants' reading comprehension was evaluated using sentence verification and free recall tasks.
Results: The TBI and control groups exhibited significant differences on 2 of the 5 reading comprehension measures: paraphrase statements on a sentence verification task and communication units on a free recall task. Unexpected group differences were noted on the participants' prerequisite reading skills. For the within-group comparison, participants showed significantly higher reading comprehension scores on 2 free recall measures: words per communication unit and type-token ratio. There were no significant interactions.
Conclusion: The results help to elucidate the nature of reading comprehension in adults with TBI with mild-to-moderate cognitive impairments and endorse further evaluation of reading comprehension strategies as a potential intervention option for these individuals. Future research is needed to better understand how individual
C1 [Sohlberg, Mckay Moore; Griffiths, Gina G.; Fickas, Stephen] Univ Oregon, Eugene, OR 97403 USA.
RP Sohlberg, MM (reprint author), Univ Oregon, Eugene, OR 97403 USA.
EM mckay@uoregon.edu
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Souvignier E, 2006, LEARN INSTR, V16, P57, DOI 10.1016/j.learninstruc.2005.12.006
Stenner A Jackson, 2006, J Appl Meas, V7, P307
Stine-Morrow EAL, 2008, PSYCHOL AGING, V23, P131, DOI 10.1037/0882-7974.23.1.131
Suh M, 2006, NEUROSCI LETT, V401, P108, DOI 10.1016/j.neulet.2006.02.074
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TOMPKINS CA, 1994, J SPEECH HEAR RES, V37, P896
Verhoeven L, 2008, APPL COGNITIVE PSYCH, V22, P293, DOI 10.1002/acp.1417
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Zwann R. A., 1998, PSYCHOL BULL, V123, P162
NR 86
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 160
EP 175
DI 10.1044/2013_AJSLP-12-0005
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200006
PM 24687229
ER
PT J
AU Prezas, RF
Hodson, BW
Schommer-Aikins, M
AF Prezas, Raul Francisco
Hodson, Barbara Williams
Schommer-Aikins, Marlene
TI Phonological Assessment and Analysis of Bilingual Preschoolers' Spanish
and English Word Productions
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE bilingual preschoolers; phonological acquisition; phonological analysis;
phonological assessment; phonological deviations; Spanish
ID SPEAKING CHILDREN; ACQUISITION
AB Purpose: The major purpose of this study was to examine Spanish and English phonological productions (patterns/deviations) of typically developing bilingual preschool children. Phonological scores were compared in order to determine if significant differences exist between (a) boys and girls, (b) 4-and 5-year-olds, and/or (c) their productions of Spanish and English words.
Method: Fifty-six bilingual 4-and 5-year-old children (27 boys and 29 girls) who attended Head Start programs named stimulus items for Spanish and English phonological assessment instruments that were similar in procedures and analyses.
Results: Multivariate analyses indicated no significant differences for phonological scores between boys and girls or between the 2 languages. Differences between the 4-and 5-year-olds, however, were significant, with the 5-year-olds performing better than the 4-year-olds. Liquid deviations and omissions of consonants in clusters/sequences were the most frequently occurring phonological deviations.
Conclusions: Phonological score differences between typically developing bilingual Spanish-English-speaking preschool boys and girls from similar backgrounds are not likely to be significant. Better phonological scores, however, can be expected for 5-year-olds than for 4-year-olds. Moreover, phonological deviation percentage scores of typically developing bilingual children for comparable Spanish and English assessment instruments are likely to be similar.
C1 [Prezas, Raul Francisco; Hodson, Barbara Williams; Schommer-Aikins, Marlene] Wichita State Univ, Wichita, KS 67260 USA.
RP Prezas, RF (reprint author), Wichita State Univ, Wichita, KS 67260 USA.
EM raul.prezas@gpisd.org
CR Albarran-Frias M. D, 1996, THESIS
American Speech-Language-Hearing Association, 2010, SCHOOLS SURVEY REPOR
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Shin H. B., 2010, AMERICAN COMMUNITY S, VACS-12
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Wilkinson L. C., 2010, THE EDUCATION OF ENG, P1
NR 45
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 176
EP 185
DI 10.1044/2013_AJSLP-12-0132
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200007
PM 24687266
ER
PT J
AU Ellis, C
Lindrooth, RC
Horner, J
AF Ellis, Charles
Lindrooth, Richard C.
Horner, Jennifer
TI Retrospective Cost-Effectiveness Analysis of Treatments for Aphasia: An
Approach Using Experimental Data
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; costs; cost-effectiveness
ID POSTSTROKE APHASIA; CUEING TREATMENTS; STROKE; RETRIEVAL; LANGUAGE;
SPEECH; IMPAIRMENT
AB Purpose: Evidence supports the effectiveness of speech-language treatment for individuals with aphasia, yet less is known about the cost-effectiveness of such treatments. The purpose of this study was to examine the incremental cost and cost-effectiveness of aphasia treatment using previously published data.
Method: The authors completed a retrospective cost-effectiveness analysis using experimental data that they extracted from 19 previously published aphasia treatment studies. Average and incremental cost-effectiveness ratios were calculated based on participants' pre- and posttreatment proficiency scores.
Results: The average cost-effectiveness ratio for all sessions was $9.54 for each 1% increase in the outcome of interest. Measures of incremental cost-effectiveness indicated that aphasia treatments resulted in statistically significant improvements up to and including 17 treatment sessions. Increases in proficiency occurred at a cost of approximately $7.00 per 1% increase for the first 3 sessions to more than $20.00 in the 14th session; the ratio was either not statistically significant or dominated (more costly and less effective) in later sessions.
Conclusions: This cost-effectiveness analysis demonstrated that initial aphasia treatment sessions resulted in relatively larger and more cost-effective benefits than did later aphasia treatment sessions. The findings reported here are preliminary and have limitations. Prospective studies are needed to examine the cost-effectiveness of speech-language treatment for individuals with aphasia.
C1 [Ellis, Charles] Med Univ S Carolina, Charleston, SC 29425 USA.
[Lindrooth, Richard C.] Univ Colorado Denver, Colorado Sch Publ Hlth, Aurora, CO USA.
[Horner, Jennifer] Ohio Univ, Athens, OH 45701 USA.
RP Ellis, C (reprint author), Med Univ S Carolina, Charleston, SC 29425 USA.
EM ellisc@musc.edu
CR ALEXANDER MP, 1993, CLIN APHASIOL, V21, P277
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NR 50
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 186
EP 195
DI 10.1044/2013_AJSLP-13-0037
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200008
PM 24105475
ER
PT J
AU Bornbaum, CC
Day, AMB
Doyle, PC
AF Bornbaum, Catherine C.
Day, Adam M. B.
Doyle, Philip C.
TI Examining the Construct Validity of the V-RQOL in Speakers Who Use
Alaryngeal Voice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE V-RQOL; laryngeal cancer; alaryngeal speech; validation; factor analysis
ID QUALITY-OF-LIFE; TOTAL LARYNGECTOMY; VALIDATION; DYSPHONIA; OUTCOMES;
AGE
AB Purpose: The construct validity of the Voice-Related Quality of Life (V-RQOL; Hogikyan & Sethuraman, 1999) measure was evaluated in a sample of 109 individuals who have undergone total laryngectomy.
Method: A principal components factor analysis was performed on participant responses to the 10-question V-RQOL measure.
Results: Factor analysis of the V-RQOL in our alaryngeal sample confirmed the presence of two factors (physical and social-emotional), which is consistent with the identified domains in the current V-RQOL. However, the current data indicate that some of the questions proposed by the original authors of the V-RQOL (Questions 7 and 9) do not align with their proposed domains in this postlaryngectomy sample.
Conclusion: The results indicate that some V-RQOL questions do not align with their proposed domains. Consequently, an alternative scoring algorithm may be warranted for alaryngeal populations, and the authors make suggestions for this change that are simple and efficient. Based on the findings of the present factor analysis, use of this modified scoring procedure may serve to increase the sensitivity of the V-RQOL for those who are laryngectomized and use alaryngeal methods of voice and speech. Consequently, the value and application of the V-RQOL may be expanded in the clinical setting.
C1 [Bornbaum, Catherine C.; Day, Adam M. B.; Doyle, Philip C.] Univ Western Ontario, Lab Well Being & Qual Life Oncol, London, ON, Canada.
[Doyle, Philip C.] Univ Western Ontario, London Hlth Sci Ctr, London, ON, Canada.
[Doyle, Philip C.] Univ Western Ontario, London, ON, Canada.
RP Bornbaum, CC (reprint author), Univ Western Ontario, Lab Well Being & Qual Life Oncol, London, ON, Canada.
EM cbornba@gmail.com
CR Arviso LC, 2012, J VOICE, V26, P530, DOI 10.1016/j.jvoice.2010.10.022
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Eadie Tanya L., 2007, Seminars in Speech and Language, V28, P291, DOI 10.1055/s-2007-986526
Field A., 2009, DISCOVERING STAT USI
Gasparini G, 2009, J VOICE, V23, P76, DOI 10.1016/j.jvoice.2007.04.005
Hogikyan ND, 2001, J VOICE, V15, P576, DOI 10.1016/S0892-1997(01)00060-1
Hogikyan ND, 2000, J VOICE, V14, P378, DOI 10.1016/S0892-1997(00)80083-1
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Oridate N, 2009, ARCH OTOLARYNGOL, V135, P363, DOI 10.1001/archoto.2009.8
Portney L. G., 2009, FDN CLIN RES APPL PR
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Rosen CA, 2004, LARYNGOSCOPE, V114, P1549, DOI 10.1097/00005537-200409000-00009
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SPSS Statistics, 2010, PRED AN SOFTW PASW
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Xi Shuxin, 2010, Int J Evid Based Healthc, V8, P256, DOI 10.1111/j.1744-1609.2010.00177.x
NR 24
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 196
EP 202
DI 10.1044/2013_AJSLP-13-0024
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200009
PM 24686439
ER
PT J
AU Guo, LY
Eisenberg, S
AF Guo, Ling-Yu
Eisenberg, Sarita
TI The Diagnostic Accuracy of Two Tense Measures for Identifying
3-Year-Olds With Language Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language disorders; assessment; diagnosis; morphology; syntax; children
ID DISCRIMINANT FUNCTION-ANALYSIS; GRAMMATICAL MORPHOLOGY; CHILDREN;
GROWTH; PERIOD
AB Purpose: The authors of this study investigated the diagnostic accuracy of the Finite Verb Morphology Composite (FVMC; Bedore & Leonard, 1998) and the Tense and Agreement Productivity Score (TAPS; Hadley & Short, 2005) in identifying 3-year-olds with language impairment (LI).
Method: Eighteen pairs of 3-year-olds with and without LI participated in the current study. The FVMC and the TAPS were computed from 100- and 50-utterance language samples.
Results: The FVMC and TAPS demonstrated higher diagnostic accuracy in the 100-utterance samples than in the 50-utterance samples. For 100-utterance samples, when children's age or severity was not considered, the FVMC showed a slight advantage over the TAPS in diagnostic accuracy. However, when children's age or severity was considered, the opposite pattern was observed.
Conclusion: Both the FVMC and TAPS can be used to differentiate 3-year-olds with and without LI. To reliably identify 3-year-olds with LI by using tense measures, language samples with at least 100 utterances are recommended.
C1 [Guo, Ling-Yu] SUNY Buffalo, Buffalo, NY 14260 USA.
[Eisenberg, Sarita] Montclair State Univ, Montclair, NJ USA.
RP Guo, LY (reprint author), SUNY Buffalo, Buffalo, NY 14260 USA.
EM lingyugu@buffalo.edu
CR Bedore LM, 1998, J SPEECH LANG HEAR R, V41, P1185
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Dollaghan C, 1998, J SPEECH LANG HEAR R, V41, P1136
Dollaghan C., 2007, THE HANDBOOK FOR EVI
Eisenberg SL, 2013, LANG SPEECH HEAR SER, V44, P20, DOI 10.1044/0161-1461(2012/11-0089)
Fluharty N., 2001, FLUHARTY PRESCHOOL S
Gladfelter A, 2013, J SPEECH LANG HEAR R, V56, P542, DOI 10.1044/1092-4388(2012/12-0100)
Goffman L, 2000, AM J SPEECH-LANG PAT, V9, P151
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Leonard L. B., 1998, CHILDREN WITH SPECIF
Leonard LB, 1999, J SPEECH LANG HEAR R, V42, P678
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Moyle MJ, 2011, LANG SPEECH HEAR SER, V42, P550, DOI 10.1044/0161-1461(2011/10-0029)
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RICE ML, 1995, J SPEECH HEAR RES, V38, P850
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Rispoli M, 2009, J SPEECH LANG HEAR R, V52, P930, DOI 10.1044/1092-4388(2009/08-0079)
Sackett D., 1991, CLINICAL EPIDEMIOLOG
SHRIBERG LD, 1984, J SPEECH HEAR RES, V27, P456
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NR 32
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 203
EP 212
DI 10.1044/2013_AJSLP-13-0007
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200010
PM 24105474
ER
PT J
AU Griffith, J
Dietz, A
Weissling, K
AF Griffith, Julie
Dietz, Aimee
Weissling, Kristy
TI Supporting Narrative Retells for People With Aphasia Using Augmentative
and Alternative Communication: Photographs or Line Drawings? Text or No
Text?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; augmentative and alternative communication; visual supports;
text; personally relevant
ID READING-COMPREHENSION; INTERVENTION; INDIVIDUALS; TECHNOLOGY; IMPACT
AB Purpose: The purpose of this study was to examine how the interface design of an augmentative and alternative communication (AAC) device influences the communication behaviors of people with aphasia during a narrative retell task.
Method: A case-series design was used. Four narratives were created on an AAC device with combinations of personally relevant (PR) photographs, line drawings (LDs), and text for each participant. The narrative retells were analyzed to describe the expressive modality units (EMUs) used, trouble sources experienced, and whether trouble sources were repaired. The researchers also explored the participants' perceived helpfulness of the interface features.
Results: The participants primarily used spoken EMUs to retell their narratives. They relied on PR photographs more frequently than LDs; however, they reported both picture types to be equally helpful. Text was frequently used and reported as helpful by all 4 people with aphasia. Participants experienced similar rates of trouble sources across conditions; however, they displayed unique trends for successful repairs of trouble sources.
Conclusion: For narrative retells, LDs may serve as an effective visual support when PR photographs are unavailable. Individual assessment is necessary to determine the optimum combination of supports in AAC systems for people with aphasia.
C1 [Griffith, Julie; Dietz, Aimee] Univ Cincinnati, Cincinnati, OH 45221 USA.
[Weissling, Kristy] Univ Nebraska Lincoln, Lincoln, NE USA.
RP Griffith, J (reprint author), Univ Cincinnati, Cincinnati, OH 45221 USA.
EM griff2jd@mail.uc.edu
CR Brandenburg C, 2013, APHASIOLOGY, V27, P444, DOI 10.1080/02687038.2013.772293
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NR 23
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 213
EP 224
DI 10.1044/2014_AJSLP-13-0089
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200011
PM 24687095
ER
PT J
AU Wambaugh, JL
Nessler, C
Wright, S
Mauszycki, SC
AF Wambaugh, Julie L.
Nessler, Christina
Wright, Sandra
Mauszycki, Shannon C.
TI Sound Production Treatment: Effects of Blocked and Random Practice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; apraxia of speech; articulation; efficacy; intervention
ID ACQUIRED APRAXIA; CONTEXTUAL INTERFERENCE; CHILDHOOD APRAXIA; TREATING
APRAXIA; MOTOR-SKILL; SPEECH; ACQUISITION; PRINCIPLES; RETENTION;
FEEDBACK
AB Purpose: This investigation was designed to further the development of a treatment for acquired apraxia of speech (AOS), Sound Production Treatment (SPT), by examining the effects of blocked and random practice.
Method: A multiple-baseline design across participants and behaviors was used with 6 speakers with chronic AOS and aphasia. Accuracy of production of target sounds in treated and untreated words produced in probe sessions served as the primary dependent variable. Stimulus generalization was also measured to phrase production and sentence completion. Participants received SPT applied with blocked presentation of treatment words (SPT-blocked) and SPT applied with random presentation of treatment words (SPT-random).
Results: Increases in accuracy of articulation of target sounds in treated words were observed for all participants for both conditions of treatment. SPT-random appeared to be associated with better maintenance for 2 participants. Generalization to untreated words was positive for all participants for SPT-random and SPT-blocked. Stimulus generalization effects varied across participants and measurement conditions; patterns of generalization did not appear to be associated with treatment condition.
Conclusions: There may be an advantage for SPT-random for some speakers with AOS. Findings from the nonspeech motor learning literature may not translate directly to the treatment of AOS.
C1 [Wambaugh, Julie L.; Nessler, Christina; Wright, Sandra; Mauszycki, Shannon C.] VA Salt Lake City Hlth Care Syst, Salt Lake City, UT 84148 USA.
[Wambaugh, Julie L.; Mauszycki, Shannon C.] Univ Utah, Salt Lake City, UT USA.
RP Wambaugh, JL (reprint author), VA Salt Lake City Hlth Care Syst, Salt Lake City, UT 84148 USA.
EM julie.wambaugh@health.utah.edu
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Wulf G, 2002, PSYCHON B REV, V9, P185, DOI 10.3758/BF03196276
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NR 45
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 225
EP 245
DI 10.1044/2014_AJSLP-13-0072
PG 21
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200012
PM 24687207
ER
PT J
AU Murray, LL
Rutledge, S
AF Murray, Laura L.
Rutledge, Stefanie
TI Reading Comprehension in Parkinson's Disease
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE reading; neurologic disorders; cognition; Parkinson's disease
ID MILD COGNITIVE IMPAIRMENT; VERBAL WORKING-MEMORY; SENTENCE
COMPREHENSION; ALZHEIMERS-DISEASE; EXECUTIVE FUNCTIONS; VISUAL
DYSFUNCTION; LANGUAGE; ATTENTION; DEMENTIA; DEFICITS
AB Purpose: Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive-linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results.
Method: Eleven adults with PD and 9 age-and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning.
Result: The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group.
Conclusion: Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high-versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.
C1 [Murray, Laura L.; Rutledge, Stefanie] Indiana Univ, Bloomington, IN 47405 USA.
RP Murray, LL (reprint author), Indiana Univ, Bloomington, IN 47405 USA.
EM lmurray@indiana.edu
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NR 91
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 246
EP 258
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200013
ER
PT J
AU Kurland, J
Reber, A
Stokes, P
AF Kurland, Jacquie
Reber, Alisson
Stokes, Polly
TI Beyond Picture Naming: Norms and Patient Data for a Verb-Generation Task
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE verb generation; aphasia; verb-generation norms
ID PREFRONTAL CORTEX; APHASIA; ASSOCIATION; FAMILIARITY; RETRIEVAL; NOUNS;
SET
AB Purpose: In the current study, the authors aimed to (a) acquire a set of verb generation to picture norms; and (b) probe its utility as an outcomes measure in aphasia treatment.
Method: In Phase I, the verb-generation normative sample, 50 healthy volunteers generated verbs for 218 pictures of common objects (interstimulus interval = 5 s). In Phase II, 4 persons with aphasia (PWAs) generated verbs for 60 objects (interstimulus interval = 10 s). Their stimuli consisted of objects that were (a) recently trained (for object naming; n = 20), (b) untrained (a control set; n = 20), or (c) from a set of pictures named correctly at baseline (n = 20). Verb generation was acquired twice: once 2 months into and once following a 6-month home practice program.
Results: No objects elicited perfect verb agreement in the normed sample. Stimuli with the highest percent agreement were mostly artifacts and dominant verbs primary functional associates. Although not targeted in treatment or home practice, PWAs mostly improved performance in verb generation postpractice.
Conclusions: A set of clinically and experimentally useful verb-generation norms was acquired for a subset of the Snodgrass and Vanderwart (1980) picture set. More cognitively demanding than confrontation naming, this task may help to fill the sizeable gap between object picture naming and propositional speech.
C1 [Kurland, Jacquie; Reber, Alisson; Stokes, Polly] Univ Massachusetts, Amherst, MA 01003 USA.
RP Kurland, J (reprint author), Univ Massachusetts, Amherst, MA 01003 USA.
EM jkurland@comdis.umass.edu
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NR 25
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 259
EP 270
DI 10.1044/2014_AJSLP-13-0094
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200014
PM 24686752
ER
PT J
AU Le, K
Coelho, C
Mozeiko, J
Krueger, F
Grafman, J
AF Le, Karen
Coelho, Carl
Mozeiko, Jennifer
Krueger, Frank
Grafman, Jordan
TI Does Brain Volume Loss Predict Cognitive and Narrative Discourse
Performance Following Traumatic Brain Injury?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE traumatic brain injury; cognition; communication; executive functions;
language disorders; memory; neuroimaging
ID CLOSED-HEAD INJURY; STORY NARRATIVES; WORKING-MEMORY; MEASURING
GOODNESS; PREFRONTAL CORTEX; ELICITATION TASK; CHILDREN; LANGUAGE;
LESION; COMPREHENSION
AB Purpose: In this study, the authors investigated the relationship between brain volume loss and performance on cognitive measures, including working memory, immediate memory, executive functions, and intelligence, and a narrative discourse production task. An underlying goal was to examine the prognostic potential of a brain lesion metric for discourse outcomes. It was hypothesized that brain volume loss would correlate with and predict cognitive and narrative discourse measures and have prognostic value for discourse outcomes.
Method: One hundred sixty-seven individuals with penetrating head injury participated. Correlational and regression analyses were performed for the percentages of total brain and hemispheric volume loss and scores on 4 cognitive measures (WMS-III Working Memory and Immediate Memory primary indexes, D-KEFS Sorting Test, and WAIS-III Full Scale IQ) and 7 narrative discourse measures (T-units, grammatical complexity, cohesion, local and global coherence, story completeness, and story grammar).
Results: The volumetric measures had significant small-to-moderate correlations with all cognitive measures but only one significant correlation with the discourse measures. Findings from regression analyses were analogous but revealed several models that approached significance.
Conclusion: Findings suggest that an overall measure of brain damage may be more predictive of general cognitive status than of narrative discourse ability. Atrophy measures in specific brain regions may be more informative.
C1 [Le, Karen; Coelho, Carl; Mozeiko, Jennifer] Univ Connecticut, Storrs, CT 06269 USA.
[Krueger, Frank] George Mason Univ, Arlington, VA USA.
[Grafman, Jordan] Rehabil Inst Chicago, Chicago, IL USA.
RP Le, K (reprint author), Univ Connecticut, Storrs, CT 06269 USA.
EM karen.le@uconn.edu
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NR 65
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 271
EP 284
DI 10.1044/2014_AJSLP-13-0095
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200015
PM 24686463
ER
PT J
AU Harnish, SM
Morgan, J
Lundine, JP
Bauer, A
Singletary, F
Benjamin, ML
Rothi, LJG
Crosson, B
AF Harnish, Stacy M.
Morgan, Jodi
Lundine, Jennifer P.
Bauer, Andrew
Singletary, Floris
Benjamin, Michelle L.
Rothi, Leslie J. Gonzalez
Crosson, Bruce
TI Dosing of a Cued Picture-Naming Treatment for Anomia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; intervention; language disorders
ID THERAPY-INDUCED NEUROPLASTICITY; APHASIA TREATMENT INTENSITY; INDUCED
LANGUAGE THERAPY; BRAIN-DAMAGE; STROKE; REHABILITATION; SYNAPTOGENESIS;
INDIVIDUALS; PLASTICITY; RECOVERY
AB Purpose: Recent investigations into effects of intensity or distribution of aphasia therapy have provided moderate evidence supporting intensive therapy schedules on aphasia treatment response. The purpose of the present study was to investigate the feasibility of creating an intensive therapy session without extending the amount of daily time a person spends in treatment.
Method: Individuals who presented with chronic anomia poststroke (N = 8) participated in 2 weeks of a computerized, therapist-delivered, cued, picture-naming treatment. Dosing parameters for each session were 8 presentations of 50 pictures, totaling 400 teaching episodes per session.
Results: Of the 8 participants, 6 achieved significant increases from baseline on trained items after 400 teaching episodes (i.e., 1 treatment hr), and the remaining 2 participants achieved significant increases from baseline after 1200 teaching episodes (i.e., 3 treatment hr). Maintenance data from 7 of the participants indicated that 6 participants maintained significant improvement from baseline on trained items.
Conclusions: Given an intensive and saturated context, anomic individuals were surprisingly quick at relearning to produce problematic words successfully. Most participants demonstrated retention of the gains 2 months after treatment ended. The high density of teaching episodes within the treatment session (i.e., the intensive treatment schedule) may have contributed to the behavioral gains.
C1 [Harnish, Stacy M.; Lundine, Jennifer P.] Ohio State Univ, Columbus, OH 43210 USA.
[Morgan, Jodi; Singletary, Floris] Brooks Rehabil Clin Res Ctr, Jacksonville, FL USA.
[Bauer, Andrew; Rothi, Leslie J. Gonzalez] Univ Florida, Gainesville, FL USA.
[Benjamin, Michelle L.] Univ Alabama Birmingham, Birmingham, AL USA.
[Crosson, Bruce] Atlanta VA Med Ctr Rehabil Res & Dev, Ctr Excellence Visual & Neurocognit Rehabil, Decatur, GA USA.
[Crosson, Bruce] Emory Univ, Atlanta, GA 30322 USA.
[Crosson, Bruce] Georgia State Univ, Atlanta, GA 30303 USA.
RP Harnish, SM (reprint author), Ohio State Univ, Columbus, OH 43210 USA.
EM harnish.18@osu.edu
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NR 53
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 285
EP 299
DI 10.1044/2014_AJSLP-13-0081
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200016
PM 24686830
ER
PT J
AU Brookshire, CE
Conway, T
Pompon, RH
Oelke, M
Kendall, DL
AF Brookshire, C. Elizabeth
Conway, Tim
Pompon, Rebecca Hunting
Oelke, Megan
Kendall, Diane L.
TI Effects of Intensive Phonomotor Treatment on Reading in Eight
Individuals With Aphasia and Phonological Alexia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE alexia; aphasia; reading; phonology; phonomotor treatment
ID WORD RECOGNITION; DEEP DYSLEXIA; REHABILITATION; CHILDREN; MODEL;
DISABILITIES; INSTRUCTION; CONTINUUM; EFFICACY; DEFICITS
AB Purpose: The aim of this study was to investigate effects of a multimodal treatment of phonology, phonomotor treatment, on the reading abilities of persons with aphasia (PWA) with phonological alexia.
Method: In a retrospective, single-group design, this study presents pre-, post-, and 3-months posttreatment data for 8 PWA with phonological alexia. Participants completed 60 hr of phonomotor treatment over 6 weeks. Wilcoxon signed-ranks tests and group effect sizes comparing pre-, immediately post-, and 3-months posttreatment performance on tests of phonological processing and reading were performed.
Results: Group data showed phonological processing and oral reading of real words and nonwords improved significantly posttreatment; these gains were maintained 3 months later. No group improvement was found for reading comprehension; however, one individual did show improvement immediately post-and 3-months posttreatment.
Conclusions: This study provides support that phonomotor treatment is a viable approach to improve phonological processing and oral reading for PWA with phonological alexia. The lack of improvement with comprehension is inconsistent with prior work using similar treatments (Conway et al., 1998; Kendall et al., 2003). However, this difference can, in part, be accounted for by differences in variables, such as treatment intensity and frequency, outcome measures, and alexia severity.
C1 [Brookshire, C. Elizabeth; Pompon, Rebecca Hunting; Oelke, Megan; Kendall, Diane L.] Univ Washington, Seattle, WA 98195 USA.
[Conway, Tim] Univ Florida, Gainesville, FL USA.
[Oelke, Megan; Kendall, Diane L.] Vet Affairs Med Ctr Puget Sound, Seattle, WA USA.
RP Brookshire, CE (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM lizbrook@uw.edu
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NR 50
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 300
EP 311
DI 10.1044/2014_AJSLP-13-0083
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200017
PM 24686537
ER
PT J
AU Edmonds, LA
Mammino, K
Ojeda, J
AF Edmonds, Lisa A.
Mammino, Kevin
Ojeda, Jimena
TI Effect of Verb Network Strengthening Treatment (VNeST) in Persons With
Aphasia: Extension and Replication of Previous Findings
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; VNeST; verbs; treatment; thematic roles; sentences; discourse
ID CLINICAL-OUTCOME RESEARCH; ARGUMENT STRUCTURE; BROCAS APHASIA;
RETRIEVAL; THERAPY; ADULTS; DISORDERS; LANGUAGE; DEFICITS; NOUNS
AB Purpose: Verb Network Strengthening Treatment (VNeST) is an aphasia treatment that targets verbs (e.g., measure) and their related thematic roles (e.g., carpenter-lumber). Previous studies reported encouraging results in a number of participants using single-subject design with improvements observed on naming, sentence production, and discourse. The purpose of the current study was to conduct a group analysis evaluating the effect of VNeST on similar outcomes.
Method: A multiple baseline design across participants was conducted with 11 persons with aphasia due to stroke. Wilcoxon signed-ranks tests were used to evaluate potential improvement from pre- to posttreatment and maintenance. Individual effect sizes were also calculated to evaluate magnitude of change within and across participants.
Results: Results showed significant improvement at posttreatment and maintenance on trained and untrained sentence probes and object and action naming. Improvement in the production of sentences not targeted in treatment was nonsignificant at posttreatment assessment but significant at maintenance. Moderate increases in percentage of complete utterances and overall informativeness were observed on discourse.
Conclusion: The results of this study replicate previous findings and provide evidence that VNeST may promote specific and generalized lexical retrieval abilities and affect basic syntax production in both constrained and discourse production tasks.
C1 [Edmonds, Lisa A.; Mammino, Kevin; Ojeda, Jimena] Malcom Randall VA Med Ctr, Brain Rehabil & Res Ctr, Gainesville, FL 32608 USA.
[Edmonds, Lisa A.; Ojeda, Jimena] Univ Florida, Gainesville, FL USA.
RP Edmonds, LA (reprint author), Malcom Randall VA Med Ctr, Brain Rehabil & Res Ctr, Gainesville, FL 32608 USA.
EM edmonds@ufl.edu
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NR 56
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 312
EP 329
DI 10.1044/2014_AJSLP-13-0098
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200018
PM 24687125
ER
PT J
AU Winans-Mitrik, RL
Hula, WD
Dickey, MW
Schumacher, JG
Swoyer, B
Doyle, PJ
AF Winans-Mitrik, Ronda L.
Hula, William D.
Dickey, Michael W.
Schumacher, James G.
Swoyer, Brooke
Doyle, Patrick J.
TI Description of an Intensive Residential Aphasia Treatment Program:
Rationale, Clinical Processes, and Outcomes
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; outcomes; response to intervention; stroke; effectiveness
ID HEALTH-CARE UTILIZATION; RURAL REGION; THERAPY; ADULTS; REHABILITATION;
EFFICACY; ACCESS; FORMS; MODEL
AB Purpose: The purpose of this article is to describe the rationale, clinical processes, and outcomes of an intensive comprehensive aphasia program (ICAP).
Method: Seventy-three community-dwelling adults with aphasia completed a residentially based ICAP. Participants received 5 hr of daily 1:1 evidence-based cognitivelinguistically oriented aphasia therapy, supplemented with weekly socially oriented and therapeutic group activities over a 23-day treatment course. Standardized measures of aphasia severity and communicative functioning were obtained at baseline, program entry, program exit, and follow-up.
Results were analyzed using a Bayesian latent growth curve model with 2 factors representing (a) the initial level and (b) change over time, respectively, for each outcome measure. Results: Model parameter estimates showed reliable improvement on all outcome measures between the initial and final assessments. Improvement during the treatment interval was greater than change observed across the baseline interval, and gains were maintained at follow-up on all measures.
Conclusions: The rationale, clinical processes, and outcomes of a residentially based ICAP have been described. ICAPs differ with respect to treatments delivered, dosing parameters, and outcomes measured. Specifying the defining components of complex interventions, establishing their feasibility, and describing their outcomes are necessary to guide the development of controlled clinical trials.
C1 [Winans-Mitrik, Ronda L.; Hula, William D.; Dickey, Michael W.; Schumacher, James G.; Swoyer, Brooke; Doyle, Patrick J.] VA Pittsburgh Healthcare Syst, Geriatr Res Educ & Clin Ctr, Pittsburgh, PA 15261 USA.
[Hula, William D.; Dickey, Michael W.; Doyle, Patrick J.] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
RP Doyle, PJ (reprint author), VA Pittsburgh Healthcare Syst, Geriatr Res Educ & Clin Ctr, Pittsburgh, PA 15261 USA.
EM patrick.doyle@va.gov
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NR 57
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 330
EP 342
DI 10.1044/2014_AJSLP-13-0102
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200019
PM 24687159
ER
PT J
AU Cherney, LR
Kaye, RC
van Vuuren, S
AF Cherney, Leora R.
Kaye, Rosalind C.
van Vuuren, Sarel
TI Acquisition and Maintenance of Scripts in Aphasia: A Comparison of Two
Cuing Conditions
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; intervention; technology; learning
ID ERRORFUL THERAPY; ERRORLESS; INDIVIDUALS; PEOPLE; ADULTS
AB Purpose: This study was designed to compare acquisition and maintenance of scripts under two conditions: high cue, which provided numerous multimodality cues designed to minimize errors, and low cue, which provided minimal cues.
Method: In a randomized controlled crossover study, eight individuals with chronic aphasia received intensive computer-based script training under two cuing conditions. Each condition lasted 3 weeks, with a 3-week washout period. Trained and untrained scripts were probed for accuracy and rate at baseline, during treatment, immediately posttreatment, and at 3 and 6 weeks posttreatment. Significance testing was conducted on gain scores, and effect sizes were calculated.
Results: Training resulted in significant gains in script acquisition with maintenance of skills at 3 and 6 weeks posttreatment. Differences between cuing conditions were not significant. When severity of aphasia was considered, there also were no significant differences between conditions, although magnitude of change was greater in the high-cue condition versus the low-cue condition for those with more severe aphasia.
Conclusions: Both cuing conditions were effective in acquisition and maintenance of scripts. The high-cue condition may be advantageous for those with more severe aphasia. Findings support the clinical use of script training and the importance of considering aphasia severity.
C1 [Cherney, Leora R.; Kaye, Rosalind C.] Rehabil Inst Chicago, Ctr Aphasia Res & Treatment, Chicago, IL USA.
[Cherney, Leora R.] Northwestern Univ, Feinberg Sch Med, Chicago, IL 60611 USA.
[van Vuuren, Sarel] Univ Colorado, Inst Cognit Sci, Boulder, CO 80309 USA.
[van Vuuren, Sarel] Univ Colorado, Sch Med, Denver, CO USA.
RP Cherney, LR (reprint author), Rehabil Inst Chicago, Ctr Aphasia Res & Treatment, Chicago, IL USA.
EM Lcherney@ric.org
CR Abel S, 2005, APHASIOLOGY, V19, P831, DOI 10.1080/02687030500268902
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NR 28
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 343
EP 360
DI 10.1044/2014_AJSLP-13-0097
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200020
PM 24686911
ER
PT J
AU Christensen, SC
Wright, HH
AF Christensen, Stephanie C.
Wright, Heather Harris
TI Quantifying the Effort Individuals With Aphasia Invest in Working Memory
Tasks Through Heart Rate Variability
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; electrophysiology; working memory; heart rate variability (HRV)
ID MENTAL EFFORT; DUAL-TASK; PHYSIOLOGICAL INDEXES; DIFFICULTY; ATTENTION;
PERFORMANCE; WORKLOAD; MOTIVATION; ALLOCATION; STANDARDS
AB Purpose: The objective of this study was to quantify cognitive effort that individuals with aphasia and neurologically intact participants dedicate to verbal compared with spatial working memory tasks by using a physiological measure of effort: heart rate variability (HRV).
Method: Participants included 8 individuals with aphasia and 19 neurologically intact adults. Participants completed 3 verbal and 3 spatial working memory tasks that varied in difficulty. Performance accuracy and effort allocated to tasks was recorded. Effort was quantified as the change in the 0.07-0.14 Hz band of HRV from baseline to task conditions.
Results: Results indicated that individuals with aphasia and control participants allocated effort to verbal and spatial working memory tasks. Unlike the control participants, participants with aphasia did not differentially invest effort based on task difficulty. Neither group allocated effort differentially based on task type.
Conclusions: Results of the physiological data provide preliminary support for accounts indicating that individuals with aphasia do not properly allocate effort to cognitive-linguistic tasks. Analysis of the Group x Difficulty interaction indicated that the aphasia group did not allocate extra effort when it was required. The lack of a difference in HRV for spatial and verbal tasks suggests that this difference is not specific to verbal stimuli.
C1 [Christensen, Stephanie C.] Arizona State Univ, Tempe, AZ USA.
[Wright, Heather Harris] E Carolina Univ, Greenville, NC USA.
RP Christensen, SC (reprint author), No Arizona Univ, Flagstaff, AZ 86011 USA.
EM Stephanie.Christensen@nau.edu
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NR 54
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2014
VL 23
IS 2
BP 361
EP 371
DI 10.1044/2014_AJSLP-13-0082
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZP
UT WOS:000345682200021
PM 24686583
ER
PT J
AU Hinckley, JJ
AF Hinckley, Jacqueline J.
TI A Case for the Implementation of Cognitive-Communication Screenings in
Acute Stroke
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE evidence-based practice; cognitive-communication; screening; stroke;
rehabilitation
ID SPEECH-LANGUAGE PATHOLOGY; PRACTICE GUIDELINES; CLINICAL-PRACTICE;
PRACTICE PATTERNS; 1ST-EVER STROKE; REHABILITATION; IMPAIRMENT;
POSTSTROKE; CARE; AUTOETHNOGRAPHY
AB Purpose: The purpose of this article was to illustrate the importance of the implementation of cognitive-communication screenings in acute stroke and to discuss the need for further research on whether and how these screenings are implemented. Cognitive-communication screenings after stroke are the subject of existing practice guidelines and are supported by accumulated evidence.
Method: The author uses an autoethnographic narrative-a tool founded in phenomenology-to provide an in-depth description of the experiences of a family in which one member experienced right-hemispheric stroke. She uses systematic introspection to produce a narrative using literary techniques.
Results: The narrative illustrates the experiences of one family when one of their members has a right-hemisphere stroke, and cognitive-communication impairments are never formally identified by professionals involved in the patient's care.
Conclusions: The narrative is linked to the published literature and the importance of identifying and managing cognitive-communication impairments after stroke. A model of implementation science is presented as one way to consider the challenges clinicians face when attempting to implement evidence-based practices. The model and examples from other fields show avenues for further research.
C1 Univ S Florida, Tampa, FL 33606 USA.
RP Hinckley, JJ (reprint author), Univ S Florida, Tampa, FL 33606 USA.
EM jhinckle@usf.edu
CR AGREE Collaboration, 2001, APPR GUID RES EV AGR
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NR 62
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 4
EP 14
DI 10.1044/1058-0360(2013/11-0064)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100002
PM 23813197
ER
PT J
AU Bredin-Oja, SL
Fey, ME
AF Bredin-Oja, Shelley L.
Fey, Marc E.
TI Children's Responses to Telegraphic and Grammatically Complete Prompts
to Imitate
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; early intervention; language disorders; morphology; syntax
ID LANGUAGE IMPAIRMENT; SPEAKING CHILDREN; LEARNING INFANTS; SPEECH;
INTERVENTION; INPUT; TENSE; ACQUISITION; MORPHOLOGY; AUXILIARY
AB Purpose: The purpose of this study was to determine whether children in the early stage of combining words are more likely to respond to imitation prompts that are telegraphic than to prompts that are grammatically complete and whether they produce obligatory grammatical morphemes more reliably in response to grammatically complete imitation prompts than to telegraphic prompts.
Method: Five children between 30 and 51 months of age with language delay participated in a single-case alternating treatment design with 14 sessions split between a grammatical and a telegraphic condition. Alternating orders of the 14 sessions were randomly assigned to each child. Children were given 15 prompts to imitate a semantic relation that was either grammatically complete or telegraphic.
Results: No differences between conditions were found for the number of responses that contained a semantic relation. In contrast, 3 of the 5 children produced significantly more grammatical morphemes when presented with grammatically complete imitation prompts. Two children did not include a function word in either condition.
Conclusion: Providing a telegraphic prompt to imitate does not offer any advantage as an intervention technique. Children are just as likely to respond to a grammatically complete imitation prompt. Further, including function words encourages children who are developmentally ready to imitate them.
C1 [Bredin-Oja, Shelley L.; Fey, Marc E.] Univ Kansas Med Ctr, Kansas City, KS 66160 USA.
RP Bredin-Oja, SL (reprint author), Univ Kansas Med Ctr, Kansas City, KS 66160 USA.
EM sbredin-oja@kumc.edu
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NR 51
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 15
EP 26
DI 10.1044/1058-0360(2013/12-0155)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100003
PM 24018697
ER
PT J
AU Macrae, T
Tyler, AA
Lewis, KE
AF Macrae, Toby
Tyler, Ann A.
Lewis, Kerry E.
TI Lexical and Phonological Variability in Preschool Children With Speech
Sound Disorder
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorder; speech variability; word variability; error
variability; inconsistency
ID NONWORD REPETITION; LANGUAGE IMPAIRMENT; YOUNG-CHILDREN; SUBSTITUTION
PATTERNS; DEVELOPMENTAL-DATA; AWARENESS; REPRESENTATIONS; ACQUISITION;
PERCEPTION
AB Purpose: The authors of this study examined relationships between measures of word and speech error variability and between these and other speech and language measures in preschool children with speech sound disorder (SSD).
Method: In this correlational study, 18 preschool children with SSD, age-appropriate receptive vocabulary, and normal oral motor functioning and hearing were assessed across 2 sessions. Experimental measures included word and speech error variability, receptive vocabulary, nonword repetition (NWR), and expressive language. Pearson product-moment correlation coefficients were calculated among the experimental measures.
Results: The correlation between word and speech error variability was slight and nonsignificant. The correlation between word variability and receptive vocabulary was moderate and negative, although nonsignificant. High word variability was associated with small receptive vocabularies. The correlations between speech error variability and NWR and between speech error variability and the mean length of children's utterances were moderate and negative, although both were nonsignificant. High speech error variability was associated with poor NWR and language scores.
Conclusion: High word variability may reflect unstable lexical representations, whereas high speech error variability may reflect indistinct phonological representations. Preschool children with SSD who show abnormally high levels of different types of speech variability may require slightly different approaches to intervention.
C1 [Macrae, Toby] Florida State Univ, Tallahassee, FL 32306 USA.
[Tyler, Ann A.] Western Michigan Univ, Kalamazoo, MI 49008 USA.
[Lewis, Kerry E.] Univ Nevada, Reno, NV 89557 USA.
RP Macrae, T (reprint author), Florida State Univ, Tallahassee, FL 32306 USA.
EM toby.macrae@cci.fsu.edu
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NR 52
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 27
EP 35
DI 10.1044/1058-0360(2013/12-0037)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100004
PM 23813198
ER
PT J
AU Kave, G
Yafe, R
AF Kave, Gitit
Yafe, Ronit
TI Performance of Younger and Older Adults on Tests of Word Knowledge and
Word Retrieval: Independence or Interdependence of Skills?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE naming; verbal fluency; vocabulary; cognitive aging; language testing
ID BOSTON NAMING TEST; THE-TONGUE TOT; NORMATIVE DATA; VERBAL FLUENCY;
LIFE-SPAN; THEORETICAL IMPLICATIONS; LEXICAL ACCESS; AGE; EDUCATION;
NORMS
AB Purpose: The purpose of this study was to examine the associations between vocabulary knowledge and word retrieval in younger and older adults.
Method: Three tests of word retrieval and 2 tests of word knowledge were administered to 140 Hebrew-speaking adults, half of whom were younger (M-age = 24.20 years) and half of whom were older (M-age = 74.83 years).
Results: Younger adults outperformed older adults on tests of retrieval, whereas older adults outperformed younger adults on tests of vocabulary, and no association was found between the 2 skills across the entire sample. Once age and education were taken into account, both skills contributed to the prediction of each other and were similarly related within each group. Older adults performed equally well when required to produce and recognize word meanings, whereas younger adults were better at recognition than at production.
Conclusions: Older age is associated with better knowledge and with retrieval difficulties, yet individual differences in vocabulary within each age group affect level of retrieval, and variability in search skills affects performance on vocabulary tests. Although the assessment of vocabulary is not free of retrieval demands, older adults as a group are more successful than are younger adults at producing word definitions, most likely because their knowledge is more complete.
C1 [Kave, Gitit] Open Univ, Raanana, Israel.
[Yafe, Ronit] Tel Aviv Univ, IL-69978 Tel Aviv, Israel.
RP Kave, G (reprint author), Open Univ, Raanana, Israel.
EM gkave@012.net.il
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NR 45
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 36
EP 45
DI 10.1044/1058-0360(2013/12-0136)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100005
PM 23831710
ER
PT J
AU Thoyre, SM
Pados, BF
Park, J
Estrem, H
Hodges, EA
McComish, C
Van Riper, M
Murdoch, K
AF Thoyre, Suzanne M.
Pados, Britt F.
Park, Jinhee
Estrem, Hayley
Hodges, Eric A.
McComish, Cara
Van Riper, Marcia
Murdoch, Kimberly
TI Development and Content Validation of the Pediatric Eating Assessment
Tool (Pedi-EAT)
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE eating behavior; content validity; parent report; instrument
development; cognitive interviews; feeding difficulty
ID IDENTIFYING FEEDING PROBLEMS; YOUNG-CHILDREN; CYSTIC-FIBROSIS;
SWALLOWING DYSFUNCTION; BEHAVIOR QUESTIONNAIRE; CONTENT VALIDITY;
PRETERM INFANTS; PARENTAL REPORT; CEREBRAL-PALSY; SCREENING TOOL
AB Purpose: In this article, the authors describe the development and content validation of a parent-report measure of problematic eating behaviors: the Pediatric Eating Assessment Tool (Pedi-EAT).
Method: In Phase I, items were generated from parents' descriptions of problematic feeding behaviors of children, review of literature, and review of existing eating-related instruments. In Phase II, interdisciplinary experts on pediatric eating behaviors rated the items for clarity and relevance using content validity indices (CVI) and provided feedback on the comprehensiveness of the instrument. In Phases III and IV, 2 groups of parents of children with and without feeding difficulties participated in cognitive interviews to gain respondent feedback on content, format, and item interpretation. The authors analyzed interviews using matrix display strategies.
Results: Experts rated the total scale CVI > .90 for both relevance and clarity; item CVI ranged from .67 to 1.0 for relevance and .5 to 1.0 for clarity. Analysis of each item with low scores, along with experts' and parents' feedback, resulted in refinement of the items, scoring options, and directions. Experts and parents added additional items. Readability after refinements was acceptable at less than a 5th-grade level.
Conclusion: The Pedi-EAT was systematically developed and content validated with input from researchers, clinicians, and parents.
C1 [Thoyre, Suzanne M.; Pados, Britt F.; Park, Jinhee; Estrem, Hayley; Hodges, Eric A.; McComish, Cara; Van Riper, Marcia] Univ N Carolina, Chapel Hill, NC 27514 USA.
[Murdoch, Kimberly] Cheshire Speech & Voice Ctr, Raleigh, NC USA.
RP Thoyre, SM (reprint author), Univ N Carolina, Chapel Hill, NC 27514 USA.
EM thoyre@email.unc.edu
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NR 72
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 46
EP 59
DI 10.1044/1058-0360(2013/12-0069)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100006
PM 24097795
ER
PT J
AU Johnson, ML
Taub, E
Harper, LH
Wade, JT
Bowman, MH
Bishop-McKay, S
Haddad, MM
Mark, VW
Uswatte, G
AF Johnson, Margaret L.
Taub, Edward
Harper, Leslie H.
Wade, Jamie T.
Bowman, Mary H.
Bishop-McKay, Staci
Haddad, Michelle M.
Mark, Victor W.
Uswatte, Gitendra
TI An Enhanced Protocol for Constraint-Induced Aphasia Therapy II: A Case
Series
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech rehabilitation; Broca's aphasia; Constraint-Induced Aphasia
Therapy II; stroke transfer package; training by shaping; intensive
speech training
ID INDUCED MOVEMENT THERAPY; INDUCED LANGUAGE THERAPY; LESS-AFFECTED
FORELIMB; WORLD ARM USE; CORTICAL INFARCTS; UPPER-EXTREMITY;
MULTIPLE-SCLEROSIS; CONTROLLED TRIAL; CEREBRAL-PALSY; LEARNED NONUSE
AB Purpose: The initial version of Constraint-Induced Aphasia Therapy (CIAT I) consisted of a single exercise. This study sought to evaluate the feasibility for future trials of an expanded and restructured protocol designed to increase the efficacy of CIAT I.
Method: The subjects were 4 native English speakers with chronic stroke who exhibited characteristics of moderate Broca's aphasia. Treatment was carried out for 3.5 hr/day for 15 consecutive weekdays. It consisted of 3 components: (a) intensive training by a behavioral method termed shaping using a number of expressive language exercises in addition to the single original language card game, (b) strong discouragement of attempts to use gesture or other nonverbal means of communication, and (c) a transfer package of behavioral techniques to promote transfer of treatment gains from the laboratory to real-life situations.
Results: Participation in speech in the life situation improved significantly after treatment. The effect sizes (i.e., d') in this domain were >= 2.2; d' values >= 0.8 are considered large. Improvement in language ability on a laboratory test, the Western Aphasia Battery-Revised (Kertesz, 2006), did not achieve statistical significance, although the effect size was large-that is, 1.3 (13.1 points).
Conclusion: These pilot results suggest in preliminary fashion that CIAT II may produce significant improvements in everyday speech.
C1 [Johnson, Margaret L.] Univ Montevallo, Montevallo, AL USA.
[Taub, Edward; Harper, Leslie H.; Wade, Jamie T.; Bowman, Mary H.; Bishop-McKay, Staci; Haddad, Michelle M.; Mark, Victor W.; Uswatte, Gitendra] Univ Alabama Birmingham, Birmingham, AL USA.
RP Johnson, ML (reprint author), Samford Univ, Birmingham, AL 35229 USA.
EM mjohns26@samford.edu
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NR 64
TC 1
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 60
EP 72
DI 10.1044/1058-0360(2013/12-0168)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100007
PM 24018698
ER
PT J
AU Timler, GR
AF Timler, Geralyn R.
TI Use of the Children's Communication Checklist-2 for Classification of
Language Impairment Risk in Young School-Age Children With
Attention-Deficit/Hyperactivity Disorder
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE attention-deficit/hyperactivity disorder; language impairment; language
assessment; school-age children
ID DEFICIT HYPERACTIVITY DISORDER; PSYCHIATRICALLY DISTURBED-CHILDREN;
TYPICAL DEVELOPMENT; WORKING-MEMORY; ADHD; PROFILES; SLI; ACHIEVEMENT;
COMORBIDITY; PREVALENCE
AB Purpose: Children with attention-deficit/hyperactivity disorder (ADHD) are at elevated risk for language impairment (LI). This study examined the feasibility of using the Children's Communication Checklist-2 (CCC-2; Bishop, 2006) to classify risk for LI in young children, ages 5-8 years, with ADHD.
Method: Parents of 32 children with ADHD and 12 typically developing peers completed the CCC-2. The Clinical Evaluation of Language Fundamentals, Fourth Edition (Semel, Wiig, & Secord, 2003) and the Test of Narrative Language (Gillam & Pearson, 2004) were administered to diagnose LI. Language samples were collected to examine clinical markers of LI.
Results: CCC-2 General Communication Composite scores <= 85 correctly classified 10 participants with ADHD diagnosed with LI as defined by composite scores <= 85 on the Clinical Evaluation of Language Fundamentals, Fourth Edition, or on the Test of Narrative Language. Five of these participants demonstrated 1 or more clinical markers of LI in language samples. Three additional participants, who received a General Communication Composite score <= 85 yet scored above 85 on the language tests, demonstrated CCC-2 profiles suggestive of pragmatic impairment. Sensitivity and specificity rates were 100% and 85.29%, respectively. CCC-2 scores and most measures were significantly correlated.
Conclusion: The results support the feasibility of using the CCC-2 as a screener to identify children with ADHD who are at elevated risk for LI and need referral for comprehensive assessment.
C1 Miami Univ, Oxford, OH 45056 USA.
RP Timler, GR (reprint author), Miami Univ, Oxford, OH 45056 USA.
EM timlergr@miamioh.edu
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NR 55
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 73
EP 83
DI 10.1044/1058-0360(2013/12-0164)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100008
PM 24018696
ER
PT J
AU Clark, HM
Anderson, CC
Hietpas, F
AF Clark, Heather M.
Anderson, Caroline C.
Hietpas, Fletcher
TI Volumes of Discrete Sips From Straws of Varying Internal Diameters
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE swallowing; straw drinking; bolus volume
ID BOLUS VOLUME; NORMAL ADULTS; QUANTITATIVE ASPECTS; AGE; GENDER;
VISCOSITY; PENETRATION; DYSPHAGIA; DRINKING; SWALLOW
AB Purpose: In this study, the authors examined mean volumes of discrete sips performed by healthy adults from straws varying in internal diameter.
Method: Forty healthy adults sipped water from each of 7 straws varying in internal diameter (0.65-5.00 mm). Bolus volumes associated with 3 discrete sips were recorded under each sip condition.
Results: Straw diameter had a significant effect on bolus size, with the smallest diameter straws eliciting the smallest bolus volumes. Bolus volumes did not vary according to age or sex. Considerable intersubject variation was observed, particularly for the straws with the largest diameters. Intrasubject variability across 3 trials was minimal.
Conclusions: The findings support the hypothesis that narrower straw diameters are associated with smaller bolus volumes in healthy adults. Additional study is needed to determine whether individuals with dysphagia demonstrate similar patterns of bolus size associated with straws varying in internal diameter and whether such variations have clinical benefit.
C1 [Clark, Heather M.] Mayo Clin, Rochester, MN 55905 USA.
[Anderson, Caroline C.] Ty Cobb Healthcare Syst, Royston, GA USA.
[Hietpas, Fletcher] EBS Healthcare, Jamaica Pl, MA USA.
RP Clark, HM (reprint author), Mayo Clin, Rochester, MN 55905 USA.
EM clark.heather1@mayo.edu
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NR 27
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2014
VL 23
IS 1
BP 84
EP 89
DI 10.1044/1058-0360(2013/13-0032)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA AU5ZO
UT WOS:000345682100009
PM 24097796
ER
PT J
AU DeDe, G
AF DeDe, Gayle
TI Reading and Listening in People With Aphasia: Effects of Syntactic
Complexity
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE reading comprehension; auditory comprehension; sentence comprehension;
aphasia; syntax; aging; listening comprehension
ID SENTENCE COMPREHENSION; LANGUAGE COMPREHENSION; AGRAMMATIC APHASIA;
RELATIVE CLAUSES; WORKING-MEMORY; WORD-FREQUENCY; EYE-MOVEMENTS; AGE;
RESOLUTION; DEPENDENCIES
AB Purpose: The purpose of this study was to compare online effects of syntactic complexity in written and spoken sentence comprehension in people with aphasia (PWA) and adults with no brain damage (NBD).
Method: The participants in Experiment 1 were NBD older and younger adults (n = 20 per group). The participants in Experiment 2 were 10 PWA. In both experiments, the participants read and listened to sentences in self-paced reading and listening tasks. The experimental materials consisted of object cleft sentences (e.g., It was the girl who the boy hugged.) and subject cleft sentences (e.g., It was the boy who hugged the girl.).
Results: The predicted effects of syntactic complexity were observed in both Experiments 1 and 2: Reading and listening times were longer for the verb in sentences with object compared to subject relative clauses. The NBD controls showed exaggerated effects of syntactic complexity in reading compared to listening. The PWA did not show different modality effects from the NBD participants.
Conclusion: Although effects of syntactic complexity were somewhat exaggerated in reading compared with listening, both the PWA and the NBD controls showed similar effects in both modalities.
C1 Univ Arizona, Tucson, AZ 85721 USA.
RP DeDe, G (reprint author), Univ Arizona, Tucson, AZ 85721 USA.
EM gdede@arizona.edu
FU American Speech-Language-Hearing Foundation; National Institute on
Deafness and Other Communication Disorders [DC010808]
FX This work was supported in part by an American Speech-Language-Hearing
Foundation New Investigators Grant and by National Institute on Deafness
and Other Communication Disorders Grant DC010808. The author would like
to thank the research participants and their families as well as the
students who helped with data collection. The author would also like to
thank Audrey Holland for helpful feedback on a previous version of this
article.
CR Boersma P., 2011, PRAAT DOING PHONETIC
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Yates M, 2008, COGNITION, V107, P685, DOI 10.1016/j.cognition.2007.07.020
NR 40
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 579
EP 590
DI 10.1044/1058-0360(2013/12-0111)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900001
PM 23813204
ER
PT J
AU Ertmer, DJ
Jung, JM
Kloibera, DT
AF Ertmer, David J.
Jung, Jongmin
Kloibera, Diana True
TI Beginning to Talk Like an Adult: Increases in Speech-Like Utterances in
Young Cochlear Implant Recipients and Typically Developing Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech development; children; hearing loss; cochlear implants; vocal
development; speech production; development; aural rehabilitation
ID PRELINGUISTIC VOCAL DEVELOPMENT; HEARING-LOSS; PHONETIC DEVELOPMENT;
INFANTS; VOCALIZATIONS; EXPERIENCE; PERCEPTION; AGE
AB Purpose: Speech-like utterances containing rapidly combined consonants and vowels eventually dominate the prelinguistic and early word productions of typically developing (TD) toddlers. It seems reasonable to expect a similar phenomenon in young recipients of cochlear implants (CIs). The authors of this study sought to determine the number of months of robust hearing experience needed to achieve a majority of speech-like utterances in both of these groups.
Method: Speech samples were recorded from CI recipients at 3-month intervals during the first 2 years of CI experience, and from TD children at time points between 6 and 24 months of age. Speech-like utterances were operationally defined as those belonging to the basic canonical syllables (BCS) or advanced forms (AF) levels of the Consolidated Stark Assessment of Early Vocal Development-Revised (Ertmer, Young, & Nathani, 2007).
Results: On average, the CI group achieved a majority of speech-like utterances after 12 months of robust hearing experience and the TD group after 18 months. The CI group produced greater percentages of speech-like utterances at each interval until 24 months, when both groups approximated 80%.
Conclusion: Auditory deprivation did not limit progress in vocal development as young CI recipients showed more-rapid-than-typical speech development during the first 2 years of device use. Implications for the infraphonological model of speech development are considered.
C1 [Ertmer, David J.; Jung, Jongmin; Kloibera, Diana True] Purdue Univ, W Lafayette, IN 47907 USA.
RP Ertmer, DJ (reprint author), Purdue Univ, W Lafayette, IN 47907 USA.
EM dertmer@purdue.edu
FU National Institute on Deafness and Other Communication Disorders
[R01DC007863]
FX This research was funded by National Institute on Deafness and Other
Communication Disorders Grant R01DC007863, awarded to the first author.
We are especially grateful to the parents and children who made this
study possible. We are also indebted to the following individuals for
their assistance in participant recruitment and data collection: Michele
Wilkins, Wendy Ban Deters, Monica Brumbaugh, Jennifer Haney, and Monica
Lynch at Child's Voice school (Wood Dale, IL); Jean Moog, Rhonda
Bennight, Mariana Helbig, and Laurie Preusser at the Moog Center
(Chesterfield, MO); Margo Appenzeller, Megan Mercurio, Carey Evans
Ratliff, and Meredith Wessels at the Ohio Valley Voices (Loveland, OH);
Mary Daniels, Cheryl Broekelmann, Kathy Gallagher, Barb Meyers, Judy
Odendahl, and Audrea Strelo at the St. Joseph Institute for the Deaf
(Chesterfield, MO); and Teri Ouellette and Carrie Tamminga at the St.
Joseph Institute for the Deaf (Indianapolis, IN). Jennifer Slanker,
Christy Macak, Elesha Sharp, and Stephanie Wieczorek helped in data
processing and utterance classification. Denise Bradford completed the
statistical analyses in consultation with Bruce Craig. Thanks also to
Kim Oller and Suneeti Nathani Iyer for their helpful feedback during the
revision of this article.
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NR 35
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 591
EP 603
DI 10.1044/1058-0360(2013/12-0058)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900002
PM 23813203
ER
PT J
AU Cleveland, LH
Oetting, JB
AF Cleveland, Lesli H.
Oetting, Janna B.
TI Children's Marking of Verbal -s by Nonmainstream English Dialect and
Clinical Status
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE verbal -s; English dialects; specific language impairment
ID AFRICAN-AMERICAN ENGLISH; LANGUAGE IMPAIRMENT; SPEAKING CHILDREN;
VARIABLE USE; TENSE; INTERVENTION; AGREEMENT; CONTEXTS; SPEECH; SLI
AB Purpose: Children's marking of verbal -s was examined by their dialect (African American English [AAE] vs. Southern White English [SWE]) and clinical status (specific language impairment [SLI] vs. typically developing [TD]) and as a function of 4 linguistic variables (verb regularity, negation, expression of a habitual activity, and expression of historical present tense).
Method: The data were language samples from 57 six-year-olds who varied by their dialect and clinical status (AAE: SLI = 14, TD = 12; SWE: SLI = 12, TD = 19).
Results: The AAE groups produced lower rates of marking than did the SWE groups, and the SWE SLI group produced lower rates of marking than did the SWE TD group. Although low numbers of verb contexts made it difficult to evaluate the linguistic variables, there was evidence of their influence, especially for verb regularity and negation. The direction and magnitude of the effects were often (but not always) consistent with what has been described in the adult dialect literature.
Conclusion: Verbal -s can be used to help distinguish children with and without SLI in SWE but not in AAE. Clinicians can apply these findings to other varieties of AAE and SWE and other dialects by considering rates of marking and the effects of linguistic variables on marking.
C1 [Cleveland, Lesli H.] Eastern Washington Univ, Cheney, WA 99004 USA.
[Oetting, Janna B.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
RP Cleveland, LH (reprint author), Eastern Washington Univ, Cheney, WA 99004 USA.
EM lcleveland@ewu.edu
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NR 51
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 604
EP 614
DI 10.1044/1058-0360(2013/12-0122)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900003
PM 23813205
ER
PT J
AU Oakes, A
Kover, ST
Abbeduto, L
AF Oakes, Ashley
Kover, Sara T.
Abbeduto, Leonard
TI Language Comprehension Profiles of Young Adolescents With Fragile X
Syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE adolescents; developmental disorders; language; syntax
ID WITHIN-SYNDROME DIFFERENCES; DOWN-SYNDROME; EXPRESSIVE LANGUAGE;
RECEPTIVE LANGUAGE; WORKING-MEMORY; BOYS; CHILDREN; AUTISM; ADULTS;
SKILLS
AB Purpose: In this study, the authors sought to characterize the language phenotype of fragile X syndrome (FXS), focusing on the extent of impairment in receptive syntax, within-syndrome variability in those impairments in relation to gender, and the syndrome specificity of those impairments.
Method: The Test for Reception of Grammar, Version 2 (Bishop, 2003), was used to examine the overall receptive syntactic skills of adolescents with FXS (n = 35; 30 males, 5 females), adolescents with Down syndrome (DS; n = 28; 18 males, 10 females), and younger typically developing (TD) children (n = 23; 14 males, 9 females) matched on nonverbal cognition. Performance on specific grammatical constructions and error types was examined for a subset of matched participants.
Results: Participants with FXS had overall receptive syntax scores that were lower than those of the TD participants but higher than those of the participants with DS; however, there was no difference in performance between the FXS and DS groups when females were excluded. Grammatical constructions that were especially difficult for participants with FXS and those with DS were identified, especially relative clause constructions and reversible constructions requiring attention to word order encoded by syntactic features.
Conclusion: The current findings have implications for understanding the nature of the language learning difficulties of individuals with FXS and for language interventions.
C1 [Oakes, Ashley; Abbeduto, Leonard] Univ Calif Davis, MIND Inst, Davis, CA 95616 USA.
[Oakes, Ashley; Abbeduto, Leonard] Univ Calif Davis, Davis, CA 95616 USA.
[Kover, Sara T.] Univ Wisconsin, Waisman Ctr, Madison, WI 53705 USA.
RP Oakes, A (reprint author), Univ Calif Davis, MIND Inst, Davis, CA 95616 USA.
EM ashley.oakes@ucdmc.ucdavis.edu
FU National Institute on Child Health and Human Development [R01 HD024356,
P30 HD003352]; National Institute on Deafness and Other Communication
Disorders [F31 DC010959]
FX This research was supported by National Institute on Child Health and
Human Development Grants R01 HD024356 and P30 HD003352, awarded to the
third author, and by National Institute on Deafness and Other
Communication Disorders Grant F31 DC010959, awarded to the second
author. The study reported in this article was completed to fulfill the
requirements for the first author's master's degree from the University
of Wisconsin-Madison. We offer special thanks to Jan Edwards and Susan
Ellis Weismer, and to the families who participated in the study. A
portion of the results from the current study were presented at the 2011
Symposium on Research in Child Language Disorders.
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NR 41
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 615
EP 626
DI 10.1044/1058-0360(2013/12-0109)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900004
PM 23813199
ER
PT J
AU Jonathan, LP
Brick, N
Landi, N
AF Preston, Jonathan L.
Brick, Nickole
Landi, Nicole
TI Ultrasound Biofeedback Treatment for Persisting Childhood Apraxia of
Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE articulation; efficacy; intervention; children; speech sound disorders;
childhood apraxia of speech
ID VISUAL FEEDBACK; DEVELOPMENTAL APRAXIA; MOTOR CONTROL; DISORDERS;
CHILDREN; THERAPY; INTERVENTION; ADOLESCENTS; ELECTROPALATOGRAPHY;
REMEDIATION
AB Purpose: The purpose of this study was to evaluate the efficacy of a treatment program that includes ultrasound biofeedback for children with persisting speech sound errors associated with childhood apraxia of speech (CAS).
Method: Six children ages 9-15 years participated in a multiple baseline experiment for 18 treatment sessions during which treatment focused on producing sequences involving lingual sounds. Children were cued to modify their tongue movements using visual feedback from real-time ultrasound images. Probe data were collected before, during, and after treatment to assess word-level accuracy for treated and untreated sound sequences. As participants reached preestablished performance criteria, new sequences were introduced into treatment.
Results: All participants met the performance criterion (80% accuracy for 2 consecutive sessions) on at least 2 treated sound sequences. Across the 6 participants, performance criterion was met for 23 of 31 treated sequences in an average of 5 sessions. Some participants showed no improvement in untreated sequences, whereas others showed generalization to untreated sequences that were phonetically similar to the treated sequences. Most gains were maintained 2 months after the end of treatment. The percentage of phonemes correct increased significantly from pretreatment to the 2-month follow-up.
Conclusion: A treatment program including ultrasound biofeedback is a viable option for improving speech sound accuracy in children with persisting speech sound errors associated with CAS.
C1 [Preston, Jonathan L.; Landi, Nicole] Haskins Labs Inc, New Haven, CT 06511 USA.
[Preston, Jonathan L.; Brick, Nickole] So Connecticut State Univ, New Haven, CT 06515 USA.
[Landi, Nicole] Yale Univ, Sch Med, Yale Child Study Ctr, New Haven, CT USA.
RP Jonathan, LP (reprint author), Haskins Labs Inc, 270 Crown St, New Haven, CT 06511 USA.
EM preston@haskins.yale.edu
RI Landi, Nicole /P-2954-2014
OI Landi, Nicole /0000-0003-2890-2519
FU Childhood Apraxia of Speech Association of North America; Connecticut
State University
FX Support was provided by the Childhood Apraxia of Speech Association of
North America, a Connecticut State University grant, and a donation to
the Language and Early Assessment Research Network at Haskins
Laboratories. Thanks to Virginia Porto, Shawna Oneil, and Nicole
Augustine for providing treatment to participants; Emily Phillips, Cayla
Dominello, Amanda Rizzo, and Gabrielle Cella for data entry; Dana Arthur
for assisting with assessments; and Suzanne Boyce for providing initial
training with ultrasound imaging.
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American Speech-Language-Hearing Association, 2007, TECHNICAL REPORT
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NR 48
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 627
EP 643
DI 10.1044/1058-0360(2013/12-0139)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900005
ER
PT J
AU Dale, PS
Hayden, DA
AF Dale, Philip S.
Hayden, Deborah A.
TI Treating Speech Subsystems in Childhood Apraxia of Speech With Tactual
Input: The PROMPT Approach
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE PROMPT; childhood apraxia of speech; developmental apraxia of speech;
developmental motor speech disorders; speech sound disorders
ID DEVELOPMENTAL APRAXIA; CHILDREN; DISORDERS; STABILITY; MOVEMENT;
EFFICACY
AB Purpose: Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT; Hayden, 2004; Hayden, Eigen, Walker, & Olsen, 2010)-a treatment approach for the improvement of speech sound disorders in children-uses tactile-kinesthetic- proprioceptive (TKP) cues to support and shape movements of the oral articulators. No research to date has systematically examined the efficacy of PROMPT for children with childhood apraxia of speech (CAS).
Method: Four children (ages 3; 6 [years; months] to 4; 8), all meeting the American Speech-Language-Hearing Association (2007) criteria for CAS, were treated using PROMPT. All children received 8 weeks of 2 x per week treatment, including at least 4 weeks of full PROMPT treatment that included TKP cues. During the first 4 weeks, 2 of the 4 children received treatment that included all PROMPT components except TKP cues. This design permitted both between-subjects and within-subjects comparisons to evaluate the effect of TKP cues. Gains in treatment were measured by standardized tests and by criterion-referenced measures based on the production of untreated probe words, reflecting change in speech movements and auditory perceptual accuracy.
Results: All 4 children made significant gains during treatment, but measures of motor speech control and untreated word probes provided evidence for more gain when TKP cues were included.
Conclusion: PROMPT as a whole appears to be effective for treating children with CAS, and the inclusion of TKP cues appears to facilitate greater effect.
C1 [Dale, Philip S.] Univ New Mexico, Albuquerque, NM 87131 USA.
[Hayden, Deborah A.] PROMPT Inst, Santa Fe, NM USA.
RP Dale, PS (reprint author), Univ New Mexico, Albuquerque, NM 87131 USA.
EM dalep@unm.edu
RI Dale, Philip/A-2254-2009
OI Dale, Philip/0000-0002-7697-8510
FU Childhood Apraxia of Speech Association of North America
FX This research was funded by a grant from the Childhood Apraxia of Speech
Association of North America, awarded to the two authors. We are
grateful to Edwyna Alexander for her clinical input and expertise, and
to the children and families who participated in this study.
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Strand E. A., 1999, CLIN MANAGEMENT MOTO, P109
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Strand EA, 2006, J MED SPEECH-LANG PA, V14, P297
World Health Organisation, 2001, INT CLASS FUNCT DIS
Zimmerman I., 2002, PRESCHOOL LANGUAGE S, V4th
NR 37
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 644
EP 661
DI 10.1044/1058-0360(2013/12-0055)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900006
PM 23813194
ER
PT J
AU Sekine, K
Rose, ML
AF Sekine, Kazuki
Rose, Miranda L.
TI The Relationship of Aphasia Type and Gesture Production in People With
Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE gesture; aphasia; speech-language pathology; discourse; screening
ID COMMUNICATION; PANTOMIME; DISCOURSE
AB Purpose: For many individuals with aphasia, gestures form a vital component of message transfer and are the target of speech-language pathology intervention. What remains unclear are the participant variables that predict successful outcomes from gesture treatments. The authors examined the gesture production of a large number of individuals with aphasia-in a consistent discourse sampling condition and with a detailed gesture coding system-to determine patterns of gesture production associated with specific types of aphasia.
Method: The authors analyzed story retell samples from AphasiaBank (TalkBank, n.d.), gathered from 98 individuals with aphasia resulting from stroke and 64 typical controls. Twelve gesture types were coded. Descriptive statistics were used to describe the patterns of gesture production. Possible significant differences in production patterns according to aphasia type were examined using a series of chi-square, Fisher exact, and logistic regression statistics.
Results: A significantly higher proportion of individuals with aphasia gestured as compared to typical controls, and for many individuals with aphasia, this gesture was iconic and was capable of communicative load. Aphasia type impacted significantly on gesture type in specific identified patterns, detailed here.
Conclusion: These type-specific patterns suggest the opportunity for gestures as targets of aphasia therapy.
C1 [Sekine, Kazuki] Univ Birmingham, Walsall, W Midlands, England.
[Sekine, Kazuki] Japan Soc Promot Sci, Tokyo, Japan.
[Rose, Miranda L.] La Trobe Univ, Melbourne, Vic 3086, Australia.
[Rose, Miranda L.] Ctr Clin Res Excellence Aphasia Rehabil, Brisbane, Qld, Australia.
RP Sekine, K (reprint author), Univ Birmingham, Walsall, W Midlands, England.
EM kazuki@tkc.att.ne.jp
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NR 43
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 662
EP 672
DI 10.1044/1058-0360(2013/12-0030)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900007
PM 24018695
ER
PT J
AU Scott, KA
Pollock, K
Roberts, JA
Krakow, R
AF Scott, Kathleen A.
Pollock, Karen
Roberts, Jenny A.
Krakow, Rena
TI Phonological Processing Skills of Children Adopted Internationally
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE reading; language; school-age children; international adoption;
literacy; cultural and linguistic diversity
ID FORMER SOVIET-UNION; LANGUAGE-DEVELOPMENT; SPEECH-PERCEPTION; OUTCOMES;
ADOLESCENCE; ADJUSTMENT; IMPAIRMENT; CHINA; AGE
AB Purpose: In recent years, large numbers of children have been adopted from abroad into the United States. This has prompted an interest in understanding and improving the developmental outcomes for these children. Although a growing number of studies have investigated the early language development of children who have been adopted internationally, few have focused specifically on the phonological processing development of this group of children, even though it is widely acknowledged that phonological processing skills are important in language and literacy acquisition. The purpose of this study was to examine the phonological processing skills of a group of children who had been adopted from China into the United States.
Method: The participants were 45 children who had been adopted from China (M-age at adoption = 13.09 months). The children were assessed between the ages of 6; 10 ( years; months) and 9; 4. Their phonological processing skills, spoken language skills, and reading comprehension skills were assessed using norm-referenced measures.
Results: Overall, the majority of children scored at or above the average ranges across measures of phonological awareness, phonological memory, and rapid naming. The children's reading comprehension scores were moderately to highly correlated with their phonological processing scores, but age at the time of adoption was not highly correlated with phonological processing or reading comprehension.
Conclusion: The findings of the current study provide a basis for an optimistic view regarding the later language and literacy development of school-age children who were internationally adopted by the age of 2 years.
C1 [Scott, Kathleen A.; Roberts, Jenny A.] Hofstra Univ, Hempstead, NY 11550 USA.
[Pollock, Karen] Univ Alberta, Edmonton, AB, Canada.
[Krakow, Rena] Temple Univ, Philadelphia, PA 19122 USA.
RP Scott, KA (reprint author), Hofstra Univ, Hempstead, NY 11550 USA.
EM kathleen.scott@hofstra.edu
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NR 54
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2013
VL 22
IS 4
BP 673
EP 683
DI 10.1044/1058-0360(2013/12-0133)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 294FG
UT WOS:000330027900008
PM 23813206
ER
PT J
AU Olswang, LB
Feuerstein, JL
Pinder, GL
Dowden, P
AF Olswang, Lesley B.
Feuerstein, Julie L.
Pinder, Gay Lloyd
Dowden, Patricia
TI Validating Dynamic Assessment of Triadic Gaze for Young Children With
Severe Disabilities
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE assessment; early intervention; severe disabilities; communication
ID JOINT ATTENTION; DEVELOPMENTAL-DISABILITIES; LANGUAGE-DEVELOPMENT; EARLY
IDENTIFICATION; INFANTS; COMMUNICATION; INTERVENTION; ONTOGENESIS;
RELIABILITY; TODDLERS
AB Purpose: This research investigated the use of a dynamic assessment (DA) to identify differences among young children with severe disabilities, which would predict progress in learning behaviors indicating coordinated joint attention (CJA).
Method: Six children 10-24 months of age were enrolled in a 16-week treatment for behaviors indicating CJA, specifically triadic gaze (TG), which is a 3-point gaze shift between object and adult. An initial static assessment documented the children's eligibility for the study and their baseline performance of TG. DA procedures were then implemented to determine each child's performance with examiner support in producing behaviors suggesting joint attention (i.e., tracking, gaze toward an object or an adult, scanning between objects, scanning an object and adult, and TG).
Results: Results demonstrated differences among children during the DA via a DA score and a behavioral profile. These results were predictive of differences among children in subsequent learning of TG.
Conclusion: These data support the validity of DA for describing heterogeneity among young children with severe disabilities who look similar on static assessment but appear differentially ready to learn behaviors associated with joint attention. This knowledge will assist clinicians in planning more efficacious services for young children who struggle to communicate and are at risk for extended therapeutic needs.
C1 [Olswang, Lesley B.; Feuerstein, Julie L.; Dowden, Patricia] Univ Washington, Seattle, WA 98195 USA.
[Pinder, Gay Lloyd] Childrens Therapy Ctr, Kent, WA USA.
RP Olswang, LB (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM lolswang@uw.edu
FU National Institutes of Health, Treatment for Triadic Gaze [5P01HD018955]
FX This research was supported by a grant from the National Institutes of
Health, Treatment for Triadic Gaze (5P01HD018955).
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NR 59
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 449
EP 462
DI 10.1044/1058-0360(2012/12-0013)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200001
PM 23813200
ER
PT J
AU Heilmann, J
DeBrock, L
Riley-Tillman, TC
AF Heilmann, John
DeBrock, Lindsay
Riley-Tillman, T. Chris
TI Stability of Measures From Children's Interviews: The Effects of Time,
Sample Length, and Topic
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language sample analysis; reliability; generalizability theory;
discourse; psychometrics
ID LANGUAGE IMPAIRMENT; PRESCHOOL-CHILDREN; RELIABILITY; GENERALIZABILITY;
CONVERSATION; DISCOURSE; NARRATION; ADULT; AGE
AB Purpose: The purpose of this study was to examine the reliability of, and sources of variability in, language measures from interviews collected from young school-age children.
Method: Two 10-min interviews were collected from 20 at-risk kindergarten children by an examiner using a standardized set of questions. Test-retest reliability coefficients were calculated for 8 language measures. Generalizability theory (G-theory) analyses were completed to document the variability introduced into the measures from the child, session, sample length, and topic.
Results: Significant and strong reliability correlation coefficients were observed for most of the language sample measures. The G-theory analyses revealed that most of the variance in the language measures was attributed to the child. Session, sample length, and topic accounted for negligible amounts of variance in most of the language measures.
Conclusion: Measures from interviews were reliable across sessions, and the sample length and topic did not have a substantial impact on the reliability of the language measures. Implications regarding the clinical feasibility of language sample analysis for assessment and progress monitoring are discussed.
C1 [Heilmann, John] Univ Wisconsin, Milwaukee, WI 53201 USA.
[DeBrock, Lindsay] Wake Cty Schools, Cary, NC USA.
[Riley-Tillman, T. Chris] Univ Missouri, Columbia, MO 65211 USA.
RP Heilmann, J (reprint author), Univ Wisconsin, Milwaukee, WI 53201 USA.
EM heilmanj@uwm.edu
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NR 44
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 463
EP 475
DI 10.1044/1058-0360(2012/11-0035)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200002
PM 23897591
ER
PT J
AU Fitzgerald, CE
Hadley, PA
Rispoli, M
AF Fitzgerald, Colleen E.
Hadley, Pamela A.
Rispoli, Matthew
TI Are Some Parents' Interaction Styles Associated With Richer Grammatical
Input?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE grammar; morphosyntax; input; tense
ID ACQUISITION; IMPAIRMENT; CONTEXTS; CHILDREN; SPEECH; TENSE
AB Purpose: Evidence for tense marking in child-directed speech varies both across languages (Guasti, 2002; Legate & Yang, 2007) and across speakers of a single language (Hadley, Rispoli, Fitzgerald, & Bahnsen, 2011). The purpose of this study was to understand how parent interaction styles and register use overlap with the tense-marking properties of child-directed speech. This study investigated how parent interaction style, measured by utterance function, and parent register use when asking questions interacted with verb forms in child-directed input to identify interaction styles associated with the richest grammatical input.
Method: Participants were 15 parent-toddler dyads. The communicative function of parent utterances and the form of their questions were coded from language samples of parent-child play when children were 21 months of age. Verbs were coded for linguistic form (e.g., imperative, modal, copula).
Results: Directives and reduced questions were both negatively related to input informativeness (i.e., the proportion of unambiguous evidence for tense). Other-focused descriptives were positively related to input informativeness.
Conclusion: Predictable overlap existed between the characteristics of parents' interaction styles and register use and their input informativeness. An other-focused descriptive style most strongly related to richer evidence for the +Tense grammar of English.
C1 [Fitzgerald, Colleen E.; Hadley, Pamela A.; Rispoli, Matthew] Univ Illinois, Champaign, IL 61820 USA.
RP Fitzgerald, CE (reprint author), Univ Illinois, Champaign, IL 61820 USA.
EM fitzger7@illinois.edu
FU National Institute on Deafness and Other Communication Disorders [R15
DC005374]; National Science Foundation [BCS-082251]
FX Collection of archival data was supported by R15 DC005374, from the
National Institute on Deafness and Other Communication Disorders awarded
to Matthew Rispoli. Data analysis was supported by BCS-082251 from the
National Science Foundation awarded to Matthew Rispoli and Pamela
Hadley. This article is based on Colleen Fitzgerald's master's thesis.
Portions of this article were previously presented at the 2011 Symposium
for Research in Child Language Disorders, Madison, WI. We are grateful
to numerous students who assisted in data collection and analyses and
especially to the participating parents and children.
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NR 35
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 476
EP 488
DI 10.1044/1058-0360(2012/11-0111)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200003
PM 23275628
ER
PT J
AU Franco, JH
Davis, BL
Davis, JL
AF Franco, Jessica H.
Davis, Barbara L.
Davis, John L.
TI Increasing Social Interaction Using Prelinguistic Milieu Teaching With
Nonverbal School-Age Children With Autism
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communication; prelinguistic; social interaction; autism; routine
ID JOINT ATTENTION; YOUNG-CHILDREN; DEVELOPMENTAL DELAY; COMMUNICATION
INTERVENTIONS; INTENTIONAL COMMUNICATION; INTELLECTUAL DISABILITIES;
EXPRESSIVE VOCABULARY; LANGUAGE-DEVELOPMENT; MULTIPLE BASELINE;
MOTHER-INFANT
AB Purpose: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners.
Method: Six nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants.
Results: At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication.
Conclusion: Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.
C1 [Franco, Jessica H.; Davis, Barbara L.] Univ Texas Austin, Austin, TX 78712 USA.
[Davis, John L.] Texas A&M Univ, College Stn, TX USA.
RP Franco, JH (reprint author), Univ Texas Austin, Austin, TX 78712 USA.
EM jfranco@austin.utexas.edu
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NR 67
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 489
EP 502
DI 10.1044/1058-0360(2012/10-0103)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200004
PM 23813208
ER
PT J
AU McLeod, S
Harrison, LJ
McAllister, L
McCormack, J
AF McLeod, Sharynne
Harrison, Linda J.
McAllister, Lindy
McCormack, Jane
TI Speech Sound Disorders in a Community Study of Preschool Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorders; articulation; phonology; service delivery;
parent; teacher
ID MODERATE PHONOLOGICAL DISORDER; LATE-DEVELOPING LANGUAGE; 28-YEAR
FOLLOW-UP; CHILDHOOD APRAXIA; NATURAL-HISTORY; IMPAIRMENT; LITERACY;
ASSOCIATION; INTELLIGIBILITY; INVOLVEMENT
AB Purpose: To undertake a community (nonclinical) study to describe the speech of preschool children who had been identified by parents/teachers as having difficulties "talking and making speech sounds" and compare the speech characteristics of those who had and had not accessed the services of a speech-language pathologist (SLP).
Method: Stage 1: Parent/teacher concern regarding the speech skills of 1,097 4- to 5-year-old children attending early childhood centers was documented. Stage 2a: One hundred forty-three children who had been identified with concerns were assessed. Stage 2b: Parents returned questionnaires about service access for 109 children.
Results: The majority of the 143 children (86.7%) achieved a standard score below the normal range for the percentage of consonants correct (PCC) on the Diagnostic Evaluation of Articulation and Phonology (Dodd, Hua, Crosbie, Holm, & Ozanne, 2002). Consonants produced incorrectly were consistent with the late-8 phonemes (Shriberg, 1993). Common phonological patterns were fricative simplification (82.5%), cluster simplification (49.0%)/reduction (19.6%), gliding (41.3%), and palatal fronting (15.4%). Interdental lisps on /s/ and /z/ were produced by 39.9% of the children, dentalization of other sibilants by 17.5%, and lateral lisps by 13.3%. Despite parent/teacher concern, only 41/109 children had contact with an SLP. These children were more likely to be unintelligible to strangers, to express distress about their speech, and to have a lower PCC and a smaller consonant inventory compared to the children who had no contact with an SLP.
Conclusion: A significant number of preschool-age children with speech sound disorders (SSD) have not had contact with an SLP. These children have mild-severe SSD and would benefit from SLP intervention. Integrated SLP services within early childhood communities would enable earlier identification of SSD and access to intervention to reduce potential educational and social impacts affiliated with SSD.
C1 [McLeod, Sharynne; Harrison, Linda J.; McAllister, Lindy; McCormack, Jane] Charles Sturt Univ, Bathurst, NSW 2795, Australia.
[McAllister, Lindy] Univ Sydney, Sydney, NSW 2006, Australia.
RP McLeod, S (reprint author), Charles Sturt Univ, Bathurst, NSW 2795, Australia.
EM smcleod@csu.edu.au
RI McLeod, Sharynne/I-8088-2014
OI McLeod, Sharynne/0000-0002-7279-7851
FU Australian Research Council [DP0773978, FT0990588]; Charles Sturt
University Research Institute for Professional Practice, Learning and
Education
FX This research was supported by the following sources: Australian
Research Council Discovery Grant DP0773978; Australian Research Council
Future Fellowship FT0990588; and the Charles Sturt University Research
Institute for Professional Practice, Learning and Education. The authors
acknowledge insights, assistance, and support from Christine Porter,
Bethany Toohill, Emma Heinrich, and Hannah Wilkin.
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PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 503
EP 522
DI 10.1044/1058-0360(2012/11-0123)
PG 20
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200005
PM 23813192
ER
PT J
AU Lockart, R
McLeod, S
AF Lockart, Rebekah
McLeod, Sharynne
TI Factors That Enhance English-Speaking Speech-Language Pathologists'
Transcription of Cantonese-Speaking Children's Consonants
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE assessment; transcription; multilingual; Cantonese
ID PHONETIC DETAIL; PERCEPTION; LISTENERS; JAPANESE; DISCRIMINATION;
IDENTIFICATION; INTERVENTION; ACQUISITION; EXPERIENCE; DISORDERS
AB Purpose: To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language.
Method: Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design.
Results: Task 1 (baseline) involved transcribing English words. In Task 2, students transcribed 25 words spoken by a Cantonese adult. An average of 59.1% consonants was transcribed correctly (72.9% when Cantonese-English transfer patterns were allowed). There was higher accuracy on shared English and Cantonese syllable-initial consonants /m,n,f,s,h,j,w,l/ and syllable-final consonants. In Task 3, students identified consonant errors and transcribed 100 words spoken by Cantonese-speaking children under 4 additive conditions: (1) baseline, (2) +adult model, (3) +information about Cantonese phonology, and (4) all variables (2 and 3 were counterbalanced). There was a significant improvement in the students' identification and transcription scores for conditions 2, 3, and 4, with a moderate effect size. Increased skill was not based on listeners' proficiency in speaking another language, perceived transcription skill, musicality, or confidence with multilingual clients.
Conclusion: Speech-language pathology students, with no exposure to or specific training in Cantonese, have some skills to identify errors and transcribe Cantonese. Provision of a Cantonese-adult model and information about Cantonese phonology increased students' accuracy in transcribing Cantonese speech.
C1 [Lockart, Rebekah] Macquarie Univ, Sydney, NSW 2109, Australia.
[McLeod, Sharynne] Charles Sturt Univ, Bathurst, NSW 2795, Australia.
RP McLeod, S (reprint author), Charles Sturt Univ, Bathurst, NSW 2795, Australia.
EM smcleod@csu.edu.au
RI McLeod, Sharynne/I-8088-2014
OI McLeod, Sharynne/0000-0002-7279-7851
FU Australian Research Council [FT0990588]
FX This research comprised the first author's master's research, supervised
by the second author. It was supported by Australian Research Council
Future Fellowship FT0990588 awarded to the second author. The authors
acknowledge insights and support from Carol Kit Sum To, Peter Petocz,
David McKinnon, Lena Danaia, and Linda J. Harrison.
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NR 75
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 523
EP 539
DI 10.1044/1058-0360(2012/12-0009)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200006
PM 23813201
ER
PT J
AU Klein, HB
Byun, TM
Davidson, L
Grigos, MI
AF Klein, Harriet B.
Byun, Tara McAllister
Davidson, Lisa
Grigos, Maria I.
TI A Multidimensional Investigation of Children's /r/ Productions:
Perceptual, Ultrasound, and Acoustic Measures
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE acoustics; articulation; speech production; speech sound disorders
ID ENGLISH VERTICAL-BAR; PHONETIC TRANSCRIPTION; SPEECH HABILITATION;
ADOLESCENTS; ARTICULATION; LISTENERS; RHOTICS; YOUNG
AB Purpose: This study explored relationships among perceptual, ultrasound, and acoustic measurements of children's correct and misarticulated /r/ sounds. Longitudinal data documenting changes across these parameters were collected from 2 children who acquired /r/ over a period of intervention and were compared with data from children with typical speech.
Method: Participants were 3 children with typical speech, recorded once, and 2 children with /r/ misarticulation, recorded over 7-8 months. The following data from /r/ produced in nonwords were collected: perceptually rated accuracy, ultrasound measures of tongue shape, and F3 - F2 distance.
Results: Regression models revealed significant associations among perceptual, ultrasound, and acoustic measures of /r/ accuracy. The inclusion of quantitative tongue-shape measurements improved the match between the ultrasound and perceptual/acoustic data. Perceptually incorrect /r/ productions were found to feature posteriorly located peaked tongue shapes. Of the children who were seen longitudinally, 1 developed a bunched /r/ and 1 demonstrated retroflexion. The children with typical speech also differed in their tongue shapes.
Conclusion: Results support the validity of using qualitative and quantitative ultrasound measures to characterize the accuracy of children's /r/ sounds. Clinically, findings suggest that it is important to encourage pharyngeal constriction while allowing children to find the /r/ tongue shape that best fits their individual vocal tract.
C1 [Klein, Harriet B.; Byun, Tara McAllister; Davidson, Lisa; Grigos, Maria I.] NYU, New York, NY 10003 USA.
RP Klein, HB (reprint author), NYU, New York, NY 10003 USA.
EM harriet.klein@nyu.edu
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NR 36
TC 2
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 540
EP 553
DI 10.1044/1058-0360(2013/12-0137)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200007
PM 23813195
ER
PT J
AU Jacobson, PF
Walden, PR
AF Jacobson, Peggy F.
Walden, Patrick R.
TI Lexical Diversity and Omission Errors as Predictors of Language Ability
in the Narratives of Sequential Spanish-English Bilinguals: A
Cross-Language Comparison
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language sample analysis; bilingual language impairment; omission
errors; lexical diversity
ID SPEAKING CHILDREN; GRAMMATICAL MORPHOLOGY; VOCABULARY DEVELOPMENT;
2ND-LANGUAGE LEARNERS; DISCRIMINANT ACCURACY; PRESCHOOL-CHILDREN;
SPONTANEOUS SPEECH; VERB INFLECTIONS; IMPAIRMENT; ACQUISITION
AB Purpose: This study explored the utility of language sample analysis for evaluating language ability in school-age Spanish-English sequential bilingual children. Specifically, the relative potential of lexical diversity and word/morpheme omission as predictors of typical or atypical language status was evaluated.
Method: Narrative samples were obtained from 48 bilingual children in both of their languages using the suggested narrative retell protocol and coding conventions as per Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2008) software. An additional lexical diversity measure, VocD, was also calculated. A series of logistical hierarchical regressions explored the utility of the number of different words, VocD statistic, and word and morpheme omissions in each language for predicting language status.
Results: Omission errors turned out to be the best predictors of bilingual language impairment at all ages, and this held true across languages. Although lexical diversity measures did not predict typical or atypical language status, the measures were significantly related to oral language proficiency in English and Spanish.
Conclusion: The results underscore the significance of omission errors in bilingual language impairment while simultaneously revealing the limitations of lexical diversity measures as indicators of impairment. The relationship between lexical diversity and oral language proficiency highlights the importance of considering relative language proficiency in bilingual assessment.
C1 [Jacobson, Peggy F.; Walden, Patrick R.] St Johns Univ, Queens, NY USA.
RP Jacobson, PF (reprint author), St Johns Univ, Queens, NY USA.
EM jacobsop@stjohns.edu
FU National Institute on Deafness and Other Communication Disorders [5RO3DC
07018-02]
FX This research was supported by Grant 5RO3DC 07018-02 from the National
Institute on Deafness and Other Communication Disorders awarded to the
first author. We are grateful to graduate research assistants Margaret
Casey, Yury Cobos, Ana Contreras, Jessica Greco, and Edith Tsouri for
performing transcription, coding, and reliability measurements. We also
acknowledge the assistance of David Livert, who performed the
statistical analysis. Deepest gratitude is extended to the children and
their families who participated in the study.
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NR 75
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 554
EP 565
DI 10.1044/1058-0360(2013/11-0055)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200008
PM 23813196
ER
PT J
AU Lund, AM
Garcia, JM
Chambers, E
AF Lund, Annelise Masters
Garcia, Jane Mertz
Chambers, Edgar
TI Line Spread as a Visual Clinical Tool for Thickened Liquids
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE dysphagia; swallowing; thickened liquids
ID SPEECH-LANGUAGE PATHOLOGISTS; TRAINING-PROGRAM; DYSPHAGIA DIETS;
BEVERAGES; VISCOSITY; ACCURACY; INTERVENTIONS; ASPIRATION
AB Purpose: Preparing modified liquids to a target level of consistency is critical to patients' nutritional care. This study examined the relationship of line spread (i.e., the distance a liquid flows) to viscometer measurements for a variety of product/liquid combinations and determined if flow distance visually differentiated nectar-thick versus honey-like consistency.
Method: Combinations of 4 thickening products (3 starch-based and 1 gum-based thickener) prepared with 6 serving-temperature liquids that had various levels of fat, fiber, and added nutrients were tested. A total of 32 product/liquid combinations tested within the target range of 80-800 centipoise (cP). Measurements were recorded using line spread and a Brookfield RVDV-II+viscometer.
Results: Nectar-thick and honey-like consistencies significantly differed in their degree of line spread. Using our line spread apparatus, a value of 4.5 cm differentiated between nectar-thick and honey-like consistencies. There was an inverse correlation (-.75) between viscometer data and line spread results. That is, high viscosity values represented samples with less flow distance (line spread), and low viscosity values represented samples with more flow distance.
Conclusion: Line spread appears to be a quick, objective, and visual method that might be used to help patients and their caregivers achieve more accurate and consistent thickened liquid preparation.
C1 [Lund, Annelise Masters; Garcia, Jane Mertz; Chambers, Edgar] Kansas State Univ, Manhattan, KS 66506 USA.
RP Garcia, JM (reprint author), Kansas State Univ, Manhattan, KS 66506 USA.
EM jgarcia@ksu.edu
FU Perry C. & Virginia Peine Excellence for Aging Initiative at Kansas
State University
FX This research was supported in part by a grant provided by The Perry C.
& Virginia Peine Excellence for Aging Initiative at Kansas State
University.
CR Adeleye B, 2007, J AM DIET ASSOC, V107, P1176, DOI 10.1016/j.jada.2007.04.011
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Logemanin JA, 2008, J SPEECH LANG HEAR R, V51, P173, DOI 10.1044/1092-4388(2008/013)
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Richter SL, 2012, J ACAD NUTR DIET, V112, P1603, DOI 10.1016/j.jand.2012.07.010
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Robbins J, 2008, ANN INTERN MED, V148, P509
NR 24
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 566
EP 571
DI 10.1044/1058-0360(2013/12-0044)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200009
PM 23813193
ER
PT J
AU Zajac, DJ
AF Zajac, David J.
TI Nasalance Scores of Children With Repaired Cleft Palate Who Exhibit
Normal Velopharyngeal Closure During Aerodynamic Testing
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE nasalance; velopharyngeal function; cleft palate; pressure-sensitive
theory
ID HYPONASALITY
AB Purpose: To determine if children with repaired cleft palate and normal velopharyngeal (VP) closure as determined by aerodynamic testing exhibit greater acoustic nasalance than control children without cleft palate.
Method: Pressure-flow procedures were used to identify 2 groups of children based on VP closure during the production of /p/ in the word hamper: (a) children with repaired cleft palate and normal VP closure (n = 23) and (b) controls without cleft palate and with normal VP closure (n = 16). Acoustic nasalance scores were obtained for all children during the production of syllables with high-pressure consonants and sentences with low-pressure consonants (i.e., low-pressure sentences).
Results: Nasalance scores were generally higher for children with repaired cleft palate and normal VP function as compared to controls; however, a significant difference occurred only for low-pressure sentences (p = .005).
Conclusion: Results partially support a pressure-sensitive theory of VP function in that some children with repaired cleft palate may achieve VP closure during the production of high-pressure consonants but fail to do so during the production of vowels and low-pressure consonants. Clinical implications are discussed.
C1 Univ N Carolina, Chapel Hill, NC 27515 USA.
RP Zajac, DJ (reprint author), Univ N Carolina, Chapel Hill, NC 27515 USA.
EM david_zajac@dentistry.unc.edu
FU National Institute of Dental & Craniofacial Research [R56DE018004]
FX This project was supported by Award R56DE018004 from the National
Institute of Dental & Craniofacial Research. The content is solely the
responsibility of the author and does not necessarily represent official
views of the National Institute of Dental and Craniofacial Research or
the National Institutes of Health. The author wishes to thank Amanda
Lloyd and Caitrin Plante for assistance with data collection.
CR Awan SN, 2011, J SPEECH LANG HEAR R, V54, P1284, DOI 10.1044/1092-4388(2011/10-0201)
DALSTON RM, 1991, J SPEECH HEAR RES, V34, P11
FLETCHER SG, 1972, J SPEECH HEAR DISORD, V37, P329
Gildersleeve-Neumann CE, 2001, CLEFT PALATE-CRAN J, V38, P106, DOI 10.1597/1545-1569(2001)038<0106:NSINIW>2.0.CO;2
HARDIN MA, 1992, CLEFT PALATE-CRAN J, V29, P346, DOI 10.1597/1545-1569(1992)029<0346:CBNSAL>2.3.CO;2
Karnell MP, 2001, CLEFT PALATE-CRAN J, V38, P346, DOI 10.1597/1545-1569(2001)038<0346:IOAPST>2.0.CO;2
Kirk RE, 1982, EXPT DESIGN PROCEDUR
Lewis KE, 2000, CLEFT PALATE-CRAN J, V37, P584, DOI 10.1597/1545-1569(2000)037<0584:TEOVON>2.0.CO;2
MacKay I. R., 1994, INSTRUCTION MANUAL N, P123
McHenry M., 1997, AM J SPEECH-LANG PAT, V6, P55
PERCI-SARS, 2007, PERCI SAR SYST VERS
Watterson T, 1996, CLEFT PALATE-CRAN J, V33, P67, DOI 10.1597/1545-1569(1996)033<0067:NSFONM>2.3.CO;2
Zajac DJ, 2011, CLEFT PALATE-CRAN J, V48, P538, DOI 10.1597/09-166
Zajac DJ, 2000, CLEFT PALATE-CRAN J, V37, P468, DOI 10.1597/1545-1569(2000)037<0468:PFCOMA>2.0.CO;2
NR 14
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2013
VL 22
IS 3
BP 572
EP 576
DI 10.1044/1058-0360(2013/12-0049)
PG 5
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 219WN
UT WOS:000324542200010
PM 23813202
ER
PT J
AU Wittke, K
Spaulding, TJ
Schechtman, CJ
AF Wittke, Kacie
Spaulding, Tammie J.
Schechtman, Calli J.
TI Specific Language Impairment and Executive Functioning: Parent and
Teacher Ratings of Behavior
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; SLI; executive functioning; language
ID WORKING-MEMORY; PRESCHOOL-CHILDREN; EMOTION REGULATION; ADHD; SLI;
INHIBITION; ATTENTION; DEFICITS; COMPREHENSION; INDIVIDUALS
AB Purpose: The current study used the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers.
Method: Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF-P.
Results: The executive functioning of children with SLI were rated significantly worse than those of controls by both parents and teachers. Adults' perceptions of the children's executive functioning significantly correlated with the children's language abilities.
Conclusion: Parent and teacher perceptions of executive functioning in children with SLI align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. Furthermore, the results provide additional supporting evidence of the relationship between language abilities and executive functioning in early child development.
C1 [Wittke, Kacie; Spaulding, Tammie J.; Schechtman, Calli J.] Univ Connecticut, Storrs, CT 06269 USA.
RP Spaulding, TJ (reprint author), Univ Connecticut, Storrs, CT 06269 USA.
EM tammie.spaulding@uconn.edu
FU UConn Foundation
FX This work was supported by a UConn Foundation large faculty grant to the
second author.
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NR 55
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP 161
EP 172
DI 10.1044/1058-0360(2012/11-0052)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600018
PM 23184138
ER
PT J
AU Preston, JL
Hull, M
Edwards, ML
AF Preston, Jonathan L.
Hull, Margaret
Edwards, Mary Louise
TI Preschool Speech Error Patterns Predict Articulation and Phonological
Awareness Outcomes in Children With Histories of Speech Sound Disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorders; speech production; phonological awareness;
outcomes; literacy
ID LITERACY OUTCOMES; 4-YEAR-OLD CHILDREN; PROCESSING SKILLS; PHONEME
AWARENESS; EARLY-CHILDHOOD; FOLLOW-UP; IMPAIRMENT; KINDERGARTEN;
LANGUAGE; INTERVENTION
AB Purpose: To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later.
Method: Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years; months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes.
Results: Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors.
Conclusion: Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.
C1 [Preston, Jonathan L.; Hull, Margaret] So Connecticut State Univ, New Haven, CT 06515 USA.
[Preston, Jonathan L.] Haskins Labs Inc, New Haven, CT 06511 USA.
[Edwards, Mary Louise] Syracuse Univ, Syracuse, NY USA.
RP Jonathan, LP (reprint author), So Connecticut State Univ, New Haven, CT 06515 USA.
EM preston@haskins.yale.edu
FU National Institutes of Health [P01HD001994]
FX Research support was provided by a donation to the LEARN Center at
Haskins Laboratories and by Grant P01HD001994 from the National
Institutes of Health.
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NR 59
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP 173
EP 184
DI 10.1044/1058-0360(2012/12-0022)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600019
PM 23184137
ER
PT J
AU Newton, C
Acres, K
Bruce, C
AF Newton, Caroline
Acres, Kadia
Bruce, Carolyn
TI A Comparison of Computerized and Paper-Based Language Tests With Adults
With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; assessment; computers; language
ID PROGRESSIVE MATRICES; EQUIVALENCE; INFORMATION; STANDARD; THERAPY;
STROKE
AB Purpose: This study investigated whether computers are a useful tool in the assessment of people with aphasia (PWA). Computerized and traditionally administered versions of tasks were compared to determine whether (a) the scores were equivalent, (b) the administration was comparable, (c) variables such as age affected performance, and (d) the participants' perceptions of the computerized and traditionally administered versions of the tasks were similar.
Method: Fifteen PWA were assessed on 2 language tasks-sentence-picture matching and grammaticality judgment-in 3 conditions: computer only, computer with the clinician present, and traditional. The participants also completed questionnaires rating aspects of each condition.
Results: Scores from the traditionally administered tasks were highly correlated with those from the computerized tasks, but scores from the computerized tasks were significantly lower. There was no significant difference in the time taken between the conditions. Whereas some individuals felt comfortable with the computer, overall, participants preferred the traditional assessment method or when another person was in the room. No factors were identified that predicted participants' relative performance in the computer condition.
Conclusion: The results suggest that PWA can be assessed using computerized versions of tasks, but that caution should be exercised when comparing scores to those collected using traditional methods, including norms. The variation in participants' opinions regarding computerized tasks suggests that this method might be more suitable for some participants than others.
C1 [Newton, Caroline; Bruce, Carolyn] UCL, London WC1E 6BT, England.
[Acres, Kadia] Dudley Grp NHS Fdn Trust, Dudley, W Midlands, England.
RP Newton, C (reprint author), UCL, London WC1E 6BT, England.
EM caroline.newton@ucl.ac.uk
CR Bishop D. V. M., 2003, TEST RECEPTION GRAMM
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NR 44
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP 185
EP 197
DI 10.1044/1058-0360(2012/12-0027)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600020
PM 23695898
ER
PT J
AU Hoffmann, A
Martens, MA
Fox, R
Rabidoux, P
Andridge, R
AF Hoffmann, Anne
Martens, Marilee A.
Fox, Robert
Rabidoux, Paula
Andridge, Rebecca
TI Pragmatic Language Assessment in Williams Syndrome: A Comparison of the
Test of Pragmatic Language-2 and the Children's Communication
Checklist-2
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE pragmatics; assessment; Williams syndrome; developmental disabilities
ID AUTISM SPECTRUM DISORDERS; IMPAIRMENT; ABILITIES; DEFICITS
AB Purpose: Individuals with Williams syndrome (WS) are recognized as having a strong desire for social relationships, yet many of them have difficulty forming and maintaining peer relationships. One cause may be impairments in pragmatic language. The current study compared the assessment of pragmatic language skills in individuals with WS using the Test of Pragmatic Language-Second Edition (TOPL-2; Phelps-Terasaki & Phelps-Gunn, 2007) and the Children's Communication Checklist-Second Edition (CCC-2; Bishop, 2003).
Method: Twenty children and adolescents diagnosed with WS were given the TOPL-2, and their parents completed the CCC-2.
Results: The TOPL-2 identified 8 of the 14 older children (ages 8-16 years) as having pragmatic language impairment and all of the 6 younger children (ages 6-7 years) as having such. In comparison, the CCC-2 identified 6 of the 14 older children and 2 of the 6 younger children as having pragmatic language impairment. The older group also had a higher composite score than the younger group on the CCC-2.
Conclusion: The TOPL-2 identified significantly more participants as having pragmatic language impairment than did the CCC-2. The TOPL-2 may be more useful in assessing pragmatic language in older children than younger children. The results offer important preliminary clinical implications of language measures that may be beneficial in the assessment of individuals with WS.
C1 [Hoffmann, Anne; Martens, Marilee A.; Fox, Robert; Rabidoux, Paula; Andridge, Rebecca] Ohio State Univ, Columbus, OH 43210 USA.
RP Hoffmann, A (reprint author), Ohio State Univ, Columbus, OH 43210 USA.
EM hoffmann.255@osu.edu
RI Andridge, Rebecca/C-8457-2012
OI Andridge, Rebecca/0000-0001-9991-9647
CR Adams C, 2001, INT J LANG COMM DIS, V36, P289, DOI 10.1080/13682820119881
Berko-Gleason J, 2009, DEV LANGUAGE
Bishop D. V., 2006, CHILDRENS COMMUNICAT
Bishop D. V. M., 2003, CHILDRENS COMMUNICAT
Bishop DVM, 2009, INT J LANG COMM DIS, V44, P600, DOI 10.1080/13682820802259662
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NR 43
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP 198
EP 204
DI 10.1044/1058-0360(2012/11-0131)
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600021
PM 23184135
ER
PT J
AU Lester, RA
Story, BH
AF Lester, Rosemary A.
Story, Brad H.
TI Acoustic Characteristics of Simulated Respiratory-Induced Vocal Tremor
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE voice; tremor; respiratory
ID VOICE TREMOR; FUNDAMENTAL-FREQUENCY; PRESSURE; PHONATION
AB Purpose: The purpose of this study was to investigate the relation of respiratory forced oscillation to the acoustic characteristics of vocal tremor.
Method: Acoustical analyses were performed to determine the characteristics of the intensity and fundamental frequency (F-0) for speech samples obtained by Farinella, Hixon, Hoit, Story, and Jones (2006) using a respiratory forced oscillation paradigm with 5 healthy adult males to simulate vocal tremor involving respiratory pressure modulation. The analyzed conditions were sustained productions of /a/ with amplitudes of applied pressure of 0, 1, 2, and 4 cmH(2)O and a rate of 5 Hz.
Results: Forced oscillation of the respiratory system produced modulation of the intensity and F-0 for all participants. Variability was observed between participants and conditions in the change in intensity and F-0 per unit of pressure change, as well as in the mean intensity and F-0. However, the extent of modulation of intensity and F-0 generally increased as the applied pressure increased, as would be expected.
Conclusion: These findings suggest that individuals develop idiosyncratic adaptations to pressure modulations, which are important to understanding aspects of variability in vocal tremor, and highlight the need to assess all components of the speech mechanism that may be directly or indirectly affected by tremor.
C1 [Lester, Rosemary A.; Story, Brad H.] Univ Arizona, Tucson, AZ 85721 USA.
RP Lester, RA (reprint author), Univ Arizona, Tucson, AZ 85721 USA.
EM ralester@email.arizona.edu
FU Thomas J. Hixon Doctoral Fellowship
FX This research was funded by the Thomas J. Hixon Doctoral Fellowship. We
would like to thank Kimberly Farinella for sharing these data and the
associated laboratory documentation. We would also like to thank
Jeannette Hoit for her contributions to the interpretation of these
results in light of results from previous unpublished studies within the
Speech Research Laboratory at the University of Arizona.
CR BROWN JR, 1963, NEUROLOGY, V13, P520
Farinella KA, 2006, AM J SPEECH-LANG PAT, V15, P72, DOI 10.1044/1058-0360(2006/008)
Finnegan EM, 2003, ARCH OTOLARYNGOL, V129, P313
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NR 19
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP 205
EP 211
DI 10.1044/1058-0360(2012/12-0043)
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600022
PM 23184136
ER
PT J
AU Armstrong, E
Fox, S
Wilkinson, R
AF Armstrong, Elizabeth
Fox, Sarah
Wilkinson, Ray
TI Mild Aphasia: Is This the Place for an Argument?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; communication; language; neurologic disorders; social
communication
ID RHETORICAL STRUCTURE-THEORY; CONVERSATION; ATTENTION; REPAIR;
ORGANIZATION; INDIVIDUALS; LANGUAGE; TALK
AB Purpose: Individuals with mild aphasia often report significant disruption to their communication despite seemingly minor impairment. This study explored this phenomenon through examining conversations of a person with mild aphasia engaging in argumentation-a skill she felt had significantly deteriorated after her stroke.
Method: A person with mild aphasia and her husband recorded 4 conversations involving topical issues. The discourse dynamics and lexical-grammatical content were analyzed using systemic functional linguistic (Halliday & Matthiessen, 2004) and conversation analysis (Sacks, Schegloff, & Jefferson, 1974) frameworks.
Results: The couple demonstrated similarities in the types of conversational moves, but the language of the person with aphasia was more nonspecific and simplified, manifesting in difficulties developing a logical argument and responding to the partner's line of argument. In addition, the nonaphasic speaker recurrently overlapped the aphasic speaker in order to request clarification of particular points, highlighting the types of behaviors that can occur in this form of higher level language activity.
Conclusion: The complex argument task and the multilevel and multi-approach analysis are useful tools for examining persons with mild aphasia, revealing aspects that are often overlooked in standard tests. Treatment could incorporate more complex notions such as evaluative language and the role of overlap in complex conversations.
C1 [Armstrong, Elizabeth] Edith Cowan Univ, Perth, WA, Australia.
[Fox, Sarah] Univ Manchester, Manchester, Lancs, England.
[Wilkinson, Ray] Univ Sheffield, Sheffield, S Yorkshire, England.
RP Armstrong, E (reprint author), Edith Cowan Univ, Perth, WA, Australia.
EM b.armstrong@ecu.edu.au
CR Armstrong E, 2012, SEMIN SPEECH LANG, V33, P16, DOI 10.1055/s-0031-1301160
Armstrong E, 2007, APHASIOLOGY, V21, P763, DOI 10.1080/02687030701192364
Benoit WL, 1992, READINGS ARGUMENTATI
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Elman R. J., 1995, AM J SPEECH-LANG PAT, V4, P115
Fox S, 2009, APHASIOLOGY, V23, P951, DOI 10.1080/02687030802669526
Frankel T, 2007, APHASIOLOGY, V21, P814, DOI 10.1080/02687030701192448
Frattali C., 2000, NEUROGENIC COMMUNICA
Frey L. R., 2002, NEW DIRECTIONS GROUP, P141
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Green NL, 2010, ARGUMENTATION, V24, P181, DOI 10.1007/s10503-009-9169-4
Halliday MAK, 2004, INTRO FUNCTIONAL GRA, V3rd
Heeschen C., 2003, CONVERSATION BRAIN D, P231
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Hutchby I, 2008, CONVERSATION ANAL
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Kertesz A., 1982, W APHASIA BATTERY
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Marshall Robert, 1993, AM J SPEECH-LANG PAT, V2, P31
Martin J. R., 2005, LANGUAGE EVALUATION
Matthiessen C., 2005, CONTINUING DISCOURSE
Mortensen L., 2003, THESIS MACQUARIE U S
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Wilkinson R, 2010, RES LANG SOC INTERAC, V43, P57, DOI 10.1080/08351810903471506
NR 52
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S268
EP S278
DI 10.1044/1058-0360(2012/12-0084)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600005
PM 23695903
ER
PT J
AU Coelho, C
Le, Ke
Mozeiko, J
Hamilton, M
Tyler, E
Krueger, F
Grafman, J
AF Coelho, Carl
Le, Karen
Mozeiko, Jennifer
Hamilton, Mark
Tyler, Elizabeth
Krueger, Frank
Grafman, Jordan
TI Characterizing Discourse Deficits Following Penetrating Head Injury: A
Preliminary Model
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE traumatic brain injury; language disorders; memory; executive functions;
pragmatics
ID TRAUMATIC BRAIN-INJURY; NARRATIVE DISCOURSE; STORY NARRATIVES; EXECUTIVE
FUNCTIONS; MEASURING GOODNESS; ELICITATION TASK; WORKING-MEMORY; ADULTS;
CHILDREN; LANGUAGE
AB Purpose: Discourse analyses have demonstrated utility for delineating subtle communication deficits following closed head injuries (CHIs). The present investigation examined the discourse performance of a large group of individuals with penetrating head injury (PHI). Performance was also compared across 6 subgroups of PHI based on lesion locale. A preliminary model of discourse production following PHI was proposed and tested.
Method: Story narratives were elicited from 2 groups of participants, 167 with PHI and 46 non brain-injured (NBI). Micro- and macrostructural components of each story were analyzed. Measures of memory, executive functions, and intelligence were also administered. All measures were compared across groups and PHI subgroups. The proposed model of discourse production was tested with a structural equation modeling procedure.
Results: No differences for the discourse measures were noted across the six PHI subgroups. Three measures distinguished the PHI and NBI groups: narrative length, story grammar, and completeness. The proposed model of discourse production had an adequate-to-good fit with the cognitive and discourse data.
Conclusion: In spite of differing mechanisms of injury, the PHI group's discourse performance was consistent with what has been reported for individuals with CHI. The model tested represents a preliminary step toward understanding discourse production following traumatic brain injury.
C1 [Coelho, Carl; Le, Karen; Mozeiko, Jennifer; Hamilton, Mark; Tyler, Elizabeth] Univ Connecticut, Storrs, CT 06269 USA.
[Krueger, Frank] George Mason Univ, Fairfax, VA 22030 USA.
[Grafman, Jordan] Rehabil Inst Chicago, Chicago, IL USA.
RP Coelho, C (reprint author), Univ Connecticut, Storrs, CT 06269 USA.
EM coelho@uconn.edu
CR Barrett J., 1998, OLD MCDONALD HAD APA
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NR 59
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S438
EP S448
DI 10.1044/1058-0360(2013/12-0076)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600017
PM 23695915
ER
PT J
AU Fergadiotis, G
Wright, HH
West, TM
AF Fergadiotis, Gerasimos
Wright, Heather H.
West, Thomas M.
TI Measuring Lexical Diversity in Narrative Discourse of People With
Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; lexical diversity; validity
ID SPONTANEOUS SPEECH; LANGUAGE IMPAIRMENT; MISSING DATA; FIT INDEXES;
ADULTS; VALIDATION; CHILDREN; STORY
AB Purpose: A microlinguistic content analysis for assessing lexical semantics in people with aphasia (PWA) is lexical diversity (LD). Sophisticated techniques have been developed to measure LD. However, validity evidence for these methodologies when applied to the discourse of PWA is lacking. The purpose of this study was to evaluate four measures of LD to determine how effective they were at measuring LD in PWA.
Method: Four measures of LD were applied to short discourse samples produced by 101 PWA: (a) the Measure of Textual Lexical Diversity (MTLD; McCarthy, 2005), (b) the Moving-Average Type-Token Ratio (MATTR; Covington, 2007), (c) D (McKee, Malvern, & Richards, 2000), and (d) the Hypergeometric Distribution (HD-D; McCarthy & Jarvis, 2007). LD was estimated using each method, and the scores were subjected to a series of analyses (e.g., curve-fitting, analysis of variance, confirmatory factor analysis).
Results: Results from the confirmatory factor analysis suggested that MTLD and MATTR reflect LD and little of anything else. Further, two indices (HD-D and D) were found to be equivalent, suggesting that either one can be used when samples are >50 tokens.
Conclusion: MTLD and MATTR yielded the strongest evidence for producing unbiased LD scores, suggesting that they may be the best measures for capturing LD in PWA.
C1 [Fergadiotis, Gerasimos; Wright, Heather H.; West, Thomas M.] Arizona State Univ, Phoenix, AZ 85069 USA.
RP Fergadiotis, G (reprint author), Arizona State Univ, Phoenix, AZ 85069 USA.
EM gfergadiotis@pdx.edu
FU National Institute on Aging [R01AG029476]
FX This research was partially supported by the National Institute on Aging
Grant R01AG029476. Much of the work was completed when the authors were
affiliated with Arizona State University in Tempe, AZ. We are especially
grateful to the study participants. We also thank the volunteers in the
Aging and Adult Language Lab at Arizona State University for assistance
with language analyses and Franklin Chen from Carnegie Mellon University
for assisting with CLAN coding.
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NR 68
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S397
EP S408
DI 10.1044/1058-0360(2013/12-0083)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600014
PM 23695912
ER
PT J
AU Hinckley, JJ
Douglas, NF
AF Hinckley, Jacqueline J.
Douglas, Natalie F.
TI Treatment Fidelity: Its Importance and Reported Frequency in Aphasia
Treatment Studies
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE reproducibility of results; evidence-based practice; speech-language
pathology; aphasia
ID TREATMENT INTEGRITY; TREATMENT IMPLEMENTATION; PSYCHOTHERAPY;
INTERVENTIONS; STRATEGIES; CHILDREN; THERAPY
AB Purpose: Treatment fidelity is a measure of the reliability of the administration of an intervention in a treatment study. It is an important aspect of the validity of a research study, and it has implications for the ultimate implementation of evidence-supported interventions in typical clinical settings.
Method: Aphasia treatment studies published in the last 10 years in 3 journals were reviewed using coding techniques that were adapted from Gresham, Gansle, Noell, Cohen, and Rosenblum (1993). The following items were noted: identifying information, study design, description of both the dependent and independent variables, and whether a measure of treatment fidelity was explicitly included.
Results: Of the aphasia treatment studies published in the last 10 years, 14% explicitly reported treatment fidelity. Most studies reporting treatment fidelity used checking of videotaped sessions by independent raters. Of the reviewed studies, 45% provided sufficient treatment description to support replication.
Conclusion: Treatment fidelity is widely acknowledged as being critical to research validity and is a foundation for the implementation of evidence-based practices, but only a small percentage of aphasia treatment studies published in the last 10 years explicitly reported treatment fidelity. Recommendations for research practices include increased attention to matters of treatment fidelity in the peer review process and explicit incorporation of 3 levels of treatment fidelity in treatment research.
C1 [Hinckley, Jacqueline J.; Douglas, Natalie F.] Univ S Florida, Tampa, FL 33620 USA.
RP Hinckley, JJ (reprint author), Univ S Florida, Tampa, FL 33620 USA.
EM jhinckle@usf.edu
CR American Speech-Language Hearing Association, 2013, COMP EBP GUID SYST R
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NR 30
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S279
EP S284
DI 10.1044/1058-0360(2012/12-0092)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600006
PM 23695904
ER
PT J
AU Hinckley, JJ
Hasselkus, A
Ganzfried, E
AF Hinckley, Jacqueline J.
Hasselkus, Amy
Ganzfried, Ellayne
TI What People Living With Aphasia Think About the Availability of Aphasia
Resources
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; education; consumer health information
ID INFORMATION NEEDS; STROKE
AB Purpose: Obtaining health information and resources can influence an individual's (a) access to services, (b) interactions with health care providers, and (c) ability to manage one's own health needs. The purpose of this study was to gather the perceptions of consumers living with aphasia about resource availability and information needs.
Method: An online survey of consumers in the United States was conducted about the availability of aphasia resources. Analysis of survey responses and comments formed the basis for focus group questions. Four focus groups consisting of persons with aphasia and their caregivers were conducted to explore the survey response themes more deeply.
Results: Survey respondents (N = 302) rated aphasia resources as "somewhat difficult to find." Topics ranked as most important by these respondents were (a) how to keep improving, (b) communication strategies, (c) aphasia treatment techniques, (d) coping strategies, and (e) strategies for caregivers. Survey comments and focus group themes suggested that accessing information is difficult, health care providers are not perceived to know about aphasia resources, and there is a lack of public awareness of aphasia that is a barrier to finding information and resources.
Conclusion: Understanding how people living with aphasia seek information may allow us to better tailor access to resources in the future.
C1 [Hinckley, Jacqueline J.] Univ S Florida, St Petersburg, FL 33701 USA.
[Hasselkus, Amy] George Mason Univ, Fairfax, VA 22030 USA.
[Ganzfried, Ellayne] Natl Aphasia Assoc, New York, NY USA.
RP Hinckley, JJ (reprint author), Univ S Florida, St Petersburg, FL 33701 USA.
EM jhinckle@usf.edu
CR Avent J, 2005, APHASIOLOGY, V19, P365, DOI 10.1080/02687030444000813
Charmaz K., 2006, INTRO QUALITATIVE ME
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Institute of Medicine, 2004, HLTH LITERACY PRESCR
Kerr J, 2010, APHASIOLOGY, V24, P1170, DOI 10.1080/02687030903383738
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Young J., 2012, COCHRANE LIB, V11, P1
NR 22
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S310
EP S317
DI 10.1044/1058-0360(2013/12-0090)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600009
PM 23695907
ER
PT J
AU Kendall, DL
Pompon, RH
Brookshire, CE
Minkina, I
Bislick, L
AF Kendall, Diane L.
Pompon, Rebecca Hunting
Brookshire, C. Elizabeth
Minkina, Irene
Bislick, Lauren
TI An Analysis of Aphasic Naming Errors as an Indicator of Improved
Linguistic Processing Following Phonomotor Treatment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; anomia; phonomotor treatment; error analysis
ID PHONOTACTIC PROBABILITY; LEXICAL ACCESS; REHABILITATION; MODEL
AB Purpose: The aim of this study was to investigate the influence of phonomotor treatment on the types of errors produced during a confrontation naming task for people with aphasia (PWA).
Method: Ten PWA received 60 hr of phonomotor treatment across 6 weeks. Confrontation naming abilities were measured before and after treatment, and responses were coded as correct or incorrect. Incorrect responses were coded for error type. Paired t tests comparing pre-, post- and 3 months posttreatment naming accuracy and error type were performed.
Results: Group data showed that naming accuracy on trained items improved significantly immediately post treatment, and gains were maintained 3 months later. Naming accuracy on untrained items did not show significant improvement immediately post treatment or 3 months later. Results of error type analysis were not significant. However, a decrease in omission errors and an increase in mixed errors were noted immediately post treatment for naming of untrained items.
Conclusion: Results suggest that intensive phonomotor treatment improved lexical-retrieval abilities and may have triggered a shift in linguistic processing, as indicated by a decrease in omission errors on trained items and an increase in mixed errors on untrained items.
C1 [Kendall, Diane L.; Pompon, Rebecca Hunting; Brookshire, C. Elizabeth; Minkina, Irene; Bislick, Lauren] Univ Washington, Seattle, WA 98195 USA.
[Kendall, Diane L.] Vet Affairs Med Ctr Puget Sound, Seattle, WA USA.
RP Kendall, DL (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM dkendall@uw.edu
FU Veterans Administration RR&D Merit Review Grant [C6572R]; National
Institutes of Health [T32 DC000033]
FX This study was supported by Veterans Administration RR&D Merit Review
Grant C6572R and by National Institutes of Health Research Training
Grant T32 DC000033 (Hunting Pompon). The authors wish to thank all
participants, and Alexandra Martin, for their contributions to this
project.
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NR 22
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S240
EP S249
DI 10.1044/1058-0360(2012/12-0078)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600002
PM 23695900
ER
PT J
AU Kiran, S
Sandberg, C
Gray, T
Ascenso, E
Kester, E
AF Kiran, Swathi
Sandberg, Chaleece
Gray, Teresa
Ascenso, Elsa
Kester, Ellen
TI Rehabilitation in Bilingual Aphasia: Evidence for Within- and
Between-Language Generalization
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; bilingualism; language disorders; neurologic disorders;
intervention
ID SEMANTIC COMPLEXITY; NAMING TREATMENT; LEXICAL ACCESS; PROFICIENT
BILINGUALS; INTERFERENCE; TRANSLATION; SELECTION; RECOVERY; DEFICITS;
THERAPY
AB Purpose: The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical.
Method: Seventeen Spanish-English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined.
Results: Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants.
Conclusion: The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.
C1 [Kiran, Swathi; Sandberg, Chaleece; Gray, Teresa; Ascenso, Elsa] Boston Univ, Boston, MA 02215 USA.
[Kiran, Swathi] Univ Texas Austin, Austin, TX 78712 USA.
[Kester, Ellen] Bilinguistics, Austin, TX USA.
RP Kiran, S (reprint author), Boston Univ, Boston, MA 02215 USA.
EM kirans@bu.edu
FU National Institute on Deafness and Other Communication Disorders
[R21DC009446]; American Speech-Language-Hearing Foundation
FX A portion of this research was supported by National Institute on
Deafness and Other Communication Disorders Grant R21DC009446 and a
Clinical Research Grant from the American Speech-Language-Hearing
Foundation to the first author. The authors would like to thank Danielle
Tsibulsky, Anne Alvarez, and Rajani Sebastian for their assistance in
data collection and analysis. The authors would also like to thank all
of the participants for their time and cooperation.
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NR 52
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S298
EP S309
DI 10.1044/1058-0360(2013/12-0085)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600008
PM 23695906
ER
PT J
AU Lee, JB
Sohlberg, MM
AF Lee, Jaime B.
Sohlberg, McKay Moore
TI Evaluation of Attention Training and Metacognitive Facilitation to
Improve Reading Comprehension in Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; attention; reading; resource allocation
ID WORKING-MEMORY; MILD APHASIA; AUDITORY VIGILANCE; CLINICAL-IMPLICATIONS;
TREATING ATTENTION; DIVIDED-ATTENTION; EFFECT SIZES; INDIVIDUALS; TASK;
LANGUAGE
AB Purpose: This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia.
Method: A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training-3 (APT-3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases.
Results: Two of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention.
Conclusion: Interventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed.
C1 [Lee, Jaime B.; Sohlberg, McKay Moore] Univ Oregon, Eugene, OR 97403 USA.
RP Lee, JB (reprint author), Univ Oregon, Eugene, OR 97403 USA.
EM jlee6@uoregon.edu
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NR 72
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S318
EP S333
DI 10.1044/1058-0360(2013/12-0099)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600010
PM 23695908
ER
PT J
AU Mailend, ML
Maas, E
AF Mailend, Marja-Liisa
Maas, Edwin
TI Speech Motor Programming in Apraxia of Speech: Evidence From a Delayed
Picture-Word Interference Task
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE apraxia of speech; aphasia; speech motor control; speech production
ID RESPONSE EXCLUSION HYPOTHESIS; SEMANTIC INTERFERENCE; LANGUAGE
PRODUCTION; SYLLABLE FREQUENCY; AMERICAN ENGLISH; LEXICAL ACCESS;
REACTION-TIME; ARTICULATION; ACTIVATION; SEQUENCE
AB Purpose: Apraxia of speech (AOS) is considered a speech motor programming impairment, but the specific nature of the impairment remains a matter of debate. This study investigated 2 hypotheses about the underlying impairment in AOS framed within the Directions Into Velocities of Articulators (DIVA; Guenther, Ghosh, & Tourville, 2006) model: The retrieval hypothesis states that access to the motor programs is impaired, and the damaged programs hypothesis states that the motor programs themselves are damaged.
Method: The experiment used a delayed picture-word interference paradigm in which participants prepare their response and auditory distracters are presented with the go signal. The overlap between target and distracter words was manipulated (i.e., shared sounds or no shared sounds), and participants' reaction times (RTs) were measured. Participants included 5 speakers with AOS (4 with concomitant aphasia), 2 speakers with aphasia without AOS, and 9 age-matched control speakers.
Results: The control speakers showed no effects of distracter type or presence. The speakers with AOS had longer RTs in the distracter condition compared to the no-distracter condition. The speakers with aphasia without AOS were comparable to the control group in their overall RTs and RT pattern.
Conclusion: Results provide preliminary support for the retrieval hypothesis, suggesting that access to motor programs may be impaired in speakers with AOS. However, the possibility that the motor programs may also be damaged cannot be ruled out.
C1 [Mailend, Marja-Liisa; Maas, Edwin] Univ Arizona, Tucson, AZ 85721 USA.
RP Mailend, ML (reprint author), Univ Arizona, Tucson, AZ 85721 USA.
EM mailend@email.arizona.edu
FU American Speech-Language-Hearing Foundation; Research Symposium in
Clinical Aphasiology fellowship; H. E. Carter Travel Award; SLHS Travel
Award
FX This study was supported by a New Century Scholars Research Grant from
the American Speech-Language-Hearing Foundation (PI: Edwin Maas).
Portions of these data were presented at the 42nd Clinical Aphasiology
Conference (Research Symposium in Clinical Aphasiology fellowship
awarded to M.-L. Mailend) and at the International Workshop of Language
Production 2012 (H. E. Carter Travel Award and the SLHS Travel Award
awarded to M.-L. Mailend).
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NR 48
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S380
EP S396
DI 10.1044/1058-0360(2013/12-0101)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600013
PM 23695911
ER
PT J
AU Minkina, I
Ojemann, JG
Grabowski, TJ
Silkes, JP
Phatak, V
Kendall, DL
AF Minkina, Irene
Ojemann, Jeffrey G.
Grabowski, Thomas J.
Silkes, Joann P.
Phatak, Vaishali
Kendall, Diane L.
TI Treatment of Proper Name Retrieval Deficits in an Individual With
Temporal Lobe Epilepsy
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language disorders; speech-language pathology; language; proper names;
temporal lobe epilepsy
ID FAMOUS FACES; RECOGNITION; PEOPLE; MEMORY; DAMAGE; POLE
AB Purpose: Studies investigating language deficits in individuals with left temporal-lobe epilepsy have consistently demonstrated impairments in proper name retrieval. The aim of this Phase I rehabilitation study was to investigate the effects of a linguistically distributed word retrieval treatment on proper name retrieval in an individual with left temporal-lobe epilepsy.
Method: A 61-year old right-handed male with left temporal-lobe epilepsy (clinical onset at the age of 50) and a deficit in proper name retrieval participated in this study. A single-subject, repeated-probe ABAA design with testing before, immediately after, and 3 months after treatment completion was employed. Proper name retrieval treatment was administered 2 hr per day for 5 days.
Results: Results demonstrated improved naming on trained items and maintenance of trained items 3 months after treatment completion.
Conclusion: Treatment, which took advantage of the individual's undamaged linguistic networks, promoted the reorganization of networks supporting proper naming, leading to improved proper name retrieval. Further research replicating these findings in individuals with varying degrees of proper name retrieval impairment is warranted. Additionally, the mechanism behind the observed improvements in proper name retrieval needs to be investigated further using functional neuroimaging.
C1 [Minkina, Irene; Ojemann, Jeffrey G.; Grabowski, Thomas J.; Silkes, Joann P.; Phatak, Vaishali; Kendall, Diane L.] Univ Washington, Seattle, WA 98195 USA.
[Kendall, Diane L.] Vet Affairs Med Ctr Puget Sound, Seattle, WA USA.
RP Minkina, I (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM iminkina@uw.edu
FU University of Washington Royalty Research Fund [A61872]
FX We would like to thank the participant for his time and effort. We would
also like to thank Lauren Bislick and Christina del Toro for their help
with study design and Elizabeth Brookshire for her help with
reliability. This study was supported by the University of Washington
Royalty Research Fund (A61872).
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NR 24
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S250
EP S255
DI 10.1044/1058-0360(2012/12-0048)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600003
PM 23695901
ER
PT J
AU Peach, RK
AF Peach, Richard K.
TI The Cognitive Basis for Sentence Planning Difficulties in Discourse
After Traumatic Brain Injury
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cognition; language disorders; traumatic brain injury; executive
functions; attention
ID CLOSED-HEAD INJURY; COLORED PROGRESSIVE MATRICES; WORKING-MEMORY;
NARRATIVE DISCOURSE; SPEECH PRODUCTION; LANGUAGE; INTELLIGENCE; ADULTS;
IMPAIRMENT; PERFORMANCE
AB Purpose: Analyses of language production of individuals with traumatic brain injury (TBI) place increasing emphasis on microlinguistic (i.e., within-sentence) patterns. It is unknown whether the observed problems involve implementation of well-formed sentence frames or represent a fundamental linguistic disturbance in computing sentence structure. This study investigated the cognitive basis for microlinguistic deficits in individuals with TBI.
Method: Fifteen nonaphasic individuals with severe TBI and 6 age- and education-matched non brain-injured adults participated in this study. Monologic discourse samples were analyzed for pausing patterns, mazes, errors, and abandoned utterances. Measures of cognitive abilities were correlated with the sentence measures.
Results: The speakers with TBI produced more pauses between clauses (but not within clauses) as well as more mazes than did the non brain-injured speakers. Significant regression models were built. Raven's Coloured Progressive Matrices (Raven, 1965), a measure associated with working memory, predicted pause behavior, and Likenesses-Differences (Baker & Leland, 1967), a measure of executive function, predicted maze behavior.
Conclusions: Sentence planning impairments following TBI are associated with deficient organization and monitoring of language representations in working memory. These findings suggest that the deficits are due to problems in the recruitment and control of attention for sentence planning. These findings bear on sentence processing models that emphasize the activation, organization, and maintenance of language representations for accurate sentence production.
C1 Rush Univ, Chicago, IL 60612 USA.
RP Peach, RK (reprint author), Rush Univ, Chicago, IL 60612 USA.
EM richard_k_peach@rush.edu
CR Boersma P., 2010, PRAAT DOING PHONETIC
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NR 67
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S285
EP S297
DI 10.1044/1058-0360(2013/12-0081)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600007
PM 23695905
ER
PT J
AU Purves, BA
Petersen, J
Puurveen, G
AF Purves, Barbara A.
Petersen, Jill
Puurveen, Gloria
TI An Aphasia Mentoring Program: Perspectives of Speech-Language Pathology
Students and of Mentors With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; social communication; scholarship of teaching and learning;
education
ID CLINICAL-PRACTICE; THERAPISTS TALK; EDUCATION; PRINCIPLES; HEALTH;
COMMUNICATION; REFLECTIONS; ARMSTRONG; COMMUNITY; FERGUSON
AB Purpose: In contrast to clinician-as-expert models, social models of clinical practice typically acknowledge people with aphasia as equal partners in intervention. Given this, there may be a place within speech-language pathology education for programs situating people with aphasia as experts. This paper describes an aphasia mentoring program that was implemented as part of a speech-language pathology graduate program.
Method: Qualitative research methods with thematic analysis of interviews, focus groups, questionnaires, and participant observation were used to develop a description of the mentoring program, including the experiences and perspectives of the participants-both mentors (people with chronic aphasia) and students.
Results: Five themes, including getting better, aphasia advocacy, group as versus for therapy, we're a team, and focus on mentoring, emerged from the mentors' data. Five themes, including shifting the power dynamic, getting to know the person, seeing members as mentors, making classroom learning real, and connecting with a community, emerged from the students' data. There were significant overlaps and intersections between the 2 data sets.
Conclusion: Findings revealed how an aphasia mentoring program that positions people with aphasia as experts can make a significant contribution to student education while supporting mentors' own goals, with implications for improved quality of life.
C1 [Purves, Barbara A.; Petersen, Jill; Puurveen, Gloria] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
RP Purves, BA (reprint author), Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
EM purves@audiospeech.ubc.ca
FU Teaching and Learning Enhancement Fund of the University of British
Columbia
FX The Aphasia Mentoring Program is supported by a grant from the Teaching
and Learning Enhancement Fund of the University of British Columbia.
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NR 31
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S370
EP S379
DI 10.1044/1058-0360(2013/12-0071)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600012
PM 23695910
ER
PT J
AU Rose, ML
AF Rose, Miranda L.
TI Releasing the Constraints on Aphasia Therapy: The Positive Impact of
Gesture and Multimodality Treatments
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia treatment; constraint; multimodality; gesture; therapy
ID INDUCED LANGUAGE THERAPY; WORD-RETRIEVAL; VERB RETRIEVAL; PSYCHOMETRIC
EVALUATION; SPEECH PRODUCTION; NAMING THERAPY; BROCAS APHASIA; LEXICAL
ACCESS; REHABILITATION; COMMUNICATION
AB Purpose: There is a 40-year history of interest in the use of arm and hand gestures in treatments that target the reduction of aphasic linguistic impairment and compensatory methods of communication (Rose, 2006). Arguments for constraining aphasia treatment to the verbal modality have arisen from proponents of constraint-induced aphasia therapy (Pulvermuller et al., 2001). Confusion exists concerning the role of nonverbal treatments in treating people with aphasia. The central argument of this paper is that given the state of the empirical evidence and the strong theoretical accounts of modality interactions in human communication, gesture-based and multimodality aphasia treatments are at least as legitimate an option as constraint-based aphasia treatment.
Method: Theoretical accounts of modality interactions in human communication and the gesture production abilities of individuals with aphasia that are harnessed in treatments are reviewed. The negative effects on word retrieval of restricting gesture production are also reviewed, and an overview of the neurological architecture subserving language processing is provided as rationale for multimodality treatments. The evidence for constrained and unconstrained treatments is critically reviewed.
Conclusion: Together, these data suggest that constraint treatments and multimodality treatments are equally efficacious, and there is limited support for constraining client responses to the spoken modality.
C1 La Trobe Univ, Bundoora, Vic, Australia.
RP Rose, ML (reprint author), La Trobe Univ, Bundoora, Vic, Australia.
EM m.rose@latrobe.edu.au
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NR 79
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S227
EP S239
DI 10.1044/1058-0360(2012/12-0091)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600001
PM 23695899
ER
PT J
AU Scharp, VL
Tompkins, CA
AF Scharp, Victoria L.
Tompkins, Connie A.
TI Suppression and Narrative Time Shifts in Adults With Right-Hemisphere
Brain Damage
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stroke; cognition; aging; language
ID DISCOURSE COMPREHENSION IMPAIRMENT; WORKING-MEMORY CONSTRAINTS; SENTENCE
COMPREHENSION; AMBIGUITY RESOLUTION; LEXICAL AMBIGUITY; SITUATION
MODELS; LANGUAGE; ACCESSIBILITY; MECHANISMS; ATTENTION
AB Purpose: This study examined the functioning of a central comprehension mechanism, suppression, in adults with right-hemisphere damage (RHD) while they processed narratives that cued a shift in time frame. In normal language comprehension, mental activation of concepts from a prior time frame is suppressed. The (re) activation of information following a time frame shift was also assessed.
Method: Twenty adults (12 RHD; 8 non brain-damaged) completed a speeded word recognition task while listening to narratives in 2 conditions: shift ("an hour later") and no shift ("a moment later").
Results: There was no group difference in suppression for response time proportion data (shift/no shift), but cluster analyses identified a suppression deficit in 8 of the adults with RHD. There was overlap in suppression function at the narrative and lexical levels. The group with RHD was significantly delayed in mentally (re) activating new information after a time shift cue.
Conclusion: Results underscore the generality of suppression functioning in adults with RHD. As such, treatment for a suppression deficit at one level may generalize to another level. An apparent independence of suppression and activation deficits suggests that each may need separate treatment. A better understanding of the nature and boundary conditions of suppression and activation deficits should better inform clinical decisions.
C1 [Scharp, Victoria L.; Tompkins, Connie A.] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
RP Scharp, VL (reprint author), Univ Pittsburgh, Pittsburgh, PA 15260 USA.
EM scharpvl@hotmail.com
FU School of Health and Rehabilitation Sciences; National Institute on
Deafness and Other Communication Disorders [DC0101182]
FX Portions of this manuscript were supported by the School of Health and
Rehabilitation Sciences Student Development Fund to the first author and
a grant (DC0101182) from the National Institute on Deafness and Other
Communication Disorders to the second author.
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NR 51
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S256
EP S267
DI 10.1044/1058-0360(2012/12-0072)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600004
PM 23695902
ER
PT J
AU Vallila-Rohter, S
Kiran, S
AF Vallila-Rohter, Sofia
Kiran, Swathi
TI Nonlinguistic Learning in Individuals With Aphasia: Effects of Training
Method and Stimulus Characteristics
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE adults; aphasia; language; category learning
ID PARKINSONS-DISEASE; AGRAMMATIC APHASIA; ARTIFICIAL GRAMMAR; EXECUTIVE
FUNCTION; AMNESIC PATIENTS; SYNTACTIC COMPLEXITY; MOVEMENT STRUCTURES;
CATEGORY EXEMPLARS; PAIRED-ASSOCIATE; BASAL GANGLIA
AB Purpose: The purpose of the current study was to explore nonlinguistic learning ability in individuals with aphasia, examining the impact of stimulus typicality and feedback on success with learning.
Method: Eighteen individuals with aphasia and 8 nonaphasic controls participated in this study. All participants completed 4 computerized, nonlinguistic category-learning tasks. Learning ability was probed under 2 methods of instruction: feedback-based (FB) and paired-associate (PA). The impact of task complexity on learning ability was also examined, comparing 2 stimulus conditions: typical and atypical. Performance was compared between groups and across conditions.
Results: The controls were able to successfully learn categories under all conditions. For the individuals with aphasia, 2 patterns of performance arose: One subgroup of individuals was able to maintain learning across task manipulations and conditions; the other subgroup demonstrated a sensitivity to task complexity, learning successfully only in the typical training conditions.
Conclusion: Results support the hypothesis that impairments of general learning are present in individuals with aphasia. Some individuals demonstrated the ability to extract category information under complex training conditions; others learned only under conditions that were simplified and that emphasized salient category features. Overall, the typical training condition facilitated learning for all of the participants. Findings have implications for treatment, which are discussed.
C1 [Vallila-Rohter, Sofia; Kiran, Swathi] Boston Univ, Boston, MA 02215 USA.
[Vallila-Rohter, Sofia] MIT, Cambridge, MA 02139 USA.
RP Vallila-Rohter, S (reprint author), Boston Univ, Boston, MA 02215 USA.
EM sofiav@mit.edu
FU National Institute on Deafness and Other Communication Disorders [T32
DC00038]
FX We would like to thank all of our participants, caregivers, and
relatives for contributing to this study. This project was made possible
in part by Grant T32 DC00038 from the National Institute on Deafness and
Other Communication Disorders.
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NR 73
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S426
EP S437
DI 10.1044/1058-0360(2013/12-0087)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600016
PM 23695914
ER
PT J
AU Wambaugh, JL
Nessler, C
Wright, S
AF Wambaugh, Julie L.
Nessler, Christina
Wright, Sandra
TI Modified Response Elaboration Training: Application to Procedural
Discourse and Personal Recounts
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; efficacy; intervention
ID WORD RETRIEVAL; APHASIA; THERAPY
AB Purpose: This investigation was designed to examine the effects of a modification of response elaboration training (RET; Kearns, 1985) with speakers with mild to mild-moderate aphasia. The modification entailed application of RET to procedural discourse and personal recounts rather than to narrative discourse.
Method: Three participants with chronic aphasia received modified RET (M-RET) applied sequentially in the context of multiple baseline designs to the conditions of personal recounts and procedural discourse. Production of correct information units (CIUs; Nicholas & Brookshire, 1993) served as the primary dependent variable.
Results: Participants 2 and 3 demonstrated increases in the production of CIUs in response to treatment of procedures. M-RET applied to the personal recount condition was not associated with increased production of CIUs in personal recounts in probes. However, Participant 1 demonstrated increased CIU production for previously treated procedures when treatment was applied to personal recounts. Small effect sizes were obtained for procedural sets for Participant 1, and large effect sizes were obtained for procedural sets for Participants 2 and 3. Maintenance of gains at 3 and 6 weeks post treatment was strong.
Conclusion: Application of M-RET to procedural discourse appears to be a viable treatment option for participants with mild to mild-moderate aphasia.
C1 [Wambaugh, Julie L.; Nessler, Christina; Wright, Sandra] VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
[Wambaugh, Julie L.] Univ Utah, Salt Lake City, UT USA.
RP Wambaugh, JL (reprint author), VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
EM julie.wambaugh@health.utah.edu
FU Department of Veterans Affairs, Rehabilitation Research and Development
FX This research was supported by the Department of Veterans Affairs,
Rehabilitation Research and Development. Thanks are extended to Shannon
Mauszycki and Rosalea Cameron for their assistance with this project.
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NR 42
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S409
EP S425
DI 10.1044/1058-0360(2013/12-0063)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600015
PM 23695913
ER
PT J
AU Wambaugh, JL
Mauszycki, S
Cameron, R
Wright, S
Nessler, C
AF Wambaugh, Julie L.
Mauszycki, Shannon
Cameron, Rosalea
Wright, Sandra
Nessler, Christina
TI Semantic Feature Analysis: Incorporating Typicality Treatment and
Mediating Strategy Training to Promote Generalization
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; efficacy; intervention
ID APHASIA TREATMENT; NAMING DEFICITS; RETRIEVAL; ANOMIA; DISCOURSE;
ERRORLESS; COMPLEXITY; ADULTS
AB Purpose: This investigation was designed to examine the generalization effects of semantic treatment for word retrieval deficits in people with aphasia. Semantic feature analysis (SFA; Boyle & Coelho, 1995), typicality treatment (Kiran & Thompson, 2003), and mediating strategy training were combined to maximize potential generalization effects.
Method: Treatment, which included SFA and a semantic feature judgment task, was conducted with 9 participants with chronic aphasia in the context of multiple baseline designs across behaviors. Typical and atypical exemplars were trained across animate and inanimate categories. Treatment was sequentially modified to overtly train the use of SFA as a mediating strategy.
Results: Eight of the 9 participants demonstrated improvements in naming of trained stimuli. Positive generalization effects were limited overall; possible response generalization was evident for 5 participants. Instruction in the use of a mediating strategy resulted in improved naming of treated words for all participants; however, generalization to untreated words did not occur.
Conclusion: Treatment using SFA resulted in improved naming of treated typical and atypical exemplars in both animate and inanimate categories for 8 of 9 participants. Training in a mediating strategy also resulted in improved retrieval of experimental words. Regardless of intervention approach, generalization to untreated items was limited.
C1 [Wambaugh, Julie L.; Mauszycki, Shannon; Wright, Sandra; Nessler, Christina] VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
[Wambaugh, Julie L.; Mauszycki, Shannon; Cameron, Rosalea] Univ Utah, Salt Lake City, UT USA.
RP Wambaugh, JL (reprint author), VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
EM julie.wambaugh@health.utah.edu
FU Department of Veteran Affairs, Rehabilitation Research and Development
FX This research was supported by the Department of Veteran Affairs,
Rehabilitation Research and Development.
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Yorkston K. M., 1981, ASSESSMENT INTELLIGI
NR 43
TC 2
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2013
VL 22
IS 2
BP S334
EP S369
DI 10.1044/1058-0360(2013/12-0070)
PG 36
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156LD
UT WOS:000319822600011
PM 23695909
ER
PT J
AU Patel, R
Connaghan, K
Franco, D
Edsall, E
Forgit, D
Olsen, L
Ramage, L
Tyler, E
Russell, S
AF Patel, Rupal
Connaghan, Kathryn
Franco, Diana
Edsall, Erika
Forgit, Dory
Olsen, Laura
Ramage, Lianna
Tyler, Emily
Russell, Scott
TI "The Caterpillar": A Novel Reading Passage for Assessment of Motor
Speech Disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE motor speech evaluation; reading passage; contextual speech
ID DYSARTHRIA; APRAXIA
AB Purpose: A review of the salient characteristics of motor speech disorders and common assessment protocols revealed the need for a novel reading passage tailored specifically to differentiate between and among the dysarthrias (DYSs) and apraxia of speech (AOS).
Method: "The Caterpillar" passage was designed to provide a contemporary, easily read, contextual speech sample with specific tasks (e. g., prosodic contrasts, words of increasing length and complexity) targeted to inform the assessment of motor speech disorders. Twenty-two adults, 15 with DYS or AOS and 7 healthy controls (HC), were recorded reading "The Caterpillar" passage to demonstrate its utility in examining motor speech performance.
Conclusion: Analysis of performance across a subset of segmental and prosodic variables illustrated that "The Caterpillar" passage showed promise for extracting individual profiles of impairment that could augment current assessment protocols and inform treatment planning in motor speech disorders.
C1 [Patel, Rupal; Connaghan, Kathryn; Franco, Diana; Edsall, Erika; Forgit, Dory; Olsen, Laura; Ramage, Lianna; Tyler, Emily] Northeastern Univ, Boston, MA 02115 USA.
[Russell, Scott] Grady Mem Hosp, Atlanta, GA USA.
RP Patel, R (reprint author), Northeastern Univ, Boston, MA 02115 USA.
EM r.patel@neu.edu
CR Boersma P., 2009, PRAAT SYSTEM DOING P
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NR 19
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 1
EP 9
DI 10.1044/1058-0360(2012/11-0134)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800001
PM 22846881
ER
PT J
AU Yu, B
AF Yu, Betty
TI Issues in Bilingualism and Heritage Language Maintenance: Perspectives
of Minority-Language Mothers of Children With Autism Spectrum Disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE bilingualism; autism spectrum disorders; heritage language maintenance;
family; cultural and linguistic diversity
ID INTERVENTION; IMPAIRMENT; FAMILIES; PARENTS
AB Purpose: The author investigated the language practices of 10 bilingual, Chinese/English-speaking, immigrant mothers with their children with autism spectrum disorders. The aim was to understand (a) the nature of the language practices, (b) their constraints, and (c) their impact.
Method: The author employed in-depth phenomenological interviews with thematic and narrative analyses to yield themes.
Results: Interviewees reported that they adopted language practices perceived to be advantageous to intervention access and wellness. They valued Chinese language but did not pursue its use if it was believed to hinder the children's overall development of English acquisition. All of the mothers believed that bilingualism made learning more challenging. Many believed that it caused confusion or exacerbated disabilities. These deficit views of bilingualism were commonly reinforced by professionals. All of the mothers were motivated to help their children learn English but had no assistance to do so. Practices were sustainable only when they were aligned with families' preferred communication patterns.
Conclusions: There is an urgent need for practitioners to be better informed about issues related to intergenerational language practices in minority-language families. Language use between parents and children is a complex matter that is unique to each family. Parents need to be supported to make language use decisions that are self-enhancing and congruent with their families' needs.
C1 San Francisco State Univ, San Francisco, CA 94132 USA.
RP Yu, B (reprint author), San Francisco State Univ, San Francisco, CA 94132 USA.
EM bettyyu@sfsu.edu
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NR 60
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 10
EP 24
DI 10.1044/1058-0360(2012/10-0078)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800002
PM 23071196
ER
PT J
AU Watson, LR
Crais, ER
Baranek, GT
Dykstra, JR
Wilson, KP
AF Watson, Linda R.
Crais, Elizabeth R.
Baranek, Grace T.
Dykstra, Jessica R.
Wilson, Kaitlyn P.
TI Communicative Gesture Use in Infants With and Without Autism: A
Retrospective Home Video Study
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; infants and toddlers; gestural communication; developmental
disorders
ID JOINT ATTENTION; YOUNG-CHILDREN; SOCIAL COMMUNICATION; SPECTRUM
DISORDERS; NONVERBAL-COMMUNICATION; EARLY RECOGNITION; PROFILES;
LANGUAGE; DEFICITS; AGE
AB Purpose: The authors aimed to compare gesture use in infants with autism with gesture use in infants with other developmental disabilities (DD) or typical development (TD).
Method: Children with autism (n = 43), DD (n = 30), and TD (n = 36) were recruited at ages 2 to 7 years. Parents provided home videotapes of children in infancy. Staff compiled video samples for 2 age intervals (9-12 and 15-18 months) and coded samples for frequency of social interaction (SI), behavior regulation (BR), and joint attention (JA) gestures.
Results: At 9-12 months, infants with autism were less likely to use JA gestures than infants with DD or TD, and less likely to use BR gestures than infants with TD. At 15-18 months, infants with autism were less likely than infants with DD to use SI or JA gestures, and less likely than infants with TD to use BR, SI, or JA gestures. Among infants able to use gestures, infants with autism used fewer BR gestures than those with TD at 9-12 months, and fewer JA gestures than infants with DD or TD at 15-18 months.
Conclusion: Differences in gesture use in infancy have implications for early autism screening, assessment, and intervention.
C1 [Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.; Dykstra, Jessica R.; Wilson, Kaitlyn P.] Univ N Carolina, Chapel Hill, NC 27515 USA.
RP Watson, LR (reprint author), Univ N Carolina, Chapel Hill, NC 27515 USA.
EM lwatson@med.unc.edu
FU National Institute for Child Health and Human Development [R01-HD42168];
Cure Autism Now Foundation; Autism Speaks
FX This research was supported, in part, by grants from the National
Institute for Child Health and Human Development (R01-HD42168) and the
Cure Autism Now Foundation (which has since merged with Autism Speaks).
We thank the families whose participation made this study possible; the
staff members who collected data, edited videotapes, and entered data
for this project; and the student assistants and volunteers who coded
gestures. We also acknowledge the invaluable assistance of John Bulluck
in cleaning and verifying the databases prior to analyses, and the
conceptual guidance and logistical assistance of Chris Wiesen (from the
Odum Institute for Research in Social Science at the University of North
Carolina at Chapel Hill) with the statistical analyses of the data.
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NR 52
TC 12
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 25
EP 39
DI 10.1044/1058-0360(2012/11-0145)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800003
PM 22846878
ER
PT J
AU Stockman, IJ
Guillory, B
Guillory, B
Seibert, M
Boult, J
AF Stockman, Ida J.
Guillory, Barbara
Guillory, Barbara
Seibert, Marilyn
Boult, Johanna
TI Toward Validation of a Minimal Competence Core of Morphosyntax for
African American Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE African American children; oral language sampling; minimal competence
core; morphosyntactic core
ID NONMAINSTREAM DIALECT USE; LANGUAGE SAMPLE ANALYSIS; PRESCHOOL-CHILDREN;
LOW-INCOME; PRODUCTIVE SYNTAX; PPVT-III; ENGLISH; RELIABILITY;
PERFORMANCE; SPEECH
AB Purpose: The authors set out to determine (a) whether African American children's spontaneous spoken language met use criteria for a revised minimal competence core with original and added morphosyntactic patterns at different geographical locations, and (b) whether pass/fail status on this core was differentiated on other criterion measures of language maturity.
Method: The authors used a common set of activities and stimuli to elicit spontaneous speech samples from Head Start students, age 3; 0 (years; months). The 119 participants were distributed at a northern (Lansing, MI) and a southern (Baton Rouge, LA) location.
Results: More than 80% of the children at each location met criteria for 10 core competencies. They included sentence length, type, complexity, and morphosyntactic elaborations of sentences at the lexical, phrasal, and clausal levels. The 2 most significant predictors of pass/fail outcomes in a regression analysis were (a) clinical referral status and (b) the number of different words (NDW100) spoken in a speech sample.
Conclusion: A minimal competence core analyses of spontaneous oral language samples may help to identify delayed spoken grammars in African American children.
C1 [Stockman, Ida J.] Michigan State Univ, E Lansing, MI 48824 USA.
[Guillory, Barbara] Univ Illinois, Chicago, IL USA.
[Seibert, Marilyn] Southern Univ, Baton Rouge, LA USA.
[Boult, Johanna] Univ Louisiana Monroe, Monroe, LA USA.
RP Stockman, IJ (reprint author), Michigan State Univ, E Lansing, MI 48824 USA.
EM stockma1@msu.edu
FU U.S. Office of Education [R305T90023]
FX This study was supported by U.S. Office of Education Grant R305T90023.
We thank the Head Start administrative offices for facilitating data
collection in Lansing, Michigan (Lucy McClintic, Sheila Kelly, and Judy
Towne) and in Baton Rouge, Louisiana (Rosella Williams and her staff).
We also are grateful to a host of undergraduate, graduate, and
postgraduate students at Michigan State University and Southern
University for their roles in data collection, transcription, and
analyses. We acknowledge the consultation provided by Zhen Fang of
Michigan State University for the statistical analyses of the data.
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NR 64
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 40
EP 56
DI 10.1044/1058-0360(2012/11-0124)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800004
PM 22878511
ER
PT J
AU Haebig, E
McDuffie, A
Weismer, SE
AF Haebig, Eileen
McDuffie, Andrea
Weismer, Susan Ellis
TI The Contribution of Two Categories of Parent Verbal Responsiveness to
Later Language for Toddlers and Preschoolers on the Autism Spectrum
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism spectrum disorder; parent responsiveness; parent-child
interactions
ID DIAGNOSTIC OBSERVATION SCHEDULE; YOUNG-CHILDREN;
DEVELOPMENTAL-DISABILITIES; INTENTIONAL COMMUNICATION; PRELINGUISTIC
PREDICTORS; JOINT ATTENTION; BEHAVIORS; INTERVENTION; ACQUISITION;
DISORDERS
AB Purpose: The authors examined longitudinal associations between 2 categories of parent verbal responsiveness and language comprehension and production 1 year later in 40 toddlers and preschoolers with a diagnosis of an autism spectrum disorder (ASD).
Method: Parent-child play samples using a standard toy set were digitally captured and coded for child engagement with objects and communication acts and for parent verbal responses to play and communication.
Results: After controlling for parent education, child engagement, and initial language level, only parent directives for language that followed into the child's focus of attention accounted for unique variance in predicting both comprehension and production 1 year later. A series of exploratory analyses revealed that parent comments that followed into the child's focus of attention also accounted for unique variance in later comprehension and production for children who were minimally verbal at the initial time period.
Conclusions: Child developmental level may warrant different types of linguistic input to facilitate language learning. Children with ASD who have minimal linguistic skills may benefit from parent language input that follows into the child's focus of attention. Children with ASD who are verbally fluent may need more advanced language input to facilitate language development.
C1 [Haebig, Eileen; Weismer, Susan Ellis] Univ Wisconsin Madison, Madison, WI USA.
[McDuffie, Andrea] Univ Calif Davis, Davis, CA 95616 USA.
RP Haebig, E (reprint author), Univ Wisconsin Madison, Madison, WI USA.
EM ehaebig@wisc.edu
FU National Institutes of Health [R01 DC007223, T32 DC05359-06]; [P30
HD03352]
FX Funding for this project was provided by National Institutes of Health
Grants R01 DC007223 and T32 DC05359-06 (Susan Ellis Weismer, principal
investigator), as well as by a core grant, P30 HD03352, to support the
Waisman Center (Marsha Seltzer, principal investigator). We sincerely
appreciate the contribution of the families who participated in this
study. Also, we thank Amy Stern for her valuable help.
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NR 53
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 57
EP 70
DI 10.1044/1058-0360(2012/11-0004)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800005
PM 22878512
ER
PT J
AU Abraham, LM
Crais, E
Vernon-Feagans, L
AF Abraham, Linzy M.
Crais, Elizabeth
Vernon-Feagans, Lynne
CA Family Life Project Phase 1 Key In
TI Early Maternal Language Use During Book Sharing in Families From
Low-Income Environments
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE infants and toddlers; mothers; low-income class; language; rural areas
ID CHILDREN; VOCABULARY; PREDICTORS; ATTENTION; MOTHERS; INPUT;
ACHIEVEMENT; ACQUISITION; COMPETENCE; STRATEGIES
AB Purpose: The authors examined the language used by mothers from low-income and rural environments with their infants at ages 6 and 15 months to identify predictors of maternal language use at the 15-month time point.
Method: Maternal language use by 82 mothers with their children was documented during book-sharing interactions within the home in a prospective longitudinal study. The authors analyzed transcripts for maternal language strategies and maternal language productivity.
Results: Analyses indicated variability across mothers in their language use and revealed some stability within mothers, as maternal language use at the 6-month time point significantly predicted later maternal language. Mothers who used more language strategies at the 6-month time point were likely to use more of these language strategies at the 15-month time point, even after accounting for maternal education, family income, maternal language productivity, and children's communicative attempts.
Conclusions: Mothers' language use with their children was highly predictive of later maternal language use, as early as age 6 months. Children's communication also influenced concurrent maternal language productivity. Thus, programs to enhance maternal language use would need to begin in infancy, promoting varied and increased maternal language use and also encouraging children's communication.
C1 [Abraham, Linzy M.] Waterloo Region Dist Sch Board, Waterloo, ON, Canada.
[Crais, Elizabeth; Vernon-Feagans, Lynne] Univ North Carolina Chapel Hill, Chapel Hill, NC USA.
RP Abraham, LM (reprint author), Waterloo Region Dist Sch Board, Waterloo, ON, Canada.
EM linzyabraham@gmail.com
FU National Institute of Child Health and Human Development [P01-HD-39667];
National Institute on Drug Abuse
FX Support for this research was provided by National Institute of Child
Health and Human Development Grant P01-HD-39667, with co-funding from
the National Institute on Drug Abuse.
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NR 51
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 71
EP 83
DI 10.1044/1058-0360(2012/11-0153)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800006
PM 23413267
ER
PT J
AU Wambaugh, JL
Nessler, C
Cameron, R
Mauszycki, SC
AF Wambaugh, Julie L.
Nessler, Christina
Cameron, Rosalea
Mauszycki, Shannon C.
TI Treatment for Acquired Apraxia of Speech: Examination of Treatment
Intensity and Practice Schedule
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE apraxia of speech; efficacy; aphasia
ID SOUND PRODUCTION TREATMENT; TREATMENT GUIDELINES; PRODUCTION ACCURACY;
NEURAL PLASTICITY; LANGUAGE THERAPY; APHASIA; REHABILITATION;
PRINCIPLES; ACQUISITION; RECOVERY
AB Purpose: The authors designed this investigation to extend the development of a treatment for acquired apraxia of speech (AOS)-sound production treatment (SPT)-by examining the effects of 2 treatment intensities and 2 schedules of practice.
Method: The authors used a multiple baseline design across participants and behaviors with 4 speakers with chronic AOS and aphasia. Accuracy of production of trained and untrained words in phrases served as the dependent measure. Participants received 4 permutations of SPT (i.e., intensive-blocked, intensive-random, traditional-blocked, and traditional-random) applied sequentially to different lists of words.
Results: Positive changes in accuracy of articulation were observed for all participants for all phases of treatment. Two participants had a slightly poorer response to the traditional-random application of treatment. However, no clinically meaningful differences were noted among treatment applications when follow-up data were considered.
Conclusions: Findings from this preliminary Phase II investigation suggest that similar outcomes may be achieved with SPT applied with different treatment intensities and different practice schedules. Extending treatment to achieve higher levels of accuracy may have improved maintenance effects, which may have revealed possible differences among conditions. In addition, overlap in methods used for random and blocked practice may have minimized distinctions between these conditions.
C1 [Wambaugh, Julie L.; Nessler, Christina; Cameron, Rosalea; Mauszycki, Shannon C.] VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
[Wambaugh, Julie L.; Cameron, Rosalea; Mauszycki, Shannon C.] Univ Utah, Salt Lake City, UT USA.
RP Wambaugh, JL (reprint author), VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
EM Julie.wambaugh@health.utah.edu
FU Department of Veterans Affairs, Rehabilitation Research and Development
FX This research was supported by the Department of Veterans Affairs,
Rehabilitation Research and Development.
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NR 42
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 84
EP 102
DI 10.1044/1058-0360(2012/12-0025)
PG 19
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800007
PM 23071199
ER
PT J
AU Patterson, JL
Rodriguez, BL
Dale, PS
AF Patterson, Janet L.
Rodriguez, Barbara L.
Dale, Philip S.
TI Response to Dynamic Language Tasks Among Typically Developing Latino
Preschool Children With Bilingual Experience
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Hispanic; Latino; preschool children; bilingual; Spanish; graduated
prompting; dynamic assessment; language screening
ID CLASSIFICATION ACCURACY; PHONOLOGICAL AWARENESS; SPANISH; ENGLISH;
PERFORMANCE; VOCABULARY; ABILITY
AB Purpose: The purpose of this study was to determine whether typically developing preschool children with bilingual experience show evidence of learning within brief dynamic assessment language tasks administered in a graduated prompting framework. Dynamic assessment has shown promise for accurate identification of language impairment in bilingual children, and a graduated prompting approach may be well-suited to screening for language impairment.
Method: Three dynamic language tasks with graduated prompting were presented to 32 typically developing 4-year-olds in the language to which the child had the most exposure (16 Spanish, 16 English). The tasks were a novel word learning task, a semantic task, and a phonological awareness task.
Results: Children's performance was significantly higher on the last 2 items compared with the first 2 items for the semantic and the novel word learning tasks among children who required a prompt on the 1st item. There was no significant difference between the 1st and last items on the phonological awareness task.
Conclusions: Within-task improvements in children's performance for some tasks administered within a brief, graduated prompting framework were observed. Thus, children's responses to graduated prompting may be an indicator of modifiability, depending on the task type and level of difficulty.
C1 [Patterson, Janet L.; Rodriguez, Barbara L.; Dale, Philip S.] Univ New Mexico, Albuquerque, NM 87131 USA.
RP Patterson, JL (reprint author), Univ New Mexico, Albuquerque, NM 87131 USA.
EM jpatters@unm.edu
RI Dale, Philip/A-2254-2009
OI Dale, Philip/0000-0002-7697-8510
FU University of New Mexico
FX This research was funded by a research allocation grant from the
University of New Mexico. Rachael Dalto, Maria Marentes, Stephanie
McDougle, Joshua McDowell, and Xavier Ortiz contributed to task
development and conducted the data collection and entry. Jennifer Romero
and Mireya Hernandez contributed to the reliability analyses. We also
thank the YDI Head Start and City of Albuquerque Child Development
Center programs.
CR Adams M., 1998, PHONEMIC AWARENESS Y
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NR 35
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 103
EP 112
DI 10.1044/1058-0360(2012/11-0129)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800008
PM 23071197
ER
PT J
AU Washington, KN
AF Washington, Karla N.
TI The Association Between Expressive Grammar Intervention and Social and
Emergent Literacy Outcomes for Preschoolers With SLI
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE social skills; emergent literacy; specific language impairment;
expressive grammar intervention; preschool outcomes
ID LANGUAGE IMPAIRMENT; AGREEMENT MORPHEMES; AGE CHILDREN; SPEECH; TENSE
AB Purpose: To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes.
Method: This investigation was a follow-up to a recently published study exploring the impact of grammatical language intervention on expressive grammar outcomes for preschoolers with specific language impairment (SLI). Twenty-two 3- to 5-year-old preschoolers received ten 20-minute intervention sessions addressing primary deficits in grammatical morphology. Participants' social and emergent literacy skills were not targeted. Twelve children awaiting intervention, chosen from the same selection pool as intervention participants, served as controls. Blind assessments of social and emergent literacy outcomes were completed at preintervention, immediately postintervention, and 3 months postintervention.
Results: Only intervention participants experienced significant gains in social and emergent literacy outcomes and maintained these gains for 3 months postintervention. Expressive grammar gains was the only single significant predictor of these outcomes.
Conclusions: Expressive grammar intervention was associated with broad impacts on social and emergent literacy outcomes that were maintained beyond the intervention period. Gains in expressive grammar predicted these outcomes. Social and emergent literacy skills were positively affected for preschoolers with SLI during a grammatical language intervention program.
C1 [Washington, Karla N.] Univ Western Ontario, London, ON, Canada.
RP Washington, KN (reprint author), Univ Cincinnati, Cincinnati, OH 45221 USA.
EM washink2@ucmail.uc.edu
FU Canadian Language and Literacy Research Network; Ontario Graduate
Scholarship; Ontario Graduate Scholarship in Science and Technology;
Research Alliance for Children with Special Needs; University of Western
Ontario Thesis Award
FX This research project was completed as part of the author's doctoral
thesis at the University of Western Ontario in London, Ontario, Canada.
The research was financially supported by the Canadian Language and
Literacy Research Network, the Ontario Graduate Scholarship, the Ontario
Graduate Scholarship in Science and Technology, the Research Alliance
for Children with Special Needs, and a University of Western Ontario
Thesis Award. The author acknowledges the unwavering support and
contributions of Genese Warr-Leeper. The author also acknowledges the
families, children, speech-language pathologists, graduate students, and
research assistants whose participation made possible the timely
completion of this study. Finally, the author would like to thank Julia
Colangeli and Nancy Creaghead for their editorial contributions as well
as her family for their unconditional support.
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NR 45
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2013
VL 22
IS 1
BP 113
EP 125
DI 10.1044/1058-0360(2012/11-0026)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 156KN
UT WOS:000319820800009
PM 23071198
ER
PT J
AU Singleton, NC
AF Singleton, Nina Capone
TI Can Semantic Enrichment Lead to Naming in a Word Extension Task?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE word learning; word extension; gesture; naming; semantic representation
ID YOUNG CHILDRENS USE; VOCABULARY GROWTH; LATE TALKERS; OBJECT NAME;
GESTURE; SHAPE; REPRESENTATION; KNOWLEDGE; SPEECH; ERRORS
AB Purpose: This study examined the relationship between semantic enrichment and naming in children asked to extend taught words to untrained exemplars.
Method: Sixteen typically developing children (M= 32.63 months, SD= 4.02) participated in 3 word learning conditions that varied semantic enrichment via iconic (shape, function) or point gesture. At test, children named taught referents and 2 exemplars of each taught object: shape similar and shape dissimilar. Naming accuracy and errors were analyzed between conditions.
Results: The point condition never outperformed the shape or function conditions. In naming taught words, the shape condition was superior to the point condition, whereas the function condition was only marginally superior to the point condition. However, in naming untrained exemplars, only the shape condition was superior to the point condition, and there were fewer indeterminate errors in the shape condition.
Conclusion: Semantic enrichment supports naming, but shape cues appear to be particularly effective in using words beyond just-taught referents.
C1 Seton Hall Univ, S Orange, NJ 07079 USA.
RP Singleton, NC (reprint author), Seton Hall Univ, S Orange, NJ 07079 USA.
EM nina.capone@shu.edu
FU School of Health and Medical Sciences at Seton Hall University
FX I acknowledge the School of Health and Medical Sciences at Seton Hall
University for financial support during data collection. I thank Monique
Kaye and Suzanne MacMaster for careful reliability coding and the
families who participated in the study for welcoming me into their
homes. Gratitude is extended to Karla McGregor and Anthony Koutsoftas
for comments on an early draft of the article.
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NR 62
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 279
EP 292
DI 10.1044/1058-0360(2012/11-0019)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700001
ER
PT J
AU Pinkoski-Ball, CL
Reichle, J
Munson, B
AF Pinkoski-Ball, Carrie L.
Reichle, Joe
Munson, Benjamin
TI Synthesized Speech Intelligibility and Early Preschool-Age Children:
Comparing Accuracy for Single-Word Repetition With Repeated Exposure
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE synthesized speech; intelligibility; preschoolers
ID LISTENER GROUPS; PERCEPTION; DECTALK; MODELS
AB Purpose: This investigation examined the effect of repeated exposure to novel and repeated spoken words in typical environments on the intelligibility of 2 synthesized voices and human recorded speech in preschools.
Method: Eighteen preschoolers listened to and repeated single words presented in human-recorded speech, DECtalk Paul, and AT&T Voice Michael during 5 experimental sessions. Stimuli consisted of repeated and novel words presented in each speech output condition during each session. Sessions took place in the presence of typically occurring noise in classroom or home settings.
Results: There was a significant main effect for voice as participants accurately identified significantly more words in the human-recorded speech and AT&T Voice than in the DECtalk speech output condition. When averaged across speech output conditions, children increased their accuracy as they participated in additional sessions. There was a statistically significant interaction between session and voice. DECtalk had a slightly larger effect of session than did AT&T Voice and human-recorded speech.
C1 [Pinkoski-Ball, Carrie L.; Reichle, Joe; Munson, Benjamin] Univ Minnesota, Minneapolis, MN 55455 USA.
RP Reichle, J (reprint author), Univ Minnesota, Minneapolis, MN 55455 USA.
EM reich001@umn.edu
CR Baayen RH, 2008, J MEM LANG, V59, P390, DOI 10.1016/j.jml.2007.12.005
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NR 29
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 293
EP 301
DI 10.1044/1058-0360(2012/11-0020)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700002
PM 22564904
ER
PT J
AU Froud, K
Khamis-Dakwar, R
AF Froud, Karen
Khamis-Dakwar, Reem
TI Mismatch Negativity Responses in Children With a Diagnosis of Childhood
Apraxia of Speech (CAS)
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE childhood apraxia of speech; mismatch negativity; phonological
representations; EEG
ID DEVELOPMENTAL VERBAL DYSPRAXIA; MOTOR CONTROL; PHONOLOGICAL ACQUISITION;
PHONEME REPRESENTATIONS; COGNITIVE NEUROSCIENCE; LANGUAGE-DEVELOPMENT;
SPEAKING CHILDREN; BRAIN POTENTIALS; NEURAL BASIS; P300
AB Purpose: To evaluate whether a hypothesis suggesting that apraxia of speech results from phonological overspecification could be relevant for childhood apraxia of speech (CAS).
Method: High-density EEG was recorded from 5 children with CAS and 5 matched controls, ages 5-8 years, with and without CAS, as they listened to randomized sequences of CV syllables in two oddball paradigms: phonemic (/ba/, /pa/) and allophonic (/pa/, /p(h)a/).
Results: In the phonemic contrast condition, mismatch negativity (MMN) responses to oddball sounds were observed for the typically developing (comparison) group but not the CAS group, although a component similar to an immature mismatch response was apparent. The allophonic contrast did not elicit MMN responses in the comparison group, but in the CAS group, an MMN-like response was observed.
Conclusion: The authors propose that these preliminary findings are consistent with a view of CAS as a disorder that not only affects motor planning but also has a phonological component.
C1 [Froud, Karen] Columbia Univ, Teachers Coll, New York, NY 10027 USA.
[Khamis-Dakwar, Reem] Adelphi Univ, Garden City, NY 11530 USA.
RP Froud, K (reprint author), Columbia Univ, Teachers Coll, New York, NY 10027 USA.
EM kf2119@columbia.edu
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NR 82
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 302
EP 312
DI 10.1044/1058-0360(2012/11-0003)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700003
PM 22564903
ER
PT J
AU Ertmer, DJ
Jung, JM
AF Ertmer, David J.
Jung, Jongmin
TI Monitoring Progress in Vocal Development in Young Cochlear Implant
Recipients: Relationships Between Speech Samples and Scores From the
Conditioned Assessment of Speech Production (CASP)
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; cochlear implants; speech production; vocal development;
assessment; hearing loss
ID PHONETIC DEVELOPMENT; HEARING-LOSS; INFANT; CHILDREN; VOCALIZATIONS;
EXPERIENCE
AB Purpose: To determine the concurrent validity of the Conditioned Assessment of Speech Production (CASP; Ertmer & Stoel-Gammon, 2008) and data obtained from speech samples recorded at the same intervals.
Method: Nineteen children who are deaf who received cochlear implants before their 3rd birthdays participated in the study. Speech samples and CASP scores were gathered at 6, 12, 18, and 24 months postactivation. Correlation analyses were conducted to assess the concurrent validity of CASP scores and data from samples.
Results: CASP scores showed strong concurrent validity with scores from speech samples gathered across all recording sessions (6-24 months).
Conclusions: The CASP was found to be a valid, reliable, and time-efficient tool for assessing progress in vocal development during young cochlear implant recipients' first 2 years of device experience.
C1 [Ertmer, David J.; Jung, Jongmin] Purdue Univ, W Lafayette, IN 47907 USA.
RP Ertmer, DJ (reprint author), Purdue Univ, W Lafayette, IN 47907 USA.
EM dertmer@purdue.edu
RI TOMBLIN, Bruce/I-2257-2012
FU National Institute on Deafness and Other Communication Disorders (NIDCD)
[R01DC007863]
FX This research was supported by a grant to the first author from the
National Institute on Deafness and Other Communication Disorders (NIDCD;
Grant R01DC007863). We are especially grateful to the parents and
children who made this study possible. Sincere appreciation is also
offered to the following individuals for their indispensible assistance
in recruiting participants and collecting speech samples and CASP
scores: Michele Wilkins, Wendy Ban Deters, Monica Brumbaugh, Jennifer
Haney, Monica Lynch, and Lyra Repplinger, at Childs Voice school (Wood
Dale, IL); Maria Sentelik, Margo Appenzeller, Megan Mercurio, Carey
Evans Ratliff, and Meredith Wessels of Ohio Valley Voices (Loveland,
OH); Mary Daniels, Cheryl Broekelmann, Kathy Gallagher, Barb Meyers,
Judy Odendahl, and Audrea Strelo at the St. Joseph Institute for the
Deaf (Chesterfield, MO). Teri Ouellette and Carrie Tamminga at the St.
Joseph Institute for the Deaf (Indianapolis, IN); and Jean Moog, Betsy
Moog, Rhonda Bennight, Mariana Helbig, and Laurie Preusser at the Moog
Center (Chesterfield, MO). Katie Connell Kirleis, Christy Macak, Elesha
Sharp, Jennifer Slanker, Diana True Kloiber, A. J. Olszewski, and
Stephanie Wieczorek helped with data management and analysis.
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NR 30
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 313
EP 328
DI 10.1044/1058-0360(2012/11-0110)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700004
PM 22628109
ER
PT J
AU Gabriel, A
Stefaniak, N
Maillart, C
Schmitz, X
Meulemans, T
AF Gabriel, Audrey
Stefaniak, Nicolas
Maillart, Christelle
Schmitz, Xavier
Meulemans, Thierry
TI Procedural Visual Learning in Children With Specific Language Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE procedural learning; sequential learning; specific language impairment;
child language disorder; serial reaction time
ID SCHOOL-AGE-CHILDREN; REACTION-TIME-TASK; MOTOR SKILL;
DECLARATIVE/PROCEDURAL MODEL; PARKINSONS-DISEASE; SRT TASKS; SEQUENCE;
MEMORY; IMPLICIT; DISORDER
AB Purpose: According to the procedural deficit hypothesis (PDH), difficulties in the procedural learning (PL) system may contribute to the language difficulties observed in children with specific language impairment (SLI).
Method: Fifteen children with SLI and their typically developing (TD) peers were compared on visual PL tasks-specifically, deterministic serial reaction time (SRT) tasks. In the first experiment, children with SLI and their TD peers performed the classical SRT task using a keyboard as response mode. In the second experiment, they performed the same SRT task but gave their responses through a touchscreen (instead of a keyboard) to reduce the motor and cognitive demands of the task.
Results: Although in Experiment 1, children with SLI demonstrated learning, they were slower and made more errors than did their TD peers. Nevertheless, these relative weaknesses disappeared when the nature of the response mode changed (Experiment 2).
Conclusions: In this study, the authors report that children with SLI may exhibit sequential learning. Moreover, the generally slower reaction times observed in previous deterministic SRT studies may be explained by the response mode used. Thus, our findings are not consistent with the predictions of the PDH, and these findings suggest that language impairments in SLI are not sustained by poor procedural learning abilities.
C1 [Gabriel, Audrey; Maillart, Christelle; Schmitz, Xavier; Meulemans, Thierry] Univ Liege, B-4000 Liege, Belgium.
[Stefaniak, Nicolas] Univ Reims, Cognit Language Emot Acquisit CLEA, Reims, France.
RP Gabriel, A (reprint author), Univ Liege, B-4000 Liege, Belgium.
EM audrey.gabriel@ulg.ac.be
FU University of Liege
FX Support for this research was provided by the University of Liege
(doctoral fellowship for fields not eligible for Fonds Pour la Formation
a la Recherche Dans L'Industrie et Dans L'Agriculture [FRIA]). We would
also like to thank the teachers, children, and families who generously
contributed their time.
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NR 70
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 329
EP 341
DI 10.1044/1058-0360(2012/11-0044)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700005
PM 22846879
ER
PT J
AU Ertmer, DJ
Kloiber, DT
Jung, JM
Kirleis, KC
Bradford, D
AF Ertmer, David J.
Kloiber, Diana True
Jung, Jongmin
Kirleis, Katie Connell
Bradford, Denise
TI Consonant Production Accuracy in Young Cochlear Implant Recipients:
Developmental Sound Classes and Word Position Effects
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE phonological development; cochlear implants; children
ID VOCAL DEVELOPMENT; SPEECH-PRODUCTION; DEAF-CHILDREN; HEARING; AGE;
EXPERIENCE; SYLLABLES; INFANTS
AB Purpose: To compare young cochlear implant (CI) recipients' consonant production accuracy with that of age- and gender-matched peers who were typically developing (TD). In addition to examining initial consonants, the authors compiled new data regarding the accuracy of final consonants and the order of consonant acquisition.
Methods: Eleven young CI recipients with 24 months of CI experience and 11 age- and gender-matched TD peers produced target words in short sentences. Consonant production accuracy was examined for total scores, initial and final word positions, and three developmental sound classes: Early, Middle, and Late.
Results: Initial consonants were produced with relatively greater accuracy than were final consonants by the TD and CI groups. Whereas initial consonants appeared to be acquired in a typical order, descriptive data suggest that this might not be the case for final consonants.
Conclusions: Although still delayed compared to age- matched peers, young CI recipients showed substantial progress in consonant acquisition. Their accuracy levels after 2 years of CI experience support the notion that implantation at a young age has added value for phonological development.
C1 [Ertmer, David J.; Kloiber, Diana True; Jung, Jongmin; Kirleis, Katie Connell; Bradford, Denise] Purdue Univ, W Lafayette, IN 47907 USA.
RP Ertmer, DJ (reprint author), Purdue Univ, W Lafayette, IN 47907 USA.
EM dertmer@purdue.edu
RI TOMBLIN, Bruce/I-2257-2012
FU National Institutes of Health [R01DC007863]; National Institute on
Deafness and Other Communication Disorders
FX This research was funded by Grant R01DC007863 to the first author from
the National Institutes of Health and the National Institute on Deafness
and Other Communication Disorders. We are very grateful to the parents
and children who made this study possible. Sincere appreciation is also
offered to Michele Wilkins, Wendy Ban Deters, Monica Brumbaugh, Jennifer
Haney, Monica Lynch, and Lyra Repplinger at Child's Voice school (Wood
Dale, IL); Maria Sentelik, Margo Appenzeller, Megan Mercurio, Carey
Evans Ratliff, and Meredith Wessels of Ohio Valley Voices (Loveland,
OH); Mary Daniels, Cheryl Broekelmann, Kathy Gallagher, Barb Meyers,
Judy Odendahl, and Audrea Strelo at the St. Joseph Institute for the
Deaf (Chesterfield, MO); Teri Ouellette and Carrie Tamminga at the St.
Joseph Institute for the Deaf (Indianapolis, IN); and Jean Moog, Betsy
Moog, Rhonda Bennight, Mariana Helbig, and Laurie Preusser at the Moog
Center (Chesterfield, MO) for their indispensable assistance in
recruiting participants and collecting data. Stephanie Wieczorek
assisted in data analysis.
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NR 35
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 342
EP 353
DI 10.1044/1058-0360(2012/11-0118)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700006
PM 22846882
ER
PT J
AU Halpern, AE
Ramig, LO
Matos, CEC
Petska-Cable, JA
Spielman, JL
Pogoda, JM
Gilley, PM
Sapir, S
Bennett, JK
McFarland, DH
AF Halpern, Angela E.
Ramig, Lorraine O.
Matos, Carlos E. C.
Petska-Cable, Jill A.
Spielman, Jennifer L.
Pogoda, Janice M.
Gilley, Phillip M.
Sapir, Shimon
Bennett, John K.
McFarland, David H.
TI Innovative Technology for the Assisted Delivery of Intensive Voice
Treatment (LSVT (R) LOUD) for Parkinson Disease
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Parkinson; speech treatment; technology
ID TRAUMATIC BRAIN-INJURY; TREATMENT LSVT; SPEECH TREATMENT; FOLLOW-UP;
NEURAL PLASTICITY; DISORDERED SPEECH; INDIVIDUALS; DYSARTHRIA; THERAPY;
REHABILITATION
AB Purpose: To assess the feasibility and effectiveness of a newly developed assistive technology system, Lee Silverman Voice Treatment Companion (LSVT (R) Companion (TM), hereafter referred to as "Companion"), to support the delivery of LSVT (R) LOUD, an efficacious speech intervention for individuals with Parkinson disease (PD).
Method: Sixteen individuals with PD were randomized to an immediate (n = 8) or a delayed (n = 8) treatment group. They participated in 9 LSVT LOUD sessions and 7 Companion sessions, independently administered at home. Acoustic, listener perception, and voice and speech rating data were obtained immediately before (pre), immediately after (post), and at 6 months post treatment (follow-up). System usability ratings were collected immediately post treatment. Changes in vocal sound pressure level were compared to data from a historical treatment group of individuals with PD treated with standard, in-person LSVT LOUD.
Results: All 16 participants were able to independently use the Companion. These individuals had therapeutic gains in sound pressure level, pre to post and pre to follow-up, similar to those of the historical treatment group.
Conclusions: This study supports the use of the Companion as an aid in treatment of hypokinetic dysarthria in individuals with PD. Advantages and disadvantages of the Companion, as well as limitations of the present study and directions for future studies, are discussed.
C1 [Halpern, Angela E.; Ramig, Lorraine O.; Spielman, Jennifer L.; Gilley, Phillip M.; Bennett, John K.] Univ Colorado, Boulder, CO 80309 USA.
[Halpern, Angela E.; Ramig, Lorraine O.; Petska-Cable, Jill A.; Spielman, Jennifer L.] Natl Ctr Voice & Speech, Denver, CO USA.
[Matos, Carlos E. C.] Fac Ruy Barbosa, Salvador, BA, Brazil.
[Pogoda, Janice M.] Univ So Calif, Los Angeles, CA USA.
[Sapir, Shimon] Univ Haifa, IL-31999 Haifa, Israel.
[McFarland, David H.] Univ Montreal, Quebec City, PQ, Canada.
[McFarland, David H.] McGill Univ, Montreal, PQ, Canada.
RP Halpern, AE (reprint author), Univ Colorado, Boulder, CO 80309 USA.
EM angela.halpern@lsvtglobal.com
FU National Institute on Deafness and Other Communication Disorders;
National Institute of Neurological Disorders and Stroke [R21-DC05583];
The Michael J. Fox Foundation; The Coleman Institute for Cognitive
Disabilities
FX This research was funded by National Institute on Deafness and Other
Communication Disorders and National Institute of Neurological Disorders
and Stroke Grant R21-DC05583, The Michael J. Fox Foundation, and The
Coleman Institute for Cognitive Disabilities. We thank our research
assistants Heather Gustafson and Leslie Mahler. We also express our
gratitude to the individuals who volunteered their time to participate
in this study.
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NR 79
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 354
EP 367
DI 10.1044/1058-0360(2012/11-0125)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700007
PM 23071195
ER
PT J
AU Huber, JE
Darling, M
Francis, EJ
Zhang, DB
AF Huber, Jessica E.
Darling, Meghan
Francis, Elaine J.
Zhang, Dabao
TI Impact of Typical Aging and Parkinson's Disease on the Relationship
Among Breath Pausing, Syntax, and Punctuation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Parkinson's disease; speech breathing; aging
ID RESPIRATORY MUSCLE STRENGTH; OLDER-ADULTS; LANGUAGE PRODUCTION; SPEECH
TASK; PROSODY; AGE; LOUDNESS; WOMEN; CUES; DISAMBIGUATION
AB Purpose: The present study examines the impact of typical aging and Parkinson's disease (PD) on the relationship among breath pausing, syntax, and punctuation.
Method: Thirty young adults, 25 typically aging older adults, and 15 individuals with PD participated. Fifteen participants were age- and sex-matched to the individuals with PD. Participants read a passage aloud 2 times. Utterance length, location of breath pauses relative to punctuation and syntax, and number of disfluencies and mazes were measured.
Results: Older adults produced shorter utterances, a smaller percentage of breaths at major boundaries, and a greater percentage of breaths at minor boundaries than did young adults, but there was no significant difference between older adults and individuals with PD on these measures. Individuals with PD took a greater percentage of breaths at locations unrelated to a syntactic boundary than did control participants. Individuals with PD produced more mazes than did control participants. Breaths were significantly correlated with punctuation for all groups.
Conclusions: Changes in breath-pausing patterns in older adults are likely due to changes in respiratory physiology. However, in individuals with PD, such changes appear to result from a combination of changes to respiratory physiology and cognition.
C1 [Huber, Jessica E.; Darling, Meghan; Francis, Elaine J.; Zhang, Dabao] Purdue Univ, W Lafayette, IN 47907 USA.
RP Huber, JE (reprint author), Purdue Univ, W Lafayette, IN 47907 USA.
EM jhuber@purdue.edu
FU National Institute on Deafness and Other Communication Disorders (NIDCD)
[1R03DC05731]; Center on Aging and the Life Course at Purdue University;
Purdue University
FX This research was funded by National Institute on Deafness and Other
Communication Disorders (NIDCD) Grant 1R03DC05731, a Research Support
Incentive Grant from the Center on Aging and the Life Course at Purdue
University, and a Summer Faculty Support Grant from Purdue University.
This content is solely the responsibility of the authors and does not
necessarily represent the official views of the NIDCD, the National
Institutes of Health, the Center on Aging and the Life Course, or Purdue
University.
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NR 62
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 368
EP 379
DI 10.1044/1058-0360(2012/11-0059)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700008
PM 22846880
ER
PT J
AU Anand, S
El-Bashiti, N
Sapienza, C
AF Anand, Supraja
El-Bashiti, Nour
Sapienza, Christine
TI Effect of Training Frequency on Maximum Expiratory Pressure
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE expiratory muscle strength training; training frequency; maximum
expiratory pressure
ID OBSTRUCTIVE PULMONARY-DISEASE; PARKINSONS-DISEASE; MULTIPLE-SCLEROSIS;
INSPIRATORY PRESSURE; VOLUNTARY COUGH; STRENGTH; EXERCISE;
REHABILITATION; OUTCOMES; PROGRAM
AB Purpose: To determine the effects of expiratory muscle strength training (EMST) frequency on maximum expiratory pressure (MEP).
Method: We assigned 12 healthy participants to 2 groups of training frequency (3 days per week and 5 days per week). They completed a 4-week training program on an EMST trainer (Aspire Products, LLC). MEP was the primary outcome measure used to determine the effect of training frequency.
Results: Participants who trained 3 days per week produced equivalent amounts of improvement in MEP compared with participants who trained 5 days per week. An overall improvement in MEP over the 4-week training period indicated a 33% increase when the data was collapsed across the 2 training groups.
Conclusion: The effects occurring with respiratory muscle strength training in healthy young adults are likely to be different from those occurring in patient populations. Therefore, the results of the present study suggest exploring the variable of training frequency in patient populations. Such knowledge will be informative for designing clinical protocols that are effective and may result in improved treatment compliance for those suffering from expiratory muscle weakness.
C1 [Anand, Supraja; El-Bashiti, Nour; Sapienza, Christine] Univ Florida, Gainesville, FL 32610 USA.
[Sapienza, Christine] Malcom Randall VA Med Ctr, Brain Rehabil Res Ctr, Gainesville, FL USA.
RP Anand, S (reprint author), Univ Florida, Gainesville, FL 32610 USA.
EM supraja.anand@ufl.edu
FU Department of Speech, Language, and Hearing Sciences, University of
Florida, Gainesville
FX This work was supported by the Department of Speech, Language, and
Hearing Sciences, University of Florida, Gainesville. Additional
appreciation is given to Dan Neal, Department of Bio-statistics,
University of Florida, for his assistance with statistical analysis and
interpretation. This study was approved by the institutional review
board at the University of Florida (IRB No. 2009-U-1249).
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NR 50
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 380
EP 386
DI 10.1044/1058-0360(2012/11-0048)
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700009
PM 22628108
ER
PT J
AU Duchan, JF
AF Duchan, Judith Felson
TI Historical and Cultural Influences on Establishing Professional
Legitimacy: A Case Example From Lionel Logue
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE professional history; professional legitimacy; history practices;
stuttering
ID RANDOMIZED CONTROLLED-TRIALS; PRESCHOOL-CHILDREN; SPEECH; PRINCIPLES;
LANGUAGE; THERAPY
AB Purpose: In the film The King's Speech, the credibility of the king's speech clinician, Lionel Logue, is challenged. This article examines Logue's credentials in light of the credentialing standards and attitudes of Logue's time as well as those affecting today's practices. The aim is to show how standards of legitimacy change with the times.
Method: Documents related to clinical qualifications and clinical practices are analyzed for the period in the early 20th century, when Logue practiced. They are then compared with how clinicians of today attain professional legitimacy.
Conclusion: Early 20th century clinicians drew their credibility from their home disciplines such as medicine, phonetics, elocution, and education. Some of their therapies originated in the home discipline. Other therapies were commonly used, regardless of one's disciplinary background. Lionel Logue's background and methods would not have been suspect in his time. He may have been faulted by some for his lack of scientific perspective, but another likely source for the challenges to his credibility were early 20th century British social biases against Australians and against those using Australian dialects. The comparative analysis revealed that early 20th century clinicians and clinicians of today have certain clinical practices in common, but they differ considerably in how they establish their legitimacy. This indicates that judgments about a clinician's legitimacy are both historically and culturally determined.
C1 SUNY Buffalo, Buffalo, NY 14260 USA.
RP Duchan, JF (reprint author), SUNY Buffalo, Buffalo, NY 14260 USA.
EM duchan@buffalo.edu
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NR 95
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 387
EP 396
DI 10.1044/1058-0360(2012/11-0122)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700010
PM 22564902
ER
PT J
AU Byiers, BJ
Reichle, J
Symons, FJ
AF Byiers, Breanne J.
Reichle, Joe
Symons, Frank J.
TI Single-Subject Experimental Design for Evidence-Based Practice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE single-subject experimental designs; tutorial; research methods;
evidence-based practice
ID ALTERNATING TREATMENTS DESIGN; QUANTITATIVE SYNTHESIS; RANDOMIZATION
TESTS; FLEXIBILITY; PERCENTAGE; CHILDREN; VALIDITY; AUTISM
AB Purpose: Single-subject experimental designs (SSEDs) represent an important tool in the development and implementation of evidence-based practice in communication sciences and disorders. The purpose of this article is to review the strategies and tactics of SSEDs and their application in speech-language pathology research.
Method: The authors discuss the requirements of each design, followed by advantages and disadvantages. The logic and methods for evaluating effects in SSED are reviewed as well as contemporary issues regarding data analysis with SSED data sets. Examples of challenges in executing SSEDs are included. Specific exemplars of how SSEDs have been used in speech-language pathology research are provided throughout.
Conclusion: SSED studies provide a flexible alternative to traditional group designs in the development and identification of evidence-based practice in the field of communication sciences and disorders.
C1 [Byiers, Breanne J.; Reichle, Joe; Symons, Frank J.] Univ Minnesota, Minneapolis, MN 55455 USA.
RP Byiers, BJ (reprint author), Univ Minnesota, Minneapolis, MN 55455 USA.
EM byier001@umn.edu
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NR 58
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2012
VL 21
IS 4
BP 397
EP 414
DI 10.1044/1058-0360(2012/11-0036)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JY
UT WOS:000314460700011
PM 23071200
ER
PT J
AU Nippold, MA
AF Nippold, Marilyn A.
TI Stuttering and Language Ability in Children: Questioning the Connection
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; language ability; children
ID SCHOOL-AGE-CHILDREN; YOUNG-CHILDREN; GRAMMATICAL COMPLEXITY;
CLINICAL-APPLICATIONS; SOCIOECONOMIC-STATUS; PRESCHOOL-CHILDREN;
NORMALLY FLUENT; MEAN LENGTH; DISORDERS; IMPAIRMENT
AB Purpose: This article explains why it is reasonable to question the view that stuttering and language ability in children are linked-the so-called "stuttering-language connection."
Method: Studies that focused on syntactic, morphologic, and lexical development in children who stutter (CWS) are examined for evidence to support the following claims: (a) that CWS, as a group, are more likely to have disordered or weak language skills ("language deficits") than children who do not stutter (CWNS); (b) that language deficits play a causal role in the onset of stuttering; and (c) that stuttering, over time, restricts children's language development.
Results: Analysis of the evidence suggests that CWS, like CWNS, show the full range of language abilities (high, average, low); that language deficits are not associated with stuttering onset or persistence; and that stuttering has little or no impact on language development.
Conclusions: A connection between stuttering and language ability was not supported. An alternative perspective is that CWS have a compromised motor control system that makes it difficult for them to move forward in speech and that the tie to language lies not in a deficient linguistic system but in difficulty expressing the intended meaning via a fully functional speech system.
C1 Univ Oregon, Eugene, OR 97403 USA.
RP Nippold, MA (reprint author), Univ Oregon, Eugene, OR 97403 USA.
EM nippold@uoregon.edu
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NR 97
TC 10
Z9 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2012
VL 21
IS 3
BP 183
EP 196
DI 10.1044/1058-0360(2012/11-0078)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JV
UT WOS:000314460400002
PM 22442282
ER
PT J
AU van Rees, LJ
Ballard, KJ
McCabe, P
Macdonald-D'Silva, AG
Arciuli, J
AF van Rees, Lauren J.
Ballard, Kirrie J.
McCabe, Patricia
Macdonald-D'Silva, Anita G.
Arciuli, Joanne
TI Training Production of Lexical Stress in Typically Developing Children
Using Orthographically Biased Stimuli and Principles of Motor Learning
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE prosody; lexical stress; stress assignment; speech production; learning
ID AUTISM SPECTRUM DISORDERS; CHILDHOOD APRAXIA; WORD RECOGNITION; SPEECH;
PROSODY; SPEAKERS; ENGLISH; ACCOUNT
AB Purpose: Impaired lexical stress production characterizes multiple pediatric speech disorders. Effective remediation strategies are not available, and little is known about the normal process of learning to assign and produce lexical stress. This study examined whether typically developing (TD) children can be trained to produce lexical stress on bisyllabic pseudowords that are orthographically biased to a strong-weak or weak-strong pattern (e. g., MAMbey or beDOON), in combination with the principles of motor learning (PML).
Method: Fourteen TD children ages 5; 0 (years; months) to 13; 0 were randomly assigned to a training or control group using concealed allocation within blocks. A pre- to post-training group design was used to examine the acquisition, retention, and generalization of lexical stress production.
Results: The training group learned to produce appropriate lexical stress for the pseudowords with strong maintenance and generalization to related untrained stimuli. Accuracy of stress production did not change in the control group.
Conclusion: TD children can learn to produce lexical stress patterns for orthographically biased pseudowords via explicit training methods. Findings have relevance for the study of languages other than English and for a range of prosodic disorders.
C1 [van Rees, Lauren J.; Ballard, Kirrie J.; McCabe, Patricia; Macdonald-D'Silva, Anita G.; Arciuli, Joanne] Univ Sydney, Sydney, NSW 2006, Australia.
RP Ballard, KJ (reprint author), Univ Sydney, Sydney, NSW 2006, Australia.
EM ballard@sydney.edu.au
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NR 57
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2012
VL 21
IS 3
BP 197
EP 206
DI 10.1044/1058-0360(2012/11-0008)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JV
UT WOS:000314460400003
PM 22411774
ER
PT J
AU Byun, TM
Hitchcock, ER
AF Byun, Tara McAllister
Hitchcock, Elaine R.
TI Investigating the Use of Traditional and Spectral Biofeedback Approaches
to Intervention for /r/ Misarticulation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE articulation disorders; residual speech errors; biofeedback; speech
sound disorders; intervention
ID ENGLISH VERTICAL-BAR; PHONOLOGICAL DISORDERS; VISUAL FEEDBACK; SCHEMA
THEORY; CHILDREN; CONSONANTS; ULTRASOUND; YOUNG; TASK
AB Purpose: Misarticulation of /r/ is among the most challenging developmental speech errors to remediate. Case studies suggest that visual biofeedback treatment can establish perceptually accurate /r/ in clients who have not responded to traditional treatments. This investigation studied the response of children with persistent /r/ misarticulation to a course of traditional treatment and a course of biofeedback treatment.
Method: Eleven children with /r/ misarticulation completed 10 weeks of individual treatment consisting of 4-6 weeks of traditional treatment followed by 4-6 weeks of biofeedback treatment. Progress was measured by tracking correct /r/ productions within treatment and probing /r/ in words at 3 time points.
Results: At the group level, there was no difference in independent judges' ratings of /r/ sounds produced by the children before and after traditional treatment. However, /r/ sounds produced after biofeedback treatment were significantly more likely to be rated by the judges as perceptually correct. Eight of the 11 children made measurable gains in the accuracy of isolated /r/ produced within treatment, with 4 showing significant generalization to untreated /r/ in words.
Conclusion: This descriptive study shows that treatment incorporating spectral biofeedback can facilitate accurate /r/ production in children with treatment-resistant errors. A follow-up period using traditional intervention methods may be necessary to encourage generalization.
C1 [Byun, Tara McAllister; Hitchcock, Elaine R.] Montclair State Univ, Montclair, NJ USA.
RP Byun, TM (reprint author), NYU, New York, NY 10003 USA.
EM tara.byun@nyu.edu
FU American Speech-Language Hearing Foundation Research Grant for New
Investigators
FX This research was supported by an American Speech-Language Hearing
Foundation Research Grant for New Investigators to Tara McAllister Byun.
The authors also gratefully acknowledge the contributions of the
following individuals: for statistical consultation, Haiyan Su; for
clinical support, Sarah Granquist; for stimulus rating, Meghan Hemmer,
Lacy MacDonald, Amanda Moorehead, Rose Papera, and Beth Rhein; for data
collection and analysis, Elizabeth Varall and Elina Izbinsky; and for
insightful comments on the study design and/or manuscript, Joseph
Attanasio and Dennis Ruscello. We also thank our participants and their
families for their cooperation throughout the study.
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NR 42
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2012
VL 21
IS 3
BP 207
EP 221
DI 10.1044/1058-0360(2012/11-0083)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JV
UT WOS:000314460400004
PM 22442281
ER
PT J
AU Goldberg, S
Haley, KL
Jacks, A
AF Goldberg, Samantha
Haley, Katarina L.
Jacks, Adam
TI Script Training and Generalization for People With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; script training; generalization; self-cuing; videoconferencing
ID SPEECH; FLUENCY; COMMUNICATION; INDIVIDUALS; APRAXIA; ADULTS
AB Purpose: To examine the effects and generalization of a modified script training intervention, delivered partly via videoconferencing, on dialogue scripts that were produced by 2 individuals with aphasia.
Method: Each participant was trained on 2 personally relevant scripts. Intervention sessions occurred 3 times per week, with a combination of in-person meetings and videoconferencing, and lasted for 3 weeks per script. This study followed a multiple baseline design across scripts. Measures of accuracy, grammatical productivity, speaking rate, and articulatory fluency were obtained during baseline, intervention, and maintenance phases. Generalization probes were administered by challenging participants to engage in a conversation about their script topic with conversation partners who did not follow the script.
Results: Both participants showed improvement on all dependent variables for both scripts during and after the intervention phase. Generalization samples showed improved grammatical morpheme use and increased rate of speech over prebaseline samples.
Conclusion: There is evidence that script training intervention can improve accuracy, grammatical productivity, speaking rate, and articulatory fluency in script production tasks as well as in more functional conversational tasks. Videoconferencing is a viable method of conducting script training intervention when it is supported by face-to-face intervention sessions, slight modifications to the procedure, and an emphasis on self-cuing skills.
C1 [Goldberg, Samantha; Haley, Katarina L.; Jacks, Adam] Univ N Carolina, Chapel Hill, NC 27515 USA.
RP Haley, KL (reprint author), Univ N Carolina, Chapel Hill, NC 27515 USA.
EM Katarina_Haley@med.unc.edu
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NR 32
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2012
VL 21
IS 3
BP 222
EP 238
DI 10.1044/1058-0360(2012/11-0056)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JV
UT WOS:000314460400005
PM 22442283
ER
PT J
AU Maas, E
Butalla, CE
Farinella, KA
AF Maas, Edwin
Butalla, Christine E.
Farinella, Kimberly A.
TI Feedback Frequency in Treatment for Childhood Apraxia of Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE childhood apraxia of speech; treatment; motor learning; feedback; speech
disorders
ID DEVELOPMENTAL APRAXIA; REDUCED FREQUENCY; SCHEMA THEORY; CHILDREN;
KNOWLEDGE; DISORDERS; PERCEPTION; PRINCIPLES; PERSPECTIVES; ACQUISITION
AB Purpose: To examine the role of feedback frequency in treatment for childhood apraxia of speech (CAS). Reducing the frequency of feedback enhances motor learning, and recently, such feedback frequency reductions have been recommended for the treatment of CAS. However, no published studies have explicitly compared different feedback frequencies in this population.
Method: Using an alternating treatments single-subject design with multiple baselines across behaviors, retention and transfer of learning were compared following high-frequency feedback and low-frequency feedback in 4 children with CAS. Feedback frequency was manipulated in the context of an integral stimulation treatment. Changes in perceptual accuracy were quantified with effect sizes and were compared across conditions.
Results: Findings were mixed, with 2 children showing an advantage for low-frequency feedback, 1 child showing a small advantage for high-frequency feedback, and 1 child showing no clear improvement in either condition.
Conclusion: These findings suggest that reducing the frequency of feedback may be beneficial for some children with CAS, although this may vary with the child's age or severity of apraxia. Caution is warranted in extrapolating from the nonspeech motor learning literature to speech treatment for CAS. Finally, this study contributes another replication to the literature on the efficacy of integral stimulation treatment for children with CAS.
C1 [Maas, Edwin; Butalla, Christine E.; Farinella, Kimberly A.] Univ Arizona, Tucson, AZ 85721 USA.
[Butalla, Christine E.] Panacea Therapeut, Tucson, AZ USA.
[Farinella, Kimberly A.] No Arizona Univ, Flagstaff, AZ 86011 USA.
RP Maas, E (reprint author), Univ Arizona, Tucson, AZ 85721 USA.
EM emaas@arizona.edu
FU Childhood Apraxia of Speech Association of North America (CASANA)
FX This research was supported in part by a generous grant from the
Childhood Apraxia of Speech Association of North America (CASANA). The
authors also wish to thank Cass Faux, Lydia Garcia, and Becky Vance for
their assistance in identifying potential participants; Jenna Beltrami
for assistance in treatment delivery; Lawrence Andrade, Ashley Davis,
Krista Durr, Kelly Gallardo, and Amanda Lopez for their assistance with
data analysis; and of course, the children and their parents who
participated in this study. Portions of these data were presented at the
American Speech-Language-Hearing Association Convention (Philadelphia,
PA, 2010), the National Conference on Childhood Apraxia of Speech
(Pittsburgh, PA, 2010), and the Arizona Speech-Language-Hearing
Association Convention (Phoenix, AZ, 2011); portions of these data were
also part of Christine Butalla's master's thesis at the University of
Arizona.
CR American Speech-Language-Hearing Association, 2007, TECHNICAL REPORT
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NR 60
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2012
VL 21
IS 3
BP 239
EP 257
DI 10.1044/1058-0360(2012/11-0119)
PG 19
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JV
UT WOS:000314460400006
PM 22442284
ER
PT J
AU Troche, J
Troche, MS
Berkowitz, R
Grossman, M
Reilly, J
AF Troche, Joshua
Troche, Michelle S.
Berkowitz, Rebecca
Grossman, Murray
Reilly, Jamie
TI Tone Discrimination as a Window Into Acoustic Perceptual Deficits in
Parkinson's Disease
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Parkinson's disease; speech perception; auditory perception; tone
detection; frontal lobe
ID CORTICAL EVOKED-POTENTIALS; AGE-RELATED DECLINE; BASAL GANGLIA;
OLDER-ADULTS; FUNCTIONAL NEUROANATOMY; NONSPEECH SOUNDS;
TIME-ESTIMATION; SPEECH; HEARING; LISTENERS
AB Purpose: Deficits in auditory perception compromise a range of linguistic processes in persons with Parkinson's disease (PD), including speech perception and sensitivity to affective and linguistic prosody. An unanswered question is whether this deficit exists not only at the level of speech perception, but also at a more pervasive level of auditory perception. It is possible that PD produces a selective impairment in the perception of a salient acoustic feature such as frequency, amplitude, or duration.
Method: Auditory perception in persons with PD was investigated using a tone discrimination task where clients (N = 12) and age-matched controls (N = 15) made same/different judgments for pairs of pure tones that were factorially varied by acoustic feature (i.e., frequency, amplitude, or duration) crossed with perceptual distance (i.e., close vs. far).
Results: Relative to healthy age-matched controls, persons with PD showed marked impairment in tone discrimination. Persons with PD showed an acoustic feature by perceptual distance interaction that was characterized by deficits in detecting frequency and amplitude differences for perceptually near tones.
Conclusion: These results suggest that persons with PD show a reduced ability to notice change in frequency and amplitude as compared to normal older adults. More generally, these findings implicate a frontal-striatal contribution to auditory perception.
C1 [Troche, Joshua; Troche, Michelle S.; Reilly, Jamie] Univ Florida, Gainesville, FL 32610 USA.
[Berkowitz, Rebecca] Temple Univ, Philadelphia, PA 19122 USA.
[Grossman, Murray] Univ Penn, Sch Med, Philadelphia, PA 19104 USA.
RP Troche, J (reprint author), Univ Florida, Gainesville, FL 32610 USA.
EM jetgator@ufl.edu
RI Troche, Michelle/C-5205-2014
OI Troche, Michelle/0000-0001-8723-5176
FU U.S. Public Health Service [K23 DC010197, NS53488, AG15116, NS44266,
AG17586]
FX This work was supported by U.S. Public Health Service Grants K23
DC010197 (JR) and NS53488, AG15116, NS44266, and AG17586 (MG).
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NR 46
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2012
VL 21
IS 3
BP 258
EP 263
DI 10.1044/1058-0360(2012/11-0007)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 083JV
UT WOS:000314460400007
PM 22442285
ER
PT J
AU Kim, IS
LaPointe, LL
Stierwalt, JAG
AF Kim, In-sop
LaPointe, Leonard L.
Stierwalt, Julie A. G.
TI The Effect of Feedback and Practice on the Acquisition of Novel Speech
Behaviors
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE motor learning; novel speech behaviors; reduced feedback; retention
ID SHORT-TERM-MEMORY; GENERALIZED MOTOR PROGRAM; WORKING-MEMORY; TREATMENT
GUIDELINES; GUIDANCE HYPOTHESIS; PHONOLOGICAL MEMORY; RELATIVE
FREQUENCY; SKILL ACQUISITION; PROCEDURAL MEMORY; ACQUIRED APRAXIA
AB Purpose: This study examined the effect of manipulating several parameters of motor learning theory on participants' phonetic acquisition and retention of utterances in a foreign language (Korean).
Method: Thirty-two native English-speaking participants naive to the Korean language were each given 10 Korean sentences to practice and learn. The independent variables in the study were the number of practice trials and the feedback schedule. The participants listened to sentences delivered by a native speaker and received feedback according to the schedule. Participant responses were then judged by a panel of native Korean speakers in terms of their intelligibility, naturalness, and precision.
Results: The combination of 20% feedback and 100 practice trials was more effective than other combinations of feedback and practice trial schedule for the retention of novel phonetic productions of Korean phrases both 1 day after training and 1 week later.
Conclusions: These findings are in agreement with previously reported applications of motor learning-guided principles on the acquisition of motoric skills. These findings may have direct implications for both second-language learning and the treatment of neuromotor speech disorders such as apraxia of speech.
C1 [Kim, In-sop] Univ Maine, Orono, ME 04469 USA.
[LaPointe, Leonard L.; Stierwalt, Julie A. G.] Florida State Univ, Tallahassee, FL 32306 USA.
RP Kim, IS (reprint author), Univ Maine, Orono, ME 04469 USA.
EM insop.kim@umit.maine.edu
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NR 68
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 89
EP 100
DI 10.1044/1058-0360(2011/09-0082)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900015
PM 22230183
ER
PT J
AU Rost, GC
McGregor, KK
AF Rost, Gwyneth C.
McGregor, Karla K.
TI Miranda Rights Comprehension in Young Adults With Specific Language
Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE specific language impairment; language comprehension; Miranda rights
ID FOLLOW-UP; PSYCHOSOCIAL OUTCOMES; KINDERGARTEN-CHILDREN; SOCIAL
OUTCOMES; WARNINGS; DIFFICULTIES; ADOLESCENTS; DEFENDANTS; DISORDERS;
HISTORY
AB Purpose: The purpose of this study was to determine whether citizens with language impairment understand legal rights as conveyed in Miranda warnings.
Method: Grisso's Instruments for Assessing Understanding and Appreciation of Miranda Rights (1998) was administered to 34 young adults, half of whom met the diagnostic criteria for specific language impairment (SLI). A correlational analysis of the relationship between language scores and Miranda rights comprehension was conducted, as were tests of differences between individuals with SLI (n = 17) and individuals without SLI.
Results: Language ability was positively correlated with overall performance on the Miranda measure. As a group, individuals with SLI were significantly poorer than their peers with normal language at defining Miranda vocabulary and applying Miranda rights in hypothetical situations. The group with SLI was also marginally less able to paraphrase Miranda sentences.
Conclusion: Language impairment limits comprehension of Miranda warnings. As a result, citizens with language impairment are at risk of being denied their constitutional rights.
C1 [Rost, Gwyneth C.; McGregor, Karla K.] Univ Iowa, Iowa City, IA USA.
RP Rost, GC (reprint author), Univ Massachusetts, Amherst, MA 01003 USA.
EM grost@comdis.umass.edu
FU National Institutes of Health/National Institute on Deafness and Other
Communication Disorders [122270001]
FX The authors would like to thank Mark Harris, Director of Students
Disability Services at the University of Iowa, and Nichole Eden for
assistance with participant recruitment. We also acknowledge Jessica J.
Johnson for transcription and coding and Melissa Duff for her comments
on an early draft. This work was funded in part by National Institutes
of Health/National Institute on Deafness and Other Communication
Disorders 122270001 to K. K. McGregor.
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NR 37
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 101
EP 108
DI 10.1044/1058-0360(2011/10-0094)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900016
PM 22230180
ER
PT J
AU Gorman, BK
AF Gorman, Brenda K.
TI Relationships Between Vocabulary Size, Working Memory, and Phonological
Awareness in Spanish-Speaking English Language Learners
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE phonological awareness; vocabulary; working memory; English language
learners; Spanish
ID SHORT-TERM-MEMORY; SPOKEN WORD RECOGNITION; SCHOOL-AGE-CHILDREN; NONWORD
REPETITION; NEIGHBORHOOD DENSITY; READING ACQUISITION;
PRESCHOOL-CHILDREN; BILINGUAL-CHILDREN; PERFORMANCE; IMPAIRMENT
AB Purpose: The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs).
Method: Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses.
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Conclusion: Results support the conclusion that PA instruction and strong vocabulary skills in an individual's L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.
C1 Marquette Univ, Milwaukee, WI 53233 USA.
RP Gorman, BK (reprint author), Marquette Univ, Milwaukee, WI 53233 USA.
EM brenda.gorman@marquette.edu
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NR 109
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 109
EP 123
DI 10.1044/1058-0360(2011/10-0063)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900017
PM 22230176
ER
PT J
AU Munson, B
Johnson, JM
Edwards, J
AF Munson, Benjamin
Johnson, Julie M.
Edwards, Jan
TI The Role of Experience in the Perception of Phonetic Detail in
Children's Speech: A Comparison Between Speech-Language Pathologists and
Clinically Untrained Listeners
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech perception; clinical training; phonological development
ID VOICELESS SIBILANT FRICATIVES; COVERT CONTRAST; CROSS-LANGUAGE; ONSET
TIME; ENGLISH; JAPANESE
AB Purpose: This study examined whether experienced speech-language pathologists (SLPs) differ from inexperienced people in their perception of phonetic detail in children's speech.
Method: Twenty-one experienced SLPs and 21 inexperienced listeners participated in a series of tasks in which they used a visual-analog scale (VAS) to rate children's natural productions of target /s/-/theta/, /t/-/k/, and /d/-/g/ in word-initial position. Listeners rated the perceived distance between individual productions and ideal productions.
Results: The experienced listeners' ratings differed from the inexperienced listeners' ratings in four ways: They had higher intrarater reliability, showed less bias toward a more frequent sound, and were more closely related to the acoustic characteristics of the children's speech. In addition, the experienced listeners' responses were related to a different set of predictor variables.
Conclusion: Results suggest that experience working as an SLP leads to better perception of phonetic detail in children's speech. Limitations and future research are discussed.
C1 [Munson, Benjamin; Johnson, Julie M.] Univ Minnesota, St Paul, MN USA.
[Edwards, Jan] Univ Wisconsin, Madison, WI 53706 USA.
RP Munson, B (reprint author), Univ Minnesota, St Paul, MN USA.
EM Munso005@umn.edu
FU National Science Foundation [BCS0729277, BCS0729140]; National
Institutes of Health [R01 DC02932]; National Institute of Child Health
and Human Development [P30HD03352]
FX This research was supported by National Science Foundation Grant
BCS0729277 to Benjamin Munson, by National Institutes of Health Grant
R01 DC02932 and National Science Foundation Grant BCS0729140 to Jan
Edwards, and in part by a core grant (P30HD03352) to the Waisman Center
from the National Institute of Child Health and Human Development. Any
opinions, findings, and conclusions or recommendations expressed in this
material are those of the authors and do not necessarily reflect the
views of the National Science Foundation.
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NR 42
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 124
EP 139
DI 10.1044/1058-0360(2011/11-0009)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900018
PM 22230182
ER
PT J
AU Wagovich, SA
Pak, Y
Miller, MD
AF Wagovich, Stacy A.
Pak, Youngju
Miller, Margaret D.
TI Orthographic Word Knowledge Growth in School-Age Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE orthographic word knowledge; partial word knowledge; school-age;
reading; vocabulary
ID SELF-TEACHING HYPOTHESIS; LANGUAGE IMPAIRMENT; PHONOLOGICAL CODES;
SIMILARITY NEIGHBORHOODS; VOCABULARY INSTRUCTION; READING-COMPREHENSION;
MEANINGS; ACQUISITION; CONTEXT; REPRESENTATIONS
AB Purpose: Natural reading experiences provide an opportunity for the development of orthographic word knowledge as well as other forms of partial word knowledge. The purpose of this study was to compare the orthographic word knowledge growth of school-age children with relatively low language skills (LL group) to that of age- and gender-matched peers with high language skills (HL group).
Method: Thirty-two children, 16 per group, read stories containing rare words 3 times, 2-3 days apart. Posttesting, completed at the end of each session, required participants to indicate recognition of the rare words encountered in the stories while not indicating recognition of orthographically similar nonwords.
Results: Over time, both groups showed significant growth in recognition of the orthographic forms of the rare words. However, the groups differed in the extent to which they indicated that the orthographically similar nonwords were words, with the LL group indicating that significantly more of the nonwords were words.
Conclusion: Results provide some preliminary evidence that children with relatively weaker language skills are able to develop orthographic knowledge of unfamiliar words through reading experiences, but their orthographic representations may not be as well defined as those of children with stronger language skills.
C1 [Wagovich, Stacy A.; Pak, Youngju; Miller, Margaret D.] Univ Missouri, Columbia, MO 65211 USA.
RP Wagovich, SA (reprint author), Univ Missouri, Columbia, MO 65211 USA.
EM wagovichs@health.missouri.edu
FU National Institute on Deafness and Other Communication Disorders
[R03DC006827-01A1]
FX This work was funded by Grant R03DC006827-01A1 awarded to the first
author by the National Institute on Deafness and Other Communication
Disorders. The authors gratefully acknowledge the assistance of the
following students and former students: Kristin Lamvik, Chesney Moore,
Christine Gray, Jessica Colwell, and Rose Aiazzi.
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NR 53
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 140
EP 153
DI 10.1044/1058-0360(2012/10-0032)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900019
PM 22411772
ER
PT J
AU Nagle, KF
Eadie, TL
Wright, DR
Sumida, YA
AF Nagle, Kathy F.
Eadie, Tanya L.
Wright, Derek R.
Sumida, Yumi A.
TI Effect of Fundamental Frequency on Judgments of Electrolaryngeal Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE electrolarynx; speech acceptability; gender; speech intelligibility
ID QUALITY-OF-LIFE; VOICE QUALITY; ESOPHAGEAL SPEECH; TRACHEOESOPHAGEAL
SPEECH; ACOUSTIC CHARACTERISTICS; FORMANT FREQUENCIES; ALARYNGEAL
SPEAKERS; PERCEPTUAL RATINGS; FUTURE-RESEARCH; SENTENCE LEVEL
AB Purpose: To determine (a) the effect of fundamental frequency (f(0)) on speech intelligibility, acceptability, and perceived gender in electrolaryngeal (EL) speakers, and (b) the effect of known gender on speech acceptability in EL speakers.
Method: A 2-part study was conducted. In Part 1, 34 healthy adults provided speech recordings using electrolarynges set at 75 Hz, 130 Hz, and 175 Hz, and 36 listeners transcribed the recordings. In Part 2, 22 speech samples were presented to 16 listeners. First, listeners identified the gender of each speaker and judged his or her speech acceptability using rating scales. Second, listeners judged the same samples for speech acceptability when gender information was provided.
Results: In Part 1, speakers were significantly more intelligible when using 75-Hz devices. In Part 2, the f(0) of the speech signal significantly impacted listeners' accuracy in perceiving the speaker's gender: In gender-incongruent conditions (males using 175-Hz devices, females using 75-Hz devices), listeners were unable to identify female speakers. Speech acceptability judgments were directly related to intelligibility. Finally, listeners differentially penalized female speakers who used 75-Hz devices when gender information was known.
Conclusion: Low f(0) facilitated speech intelligibility. However, at low f(0), listeners were unable to identify females as female, and females were differentially penalized for speech acceptability. Results may have implications for rehabilitation.
C1 [Nagle, Kathy F.; Eadie, Tanya L.; Wright, Derek R.; Sumida, Yumi A.] Univ Washington, Seattle, WA 98195 USA.
RP Nagle, KF (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM kfnagle@uw.edu
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NR 56
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 154
EP 166
DI 10.1044/1058-0360(2012/11-0050)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900020
PM 22355005
ER
PT J
AU Mayer, JF
Bishop, LA
Murray, LL
AF Mayer, Jamie F.
Bishop, Lilli A.
Murray, Laura L.
TI The Feasibility of a Structured Cognitive Training Protocol to Address
Progressive Cognitive Decline in Individuals With Vascular Dementia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE attention; degenerative brain disease; treatment
ID OF-THE-LITERATURE; EVALUATING TREATMENT INTERVENTIONS; TRAUMATIC
BRAIN-INJURY; HEALTHY OLDER-ADULTS; TIME-SERIES ANALYSIS; MILD APHASIA;
REHABILITATION PROGRAM; ATTENTION DEFICITS; TREATING ATTENTION; READING
IMPAIRMENT
AB Purpose: Cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy, better known as CADASIL, is a rare, genetic form of early-onset vascular dementia. The purpose of this study was to use a modified version of Attention Process Training-II (APT-II; Sohlberg, Johnson, Paule, Raskin, & Mateer, 2001) with an individual with early-stage CADASIL.
Method: APT-II, modified to include strategy training, was applied in an A-B, multiple-probe design for an individual who had been diagnosed with early-stage CADASIL. Outcome measures included pre-post neuropsychological testing of attention, memory, and executive function; within-treatment probes of visual and auditory attention; and a measure of subjective experience of cognitive functioning in daily living.
Results: The participant demonstrated nominal gains on visual and auditory attention probes but improved performance on several posttreatment measures of processing speed and executive function. The participant also reported substantially improved functional outcomes following the intervention protocol.
Conclusion: This case illustrates the potential utility of behavioral intervention for individuals with CADASIL and highlights issues for speech-language pathologists to consider when using structured cognitive training protocols in the setting of progressive cognitive decline. These data suggest that further controlled studies for treating this population are warranted.
C1 [Mayer, Jamie F.; Bishop, Lilli A.] No Illinois Univ, De Kalb, IL 60115 USA.
[Murray, Laura L.] Indiana Univ, Bloomington, IN 47405 USA.
RP Mayer, JF (reprint author), No Illinois Univ, De Kalb, IL 60115 USA.
EM jmayer1@niu.edu
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NR 78
TC 1
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP 167
EP 179
DI 10.1044/1058-0360(2012/11-0066)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900021
PM 22355006
ER
PT J
AU DeDe, G
AF DeDe, Gayle
TI Effects of Word Frequency and Modality on Sentence Comprehension
Impairments in People With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; word frequency; sentence comprehension; auditory comprehension;
reading comprehension
ID AGE-OF-ACQUISITION; BROCAS-APHASIA; LEXICAL DECISION; EYE-MOVEMENTS;
ELECTROPHYSIOLOGICAL EVIDENCE; AGRAMMATIC COMPREHENSION; LISTENING
COMPREHENSION; WORKING-MEMORY; STROKE APHASIA; ACCESS
AB Purpose: It is well known that people with aphasia have sentence comprehension impairments. The present study investigated whether lexical factors contribute to sentence comprehension impairments in both the auditory and written modalities using online measures of sentence processing.
Method: People with aphasia and non brain-damaged controls participated in the experiment (n = 8 per group). Twenty-one sentence pairs containing high- and low-frequency words were presented in self-paced listening and reading tasks. The sentences were syntactically simple and differed only in the critical words. The dependent variables were response times for critical segments of the sentence and accuracy on the comprehension questions.
Results: The results showed that word frequency influences performance on measures of sentence comprehension in people with aphasia. The accuracy data on the comprehension questions suggested that people with aphasia have more difficulty understanding sentences containing low-frequency words in the written compared to auditory modality. Both group and single-case analyses of the response time data also indicated that people with aphasia experience more difficulty with reading than listening.
Conclusion: Sentence comprehension in people with aphasia is influenced by word frequency and presentation modality.
C1 Univ Arizona, Tucson, AZ 85721 USA.
RP DeDe, G (reprint author), Univ Arizona, Tucson, AZ 85721 USA.
EM gdede@arizona.edu
FU American Speech-Language-Hearing Foundation; National Institute on
Deafness and Other Communication Disorders [K23DC010808]
FX I would like to thank all of the participants for their assistance with
this study and the members of the Speech, Language, and Brain Lab for
their help with data collection. This project was supported by a New
Investigators grant from the American Speech-Language-Hearing Foundation
and Grant K23DC010808 from the National Institute on Deafness and Other
Communication Disorders.
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NR 70
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S103
EP S114
DI 10.1044/1058-0360(2012/11-0082)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900007
PM 22294411
ER
PT J
AU Ferguson, NF
Evans, K
Raymer, AM
AF Ferguson, Neina F.
Evans, Kelli
Raymer, Anastasia M.
TI A Comparison of Intention and Pantomime Gesture Treatment for Noun
Retrieval in People With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; gestural communication; treatment
ID SEMANTIC-PHONOLOGICAL TREATMENTS; VERB RETRIEVAL
AB Purpose: The effects of intention gesture treatment (IGT) and pantomime gesture treatment (PGT) on word retrieval were compared in people with aphasia.
Method: Four individuals with aphasia and word retrieval impairments subsequent to left-hemisphere stroke participated in a single-participant crossover treatment design. Each participant viewed target nouns on a computer screen in 2 counterbalanced training phases. Training included paired verbal + gesture treatment strategies to elicit verbal and/or gestural productions of target nouns. Treatment effects were measured using daily picture-naming probes for verbal naming and gesture productions for trained and untrained words as well as pre-/posttreatment standardized aphasia tests.
Outcomes and Results: IGT resulted in immediate effects on the verbal productions of 2 participants but lacked carryover to untrained words. PGT resulted in improved verbal production for 2 participants and immediate effects on the gesture productions of 3 participants, with carryover of gesture production to untrained words in 1 participant. Improvements on standardized aphasia tests were evident in 2 participants.
Conclusion: IGT and PGT had positive treatment effects, but for contrasting communication modalities. Two individuals with mild-moderate aphasia improved verbal production with both IGT and PGT, and 2 individuals with severe aphasia improved gesture use with PGT.
C1 [Ferguson, Neina F.; Evans, Kelli] Univ S Alabama, Mobile, AL 36688 USA.
[Ferguson, Neina F.] Sacred Heart Hosp, Pensacola, FL USA.
[Raymer, Anastasia M.] Old Dominion Univ, Norfolk, VA USA.
RP Ferguson, NF (reprint author), Univ S Alabama, Mobile, AL 36688 USA.
EM nfferguson@yahoo.com
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NR 24
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S126
EP S139
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900009
PM 22294410
ER
PT J
AU Ferrill, M
Love, T
Walenski, M
Shapiro, LP
AF Ferrill, Michelle
Love, Tracy
Walenski, Matthew
Shapiro, Lewis P.
TI The Time-Course of Lexical Activation During Sentence Comprehension in
People With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; syntax; slow rise-time; rate of speech; online; priming;
sentence processing; neurolinguistics
ID LANGUAGE COMPREHENSION; EYE-MOVEMENTS; WH-QUESTIONS; BROCAS;
INTEGRATION; ACCESS; DEPENDENCIES; INFORMATION; CONTEXT
AB Purpose: To investigate the time-course of processing of lexical items in auditorily presented canonical (subject-verb-object) constructions in young, neurologically unimpaired control participants and participants with left-hemisphere damage and agrammatic aphasia.
Method: A cross modal picture priming (CMPP) paradigm was used to test 114 control participants and 8 participants with agrammatic aphasia for priming of a lexical item (direct object noun) immediately after it is initially encountered in the ongoing auditory stream and at 3 additional time points at 400-ms intervals.
Results: The control participants demonstrated immediate activation of the lexical item, followed by a rapid loss (decay). The participants with aphasia demonstrated delayed activation of the lexical item.
Conclusion: This evidence supports the hypothesis of a delay in lexical activation in people with agrammatic aphasia. The delay in lexical activation feeds syntactic processing too slowly, contributing to comprehension deficits in people with agrammatic aphasia.
C1 [Ferrill, Michelle; Love, Tracy; Walenski, Matthew; Shapiro, Lewis P.] San Diego State Univ, San Diego, CA 92182 USA.
[Ferrill, Michelle; Love, Tracy; Walenski, Matthew] Univ Calif San Diego, La Jolla, CA 92093 USA.
RP Love, T (reprint author), San Diego State Univ, San Diego, CA 92182 USA.
EM tlove@mail.sdsu.edu
FU National Institute on Deafness and Other Communication Disorders
[DC009272, DC000494, T32DC007361]; National Institutes of Health
FX The work reported in this paper was supported by National Institute on
Deafness and Other Communication Disorders Grants DC009272 and DC000494,
as well as T32DC007361; we thank the National Institutes of Health for
their continuing support. We also thank our research assistants and our
participants and their families for their time.
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NR 48
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S179
EP S189
DI 10.1044/1058-0360(2012/11-0109)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900013
PM 22355007
ER
PT J
AU Hula, WD
Fergadiotis, G
Martin, N
AF Hula, William D.
Fergadiotis, Gerasimos
Martin, Nadine
TI Model Choice and Sample Size in Item Response Theory Analysis of Aphasia
Tests
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; psychometrics; assessment
ID CONFIRMATORY FACTOR-ANALYSIS; RASCH MODEL; MONTE-CARLO; ABILITY;
REHABILITATION; VALIDITY; OUTCOMES; CURVES; LIKERT
AB Purpose: The purpose of this study was to identify the most appropriate item response theory (IRT) measurement model for aphasia tests requiring 2-choice responses and to determine whether small samples are adequate for estimating such models.
Method: Pyramids and Palm Trees (Howard & Patterson, 1992) test data that had been collected from individuals with aphasia were analyzed, and the resulting item and person estimates were used to develop simulated test data for 3 sample size conditions. The simulated data were analyzed using a standard 1-parameter logistic (1-PL) model and 3 models that accounted for the influence of guessing: augmented 1-PL and 2-PL models and a 3-PL model. The model estimates obtained from the simulated data were compared to their known true values.
Results: With small and medium sample sizes, an augmented 1-PL model was the most accurate at recovering the known item and person parameters; however, no model performed well at any sample size. Follow-up simulations confirmed that the large influence of guessing and the extreme easiness of the items contributed substantially to the poor estimation of item difficulty and person ability.
Conclusion: Incorporating the assumption of guessing into IRT models improves parameter estimation accuracy, even for small samples. However, caution should be exercised in interpreting scores obtained from easy 2-choice tests, regardless of whether IRT modeling or percentage correct scoring is used.
C1 [Hula, William D.] VA Pittsburgh Healthcare Syst, Pittsburgh, PA USA.
[Hula, William D.] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
[Fergadiotis, Gerasimos] Arizona State Univ, Tempe, AZ USA.
[Martin, Nadine] Temple Univ, Philadelphia, PA 19122 USA.
RP Hula, WD (reprint author), VA Pittsburgh Healthcare Syst, Pittsburgh, PA USA.
EM william.hula@va.gov
FU Veterans Affairs Rehabilitation Research & Development Career
Development Award [C7476W]; VA Pittsburgh Healthcare System Geriatric
Research Education and Clinical Center; National Institutes of Health
(National Institute on Deafness and Other Communication Disorders)
[DC01924-15]
FX This research was supported by Veterans Affairs Rehabilitation Research
& Development Career Development Award C7476W, the VA Pittsburgh
Healthcare System Geriatric Research Education and Clinical Center, and
Grant DC01924-15 from the National Institutes of Health (National
Institute on Deafness and Other Communication Disorders) to Temple
University (PI N. Martin). The authors also gratefully acknowledge the
support and assistance of Heather Harris Wright and Michelene
Kalinyak-Fliszar. The contents of this paper do not represent the views
of the Department of Veterans Affairs or the U.S. Government.
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NR 52
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S38
EP S50
DI 10.1044/1058-0360(2011/11-0090)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900003
PM 22230175
ER
PT J
AU Kiran, S
Caplan, D
Sandberg, C
Levy, J
Berardino, A
Ascenso, E
Villard, S
Tripodis, Y
AF Kiran, Swathi
Caplan, David
Sandberg, Chaleece
Levy, Joshua
Berardino, Alex
Ascenso, Elsa
Villard, Sarah
Tripodis, Yorghos
TI Development of a Theoretically Based Treatment for Sentence
Comprehension Deficits in Individuals With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE rehabilitation; aphasia; sentence comprehension; treatment
ID AGRAMMATIC APHASIA; SYNTACTIC COMPREHENSION; PROCESSING DEFICITS;
MOVEMENT STRUCTURES; COMPLEXITY; DISORDERS; LANGUAGE; THERAPY;
DETERMINANTS; ASSIGNMENT
AB Purpose: Two new treatments, 1 based on sentence to picture matching (SPM) and the other on object manipulation (OM), that train participants on the thematic roles of sentences using pictures or by manipulating objects were piloted.
Method: Using a single-subject multiple-baseline design, sentence comprehension was trained on the affected sentence type in 1 task-related protocol in 15 participants with aphasia. The 2 tasks were SPM and OM; the treatment stimuli were object relatives, object clefts, passives, and unaccusatives, as well as two control structures-object relatives with a complex noun phrase (NP) and active sentences with three NPs.
Results: The criteria for efficacious treatment was an increase in the level of performance from the pretreatment probes to the posttreatment probes for the treated structure such that accuracy rose from at or below chance to above chance and either (a) accuracy rose by 33% or (b) the effect size was 2.6. Based on these criteria, the success rate for training the target structure was 2/6 participants in the SPM condition and 4/7 participants in the OM condition.
Conclusion: The outcome of this study illustrates the utility of this theoretically motivated and efficacious treatment for sentence comprehension deficits in individuals with aphasia.
C1 [Kiran, Swathi; Caplan, David; Sandberg, Chaleece; Levy, Joshua; Berardino, Alex; Ascenso, Elsa; Villard, Sarah; Tripodis, Yorghos] Boston Univ, Boston, MA 02215 USA.
[Caplan, David; Levy, Joshua] Massachusetts Gen Hosp, Boston, MA 02114 USA.
RP Kiran, S (reprint author), Boston Univ, Boston, MA 02215 USA.
EM kirans@bu.edu
RI Kiran, S/B-1892-2013
FU National Institute on Deafness and Other Communication Disorders
[1R21DC010461-01]
FX This project was funded by Grant 1R21DC010461-01 from the National
Institute on Deafness and Other Communication Disorders. The authors
thank Marissa Simms, Rebecca Hufford, and Balaji Rangarathnam for their
assistance in data collection and Jennifer Richardson for her assistance
in data analysis.
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Caplan D, 1997, J SPEECH LANG HEAR R, V40, P542
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NR 45
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S88
EP S102
DI 10.1044/1058-0360(2012/11-0106)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900006
PM 22411773
ER
PT J
AU Kurland, J
Pulvermuller, F
Silva, N
Burke, K
Andrianopoulos, M
AF Kurland, Jacquie
Pulvermueller, Friedemann
Silva, Nicole
Burke, Katherine
Andrianopoulos, Mary
TI Constrained Versus Unconstrained Intensive Language Therapy in Two
Individuals With Chronic, Moderate-to-Severe Aphasia and Apraxia of
Speech: Behavioral and fMRI Outcomes
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; apraxia of speech; neuroplasticity; intensive language therapy;
constraint-induced aphasia therapy; fMRI
ID CHRONIC NONFLUENT APHASIA; POSTSTROKE APHASIA; TRAINING SUCCESS; ANOMIA
TREATMENT; NAMING THERAPY; WORD RETRIEVAL; WHITE-MATTER; RECOVERY;
STROKE; BRAIN
AB Purpose: This Phase I study investigated behavioral and functional MRI (fMRI) outcomes of 2 intensive treatment programs to improve naming in 2 participants with chronic moderate-to-severe aphasia with comorbid apraxia of speech (AOS). Constraint-induced aphasia therapy (CIAT; Pulvermuller et al., 2001) has demonstrated positive outcomes in some individuals with chronic aphasia. Whether constraint to the speech modality or treatment intensity is responsible for such gains is still under investigation. Moreover, it remains to be seen whether CIAT is effective in individuals with persistent severe nonfluent speech and/or AOS.
Method: A single-subject multiple-baseline approach was used. Both participants were treated simultaneously, first with Promoting Aphasics' Communicative Effectiveness (PACE; Davis & Wilcox, 1985) and then with CIAT. Pre-/posttreatment testing included an overt naming fMRI protocol. Treatment effect sizes were calculated for changes in probe accuracy from baseline to posttreatment phases and maintenance where available.
Results: Both participants made more and faster gains in naming following CIAT. Treatment-induced changes in BOLD activation suggested that better naming was correlated with the recruitment of perilesional tissue.
Conclusion: Participants produced more target words accurately following CIAT than following PACE. Behavioral and fMRI results support the notion that the intense and repetitive nature of obligatory speech production in CIAT has a positive effect on word retrieval, even in participants with chronic moderate-to-severe aphasia with comorbid AOS.
C1 [Kurland, Jacquie; Silva, Nicole; Burke, Katherine; Andrianopoulos, Mary] Univ Massachusetts Amherst, Amherst, MA USA.
[Pulvermueller, Friedemann] Free Univ Berlin, Berlin, Germany.
RP Kurland, J (reprint author), Univ Massachusetts Amherst, Amherst, MA USA.
EM jkurland@comdis.umass.edu
FU University of Massachusetts Amherst
FX This work was supported by a Faculty Research/Healey Endowment Grant
from the University of Massachusetts Amherst to the PI (JK).
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NR 87
TC 6
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S65
EP S87
DI 10.1044/1058-0360(2012/11-0113)
PG 23
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900005
PM 22294409
ER
PT J
AU Le, K
Coelho, C
Mozeiko, J
Krueger, F
Grafman, J
AF Le, Karen
Coelho, Carl
Mozeiko, Jennifer
Krueger, Frank
Grafman, Jordan
TI Predicting Story Goodness Performance From Cognitive Measures Following
Traumatic Brain Injury
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE discourse analysis; cognition; brain injury; narratives; executive
function
ID CLOSED-HEAD-INJURY; WORKING-MEMORY; DISCOURSE; NARRATIVES; CHILDREN;
ADULTS; REPRESENTATIONS; INFORMATION; ABILITIES; ATTENTION
AB Purpose: This study examined the prediction of performance on measures of the Story Goodness Index (SGI; Le, Coelho, Mozeiko, & Grafman, 2011) from executive function (EF) and memory measures following traumatic brain injury (TBI). It was hypothesized that EF and memory measures would significantly predict SGI outcomes.
Method: One hundred sixty-seven individuals with TBI participated in the study. Story retellings were analyzed using the SGI protocol. Three cognitive measures-Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001) Sorting Test, Wechsler Memory Scale-Third Edition (WMS-III; Wechsler, 1997) Working Memory Primary Index (WMI), and WMS-III Immediate Memory Primary Index (IMI)-were entered into a multiple linear regression model for each discourse measure. Two sets of regression analyses were performed, the first with the Sorting Test as the first predictor and the second with it as the last.
Results: The first set of regression analyses identified the Sorting Test and IMI as the only significant predictors of performance on measures of the SGI. The second set identified all measures as significant predictors when evaluating each step of the regression function.
Conclusion: The cognitive variables predicted performance on the SGI measures, although there were differences in the amount of explained variance. The results (a) suggest that storytelling ability draws on a number of underlying skills and (b) underscore the importance of using discrete cognitive tasks rather than broad cognitive indices to investigate the cognitive substrates of discourse.
C1 [Grafman, Jordan] Kessler Fdn Res Ctr, W Orange, NJ USA.
[Krueger, Frank] George Mason Univ, Fairfax, VA 22030 USA.
[Le, Karen; Coelho, Carl; Mozeiko, Jennifer] Univ Connecticut, Storrs, CT USA.
RP Grafman, J (reprint author), Kessler Fdn Res Ctr, W Orange, NJ USA.
EM jgrafman@kesslerfoundation.org
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NR 57
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S115
EP S125
DI 10.1044/1058-0360(2012/11-0114)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900008
PM 22294408
ER
PT J
AU Levy, J
Hoover, E
Waters, G
Kiran, S
Caplan, D
Berardino, A
Sandberg, C
AF Levy, Joshua
Hoover, Elizabeth
Waters, Gloria
Kiran, Swathi
Caplan, David
Berardino, Alex
Sandberg, Chaleece
TI Effects of Syntactic Complexity, Semantic Reversibility, and
Explicitness on Discourse Comprehension in Persons With Aphasia and in
Healthy Controls
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; discourse analysis; syntax; functional communication assessment
ID LANGUAGE
AB Purpose: Prior studies of discourse comprehension have concluded that the deficits of persons with aphasia (PWA) in syntactically based comprehension of sentences in isolation are not predictive of deficits in comprehension of sentences in discourse (Brookshire & Nicholas, 1984; Caplan & Evans, 1990). However, these studies used semantically constrained sentences in discourse, which do not require syntactic analysis to be understood. A discourse task was developed to assess the effect of syntactic complexity, among other factors, on discourse comprehension in PWA.
Method: Thirty-eight PWA and 30 neurologically healthy control participants were presented with passages that contained 2-3 semantically reversible sentences that were either syntactically simple or syntactically complex. The passages were presented auditorily, and comprehension was assessed with the auditory and written presentation of 4 multiple-choice questions immediately following each passage.
Results: Passages with syntactically simple sentences were better understood than passages with syntactically complex sentences. Moreover, semantically constrained sentences were more likely to be accurately interpreted than semantically reversible sentences. Comprehension accuracy on our test correlated positively with comprehension accuracy on an existing test.
Conclusion: The presence of semantically reversible, syntactically complex sentences in a passage affects comprehension of the passage in both PWA and neurologically healthy individuals.
C1 [Levy, Joshua; Hoover, Elizabeth; Waters, Gloria; Kiran, Swathi; Caplan, David; Berardino, Alex; Sandberg, Chaleece] Boston Univ, Boston, MA 02215 USA.
[Levy, Joshua] Univ Massachusetts Amherst, Amherst, MA USA.
[Levy, Joshua; Caplan, David] Massachusetts Gen Hosp, Boston, MA 02114 USA.
RP Caplan, D (reprint author), Boston Univ, Boston, MA 02215 USA.
EM dcaplan@partners.org
RI Kiran, S/B-1892-2013
FU National Institute on Deafness and Other Communication Disorders
[DC010461]
FX This research was supported by National Institute on Deafness and Other
Communication Disorders Grant DC010461. The authors thank Elsa Ascenco,
Rebecca Hufford, Balaji Rangarathnam, Daisy Sapolsky, and Marissa Simms
for their assistance in data collection.
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Brookshire R, 2008, DISCOURSE COMPREHENS
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NR 26
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S154
EP S165
DI 10.1044/1058-0360(2012/11-0104)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900011
PM 22355004
ER
PT J
AU Mauszycki, SC
Wambaugh, JL
Cameron, RM
AF Mauszycki, Shannon C.
Wambaugh, Julie L.
Cameron, Rosalea M.
TI Apraxia of Speech: Perceptual Analysis of Trisyllabic Word Productions
Across Repeated Sampling Occasions
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE apraxia of speech; variability; perceptual analyses; aphasia
ID CONSONANT PRODUCTION; DYSARTHRIC SPEAKERS; STOP CONSONANTS; VARIABILITY;
FREQUENCY; APHASIA; TIMES; VOWEL
AB Purpose: Early apraxia of speech (AOS) research has characterized errors as being variable, resulting in a number of different error types being produced on repeated productions of the same stimuli. Conversely, recent research has uncovered greater consistency in errors, but there are limited data examining sound errors over time (more than one occasion). Furthermore, the influence of conditions of stimulus presentation (blocked vs. random) on sound errors remains uncertain. The purpose of this investigation was to examine the effects of repeated sampling and conditions of stimulus presentation on speech sound errors for 11 speakers with AOS/aphasia.
Method: Trisyllabic words consisting of 7 target phonemes in the initial position served as stimuli. On 3 occasions, stimuli were elicited under 2 conditions: blocked (by phoneme) and randomized presentation. Speech productions were analyzed via narrow phonetic transcription.
Results: Findings revealed a similar overall mean percentage of errors in both conditions and across sampling occasions. Distortions were the dominant error type.
Conclusion: There was no obvious pattern of responding across sampling occasions or conditions of stimulus presentation. The dominant error type differed among target phonemes, but there appeared to be some degree of consistency in the error types produced for the majority of target phonemes.
C1 [Mauszycki, Shannon C.; Wambaugh, Julie L.; Cameron, Rosalea M.] VA Salt Lake City Healthcare Syst, Salt Lake City, UT USA.
[Mauszycki, Shannon C.; Wambaugh, Julie L.; Cameron, Rosalea M.] Univ Utah, Salt Lake City, UT USA.
RP Mauszycki, SC (reprint author), VA Salt Lake City Healthcare Syst, Salt Lake City, UT USA.
EM Passbrat@aol.com
FU Department of Veterans Affairs' Rehabilitation Research and Development
Service
FX This research was supported in part by the Department of Veterans
Affairs' Rehabilitation Research and Development Service.
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NR 31
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S28
EP S37
DI 10.1044/1058-0360(2011/11-0094)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900002
PM 22355003
ER
PT J
AU Murray, LL
AF Murray, Laura L.
TI Attention and Other Cognitive Deficits in Aphasia: Presence and Relation
to Language and Communication Measures
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; attention disorders; cognitive disorders
ID WORKING-MEMORY; AUDITORY VIGILANCE; EVERYDAY ATTENTION; EXECUTIVE
FUNCTION; STROKE PATIENTS; SHORT-TERM; BRAIN; TASK; INDIVIDUALS;
IMPAIRMENT
AB Purpose: This study was designed to further elucidate the relationship between cognition and aphasia, with a focus on attention. It was hypothesized that individuals with aphasia would display variable deficit patterns on tests of attention and other cognitive functions and that their attention deficits, particularly those of complex attention functions, would be related to their language and communication status.
Method: A group of individuals with varying types and severity of aphasia and a group of age- and education-matched adults with no brain damage completed tests of attention, short-term and working memory, and executive functioning.
Results: Overall, the group with aphasia performed significantly more poorly than the control group on the cognitive measures but displayed variability in the presence, types, and severity of their attention and other cognitive deficits. Correlational and regression analyses yielded significant relations between participants' attention deficits and their language and communication status.
Conclusion: The findings accorded well with prior research identifying (a) attention and other cognitive deficits inmost but not all individuals with aphasia; (b) heterogeneity in the types and severity of attention and other cognitive symptoms among individuals with cognitive impairments; and (c) potent associations among attention, language, and other cognitive domains. Implications for clinical practice and future research are discussed.
C1 Indiana Univ, Bloomington, IN 47405 USA.
RP Murray, LL (reprint author), Indiana Univ, Bloomington, IN 47405 USA.
EM lmurray@indiana.edu
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NR 99
TC 11
Z9 11
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S51
EP S64
DI 10.1044/1058-0360(2012/11-0067)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900004
PM 22230179
ER
PT J
AU Sung, JE
Kim, JH
Jeong, JH
Kang, H
AF Sung, Jee Eun
Kim, Jin Hee
Jeong, Jee Hyang
Kang, Heejin
TI Working Memory Capacity and Its Relation to Stroop Interference and
Facilitation Effects in Individuals With Mild Cognitive Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE working memory; Stroop interference effects; Stroop facilitation
effects; mild cognitive impairment
ID GENERAL FLUID INTELLIGENCE; SHORT-TERM-MEMORY; EXECUTIVE ATTENTION;
ALZHEIMERS-DISEASE; OLDER-ADULTS; DEMENTIA; AGE; INHIBITION; DEFICITS
AB Purpose: The purposes of the study were to investigate (a) the task-specific differences in short-term memory (STM) and working memory capacity (WMC) in individuals with mild cognitive impairment (MCI) and normal elderly adults (NEAs), (b) the Stroop interference and facilitation effects, and (c) the relationship of STM and WMC to the Stroop effects.
Method: Thirty-two individuals participated in the study (n=16 for each group). WMC demands were increased using a computerized Stroop-like token task to add more linguistic units. Six STM and WMC measures were administered overall.
Results: Digit-related tasks and an alphabet span task sensitively differentiated individuals with MCI from the NEA group. The group with MCI exhibited greater Stroop interference effects than the NEA group, but the 2 groups did not exhibit different Stroop facilitation effects. WMC significantly predicted performance on the response time analyses but not on the error rate analyses.
Conclusion: Task-specific differences emerged in the group with MCI, and a reduced WMC accounts for the impaired inhibitory and goal maintenance processes. It is critical that WMC demands be systematically manipulated to tax individuals' WMC in a way that can clearly demonstrate their deficits, especially in individuals who are at risk for clinically demented states.
C1 [Sung, Jee Eun; Jeong, Jee Hyang; Kang, Heejin] Ewha Womans Univ, Med Ctr, Seoul, South Korea.
RP Sung, JE (reprint author), Ewha Womans Univ, Med Ctr, Seoul, South Korea.
EM jeesung@ewha.ac.kr
FU Lee Seung Whan Scholarship
FX This work was supported in part by a Lee Seung Whan Scholarship honored
to the second author (Jin Hee Kim).
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NR 60
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S166
EP S178
DI 10.1044/1058-0360(2012/11-0101)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900012
PM 22355008
ER
PT J
AU Walker, GM
Schwartz, MF
AF Walker, Grant M.
Schwartz, Myrna F.
TI Short-Form Philadelphia Naming Test: Rationale and Empirical Evaluation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; assessment; speech production; stroke
ID INTERACTIVE 2-STEP MODEL; CASE-SERIES TEST; LEXICAL ACCESS; WORD
PRODUCTION; RETRIEVAL; ERRORS; PERFORMANCE; EDUCATION; APHASIA; NORMS
AB Purpose: To create two matched short forms of the Philadelphia Naming Test (PNT; Roach, Schwartz, Martin, Grewal, & Brecher, 1996) that yield similar results to the PNT for measuring anomia.
Method: In Study 1, archived naming data from 94 individuals with aphasia were used to identify which PNT items should be included in the short forms. The 2 constructed sets of 30 items, PNT30-A and PNT30-B, were validated using archived data from a separate group of 56 individuals with aphasia. In Study 2, the reliability of the PNT, PNT30-A, and PNT30-B across independent test administrations was evaluated with a new group of 25 individuals with aphasia who were selected to represent the full range of naming impairment.
Results: In Study 1, PNT30-A and PNT30-B were found to be internally consistent, and accuracy scores on these subsets of items were highly correlated with the full PNT. In Study 2, PNT accuracy was extremely reliable over the span of 1 week, and independent administrations of PNT30-A and PNT30-B produced similar results to the PNT and to each other.
Conclusion: The short forms of the PNT can be used to reliably estimate PNT performance, and the results can be compared to the provided norms. The 2 matched tests allow for the measurement of change in an individual's naming ability.
C1 [Walker, Grant M.; Schwartz, Myrna F.] Moss Rehabil Res Inst, Elkins Pk, PA USA.
RP Schwartz, MF (reprint author), Moss Rehabil Res Inst, Elkins Pk, PA USA.
EM mschwart@einstein.edu
FU National Institute on Deafness and Other Communication Disorders
[DC000191-29]
FX We would like to thank Adelyn Brecher, Rachel Jacobson, and Jennifer
Gallagher, who recruited patients and collected data, and Gary S. Dell
and Daniel Mirman, who provided us with thoughtful suggestions regarding
data analysis and interpretation. This research was supported by Grant
DC000191-29 from the National Institute on Deafness and Other
Communication Disorders (M. Schwartz, PI).
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NR 31
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S140
EP S153
DI 10.1044/1058-0360(2012/11-0089)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900010
PM 22294412
ER
PT J
AU Wambaugh, JL
Nessler, C
Cameron, R
Mauszycki, SC
AF Wambaugh, Julie L.
Nessler, Christina
Cameron, Rosalea
Mauszycki, Shannon C.
TI Acquired Apraxia of Speech: The Effects of Repeated Practice and
Rate/Rhythm Control Treatments on Sound Production Accuracy
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE apraxia; treatment; articulation
ID CONSONANT PRODUCTION ACCURACY; TREATMENT GUIDELINES; ARTICULATION;
ACQUISITION; FREQUENCY; APHASIA
AB Purpose: This investigation was designed to elucidate the effects of repeated practice treatment on sound production accuracy in individuals with apraxia of speech (AOS) and aphasia. A secondary purpose was to determine if the addition of rate/rhythm control to treatment provided further benefits beyond those achieved with repeated practice.
Method: A single-subject design was employed with 10 speakers with chronic AOS and aphasia. Articulation accuracy served as the dependent measure. Participants received repeated practice treatment until a plateau in performance was observed or high levels of accuracy were achieved. If performance criterion was not reached, rate/rhythm control was added to the treatment to determine if additional gains would be made.
Results: For 8 of the participants, improvements were evident for all applications of repeated practice treatment, and positive response generalization was observed in most cases. When rate/rhythm control treatment was applied, modest additional gains were apparent for the majority of the applications. The 2 participants who did not benefit from repeated practice treatment also did not show improvements with rate/rhythm control treatment.
Conclusions: Repeated practice treatment resulted in improved articulation for the majority of participants. The amount of improvement varied within and across participants. Rate/rhythm control appeared to have limited additional benefits for some participants.
C1 [Wambaugh, Julie L.; Nessler, Christina; Cameron, Rosalea; Mauszycki, Shannon C.] VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
[Wambaugh, Julie L.; Cameron, Rosalea; Mauszycki, Shannon C.] Univ Utah, Salt Lake City, UT USA.
RP Wambaugh, JL (reprint author), VA Salt Lake City Hlth Care Syst, Salt Lake City, UT USA.
EM Julie.wambaugh@health.utah.edu
FU Department of Veterans Affairs, Rehabilitation Research and Development
FX This research was supported by the Department of Veterans Affairs,
Rehabilitation Research and Development.
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NR 42
TC 1
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2012
VL 21
IS 2
BP S5
EP S27
DI 10.1044/1058-0360(2011/11-0102)
PG 23
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 019SZ
UT WOS:000309760900001
PM 22230177
ER
PT J
AU Bonilha, HS
Deliyski, DD
Whiteside, JP
Gerlach, TT
AF Bonilha, Heather Shaw
Deliyski, Dimitar D.
Whiteside, Joanna Piasecki
Gerlach, Terri Treman
TI Vocal Fold Phase Asymmetries in Patients With Voice Disorders: A Study
Across Visualization Techniques
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE voice; asymmetry; stroboscopy; high-speed videoendoscopy; kymography
ID HIGH-SPEED VIDEOENDOSCOPY; VIBRATION; VIDEOKYMOGRAPHY; IRREGULARITIES;
STROBOSCOPY; RECORDINGS; SPEAKERS; WIDTH
AB Purpose: To examine differences in vocal fold vibratory phase asymmetry judged from stroboscopy, high-speed videoendoscopy (HSV), and the HSV-derived playbacks of mucosal wave kymography, digital kymography, and a static medial digital kymography image of persons with hypofunctional and hyperfunctional voice disorders. Differences between the methods of visual judgments and objective measures of left-right phase asymmetry were assessed. The findings were compared with those from a previous study with vocally normal speakers.
Method: Forty-nine persons with voice disorders underwent stroboscopy and HSV. The HSV images were processed, resulting in 4 different spatial or kymographic displays. Two types of phase asymmetries, left-right and anterior-posterior, were visually rated. Objective measures of left-right phase asymmetry were obtained.
Results: From stroboscopy, the HSV playback, and the HSV-derived playbacks, left-right phase symmetry was judged to be symmetrical in 41%, 32%, and 19% of cases, respectively. This difference in playbacks was not seen for anterior-posterior asymmetry. Correlation between visual judgments and objective measures was mild for stroboscopy and moderate to high for all HSV-based playbacks.
Conclusions: The use of kymography appears important for judgments of phase asymmetry. Stroboscopy appears to be sensitive, but possibly not specific, to phase asymmetries. Further development of objective measures is warranted for this feature.
C1 [Bonilha, Heather Shaw] Med Univ S Carolina, Charleston, SC 29425 USA.
[Deliyski, Dimitar D.] Cincinnati Childrens Hosp, Med Ctr, Cincinnati, OH USA.
[Whiteside, Joanna Piasecki] HealthSouth, Columbia, SC USA.
[Gerlach, Terri Treman] Charlotte Eye Ear Nose & Throat Associates, Charlotte, NC USA.
[Bonilha, Heather Shaw; Deliyski, Dimitar D.; Whiteside, Joanna Piasecki; Gerlach, Terri Treman] Univ S Carolina, Columbia, SC 29208 USA.
RP Bonilha, HS (reprint author), Med Univ S Carolina, Charleston, SC 29425 USA.
EM bonilhah@musc.edu
FU National Institute on Deafness and Other Communication Disorders (NIDCD)
[R01 DC007640]
FX This project was supported by National Institute on Deafness and Other
Communication Disorders (NIDCD) Research Grant R01 DC007640. Major parts
of this research have been conducted by the authors at the Department of
Communication Sciences and Disorders at the University of South
Carolina, where this NIDCD grant was originally awarded. We would like
to thank Lori Ellen Sutton, Susan Hanks, and Cara Sauder for their role
in data collection. Portions of this study were presented at the
American Laryngological Association Combined Otolaryngological Spring
Meeting in Orlando, FL, in May 2008.
CR Bless D M, 1987, Ear Nose Throat J, V66, P289
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NR 21
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2012
VL 21
IS 1
BP 3
EP 15
DI 10.1044/1058-0360(2011/09-0086)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 888JS
UT WOS:000300000400002
PM 22049403
ER
PT J
AU Brady, NC
Fleming, K
Thiemann-Bourque, K
Olswang, L
Dowden, P
Saunders, MD
Marquis, J
AF Brady, Nancy C.
Fleming, Kandace
Thiemann-Bourque, Kathy
Olswang, Lesley
Dowden, Patricia
Saunders, Muriel D.
Marquis, Janet
TI Development of the Communication Complexity Scale
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE assessment; disabilities; autism; presymbolic; severe disabilities
ID PROFOUND MENTAL-RETARDATION; LANGUAGE-DEVELOPMENT; PRELINGUISTIC
COMMUNICATION; JOINT ATTENTION; YOUNG-CHILDREN; DOWN-SYNDROME;
HEARING-LOSS; TRIPLE-C; DISABILITIES; AUTISM
AB Purpose: Accurate description of an individual's communication status is critical in both research and practice. Describing the communication status of individuals with severe intellectual and developmental disabilities is difficult because these individuals often communicate with presymbolic means that may not be readily recognized. Our goal was to design a communication scale and summary score for interpretation that could be applied across populations of children and adults with limited (often presymbolic) communication forms.
Method: The Communication Complexity Scale (CCS) was developed by a team of researchers and tested with 178 participants with varying levels of presymbolic and early symbolic communication skills. Correlations between standardized and informant measures were completed, and expert opinions were obtained regarding the CCS.
Results: CCS scores were within expected ranges for the populations studied, and interrater reliability was high. Comparison across other measures indicated significant correlations with standardized tests of language. Scores on informant report measures tended to place children at higher levels of communication. Expert opinions generally favored the development of the CCS.
Conclusions: The scale appears to be useful for describing a given individual's level of presymbolic or early symbolic communication. Further research is needed to determine whether it is sensitive to developmental growth in communication.
C1 [Brady, Nancy C.; Fleming, Kandace; Thiemann-Bourque, Kathy; Saunders, Muriel D.; Marquis, Janet] Univ Kansas, Lawrence, KS 66045 USA.
[Olswang, Lesley; Dowden, Patricia] Univ Washington, Seattle, WA 98195 USA.
RP Brady, NC (reprint author), Univ Kansas, Lawrence, KS 66045 USA.
EM nbrady@ku.edu
FU National Institutes of Health [P01 HD018955, R01 DC007684]
FX This research was supported by Grants P01 HD018955 and R01 DC007684 from
the National Institutes of Health. We wish to thank Kris Mathews, Megan
Burgardt, and the individuals who participated in this research and
their families.
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NR 54
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2012
VL 21
IS 1
BP 16
EP 28
DI 10.1044/1058-0360(2011/10-0099)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 888JS
UT WOS:000300000400003
PM 22049404
ER
PT J
AU Finestack, LH
Palmer, M
Abbeduto, L
AF Finestack, Lizbeth H.
Palmer, Meghan
Abbeduto, Leonard
TI Macrostructural Narrative Language of Adolescents and Young Adults With
Down Syndrome or Fragile X Syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE narrative language; Down syndrome; fragile X syndrome
ID SCHOOL-AGE-CHILDREN; EXPRESSIVE LANGUAGE; SKILLS; INDIVIDUALS; BOYS;
PROFILES; AUTISM; COMMUNICATION; RETELLS
AB Purpose: To gain a better understanding of language abilities, the expressive macrostructural narrative language abilities of verbally expressive adolescents and young adults with Down syndrome (DS) and those with fragile X syndrome (FXS) were examined.
Method: The authors evaluated 24 adolescents and young adults with DS, 12 male adolescents and young adults with FXS, and 21 younger children with typical development (TD). Narrative samples were assessed at the macrostructural level using the narrative scoring scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010). Three group comparisons were made using (a) the full sample matched on nonverbal mental age, (b) a subset of the participants individually matched on nonverbal mental age, and (c) a subset of participants individually matched on mean length of utterance.
Results: Study analyses revealed that the DS and FXS groups significantly outperformed the TD group on a limited number of narrative scoring scheme measures. No significant differences emerged between the DS and FXS groups.
Conclusions: The study's results suggest that some aspects of macrostructural narrative language may be relative strengths for adolescents and young adults with DS and those with FXS. These results can be used to create more nuanced and informed approaches to assessment and intervention for these populations.
C1 [Finestack, Lizbeth H.; Palmer, Meghan] Univ Minnesota, Minneapolis, MN 55455 USA.
[Abbeduto, Leonard] Univ Wisconsin Madison, Waisman Ctr, Madison, WI 53706 USA.
RP Finestack, LH (reprint author), Univ Minnesota, Minneapolis, MN 55455 USA.
EM finestack@umn.edu
FU National Institutes of Health [R01HD024356, T32HD007489, P30HD003352];
University of Minnesota's College of Liberal Arts
FX We are grateful to all of the participants and their families whose
dedication made this project possible. We thank Susen Schroeder for her
oversight of the language transcription activities for the project.
Preparation of this article was supported by National Institutes of
Health Grants R01HD024356, T32HD007489, and P30HD003352, as well as the
University of Minnesota's College of Liberal Arts Freshman Research
Scholar Program.
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NR 45
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2012
VL 21
IS 1
BP 29
EP 46
DI 10.1044/1058-0360(2011/10-0095)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 888JS
UT WOS:000300000400004
PM 22049405
ER
PT J
AU Girolametto, L
Weitzman, E
Greenberg, J
AF Girolametto, Luigi
Weitzman, Elaine
Greenberg, Janice
TI Facilitating Emergent Literacy: Efficacy of a Model That Partners
Speech-Language Pathologists and Educators
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE literacy; preschool; professional development; early childhood settings;
language
ID AT-RISK CHILDREN; REPEATED-MEASURES DESIGNS; IN-SERVICE EDUCATION;
HEAD-START TEACHERS; PROFESSIONAL-DEVELOPMENT; PRESCHOOL TEACHERS;
PHONOLOGICAL AWARENESS; SOCIOECONOMIC-STATUS; PRINT KNOWLEDGE; REDI
PROGRAM
AB Purpose: This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally occurring classroom interactions.
Method: Twenty educators were randomly assigned to experimental and control groups. Educators each recruited 3 to 4 children from their classrooms to participate. The experimental group participated in 18 hr of group training and 3 individual coaching sessions with a speech-language pathologist. The effects of intervention were examined in 30 min of videotaped interaction, including storybook reading and a post-story writing activity.
Results: At posttest, educators in the experimental group used a higher rate of utterances that included print/sound references and decontextualized language than the control group. Similarly, the children in the experimental group used a significantly higher rate of utterances that included print/sound references and decontextualized language compared to the control group.
Conclusion: These findings suggest that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings. Future research is needed to determine the impact of this program on the children's long-term development of conventional literacy skills.
C1 [Girolametto, Luigi] Univ Toronto, Toronto, ON M5S 1A1, Canada.
[Weitzman, Elaine; Greenberg, Janice] Hanen Ctr, Toronto, ON, Canada.
RP Girolametto, L (reprint author), Univ Toronto, Toronto, ON M5S 1A1, Canada.
EM l.girolametto@utoronto.ca
FU Social Sciences and Humanities Research Council; Canadian Language and
Literacy Research Network
FX This research was supported by research grants from the Social Sciences
and Humanities Research Council and the Canadian Language and Literacy
Research Network. We are indebted to Heather Farrell, research
coordinator, for her tireless dedication and invaluable assistance with
participant recruitment and data collection. We thank research
assistants Julie Chris and Lisa Girard for their attention to detail in
the transcription and coding of the videotaped data. Last, but not
least, we gratefully acknowledge the early childhood educators and
children who participated in this study.
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NR 94
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2012
VL 21
IS 1
BP 47
EP 63
DI 10.1044/1058-0360(2011/11-0002)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 888JS
UT WOS:000300000400005
PM 22230181
ER
PT J
AU Gutierrez-Clellen, V
Simon-Cereijido, G
Sweet, M
AF Gutierrez-Clellen, Vera
Simon-Cereijido, Gabriela
Sweet, Monica
TI Predictors of Second Language Acquisition in Latino Children With
Specific Language Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE specific language impairment; English language learners; language
development
ID SPANISH-SPEAKING CHILDREN; BILINGUAL-CHILDREN; ENGLISH; EDUCATION;
TENSE; KINDERGARTEN; INTERVENTION; PERFORMANCE; VOCABULARY; MORPHOLOGY
AB Purpose: This study evaluated the extent to which the language of intervention, the child's development in Spanish, and the effects of English vocabulary, use, proficiency, and exposure predict differences in the rates of acquisition of English in Latino children with specific language impairment (SLI).
Method: In this randomized controlled trial, 188 Latino preschoolers with SLI participated in a small-group academic enrichment program for 12 weeks and were followed up 3 and 5 months later. Children were randomly assigned to either a bilingual or an English-only program. Predictors of English growth included measures of Spanish language skills and English vocabulary, use, proficiency, and exposure. Performance on English outcomes (i.e., picture description and narrative sample) was assessed over time. A series of longitudinal models were tested via multilevel modeling with baseline and posttreatment measures nested within child.
Results: Children demonstrated growth on the English outcomes over time. The language of intervention, Spanish skills, English vocabulary, and English use significantly predicted differences in rates of growth across children for specific measures of English development.
Conclusions: This study underscores the role of the child's first language skills, the child's level of English vocabulary development, and level of English use for predicting differences in English acquisition in Latino preschoolers with SLI. These factors should be carefully considered in making clinical decisions.
C1 [Gutierrez-Clellen, Vera] San Diego State Univ, San Diego, CA 92182 USA.
[Simon-Cereijido, Gabriela] Calif State Univ Los Angeles, Los Angeles, CA 90032 USA.
[Sweet, Monica] Univ Calif San Diego, San Diego, CA 92103 USA.
RP Gutierrez-Clellen, V (reprint author), San Diego State Univ, San Diego, CA 92182 USA.
EM vclellen@mail.sdsu.edu
FU Institute of Education Sciences, U.S. Department of Education
[R324E060073]
FX This research was supported by Grant R324E060073 from the Institute of
Education Sciences, U.S. Department of Education. The opinions expressed
are those of the authors and do not represent views of the U.S.
Department of Education. We are grateful to M. Adelaida Restrepo for her
invaluable assistance with many phases of the data collection. We would
also like to extend our thanks to Marc Fey for his expert advice during
the initial stages of this project.
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NR 81
TC 12
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2012
VL 21
IS 1
BP 64
EP 77
DI 10.1044/1058-0360(2011/10-0090)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 888JS
UT WOS:000300000400006
PM 22230174
ER
PT J
AU Terry, NP
Connor, CM
AF Terry, Nicole Patton
Connor, Carol McDonald
TI Changing Nonmainstream American English Use and Early Reading
Achievement From Kindergarten to First Grade
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Nonmainstream American English; reading; dialect
ID DIALECT VARIATION; SPEAKING CHILDREN; EMERGENT LITERACY; ORAL LANGUAGE;
SKILLS; OUTCOMES
AB Purpose: This study had 2 principal aims: (a) to examine whether children who spoke Nonmainstream American English (NMAE) frequently in school at the end of kindergarten increased their production of Mainstream American English (MAE) forms by the end of first grade, and (b) to examine concurrent and predictive relations between children's NMAE use and reading skills.
Method: A longitudinal design was implemented with 49 children who varied in their spoken NMAE production in kindergarten. Word reading, phonological awareness, and receptive vocabulary skills were measured at both time points.
Results: Analyses indicated that most children significantly increased their production of MAE forms between the 2 time points; however, this change was not associated with change in letter-word reading and phonological awareness skills. Regression analyses showed that NMAE use in kindergarten contributed significantly and independently to the variance in word reading in first grade, even after accounting for phonological awareness (although word reading in kindergarten was the best predictor of word reading in first grade).
Conclusions: The findings extend previous reports of a significant relation between NMAE use and reading among young children. Theoretical, research, and educational implications of the findings are discussed.
C1 [Terry, Nicole Patton] Georgia State Univ, Atlanta, GA 30303 USA.
[Terry, Nicole Patton] Ctr Res Atyp Dev & Learning, Atlanta, GA USA.
[Terry, Nicole Patton] Haskins Labs Inc, New Haven, CT USA.
[Connor, Carol McDonald] Florida State Univ, Tallahassee, FL 32306 USA.
[Connor, Carol McDonald] Florida Ctr Reading Res, Tallahassee, FL USA.
RP Terry, NP (reprint author), Georgia State Univ, Atlanta, GA 30303 USA.
EM npterry@gsu.edu
FU Early Reading First Program grants
FX This study was supported in part by a supplemental grant awarded to the
United Way Metropolitan Atlanta for the Developing Readers Early And
Mightily (DREAM) and Reinforce, Educate, And Develop Early Readers
Successfully (READERS) Early Reading First Program grants. The opinions
expressed are ours and do not represent views of the funding agencies.
We would like to thank the staff at Smart Start and the early learning
division of the United Way Metropolitan Atlanta, particularly Sharen
Hausmann and Katrina Mitchell, for their assistance with this project.
We especially thank the children and families who participated in this
project, without whom this research would not have been possible.
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NR 40
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2012
VL 21
IS 1
BP 78
EP 86
DI 10.1044/1058-0360(2011/10-0093)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 888JS
UT WOS:000300000400007
PM 22230178
ER
PT J
AU Malandraki, GA
Hind, JA
Gangnon, R
Logemann, JA
Robbins, J
AF Malandraki, Georgia A.
Hind, Jacqueline A.
Gangnon, Ronald
Logemann, Jeri A.
Robbins, JoAnne
TI The Utility of Pitch Elevation in the Evaluation of Oropharyngeal
Dysphagia: Preliminary Findings
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE swallowing; voice; cricothyroid muscle; aspiration; pitch elevation
ID PENETRATION-ASPIRATION SCALE; SUPERIOR LARYNGEAL NERVE; MULTIPLE
IMPUTATION; VOICE; DISPLACEMENT; CLINICIAN; ANATOMY; STROKE; REFLEX;
ADULTS
AB Purpose: To evaluate the utility of a pitch elevation task in the assessment of oropharyngeal dysphagia.
Method: This study was a pilot prospective cohort study including 40 consecutive patients (16 male and 24 female) who were referred by their physician for a swallowing evaluation. Patients were evaluated with a noninstrumental clinical examination and a videofluoroscopic swallow study, and participated in a pitch elevation task during videofluoroscopic image acquisition. Relationships between pitch elevation measurements (acoustic and perceptual) and swallow parameters (penetration/aspiration and residue) were investigated.
Results: Results of this pilot study revealed that both maximum fundamental frequency (F(o)) and perceptual evaluation of pitch elevation independently significantly predicted Penetration-Aspiration Scale scores for thin liquid swallows (p = .01 and .03, respectively). Vocal range (average pitch to falsetto) was not sensitive in predicting likelihood of oropharyngeal dysphagia.
Conclusions: Findings indicate that reduced pitch elevation can be indicative of reduced airway protection and swallowing impairment in some dysphagia patients and may be a useful supplement to dysphagia screening and diagnosis. Further investigation is warranted to determine the optimal utility of this procedure for different diagnostic categories of patients.
C1 [Malandraki, Georgia A.; Hind, Jacqueline A.; Robbins, JoAnne] William S Middleton Mem Vet Adm Med Ctr, Madison, WI USA.
[Malandraki, Georgia A.; Hind, Jacqueline A.; Gangnon, Ronald; Robbins, JoAnne] Univ Wisconsin, Madison, WI 53706 USA.
[Malandraki, Georgia A.] Columbia Univ, Teachers Coll, New York, NY 10027 USA.
[Logemann, Jeri A.] Northwestern Univ, Evanston, IL USA.
RP Malandraki, GA (reprint author), William S Middleton Mem Vet Adm Med Ctr, Madison, WI USA.
EM malandraki@tc.columbia.edu
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NR 38
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2011
VL 20
IS 4
BP 262
EP 268
DI 10.1044/1058-0360(2011/10-0097)
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 844CE
UT WOS:000296724500002
PM 21813823
ER
PT J
AU Baylor, C
Burns, M
Eadie, T
Britton, D
Yorkston, K
AF Baylor, Carolyn
Burns, Michael
Eadie, Tanya
Britton, Deanna
Yorkston, Kathryn
TI A Qualitative Study of Interference With Communicative Participation
Across Communication Disorders in Adults
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communicative participation; qualitative research; WHO ICF; voice
disorders; neurologic communication disorders
ID ADDUCTORY SPASMODIC DYSPHONIA; HEALTH-CARE PROVIDERS; OF-THE-LITERATURE;
LIFE V-RQOL; ENVIRONMENTAL-FACTORS; BOTULINUM TOXIN;
SOCIAL-PARTICIPATION; SPEECH-INTELLIGIBILITY; PARKINSONS-DISEASE;
MULTIPLE-SCLEROSIS
AB Purpose: To explore the similarities and differences in self-reported restrictions in communicative participation across different communication disorders in community-dwelling adults.
Method: Interviews were conducted with 44 adults representing 7 different medical conditions: spasmodic dysphonia, multiple sclerosis, stroke, stuttering, Parkinson's disease, amyotrophic lateral sclerosis, and laryngectomy. This article represents a secondary analysis of qualitative data collected in cognitive interviews during development of the Communicative Participation Item Bank. The data were analyzed to identify themes in participants' experiences related to communicative participation.
Results: Participants described many situations in which they experienced interference in communicative participation. Two themes emerged from the data. The first theme was Interference is both "functional" and "emotional," in which participants defined interference as limitations in accomplishing tasks and emotional consequences. The second theme was "It depends"-sources of interference, in which participants described many variables that contribute to interference in participation. Participants had limited control of some variables such as symptoms and environmental contexts, but personal decisions and priorities also influenced participation.
Conclusions: Despite different impairments and activity limitations, participants described similar communicative participation restrictions. These similarities may have theoretical and clinical implications in terms of how we assess, treat, and study the participation restrictions associated with communication disorders.
C1 [Baylor, Carolyn; Burns, Michael; Eadie, Tanya; Britton, Deanna; Yorkston, Kathryn] Univ Washington, Seattle, WA 98195 USA.
RP Baylor, C (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM cbaylor@u.washington.edu
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NR 66
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2011
VL 20
IS 4
BP 269
EP 287
DI 10.1044/1058-0360(2011/10-0084)
PG 19
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 844CE
UT WOS:000296724500003
PM 21813820
ER
PT J
AU Wilkinson, KM
Snell, J
AF Wilkinson, Krista M.
Snell, Julie
TI Facilitating Children's Ability to Distinguish Symbols for Emotions: The
Effects of Background Color Cues and Spatial Arrangement of Symbols on
Accuracy and Speed of Search
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aided AAC; color cuing; display construction
ID 4 BASIC EMOTIONS; MENTAL-RETARDATION; PRESCHOOLERS SPEED; DIRECT
SELECTION; DOWN-SYNDROME; RECOGNITION; DISPLAYS; EXPRESSIONS; DESIGN;
ADULTS
AB Purpose: Communication about feelings is a core element of human interaction. Aided augmentative and alternative communication systems must therefore include symbols representing these concepts. The symbols must be readily distinguishable in order for users to communicate effectively. However, emotions are represented within most systems by schematic faces in which subtle distinctions are difficult to represent. We examined whether background color cuing and spatial arrangement might help children identify symbols for different emotions.
Method: Thirty nondisabled children searched for symbols representing emotions within an 8-choice array. On some trials, a color cue signaled the valence of the emotion (positive vs. negative). Additionally, the symbols were either (a) organized with the negatively valenced symbols at the top and the positive symbols on the bottom of the display or (b) distributed randomly throughout. Dependent variables were accuracy and speed of responses.
Results: The speed with which children could locate a target was significantly faster for displays in which symbols were clustered by valence, but only when the symbols had white backgrounds. Addition of a background color cue did not facilitate responses.
Conclusions: Rapid search was facilitated by a spatial organization cue, but not by the addition of background color. Further examination of the situations in which color cues may be useful is warranted.
C1 [Wilkinson, Krista M.; Snell, Julie] Penn State Univ, University Pk, PA 16802 USA.
[Wilkinson, Krista M.] Univ Massachusetts, Sch Med, Shriver Ctr, Waltham, MA USA.
RP Wilkinson, KM (reprint author), Penn State Univ, University Pk, PA 16802 USA.
EM kmw22@psu.edu
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Wilkinson KM, 2006, AUGMENT ALTERN COMM, V22, P123, DOI 10.1080/07434610500483620
NR 30
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2011
VL 20
IS 4
BP 288
EP 301
DI 10.1044/1058-0360(2011/10-0065)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 844CE
UT WOS:000296724500004
PM 21813821
ER
PT J
AU Pena, ED
Gillam, RB
Bedore, LM
Bohman, TM
AF Pena, Elizabeth D.
Gillam, Ronald B.
Bedore, Lisa M.
Bohman, Thomas M.
TI Risk for Poor Performance on a Language Screening Measure for Bilingual
Preschoolers and Kindergarteners
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE screening; bilingual; language; impairment; risk
ID CHILDREN LEARNING SPANISH; SOCIOECONOMIC-STATUS; DISPROPORTIONATE
REPRESENTATION; BALANCING BILINGUALS; LEXICAL ACCESS; SPEECH;
IMPAIRMENT; ENGLISH; PREVALENCE; STUDENTS
AB Purpose: This study documents the risk for language impairment in Latino children who had different levels of exposure to English and Spanish.
Method: A total of 1,029 preschool- and kindergarten-age children were screened in the domains of semantics and morphosyntax in both Spanish and English. Parent report was used to document current exposure to and use of Spanish and English, as well as year of first exposure to English. Risk for language impairment was compared for language group, year of first English exposure, age, and mother's education.
Results: While bilingual children's scores on each subtest were significantly lower compared to their functional monolingual peers, they were no more likely to fall in the at-risk range based on a combination of all 4 subtests. Maternal education and year of first English exposure were weakly associated with risk for language impairment but not with language group (via 5 levels of first and second language exposure).
Conclusions: Prevalence of risk for language impairment when both languages are tested is not related to language group.
C1 [Pena, Elizabeth D.; Bedore, Lisa M.; Bohman, Thomas M.] Univ Texas Austin, Austin, TX 78712 USA.
[Gillam, Ronald B.] Utah State Univ, Logan, UT 84322 USA.
RP Pena, ED (reprint author), Univ Texas Austin, Austin, TX 78712 USA.
EM lizp@mail.utexas.edu
CR Allison P. D., 1999, LOGISTIC REGRESSION
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NR 75
TC 13
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2011
VL 20
IS 4
BP 302
EP 314
DI 10.1044/1058-0360(2011/10-0020)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 844CE
UT WOS:000296724500005
PM 21821821
ER
PT J
AU Cabell, SQ
Justice, LM
Piasta, SB
Curenton, SM
Wiggins, A
Turnbull, KP
Petscher, Y
AF Cabell, Sonia Q.
Justice, Laura M.
Piasta, Shayne B.
Curenton, Stephanie M.
Wiggins, Alice
Turnbull, Khara Pence
Petscher, Yaacov
TI The Impact of Teacher Responsivity Education on Preschoolers' Language
and Literacy Skills
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE oral language; emergent literacy; preschool; intervention; professional
development
ID CHILDRENS EMERGENT LITERACY; EARLY-CHILDHOOD EDUCATORS; DAY-CARE;
HEAD-START; ORAL LANGUAGE; PROFESSIONAL-DEVELOPMENT; BOOK; RISK;
INTERVENTION; PRINT
AB Purpose: This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular.
Method: In this randomized controlled trial, preschool centers were assigned to a responsivity education intervention (n = 19 centers, 25 teachers, and 174 children) or a "business-as-usual" control condition (n = 19 centers, 24 teachers, and 156 children). Teachers within the intervention centers received training focused on a set of strategies designed to promote children's engagement and participation in extended conversational interactions across the school day.
Results: Hierarchical linear models showed no main effects on children's language skills, although moderating effects were observed such that the intervention appeared to have positive effects for children with relatively high initial language abilities. In addition, teacher use of responsivity strategies was positively associated with vocabulary development. With regard to children's literacy skills, there was a significant main effect of the intervention on print-concept knowledge.
Conclusions: Although teacher responsivity education is viewed as benefitting children's language and literacy development, the impacts of this type of intervention on children's skills warrant further investigation.
C1 [Cabell, Sonia Q.; Wiggins, Alice; Turnbull, Khara Pence] Univ Virginia, Charlottesville, VA 22903 USA.
[Justice, Laura M.; Piasta, Shayne B.] Ohio State Univ, Columbus, OH 43210 USA.
[Curenton, Stephanie M.] Rutgers State Univ, New Brunswick, NJ 08903 USA.
[Petscher, Yaacov] Florida State Univ, Tallahassee, FL 32306 USA.
RP Cabell, SQ (reprint author), Univ Virginia, Charlottesville, VA 22903 USA.
EM sonia@virginia.edu
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NR 67
TC 17
Z9 18
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2011
VL 20
IS 4
BP 315
EP 330
DI 10.1044/1058-0360(2011/10-0104)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 844CE
UT WOS:000296724500006
PM 21856968
ER
PT J
AU Gonzalez-Fernandez, M
Sein, MT
Palmer, JB
AF Gonzalez-Fernandez, Marlis
Sein, Michael T.
Palmer, Jeffrey B.
TI Clinical Experience Using the Mann Assessment of Swallowing Ability for
Identification of Patients at Risk for Aspiration in a Mixed-Disease
Population
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE dysphagia; deglutition; swallowing; aspiration; test characteristics
ID ACUTE STROKE; GAG REFLEX; DYSPHAGIA; SCLEROSIS
AB Purpose: To determine the clinical performance characteristics of the Mann Assessment of Swallowing Ability (MASA) for predicting aspiration (determined by videofluoroscopic swallowing study [VFSS]) in a mixed population.
Method: We selected 133 cases clinically evaluated using MASA and VFSS from January through June 2007. Ordinal risk rating (ORR) and total numeric score (TNS) were evaluated as predictors of aspiration on VFSS. To account for missing items, the maximum possible score was determined and a weighted percentage score calculated for each patient. We used receiver operating characteristic (ROC) analysis to compare the sensitivity and specificity of ORR and TNS for predicting aspiration.
Results: VFSS identified 51 (38.4%) aspirators, while ORR identified 54 (40.6%) as probable or definite aspiration and TNS 19 (14.3%) as moderate to severe aspiration risk. ROC analysis demonstrated an area under the curve of 0.74, 95% CI [0.66, 0.82], for ORR and 0.51, 95% CI [0.41, 0.61], for TNS. These ROC scores suggest that the MASA ORR is better at predicting aspiration on VFSS than the numeric score.
Conclusion: In this sample, the subjective ORR had good predictive ability, while the percentage TNS failed to predict aspiration on VFSS. The MASA ORR assessment was a better predictor for a patient's aspiration risk in this population.
C1 [Gonzalez-Fernandez, Marlis; Palmer, Jeffrey B.] Johns Hopkins Univ, Baltimore, MD 21218 USA.
[Sein, Michael T.] Harvard Univ, Sch Med, Boston, MA USA.
RP Gonzalez-Fernandez, M (reprint author), Johns Hopkins Univ, Baltimore, MD 21218 USA.
EM mgonzal5@jhmi.edu
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NR 16
TC 4
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2011
VL 20
IS 4
BP 331
EP 336
DI 10.1044/1058-0360(2011/10-0082)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 844CE
UT WOS:000296724500007
PM 21813822
ER
PT J
AU Ntourou, K
Conture, EG
Lipsey, MW
AF Ntourou, Katerina
Conture, Edward G.
Lipsey, Mark W.
TI Language Abilities of Children Who Stutter: A Meta-Analytical Review
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; preschool; meta-analysis; language; effect size
ID YOUNG-CHILDREN; NONWORD REPETITION; PRESCHOOL-CHILDREN; CONVERSATIONAL
UTTERANCES; DIAGNOSTIC-ACCURACY; SENTENCE-STRUCTURE; WORD-FREQUENCY;
AGE-CHILDREN; LATE TALKERS; SPEECH
AB Purpose: To identify, integrate, and summarize evidence from empirical studies of the language abilities of children who stutter (CWS) and children who do not stutter (CWNS).
Method: Candidate studies were identified through electronic databases, the tables of contents of speech-language journals, and reference lists of relevant articles and literature reviews. The 22 included studies met the following criteria: studied both children who did and did not stutter between ages 2; 0 (years; months) and 8; 0, and reported norm-referenced language measures and/or measures from spontaneous language samples amenable to effect size calculation. Data were extracted using a coding manual and were assessed by application of general and specialized analytical software. Mean difference effect size was estimated using Hedges's g (Hedges, 1(82).
Results: Findings indicated that CWS scored significantly lower than CWNS on norm-referenced measures of overall language (Hedges's g = -0.48), receptive (Hedges's g = -0.52) and expressive vocabulary (Hedges's g = -0.41), and mean length of utterance (Hedges's g = -0.23).
Conclusions: Present findings were taken to suggest that children's language abilities are potentially influential variables associated with childhood stuttering.
C1 [Ntourou, Katerina; Conture, Edward G.; Lipsey, Mark W.] Vanderbilt Univ, Nashville, TN 37203 USA.
RP Ntourou, K (reprint author), Vanderbilt Univ, Nashville, TN 37203 USA.
EM katerina.ntourou@vanderbilt.edu
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NR 131
TC 18
Z9 18
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2011
VL 20
IS 3
BP 163
EP 179
DI 10.1044/1058-0360(2011/09-0102)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 800RI
UT WOS:000293382000002
PM 21478281
ER
PT J
AU Roberts, MY
Kaiser, AP
AF Roberts, Megan Y.
Kaiser, Ann P.
TI The Effectiveness of Parent-Implemented Language Interventions: A
Meta-Analysis
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language delays; parent training; language intervention
ID EXPRESSIVE VOCABULARY DELAYS; YOUNG-CHILDREN; TEACHING PARENTS; AUTISM;
SPEECH; SUPPORT; COMMUNICATION; BEHAVIOR; MOTHERS; INPUT
AB Purpose: The purpose of this meta-analysis was to systematically evaluate the effects of parent-implemented language interventions on the language skills of children between 18 and 60 months of age with primary and secondary language impairments.
Method: A systematic literature search yielded 18 studies that met the predetermined inclusion and exclusion criteria. Effect sizes for each study were calculated for 7 language outcome variables and analyzed using a random effects model. Separate analyses were conducted for each language outcome and for each comparison group. Outcomes were compared for children with and without intellectual disabilities and for parent report and direct observational language measures.
Results: The results indicate that parent-implemented language interventions have a significant, positive impact on receptive and expressive language skills of children with and without intellectual disabilities. Effect sizes (g) for child measures ranged from -0.15 to 0.82 depending on the outcome measure and comparison group.
Conclusion: The results of this review indicate that parent-implemented language interventions are an effective approach to early language intervention for young children with language impairments. Critical features of parent-implemented interventions are discussed in terms of implications for practice and future research.
C1 [Roberts, Megan Y.; Kaiser, Ann P.] Vanderbilt Univ, Nashville, TN 37203 USA.
RP Roberts, MY (reprint author), Vanderbilt Univ, Nashville, TN 37203 USA.
EM megan.y.roberts@vanderbilt.edu
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NR 69
TC 29
Z9 29
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2011
VL 20
IS 3
BP 180
EP 199
DI 10.1044/1058-0360(2011/10-0055)
PG 20
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 800RI
UT WOS:000293382000003
PM 21478280
ER
PT J
AU Volden, J
Smith, IM
Szatmari, P
Bryson, S
Fombonne, E
Mirenda, P
Roberts, W
Vaillancourt, T
Waddell, C
Zwaigenbaum, L
Georgiades, S
Duku, E
Thompson, A
AF Volden, Joanne
Smith, Isabel M.
Szatmari, Peter
Bryson, Susan
Fombonne, Eric
Mirenda, Pat
Roberts, Wendy
Vaillancourt, Tracy
Waddell, Charlotte
Zwaigenbaum, Lonnie
Georgiades, Stelios
Duku, Eric
Thompson, Ann
TI Using the Preschool Language Scale, Fourth Edition to Characterize
Language in Preschoolers With Autism Spectrum Disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE assessment; autism spectrum disorder; preschool children
ID INFANTILE-AUTISM; COMMUNICATIVE DEVELOPMENT; CHILDREN; IMPAIRMENT
AB Purpose: The Preschool Language Scale, Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) was used to examine syntactic and semantic language skills in preschool children with autism spectrum disorders (ASD) to determine its suitability for use with this population. We expected that PLS-4 performance would be better in more intellectually able children and that receptive skills would be relatively more impaired than expressive abilities, consistent with previous findings in the area of vocabulary.
Method: Our sample consisted of 294 newly diagnosed preschool children with ASD. Children were assessed via a battery of developmental measures, including the PLS-4.
Results: As expected, PLS-4 scores were higher in more intellectually able children with ASD, and overall, expressive communication was higher than auditory comprehension. However, this overall advantage was not stable across nonverbal developmental levels. Expressive skills were significantly better than receptive skills at the youngest developmental levels, whereas the converse applied in children with more advanced development.
Conclusions: The PLS-4 can be used to obtain a general index of early syntax and semantic skill in young children with ASD. Longitudinal data will be necessary to determine how the developmental relationship between receptive and expressive language skills unfolds in children with ASD.
C1 [Volden, Joanne; Zwaigenbaum, Lonnie] Univ Alberta, Edmonton, AB, Canada.
[Smith, Isabel M.; Bryson, Susan] Dalhousie Univ, IWK Hlth Ctr, Halifax, NS, Canada.
[Szatmari, Peter; Georgiades, Stelios; Duku, Eric; Thompson, Ann] McMaster Univ, Hamilton, ON, Canada.
[Fombonne, Eric] McGill Univ, Montreal, PQ, Canada.
[Mirenda, Pat] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
[Roberts, Wendy] Univ Toronto, Hosp Sick Children, Toronto, ON M5S 1A1, Canada.
[Vaillancourt, Tracy] Univ Ottawa, Ottawa, ON K1N 6N5, Canada.
[Waddell, Charlotte] Simon Fraser Univ, Vancouver, BC, Canada.
RP Volden, J (reprint author), Univ Alberta, Edmonton, AB, Canada.
EM joanne.volden@ualberta.ca
RI Vaillancourt, Tracy/F-8949-2015
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Zimmerman I.L., 1992, PRESCHOOL LANGUAGE S
NR 41
TC 19
Z9 19
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2011
VL 20
IS 3
BP 200
EP 208
DI 10.1044/1058-0360(2011/10-0035)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 800RI
UT WOS:000293382000004
PM 21478278
ER
PT J
AU Watson, JB
Byrd, CT
Carlo, EJ
AF Watson, Jennifer B.
Byrd, Courtney T.
Carlo, Edna J.
TI Effects of Length, Complexity, and Grammatical Correctness on Stuttering
in Spanish-Speaking Preschool Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Spanish; stuttering; utterance length; syntactic complexity; grammatical
correctness
ID CONVERSATIONAL UTTERANCES; SYNTACTIC COMPLEXITY; FUNCTION WORDS;
LANGUAGE IMPAIRMENT; PHONETIC COMPLEXITY; BILINGUAL SPEAKERS; NORMALLY
FLUENT; DISFLUENCY DATA; YOUNG-CHILDREN; SPEECH
AB Purpose: To explore the effects of utterance length, syntactic complexity, and grammatical correctness on stuttering in the spontaneous speech of young, monolingual Spanish-speaking children.
Method: Spontaneous speech samples of 11 monolingual Spanish-speaking children who stuttered, ages 35 to 70 months, were examined. Mean number of syllables, total number of clauses, utterance complexity (i.e., containing no clauses, simple clauses, or subordinate and/or conjoined clauses), and grammatical correctness (i.e., the presence or absence of morphological and syntactical errors) in stuttered and fluent utterances were compared.
Results: Findings revealed that stuttered utterances in Spanish tended to be longer and more often grammatically incorrect, and contain more clauses, including more subordinate and/or conjoined clauses. However, when controlling for the interrelatedness of syllable number and clause number and complexity, only utterance length and grammatical incorrectness were significant predictors of stuttering in the spontaneous speech of these Spanish-speaking children. Use of complex utterances did not appear to contribute to the prediction of stuttering when controlling for utterance length.
Conclusions: Results from the present study were consistent with many earlier reports of English-speaking children. Both length and grammatical factors appear to affect stuttering in Spanish-speaking children. Grammatical errors, however, served as the greatest predictor of stuttering.
C1 [Watson, Jennifer B.] Texas Christian Univ, Ft Worth, TX 76129 USA.
[Byrd, Courtney T.] Univ Texas Austin, Austin, TX 78712 USA.
[Carlo, Edna J.] Univ Puerto Rico, San Juan, PR 00936 USA.
RP Watson, JB (reprint author), Texas Christian Univ, Ft Worth, TX 76129 USA.
EM j.watson@tcu.edu
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NR 95
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2011
VL 20
IS 3
BP 209
EP 220
DI 10.1044/1058-0360(2011/10-0019)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 800RI
UT WOS:000293382000005
PM 21622596
ER
PT J
AU Bothe, AK
Richardson, JD
AF Bothe, Anne K.
Richardson, Jessica D.
TI Statistical, Practical, Clinical, and Personal Significance: Definitions
and Applications in Speech-Language Pathology
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE clinical significance; treatment outcomes; efficacy
ID QUALITY-OF-LIFE; PATIENT-REPORTED OUTCOMES; HEALTH-CARE; STUTTERING
TREATMENTS; IMPORTANT DIFFERENCE; MEANINGFUL CHANGE; SOCIAL VALIDITY;
FAST FORWORD; PSYCHOTHERAPY; SATISFACTION
AB Purpose: To discuss constructs and methods related to assessing the magnitude and the meaning of clinical outcomes, with a focus on applications in speech-language pathology.
Method: Professionals in medicine, allied health, psychology, education, and many other fields have long been concerned with issues referred to variously as practical significance, clinical significance, social validity, patient satisfaction, treatment effectiveness, or the meaningfulness or importance of beyond-clinic or real-world treatment outcomes. Existing literature addressing these issues from multiple disciplines was reviewed and synthesized.
Conclusions: Practical significance, an adjunct to statistical significance, refers to the magnitude of a change or a difference between groups. The appropriate existing term for the interpretation of treatment outcomes, or the attribution of meaning or value to treatment outcomes, is clinical significance. To further distinguish between important constructs, the authors suggest incorporating as definitive the existing notion that clinical significance may refer to measures selected or interpreted by professionals or with respect to groups of clients. The term personal significance is introduced to refer to goals, variables, measures, and changes that are of demonstrated value to individual clients.
C1 [Bothe, Anne K.] Univ Georgia, Athens, GA 30602 USA.
[Richardson, Jessica D.] Univ S Carolina, Columbia, SC 29208 USA.
RP Bothe, AK (reprint author), Univ Georgia, Athens, GA 30602 USA.
EM abothe@uga.edu
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NR 111
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2011
VL 20
IS 3
BP 233
EP 242
DI 10.1044/1058-0360(2011/10-0034)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 800RI
UT WOS:000293382000007
PM 21478279
ER
PT J
AU Baylor, C
Hula, W
Donovan, NJ
Doyle, PJ
Kendall, D
Yorkston, K
AF Baylor, Carolyn
Hula, William
Donovan, Neila J.
Doyle, Patrick J.
Kendall, Diane
Yorkston, Kathryn
TI An Introduction to Item Response Theory and Rasch Models for
Speech-Language Pathologists
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE item response theory; outcomes measurement; Rasch model
ID COMMUNICATIVE EFFECTIVENESS SURVEY; PATIENT-REPORTED OUTCOMES;
CONSTRUCT-VALIDITY; HEALTH OUTCOMES; REHABILITATION; RELIABILITY;
PERFORMANCE; DEPENDENCE; RECOVERY; MULTILOG
AB Purpose: To present a primarily conceptual introduction to item response theory (IRT) and Rasch models for speech-language pathologists (SLPs).
Method: This tutorial introduces SLPs to basic concepts and terminology related to IRT as well as the most common IRT models. The article then continues with an overview of how instruments are developed using IRT and some basic principles of adaptive testing.
Conclusion: IRT is a set of statistical methods that are increasingly used for developing instruments in speech-language pathology. While IRT is not new, its application in speech-language pathology to date has been relatively limited in scope. Several new IRT-based instruments are currently emerging. IRT differs from traditional methods for test development, typically referred to as classical test theory (CTT), in several theoretical and practical ways. Administration, scoring, and interpretation of IRT instruments are different from methods used for most traditional CTT instruments. SLPs will need to understand the basic concepts of IRT instruments to use these tools in their clinical and research work. This article provides an introduction to IRT concepts drawing on examples from speech-language pathology.
C1 [Baylor, Carolyn; Kendall, Diane; Yorkston, Kathryn] Univ Washington, Seattle, WA 98195 USA.
[Hula, William; Doyle, Patrick J.] VA Pittsburgh Healthcare Syst, Geriatr Res Educ & Clin Ctr, Pittsburgh, PA USA.
[Hula, William; Doyle, Patrick J.] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
[Donovan, Neila J.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
[Kendall, Diane] VA Puget Sound Med Ctr, Seattle, WA USA.
RP Baylor, C (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM cbaylor@u.washington.edu
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NR 60
TC 13
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2011
VL 20
IS 3
BP 243
EP 259
DI 10.1044/1058-0360(2011/10-0079)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 800RI
UT WOS:000293382000008
PM 21622595
ER
PT J
AU Preston, JL
Seki, A
AF Preston, Jonathan L.
Seki, Ayumi
TI Identifying Residual Speech Sound Disorders in Bilingual Children: A
Japanese-English Case Study
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE bilingualism; articulation; residual speech sound disorders; assessment;
speech motor control
ID PHONOLOGICAL DISORDERS; DEVELOPMENTAL APRAXIA; SPEAKING CHILDREN;
SPANISH-SPEAKING; FOREIGN ACCENT; INTER-LANGUAGE; PERFORMANCE; SKILLS;
ACCURACY; AWARENESS
AB Purpose: To describe (a) the assessment of residual speech sound disorders (SSDs) in bilinguals by distinguishing speech patterns associated with second language acquisition from patterns associated with misarticulations and (b) how assessment of domains such as speech motor control and phonological awareness can provide a more complete understanding of SSDs in bilinguals.
Method: A review of Japanese phonology is provided to offer a context for understanding the transfer of Japanese to English productions. A case study of an 11-year-old is presented, demonstrating parallel speech assessments in English and Japanese. Speech motor and phonological awareness tasks were conducted in both languages.
Results: Several patterns were observed in the participant's English that could be plausibly explained by the influence of Japanese phonology. However, errors indicating a residual SSD were observed in both Japanese and English. A speech motor assessment suggested possible speech motor control problems, and phonological awareness was judged to be within the typical range of performance in both languages.
Conclusion: Understanding the phonological characteristics of the native language can help clinicians recognize speech patterns in the second language associated with transfer. Once these differences are understood, patterns associated with a residual SSD can be identified. Supplementing a relational speech analysis with measures of speech motor control and phonological awareness can provide a more comprehensive understanding of a client's strengths and needs.
C1 [Preston, Jonathan L.; Seki, Ayumi] Haskins Labs Inc, New Haven, CT 06511 USA.
[Preston, Jonathan L.] So Connecticut State Univ, New Haven, CT 06515 USA.
[Seki, Ayumi] Tottori Univ, Tottori 680, Japan.
RP Preston, JL (reprint author), Haskins Labs Inc, 270 Crown St, New Haven, CT 06511 USA.
EM preston@haskins.yale.edu
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NR 76
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 73
EP 85
DI 10.1044/1058-0360(2011/10-0057)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900002
PM 21386046
ER
PT J
AU Kelly, RJ
Robinson, GC
AF Kelly, Rebecca J.
Robinson, Gregory C.
TI Disclosure of Membership in the Lesbian, Gay, Bisexual, and Transgender
Community by Individuals With Communication Impairments: A Preliminary
Web-Based Survey
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE LGBT; surveys; communication impairment
ID HEALTH-CARE; SEXUAL IDENTITY; BEHAVIOR; OUTCOMES; STATE
AB Purpose: The purpose of this preliminary investigation was to examine potential barriers to seeking services for communication impairments perceived by lesbian, gay, bisexual, and transgender (LGBT) people. Specifically, this clinical survey investigated (a) the rate and importance of disclosure of membership in the LGBT community by people with communication impairments to their clinicians and (b) the perception of bias of audiologists and speech-language pathologists against LGBT individuals with communication impairments.
Method: A total of 192 people identifying as LGBT with a communication impairment responded to a web-based survey. The survey contained questions about the respondents' demographic information, living situation, and experiences with clinical services for communication impairments. In addition, the survey contained open-ended comment sections.
Results: There were differences in the responses of LGBT people with speech-language impairments and those with hearing impairments. The majority of respondents did not disclose their membership in the LGBT community, although they felt it was important. Most respondents reported perceiving bias toward a heterosexual orientation from their clinicians.
Conclusions: Exploration of issues important to the LGBT community contributes to the growing emphasis on diversity and cultural competency in communication sciences and disorders. Specific clinical recommendations and directions for future research are discussed.
C1 [Kelly, Rebecca J.] Univ Canterbury, Christchurch 1, New Zealand.
[Robinson, Gregory C.] Univ Arkansas Med Sci, Univ Arkansas Little Rock, Little Rock, AR 72205 USA.
RP Kelly, RJ (reprint author), Univ Canterbury, Christchurch 1, New Zealand.
EM rebecca.kelly@canterbury.ac.nz
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American Speech-Language-Hearing Association, 2009, ASHA SLP HLTH CAR SU
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Willging CE, 2006, PSYCHIAT SERV, V57, P867, DOI 10.1176/appi.ps.57.6.867
NR 41
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 86
EP 94
DI 10.1044/1058-0360(2011/10-0060)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900003
PM 21393619
ER
PT J
AU Edeal, DM
Gildersleeve-Neumann, CE
AF Edeal, Denice Michelle
Gildersleeve-Neumann, Christina Elke
TI The Importance of Production Frequency in Therapy for Childhood Apraxia
of Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE childhood apraxia of speech; motor learning; speech sound disorder;
therapy; intensity
ID RAT MOTOR CORTEX; DEVELOPMENTAL APRAXIA; BEHAVIORAL TREATMENT; SKILL
ACQUISITION; CHILDREN; PRINCIPLES; KNOWLEDGE; DISORDERS; EFFICACY;
APHASIA
AB Purpose: This study explores the importance of production frequency during speech therapy to determine whether more practice of speech targets leads to increased performance within a treatment session, as well as to motor learning, in the form of generalization to untrained words.
Method: Two children with childhood apraxia of speech were treated with an alternating treatment AB design, with production frequency differing in the 2 treatments. The higher production frequency treatment required 100+ productions in 15 min, while the moderate-frequency treatment required 30-40 productions in the same time period. One child was treated 3 times weekly for 11 weeks; the other child was treated twice weekly for 5 weeks. At the conclusion of each treatment phase, 5 min of probes were administered to determine whether generalization had occurred. Maintenance data to measure performance and learning were collected after a break from treatment.
Results: Both children showed improvement on all targets; however, the targets with the higher production frequency treatment were acquired faster, evidenced by better in-session performance and greater generalization to untrained probes.
Conclusions: Both treatment designs were effective, though frequent and intense practice of speech resulted in more rapid response to treatment in 2 children whose primary communication difficulty was childhood apraxia of speech.
C1 [Edeal, Denice Michelle; Gildersleeve-Neumann, Christina Elke] Portland State Univ, Portland, OR 97207 USA.
RP Gildersleeve-Neumann, CE (reprint author), Portland State Univ, Portland, OR 97207 USA.
EM cegn@pdx.edu
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Zimmerman I., 2002, PRESCHOOL LANGUAGE S, V4th
NR 70
TC 12
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 95
EP 110
DI 10.1044/1058-0360(2011/09-0005)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900004
PM 21330650
ER
PT J
AU Romski, M
Sevcik, RA
Adamson, LB
Smith, A
Cheslock, M
Bakeman, R
AF Romski, MaryAnn
Sevcik, Rose A.
Adamson, Lauren B.
Smith, Ashlyn
Cheslock, Melissa
Bakeman, Roger
TI Parent Perceptions of the Language Development of Toddlers With
Developmental Delays Before and After Participation in Parent-Coached
Language Interventions
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE early language intervention; assessment; parents; severe language
disorders
ID ALTERNATIVE COMMUNICATION; POSITIVE PERCEPTIONS; TEACHING PARENTS; DAILY
ROUTINES; CHILDREN; DISABILITIES; STRATEGIES; OUTCOMES; SUPPORT; MOTHERS
AB Purpose: This study examined parent perception of early communication development before and after participation in language intervention.
Method: Fifty-three parents of toddlers with developmental delays and fewer than 10 spoken words completed the Parent Perception of Language Development, an experimental measure, before and after the children were randomly assigned to a language intervention, 2 of which focused on augmented communication with a speech-generating device, and 1 of which focused exclusively on speech.
Results: After intervention, the parents' perceptions of success became more positive. Their perceptions of the severity of the child's language difficulties decreased for the augmented interventions but increased for the spoken intervention. Child outcome correlated positively with success and negatively with difficulty, but only the correlation between number of spoken words and difficulty was statistically significant.
Conclusions: Augmented language intervention may not only help the child communicate but also have a positive impact on parent perception of language development.
C1 [Romski, MaryAnn; Sevcik, Rose A.; Adamson, Lauren B.; Smith, Ashlyn; Cheslock, Melissa; Bakeman, Roger] Georgia State Univ, Atlanta, GA 30303 USA.
RP Romski, M (reprint author), Georgia State Univ, Atlanta, GA 30303 USA.
EM mromski@gsu.edu
CR Angelo D., 1995, AUGMENTATIVE ALTERNA, V11, P193, DOI 10.1080/07434619512331277319
Angelo D. H., 2000, AUGMENTATIVE ALTERNA, V16, P37, DOI 10.1080/07434610012331278894
Bailey RL, 2006, LANG SPEECH HEAR SER, V37, P50, DOI 10.1044/0161-1461(2006/006)
Bernheimer LP, 1990, J EARLY INTERVENTION, V14, P219
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Beukelman D., 2005, AUGMENTATIVE ALTERNA, V3rd
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NR 38
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 111
EP 118
DI 10.1044/1058-0360(2011/09-0087)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900005
PM 21330651
ER
PT J
AU McHenry, M
AF McHenry, Monica
TI An Exploration of Listener Variability in Intelligibility Judgments
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE intelligibility; listener variability; dysarthria
ID DYSARTHRIA; VOICE; SPEECH; RELIABILITY; AGREEMENT; RATINGS
AB Purpose: This study was designed to assess potential contributors to listener variability in judgments of intelligibility.
Method: A total of 228 unfamiliar everyday listeners judged speech samples from 3 individuals with dysarthria. Samples were the single-word phonetic contrast test, the Sentence Intelligibility Test, an unpredictable sentence intelligibility test, and conversational speech.
Results: Across speakers, significant variability was found for all samples except the phonetic contrast test. Across tasks, significant variability was found for all speakers. There were no significant differences in age, gender, or education between the highest and lowest scoring listeners on the phonetic contrast test.
Conclusions: These findings suggest that seemingly objective intelligibility tests are subject to a number of factors that affect scores.
C1 Univ Houston, Houston, TX 77004 USA.
RP McHenry, M (reprint author), Univ Houston, Houston, TX 77004 USA.
EM mmchenry@uh.edu
CR Bunton K, 2007, J SPEECH LANG HEAR R, V50, P1481, DOI 10.1044/1092-4388(2007/102)
Eadie TL, 2010, J VOICE, V24, P93, DOI 10.1016/j.jvoice.2008.04.008
Eadie TL, 2006, J VOICE, V20, P527, DOI 10.1016/j.jvoice.2005.08.007
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Frearson B., 1985, AUSTR J HUMAN COMMUN, V13, P5
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KENT RD, 1989, J SPEECH HEAR DISORD, V54, P482
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Ziegler W, 2008, J COMMUN DISORD, V41, P553, DOI 10.1016/j.jcomdis.2008.05.001
NR 17
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 119
EP 123
DI 10.1044/1058-0360(2010/10-0059)
PG 5
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900006
PM 21317298
ER
PT J
AU Doeltgen, SH
Macrae, P
Huckabee, ML
AF Doeltgen, Sebastian H.
Macrae, Phoebe
Huckabee, Maggie-Lee
TI Pharyngeal Pressure Generation During Tongue-Hold Swallows Across Age
Groups
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE pharyngeal manometry; tongue-hold maneuver; pharyngeal pressure; aging
ID UPPER ESOPHAGEAL SPHINCTER; OLDER-ADULTS; DYSPHAGIA; STRENGTH; GENDER;
SIZE; MEN
AB Purpose: To compare the effects of the tongue-hold swallowing maneuver on pharyngeal pressure generation in healthy young and elderly research volunteers.
Method: Sixty-eight healthy research volunteers (young, n = 34, mean age = 26.8 years, SD = 5.5; elderly, n = 34, mean age = 72.6 years, SD = 4.8; sex equally represented) performed 5 noneffortful saliva swallows and 5 tongue-hold swallows each. Amplitude and duration of pharyngeal pressure were investigated during both swallowing conditions with solid-state pharyngeal manometry at the level of the oropharynx, hypopharynx, and upper esophageal sphincter (UES).
Results: At both pharyngeal levels, tongue-hold swallows produced lower peak pressure compared with saliva swallows. During tongue-hold swallows, UES relaxation pressure was increased in the elders, whereas the younger group displayed a trend toward reduced relaxation pressure. Elderly individuals produced pressure longer during control swallows in the oropharynx and hypopharynx than young individuals.
Conclusions: The tongue-hold maneuver affects oropharyngeal and hypopharyngeal pressure in the young and elders in similar ways, whereas effects on UES peak relaxation pressure differ between age groups. Reduced pharyngeal peak pressure and increased UES relaxation pressure underscore the notion that tongue-hold swallows should not be performed when bolus is present. Long-term training effects remain to be investigated.
C1 [Doeltgen, Sebastian H.; Macrae, Phoebe; Huckabee, Maggie-Lee] Univ Canterbury, Christchurch 1, New Zealand.
[Doeltgen, Sebastian H.; Macrae, Phoebe; Huckabee, Maggie-Lee] Van der Veer Inst Parkinsons & Brain Res, Christchurch, New Zealand.
[Doeltgen, Sebastian H.] Univ Adelaide, Adelaide, SA, Australia.
RP Doeltgen, SH (reprint author), Univ Canterbury, Christchurch 1, New Zealand.
EM sebastian.doeltgen@adelaide.edu.au
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NR 23
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 124
EP 130
DI 10.1044/1058-0360(2011/10-0067)
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900007
PM 21386045
ER
PT J
AU Edmonds, LA
Babb, M
AF Edmonds, Lisa A.
Babb, Michelle
TI Effect of Verb Network Strengthening Treatment in Moderate-to-Severe
Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; verbs; treatment; VNeST; sentences
ID SEMANTIC FEATURE ANALYSIS; EVALUATING TREATMENT INTERVENTIONS;
TIME-SERIES ANALYSIS; BRAIN POTENTIALS; RETRIEVAL; ADULTS; DEMENTIA;
SPEAKERS; NOUNS
AB Purpose: This Phase II treatment study examined the effect of Verb Network Strengthening Treatment (VNeST) on individuals with moderate-to-severe aphasia. Research questions addressed (a) pre- to posttreatment changes and pretreatment to treatment phase changes on probe sentences containing trained verbs (e. g., "The carpenter is measuring the stairs") and semantically related untrained verbs (e. g., "The nurse is weighing the baby"); (b) lexical retrieval changes in single-word naming, sentence, and discourse measures; (c) functional communication by way of proxy and participant report; and (d) error evolution.
Method: A multiple-baseline approach across participants was used. Effect sizes were calculated for pre- and posttreatment and maintenance probe responses. A C statistic was used to determine changes from the baseline to treatment phases.
Results: One participant exhibited improvement on all generalization measures, whereas the other participant exhibited more limited generalization. Both participants showed improvement on the functional communication measure.
Conclusions: As predicted, the participants did not show the same extent of improvement that was observed in participants with more moderate aphasia (Edmonds, Nadeu, & Kiran, 2009). Nonetheless, the findings suggest that VNeST may be appropriate for persons with moderate-to-severe aphasia, especially with a small adaptation to the treatment protocol that will be retained for future iterations of VNeST.
C1 [Edmonds, Lisa A.; Babb, Michelle] Univ Florida, Gainesville, FL 32611 USA.
RP Edmonds, LA (reprint author), Univ Florida, Gainesville, FL 32611 USA.
EM edmonds@ufl.edu
CR Antonucci SM, 2009, APHASIOLOGY, V23, P854, DOI 10.1080/02687030802634405
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Wambaugh JL, 2001, APHASIOLOGY, V15, P933
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NR 52
TC 12
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 131
EP 145
DI 10.1044/1058-0360(2011/10-0036)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900008
PM 21386047
ER
PT J
AU Anthony, JL
Aghara, RG
Dunkelberger, MJ
Anthony, TI
Williams, JM
Zhang, Z
AF Anthony, Jason L.
Aghara, Rachel Greenblatt
Dunkelberger, Martha J.
Anthony, Teresa I.
Williams, Jeffrey M.
Zhang, Zhou
TI What Factors Place Children With Speech Sound Disorders at Risk for
Reading Problems?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorders; articulation; phonological awareness;
phonological representation; reading
ID DEVELOPMENTAL PHONOLOGICAL DISORDERS; TEACH PHONEMIC AWARENESS;
PRESCHOOL-CHILDREN; LANGUAGE IMPAIRMENT; FOLLOW-UP; DYSLEXIC-CHILDREN;
LITERACY SKILLS; VOCABULARY SIZE; YOUNG-CHILDREN; REPRESENTATIONS
AB Purpose: To identify weaknesses in print awareness and phonological processing that place children with speech sound disorders (SSDs) at increased risk for reading difficulties.
Method: Language, literacy, and phonological skills of 3 groups of preschool-age children were compared: a group of 68 children with SSDs, a group of 68 peers with normal speech matched on receptive vocabulary, and a group of 68 peers with normal speech and language.
Results: The SSD group demonstrated impairments in expressive phonological awareness (ts = 3.45 to 8.17, ps <.001, effect size [ES] = 0.51 to 1.04), receptive phonological awareness (zs = 2.26 to 5.21, ps <= .02, ES = 0.39 to 0.79), accessing phonological representations (zs = 3.34 to 5.83, ps <.001, ES = 0.59 to 0.91), quality of phonological representations (zs = 2.35 to 13.11, ps <= .02, ES = 0.44 to 1.56), and word reading (ts = 2.48 to 4.42, ps <= .01, ES = 0.22 to 0.54). Analyses of covariance found that lower performances of the SSD group on tests of phonological awareness and word reading could be explained by their weaknesses in quality and accessibility of phonological representations.
Conclusions: The present study makes a significant theoretical contribution to the literature as the first study, to our knowledge, that has tested the hypothesis that weaknesses in representation-related phonological processing may underlie the difficulties in phonological awareness and reading that are demonstrated by children with SSDs.
C1 [Anthony, Jason L.; Aghara, Rachel Greenblatt; Anthony, Teresa I.; Williams, Jeffrey M.; Zhang, Zhou] Univ Texas Hlth Sci Ctr, Houston, TX USA.
[Aghara, Rachel Greenblatt; Dunkelberger, Martha J.] Univ Houston, Houston, TX 77004 USA.
RP Anthony, JL (reprint author), Univ Texas Hlth Sci Ctr, Houston, TX USA.
EM jason.l.anthony@uth.tmc.edu
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NR 91
TC 10
Z9 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2011
VL 20
IS 2
BP 146
EP 160
DI 10.1044/1058-0360(2011/10-0053)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 757ML
UT WOS:000290089900009
PM 21478282
ER
PT J
AU Fidler, LJ
Plante, E
Vance, R
AF Fidler, Lesley J.
Plante, Elena
Vance, Rebecca
TI Identification of Adults With Developmental Language Impairments
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE assessment; adults; specific language impairment; learning disability
ID LEARNING-DISABILITIES; FAMILIAL AGGREGATION; DISABLED ADULTS; FOLLOW-UP;
CHILDREN; DISORDERS; SLI; INFORMATION; PERFORMANCE; PREVALENCE
AB Purpose: To assess the utility of a wide range of language measures (phonology, morphology, syntax, and semantics) for the identification of adults with developmental language impairment.
Method: Measures were administered to 3 groups of adults, each representing a population expected to demonstrate high levels of language impairment, and to matched control groups.
Results: Three measures were the strongest contributors to identification of language impairment in the 3 groups of adults. These measures, combined, maximized identification of members of the clinical groups as having impaired language (sensitivity) and members of the control groups as having typical language (specificity).
Conclusion: This suggests that a relatively brief battery could have utility for identifying developmental language impairment during the adult years.
C1 [Plante, Elena] Univ Arizona, Dept Speech Language & Hearing Sci, Tucson, AZ 85721 USA.
RP Plante, E (reprint author), Univ Arizona, Dept Speech Language & Hearing Sci, POB 210071, Tucson, AZ 85721 USA.
EM eplante@u.arizona.edu
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NR 44
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2011
VL 20
IS 1
BP 2
EP 13
DI 10.1044/1058-0360(2010/09-0096)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 715GP
UT WOS:000286871100002
PM 20739630
ER
PT J
AU Furey, JE
AF Furey, Joan E.
TI Production and Maternal Report of 16-and 18-Month-Olds' Vocabulary in
Low- and Middle-Income Families
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE vocabulary; socioeconomic status; toddlers
ID COMMUNICATIVE DEVELOPMENT INVENTORY; CHILD LANGUAGE; TODDLERS; VALIDITY;
PARENTS
AB Purpose: To compare maternal report of children's vocabularies on the MacArthur Communicative Development Inventories Words and Gestures form (CDI: WG; Fenson et al., 1993) with spontaneous production data in both low-and middle-income families.
Method: As part of a longitudinal investigation, language samples were gathered from 23 mother-child dyads based on Stoel-Gammon's (1987) protocol for the Language Production Scale when the children were 16 and 18 months of age. The mothers also completed the CDI: WG at both visits. The words that the children produced were compared with those the mothers reported on the vocabulary checklist, with family income and vocabulary size as grouping factors.
Results: Maternal reporting did not differ as a function of socioeconomic status but did increase from 16 to 18 months.
Conclusions: The vocabulary differences observed on the CDI: WG for children from low-income families do not appear to be a reflection of inaccurate maternal reporting. Further research is needed to determine whether these findings will generalize more broadly.
C1 Coll Wooster, Dept Commun, Wooster, OH 44691 USA.
RP Furey, JE (reprint author), Coll Wooster, Dept Commun, Wishart Hall, Wooster, OH 44691 USA.
EM jfurey@wooster.edu
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Williams K. T., 1997, EXPRESSIVE VOCABULAR
Zar J. H., 1999, BIOSTATISTICAL ANAL, V4th
Zimmerman I., 2002, PRESCHOOL LANGUAGE S, V4th
Zimmerman I, 1991, PRESCHOOL LANGUAGE S
NR 34
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2011
VL 20
IS 1
BP 38
EP 46
DI 10.1044/1058-0360(2010/09-0073)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 715GP
UT WOS:000286871100005
PM 21060116
ER
PT J
AU Muttiah, N
Georges, K
Brackenbury, T
AF Muttiah, Nimisha
Georges, Katie
Brackenbury, Tim
TI Clinical and Research Perspectives on Nonspeech Oral Motor Treatments
and Evidence-Based Practice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE clinical practice; speech therapy; qualitative research; controversial
therapies
ID SPEECH SOUND DISORDERS; CHILD LANGUAGE INTERVENTION; PHONOLOGICAL
TREATMENT; MULTIPLE OPPOSITIONS; TREATMENT EFFICACY; GUIDELINES;
EXERCISES; BARRIERS; SCHOOLS
AB Purpose: Evidence-based practice (EBP) involves the incorporation of research evidence, clinical expertise, and client values in clinical decision making. One case in which these factors conflict is the use of nonspeech oral motor treatments (NSOMTs) for children with developmental speech sound disorders. Critical reviews of the research evidence suggest that NSOMTs are not valid, yet they are widely used by clinicians based on their expertise/experience. This investigation presents detailed descriptions of clinicians' and researchers' views and opinions on NSOMTs and EBP.
Method: Individual interviews with 11 clinicians who use NSOMTs and 11 researchers in child phonology were conducted. The interviews were transcribed and organized into themes, following a phenomenological research design.
Results: Five themes were identified: (a) NSOMTs are effective, (b) EBP is useful, (c) there is no published research supporting NSOMTs, (d) research evidence may change clinical use of NSOMTs, and (e) researchers and clinicians have separate but shared roles in clinical decision making.
Conclusions: The participants' responses provided detailed and complex insights into each group's decisions regarding NSOMTs. These responses also suggested questions that should be considered when making decisions about approaches that are not fully supported by EBP.
C1 [Muttiah, Nimisha; Georges, Katie; Brackenbury, Tim] Bowling Green State Univ, Bowling Green, OH 43403 USA.
RP Brackenbury, T (reprint author), Bowling Green State Univ, 200 Hlth Ctr Bldg, Bowling Green, OH 43403 USA.
EM tbracke@bgsu.edu
CR *AM SPEECH LANG HE, 2009, EARN ASHA CEUS
*AM SPEECH LANG HE, 2009, COD ETH
*AM SPEECH LANG HE, 2010, ASHA N CEP EV BAS SY
American Speech-Language-Hearing Association, 2005, EV BAS PRACT COMM DI
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NR 55
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2011
VL 20
IS 1
BP 47
EP 59
DI 10.1044/1058-0360(2010/09-0106)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 715GP
UT WOS:000286871100006
PM 21173395
ER
PT J
AU Patten, E
Watson, LR
AF Patten, Elena
Watson, Linda R.
TI Interventions Targeting Attention in Young Children With Autism
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; attention; intervention
ID JOINT ATTENTION; SPECTRUM-DISORDERS; INDIVIDUAL-DIFFERENCES;
PRESCHOOL-CHILDREN; SYMBOLIC PLAY; INFANTS; LANGUAGE; ATTENTIVENESS;
RECOGNITION; TODDLERS
AB Purpose: The ability to focus and sustain one's attention is critical for learning. Children with autism demonstrate unusual characteristics of attention from infancy. It is reasonable to assume that early anomalies in attention influence a child's developmental trajectories. Therapeutic interventions for autism often focus on core features of autism such as communication and socialization, while very few interventions specifically address attention. The purpose of this article is to provide clinicians a description of attention characteristics in children with autism and discuss interventions thought to improve attention.
Method: Characteristics of attention in children with autism are presented. Intervention studies featuring measures of attention as an outcome variable for young children with autism are reviewed to present interventions that have empirical evidence for improvements in attention.
Results are synthesized by strategy, specific feature of attention targeted, and results for both habilitative goals and accommodations for attention.
Conclusion: Although research is not extensive, several strategies to support attention in young children with autism have been investigated. The empirical findings regarding these strategies can inform evidence-based practice.
C1 [Patten, Elena; Watson, Linda R.] Univ N Carolina, Chapel Hill, NC USA.
RP Patten, E (reprint author), Univ N Carolina, 313 Ferguson Bldg, Greensboro, NC 27402 USA.
EM e_patten@uncg.edu
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NR 45
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2011
VL 20
IS 1
BP 60
EP 69
DI 10.1044/1058-0360(2010/09-0081)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 715GP
UT WOS:000286871100007
PM 20739632
ER
PT J
AU Zraick, RI
Kempster, GB
Connor, NP
Thibeault, S
Klaben, BK
Bursac, Z
Thrush, CR
Glaze, LE
AF Zraick, Richard I.
Kempster, Gail B.
Connor, Nadine P.
Thibeault, Susan
Klaben, Bernice K.
Bursac, Zoran
Thrush, Carol R.
Glaze, Leslie E.
TI Establishing Validity of the Consensus Auditory-Perceptual Evaluation of
Voice (CAPE-V)
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Consensus Auditory-Perceptual Evaluation of Voice; CAPE-V; voice; voice
assessment
ID QUALITY ASSESSMENT; DYSPHONIC VOICE; RELIABILITY; LISTENERS; SEVERITY;
RATINGS; SCALES; GRBAS
AB Purpose: The Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) was developed to provide a protocol and form for clinicians to use when assessing the voice quality of adults with voice disorders (Kempster, Gerratt, Verdolini Abbott, Barkmeier-Kramer, & Hillman, 2009). This study examined the reliability and the empirical validity of the CAPE-V when used by experienced voice clinicians judging normal and disordered voices.
Method: The validity of the CAPE-V was examined in 2 ways. First, we compared judgments made by 21 raters of 22 normal and 37 disordered voices using the CAPE-V and the GRBAS (grade, roughness, breathiness, asthenia, strain; see Hirano, 1981) scales. Second, we compared our raters' judgments of overall severity to a priori consensus judgments of severity for the 59 voices.
Results: Intrarater reliability coefficients for the CAPE-V ranged from .82 for breathiness to .35 for strain; interrater reliability ranged from .76 for overall severity to .28 for pitch.
Conclusions: Although both CAPE-V and GRBAS reliability coefficients varied across raters and parameters, this study reports slightly improved rater reliability using the CAPE-V to make perceptual judgments of voice quality in comparison to the GRBAS scale. The results provide evidence for the empirical (concurrent) validity of the CAPE-V.
C1 [Zraick, Richard I.; Bursac, Zoran; Thrush, Carol R.] Univ Arkansas Med Sci, Little Rock, AR 72205 USA.
[Kempster, Gail B.] Rush Univ, Oak Pk, IL USA.
[Connor, Nadine P.; Thibeault, Susan] Univ Wisconsin, Madison, WI USA.
[Klaben, Bernice K.] Univ Cincinnati Phys, W Chester, OH USA.
[Glaze, Leslie E.] Univ Minnesota, Minneapolis, MN USA.
RP Zraick, RI (reprint author), Univ Arkansas Med Sci, Mail Slot 772,4301 W Markham St, Little Rock, AR 72205 USA.
EM zraickrichardi@uams.edu
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Zraick RI, 2005, J VOICE, V19, P574, DOI 10.1016/j.jvoice.2004.08.009
NR 39
TC 26
Z9 27
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2011
VL 20
IS 1
BP 14
EP 22
DI 10.1044/1058-0360(2010/09-0105)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 715GP
UT WOS:000286871100003
PM 20739631
ER
PT J
AU Youmans, G
Youmans, SR
Hancock, AB
AF Youmans, Gina
Youmans, Scott R.
Hancock, Adrienne B.
TI Script Training Treatment for Adults With Apraxia of Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE script training; apraxia of speech; motor learning
ID GENERALIZED MOTOR PROGRAM; LIMB APRAXIA; STROKE; REHABILITATION;
RECOVERY
AB Purpose: Outcomes of script training for individuals with apraxia of speech (AOS) and mild anomic aphasia were investigated. Script training is a functional treatment that has been successful for individuals with aphasia but has not been applied to individuals with AOS. Principles of motor learning were incorporated into training to promote long-term retention of scripts.
Method: Three individuals with AOS completed script training. A multiple-baseline, across-behaviors design examined acquisition of client-selected scripts. Errors and speaking rates were also analyzed. Random practice and delayed feedback were incorporated into training to promote motor learning. Probes for long-term retention were elicited up to 6 months after treatment.
Results: All clients successfully acquired their scripts, and probes demonstrated script retention 6 months after treatment. Errors generally decreased but remained variable even during maintenance and retention probes. Speaking rate increased for 2 clients but also remained variable.
Conclusions: Script training was successful and functional for clients with AOS. Clients reported increased confidence, speaking ease, and speech naturalness. Although scripts did not become errorless, clients retained their scripts and reported using them frequently. Whether principles of motor learning may have promoted the long-term retention of scripts exhibited by participants must be determined through future research.
C1 [Youmans, Gina] Long Isl Univ, Dept Commun Sci & Disorders, Brooklyn, NY 11210 USA.
[Hancock, Adrienne B.] George Washington Univ, Washington, DC USA.
RP Youmans, G (reprint author), Long Isl Univ, Dept Commun Sci & Disorders, 1 Univ Plaza, Brooklyn, NY 11210 USA.
EM gina.youmans@liu.edu
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Darley F.L, 1975, MOTOR SPEECH DISORDE
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NR 30
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2011
VL 20
IS 1
BP 23
EP 37
DI 10.1044/1058-0360(2010/09-0085)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 715GP
UT WOS:000286871100004
PM 20739633
ER
PT J
AU Olin, AR
Reichle, J
Johnson, L
Monn, E
AF Olin, Andrea Rachelle
Reichle, Joe
Johnson, LeAnne
Monn, Emily
TI Examining Dynamic Visual Scene Displays: Implications for Arranging and
Teaching Symbol Selection
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication (AAC); intervention;
preschoolers; visual scene display
ID AAC TECHNOLOGIES; CHILDREN; PERFORMANCE; LAYOUTS; MODEL
AB Purpose: Evidence supports using visual scene displays (VSDs) with young children using speech-generating devices. This study examined initial and subsequent performance during VSD use by children age 24-27 and 33-36 months to explore child characteristics that may relate to navigational skill differences.
Method: Children located 9 vocabulary items using a dynamic VSD. Tests of mean difference and analyses of variance were both completed to examine within-and between-age-group performance for accuracy and latency across 3 time points: at initial exposure, at criterion, and at a 2-week maintenance session for each of 2 linked navigational pages.
Results: Results indicated that, at initial exposure, older participants' symbol selections were significantly more accurate and significantly faster when navigating through each page of a 2-page dynamic VSD. Results also indicated that though younger participants required significantly more sessions to achieve mastery, when the effects of practice and language comprehension were controlled, performance differences between age groups were not found when maintenance was evaluated.
Conclusions: Older children perform better than younger children on initial opportunities. However, younger children learn to use VSDs in relatively few instructional opportunities, suggesting that VSDs can be used with children as young as 2 years of age.
C1 [Reichle, Joe] Univ Minnesota, Dept Commun Disorders, Minneapolis, MN 55455 USA.
RP Reichle, J (reprint author), Univ Minnesota, Dept Commun Disorders, 115 Shevlin Hall,164 Pillsbury Dr SE, Minneapolis, MN 55455 USA.
EM reich001@umn.edu
CR ALLEN HF, 1957, AM J OPHTHALMOL, V44, P38
American National Standards Institute, 1989, S361989 ANSI
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Binger C, 2007, AUGMENT ALTERN COMM, V23, P30, DOI 10.1080/07434610600807470
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Windsor J, 2004, J SPEECH LANG HEAR R, V47, P877, DOI 10.1044/1092-4388(2004/065)
NR 34
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 284
EP 297
DI 10.1044/1058-0360(2010/09-0001)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500001
PM 20581110
ER
PT J
AU Windsor, J
Kohnert, K
Lobitz, KF
Pham, GT
AF Windsor, Jennifer
Kohnert, Kathryn
Lobitz, Kelann F.
Pham, Giang T.
TI Cross-Language Nonword Repetition by Bilingual and Monolingual Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language disorders; sequential bilingualism; assessment procedures;
specific language impairment
ID SHORT-TERM-MEMORY; PHONOLOGICAL WORKING-MEMORY; FOREIGN-LANGUAGE;
IMPAIRMENT SLI; YOUNG-CHILDREN; PHONOTACTIC PROBABILITY; VOCABULARY
ACQUISITION; PERFORMANCE; WORD; 2ND-LANGUAGE
AB Purpose: Identifying children with primary or specific language impairment (LI) in languages other than English continues to present a diagnostic challenge. This study examined the utility of English and Spanish nonword repetition (NWR) to identify children known to have LI.
Method: Participants were 4 groups of school-age children (N = 187). There were 2 typically developing groups: proficient Spanish-English sequential bilinguals and monolingual English speakers. There were 2 groups of children with LI, one Spanish-English and the other monolingual English speakers. Children participated in both English and Spanish NWR.
Results: Children's NWR performance was significantly correlated across languages. In English NWR, the 2 groups with LI had lower accuracy at the longest syllable length than the 2 typically developing groups. In Spanish NWR, monolingual children with LI had lower repetition accuracy than bilingual children with LI and typical monolingual children, with all 3 groups outperformed by the typical bilingual group. Likelihood ratios indicated adequate diagnostic power only for English NWR in ruling out the typical bilingual children as showing LI.
Conclusion: The results demonstrate that NWR performance relies on the dual influences of LI and native language experience. However, it remains possible that NWR is useful in a composite marker for LI.
C1 [Windsor, Jennifer] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA.
RP Windsor, J (reprint author), Univ Minnesota, Dept Speech Language Hearing Sci, 115 Shevlin Hall,164 Pillsbury Dr SE, Minneapolis, MN 55455 USA.
EM windsor@umn.edu
CR American Speech-Language-Hearing Association, 2004, KNOWL SKILLS NEED SP
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NR 74
TC 18
Z9 18
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 298
EP 310
DI 10.1044/1058-0360(2010/09-0064)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500002
PM 20601622
ER
PT J
AU White, AR
Carney, E
Reichle, J
AF White, Aubrey Randall
Carney, Edward
Reichle, Joe
TI Group-Item and Directed Scanning: Examining Preschoolers' Accuracy and
Efficiency in Two Augmentative Communication Symbol Selection Methods
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication (AAC); scanning; selection
techniques
AB Purpose: The current investigation compared directed scanning and group-itemscanning among typically developing 4-year-old children. Of specific interest were their accuracy, selection speed, and efficiency of cursor movement in selecting colored line drawn symbols representing object vocabulary.
Method: Twelve 4-year-olds made selections in both directed and group-item scanning conditions using a 36-symbol array that required matching line drawn symbols to pictures.
Results: The majority of participants took more time in the directed scanning condition. Though not statistically significant, participants tended to be more accurate in their use of directed scanning. The cursor movements required (as a proportion of optimal cursor movements) were similar for both scanning selection techniques.
Conclusions: Among typically developing 4-year-olds, there appears to be a trade-off between speed and accuracy in symbol selection when using directed or group-item scanning. Better accuracy with directed scanning appears to come at the cost of a slower response time. Whereas group-item scanning may be faster, it results in a decreased number of accurate responses. Applications for clinical practice and implications for future research are discussed.
C1 [White, Aubrey Randall; Carney, Edward; Reichle, Joe] Univ Minnesota, Minneapolis, MN USA.
RP White, AR (reprint author), 5032 Oliver Ave S, Minneapolis, MN 55419 USA.
EM whit0950@umn.edu
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NR 18
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 311
EP 320
DI 10.1044/1058-0360(2010/09-0017)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500003
PM 20601623
ER
PT J
AU Arvedson, J
Clark, H
Lazarus, C
Schooling, T
Frymark, T
AF Arvedson, Joan
Clark, Heather
Lazarus, Cathy
Schooling, Tracy
Frymark, Tobi
TI Evidence-Based Systematic Review: Effects of Oral Motor Interventions on
Feeding and Swallowing in Preterm Infants
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE swallowing disorders; prematurity; evidence-based systematic review;
oral motor interventions
ID NON-NUTRITIVE SUCKING; NONNUTRITIVE SUCKING; CONTROLLED-TRIALS;
STIMULATION PROGRAM; PREMATURE-INFANTS; CLINICAL-TRIALS; QUALITY; CARE;
RISK; METAANALYSIS
AB Purpose: To conduct an evidence-based systematic review and provide an estimate of the effects of oral motor interventions (OMIs) on feeding/swallowing outcomes (both physiological and functional) and pulmonary health in preterm infants.
Method: A systematic search of the literature published from 1960 to 2007 was conducted. Articles meeting the selection criteria were appraised by 2 reviewers and vetted by a 3rd for methodological quality.
Results: Twelve studies were included and focused on 3 OMIs-nonnutritive sucking (NNS), oral/perioral stimulation, and NNS plus oral/perioral stimulation. Six studies addressed the effects of OMI on the feeding/swallowing physiology outcomes of feeding efficiency or sucking pressures. Ten studies addressed the functional feeding/swallowing outcomes of oral feeding or weight gain/growth. No studies reported data on pulmonary health. Methodological quality varied greatly. NNS alone and with oral/perioral stimulation showed strong positive findings for improvement in some feeding/swallowing physiology variables and for reducing transition time to oral feeding. Prefeeding stimulation showed equivocal results across the targeted outcomes. None of the OMIs provided consistent positive results on weight gain/growth.
Conclusions: Although some OMIs show promise for enhancing feeding/swallowing in preterm infants, methodological limitations and variations in results across studies warrant careful consideration of their clinical use.
C1 [Schooling, Tracy] Amer Speech Language Hearing Assoc, Natl Ctr Evidence Based Practice Commun Disorders, Rockville, MD 20850 USA.
[Arvedson, Joan] Childrens Hosp Wisconsin, Milwaukee, WI 53201 USA.
[Arvedson, Joan] Med Coll Wisconsin, Milwaukee, WI 53226 USA.
[Clark, Heather] Appalachian State Univ, Boone, NC 28608 USA.
[Lazarus, Cathy] NYU, Langone Med Ctr, New York, NY USA.
RP Schooling, T (reprint author), Amer Speech Language Hearing Assoc, Natl Ctr Evidence Based Practice Commun Disorders, 2200 Res Blvd 245, Rockville, MD 20850 USA.
EM tschooling@asha.org
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NR 87
TC 19
Z9 25
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 321
EP 340
DI 10.1044/1058-0360(2010/09-0067)
PG 20
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500004
PM 20622046
ER
PT J
AU van Kleeck, A
Schuele, CM
AF van Kleeck, Anne
Schuele, C. Melanie
TI Historical Perspectives on Literacy in Early Childhood
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE family role; preschools; literacy
ID READING READINESS; CHILDREN; EDUCATION; LANGUAGE; PRINT
AB Purpose: To more fully understand current trends in preliteracy research, as well as controversies that continue to surround best teaching practices, it is essential to have an understanding of the historical evolution of ideas and practices relevant to preparing young children for learning to read.
Method: Several interrelated historical movements relevant to placing current research and practices related to preliteracy development in context are reviewed. These ideas play out in the interrelated and changing ideas regarding the role of the family in children's literacy development, as well as in the appropriate curriculum for preschoolers. Both historical reviews and original documents pertinent to the various historical trends are used to provide the current synthesis.
Conclusions: The roots of most current practices during, and controversies regarding, the preliteracy period of development can be traced to a variety of different historical events, as well as to prominent philosophers and educators. Familiarity with these events, philosophers, and educators provides the perspective needed to effectively evaluate new information and approaches that come to the forefront, or that are currently being practiced by different groups or in different settings.
C1 [van Kleeck, Anne] Univ Texas Dallas, Callier Ctr Commun Disorders, Dallas, TX 75235 USA.
[Schuele, C. Melanie] Vanderbilt Univ, Sch Med, Nashville, TN 37212 USA.
RP van Kleeck, A (reprint author), Univ Texas Dallas, Callier Ctr Commun Disorders, 1966 Inwood Rd, Dallas, TX 75235 USA.
EM annevk@utdallas.edu
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NR 102
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 341
EP 355
DI 10.1044/1058-0360(2010/09-0038)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500005
PM 20581109
ER
PT J
AU Svec, JG
Granqvist, S
AF Svec, Jan G.
Granqvist, Svante
TI Guidelines for Selecting Microphones for Human Voice Production Research
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE voice; measurement; microphones; requirements
ID PERTURBATION MEASUREMENTS; FEMALE TEACHERS; RANGE PROFILES;
INSTABILITIES; PHONIATRICS; PARAMETERS; COMMITTEE; PRESSURE; SPEAKING;
REGISTER
AB Purpose: This tutorial addresses fundamental characteristics of microphones (frequency response, frequency range, dynamic range, and directionality), which are important for accurate measurements of voice and speech.
Method: Technical and voice literature was reviewed and analyzed. The following recommendations on desirable microphone characteristics were formulated: The frequency response of microphones should be flat (i.e., variation of less than 2 dB) within the frequency range between the lowest expected fundamental frequency of voice and the highest spectral component of interest. The equivalent noise level of the microphones is recommended to be at least 15 dB lower than the sound level of the softest phonations. The upper limit of the dynamic range of the microphone should be above the sound level of the loudest phonations. Directional microphones should be placed at the distance that corresponds to their maximally flat frequency response, to avoid the proximity effect; otherwise, they will be unsuitable for spectral and level measurements. Numerical values for these recommendations were derived for the microphone distances of 30 cm and 5 cm.
Conclusions: The recommendations, while preliminary and in need of further numerical justification, should provide the basis for better accuracy and repeatability of studies on voice and speech production in the future.
C1 [Svec, Jan G.] Palacky Univ Olomouc, Fac Sci, Dept Expt Phys, Biophys Lab, Olomouc 77146, Czech Republic.
[Granqvist, Svante] Royal Inst Technol, Stockholm, Sweden.
RP Svec, JG (reprint author), Palacky Univ Olomouc, Fac Sci, Dept Expt Phys, Biophys Lab, 17 Listopadu 12, Olomouc 77146, Czech Republic.
EM svecjang@gmail.com
RI Svec, Jan/C-6909-2008
OI Svec, Jan/0000-0001-5095-7415
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NR 65
TC 17
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 356
EP 368
DI 10.1044/1058-0360(2010/09-0091)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500006
PM 20601621
ER
PT J
AU Kaderavek, JN
Justice, LM
AF Kaderavek, Joan N.
Justice, Laura M.
TI Fidelity: An Essential Component of Evidence-Based Practice in
Speech-Language Pathology
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE evidence-based practice; fidelity; intervention; clinical practice
ID PHONOLOGICAL AWARENESS INTERVENTION; SCHOOL-BASED INTERVENTIONS;
APPLIED-BEHAVIOR-ANALYSIS; TREATMENT INTEGRITY; CHILDREN;
IMPLEMENTATION; CURRICULUM; PREVENTION; EDUCATION; LITERACY
AB Purpose: To provide a primer regarding treatment fidelity as it affects evidence-based practice (EBP) for speech-language pathologists.
Method: This tutorial defines treatment fidelity, examines the role of treatment fidelity for speech-language pathologists, provides examples of fidelity measurement, and describes approaches for assessing treatment fidelity.
Conclusion: Treatment fidelity is a neglected construct in the EBP literature; however, fidelity is a crucial construct for documenting intervention effectiveness and engaging in EBP.
C1 [Kaderavek, Joan N.] Univ Toledo, Dept Early Childhood Special & Phys Educ, Toledo, OH 43606 USA.
[Justice, Laura M.] Ohio State Univ, Columbus, OH 43210 USA.
RP Kaderavek, JN (reprint author), Univ Toledo, Dept Early Childhood Special & Phys Educ, Mail Stop 954, Toledo, OH 43606 USA.
EM joan.kaderavek@utoledo.edu
CR American Speech-Language-Hearing Association, 2005, EV BAS PRACT COMM DI
Bellg AJ, 2004, HEALTH PSYCHOL, V23, P443, DOI 10.1037/0278-6133.23.5.443
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NR 45
TC 24
Z9 24
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV 1
PY 2010
VL 19
IS 4
BP 369
EP 379
DI 10.1044/1058-0360(2010/09-0097)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 674BW
UT WOS:000283709500007
PM 20601624
ER
PT J
AU Holland, AL
Halper, AS
Cherney, LR
AF Holland, Audrey L.
Halper, Anita S.
Cherney, Leora R.
TI Tell Me Your Story: Analysis of Script Topics Selected by Persons With
Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; script topics; script training; computer treatment;
rehabilitation
ID INDIVIDUALS; IDENTITY; THERAPY
AB Purpose: This study examined the content of 100 short scripts, co-constructed by persons with aphasia (PWA) and a clinician. The PWA subsequently learned the scripts by interacting with a computerized virtual therapist. The goal was to provide clinicians with ideas regarding content for treatment that is meaningful to PWAs.
Method: Thirty-three PWAs generated the scripts, typically including 1 monologue and 2 dialogues in which the PWA was either the initiator or the responder. Scripts were analyzed for common topics and themes.
Results: Thirty topics were identified and categorized into 10 themes. For the monologues, the largest category was personal stories (68%), with 12 of the 19 addressing their stroke and aphasia. For the dialogues, conversations with family were dominant (21%), followed by seeking or providing information (18%), and discussion of outside interests (14%).
Conclusion: PWAs choose to speak about their life experiences, choose to reconnect with their families, and tend to focus on communication that can help them to negotiate mundane normal life. Independent of how this content is used in treatment, materials should emphasize matters of high personal relevance to those treated.
C1 [Cherney, Leora R.] Rehabil Inst Chicago, Ctr Aphasia Res & Treatment, Chicago, IL 60611 USA.
[Halper, Anita S.; Cherney, Leora R.] Northwestern Univ, Feinberg Sch Med, Chicago, IL 60611 USA.
[Holland, Audrey L.] Univ Arizona, Tucson, AZ USA.
RP Cherney, LR (reprint author), Rehabil Inst Chicago, Ctr Aphasia Res & Treatment, 345 E Super St, Chicago, IL 60611 USA.
EM lcherney@ric.org
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NR 18
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 198
EP 203
DI 10.1044/1058-0360(2010/09-0095)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500002
PM 20484706
ER
PT J
AU Volden, J
Phillips, L
AF Volden, Joanne
Phillips, Linda
TI Measuring Pragmatic Language in Speakers With Autism Spectrum Disorders:
Comparing the Children's Communication Checklist-2 and the Test of
Pragmatic Language
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE pragmatics; autism spectrum disorders; assessment
ID PERVASIVE DEVELOPMENTAL DISORDERS; RESPONSE ADEQUACY; INFANTILE-AUTISM;
IMPAIRMENT; DIFFERENTIATE; DISCOURSE; ECHOLALIA; PROFILES; FEATURES;
DEFICITS
AB Purpose: To compare the Children's Communication Checklist-2 (CCC-2), a parent report instrument, with the Test of Pragmatic Language (TOPL), a test administered to the child, on the ability to identify pragmatic language impairment in speakers with autism spectrum disorders (ASD) who had age-appropriate structural language skills.
Method: Sixteen rigorously diagnosed children with ASD were matched to 16 typically developing children on age, nonverbal IQ, and structural language skill. Both groups were given the TOPL, and their parents completed the CCC-2.
Results: The CCC-2 identified 13 of the 16 children with ASD as pragmatically impaired, while the TOPL identified only 9. Neither test identified any of the children in the control group as having pragmatic language impairment.
Conclusions: In these children with ASD, who displayed age-appropriate structural language skills, the CCC-2 identified pragmatic language impairment better than the TOPL. Clinically, this can be useful in documenting the presence of language dysfunction when traditional standardized language assessments would not reveal communication problems.
C1 [Volden, Joanne; Phillips, Linda] Univ Alberta, Edmonton, AB T6G 2G4, Canada.
RP Volden, J (reprint author), Univ Alberta, 3-10 Corbett Hall, Edmonton, AB T6G 2G4, Canada.
EM joanne.volden@ualberta.ca
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NR 56
TC 8
Z9 8
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 204
EP 212
DI 10.1044/1058-0360(2010/09-0011)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500003
PM 20220047
ER
PT J
AU Hassink, JM
Leonard, LB
AF Hassink, Johanna M.
Leonard, Laurence B.
TI Within-Treatment Factors as Predictors of Outcomes Following
Conversational Recasting
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE specific language impairment; conversational recasting; language
disorders
ID LANGUAGE IMPAIRMENT; AGREEMENT MORPHEMES; SYNTAX ACQUISITION; NEGATIVE
EVIDENCE; CHILDREN; TENSE; INTERVENTION; INPUT; VERBS; GRAMMAR
AB Purpose: Although conversational recasting has been a generally successful treatment approach, the precise factors that influence children's learning through recasts are not yet understood. In this study, we examined details of the relationship between child utterance and clinician utterance that seemed likely to influence learning.
Method: Three measures were calculated from transcripts of recasting sessions with 17 pre-schoolers with specific language impairment. In all sessions, 3rd person singular -s served as the target. The measures of interest were the frequency of recasts following child utterances that were prompted by clinicians, the frequency of clinicians' recasts of subjectless sentences, and the frequency of clinicians' noncorrective recasts. We assessed the short-term and long-term predictive value of these measures through regression analyses.
Results: Noncorrective recasts proved to be a positive predictor of short- and long-term gains in the use of the target form. Recasts of subjectless sentences were associated with poorer outcomes, though their contribution was relatively small.
Conclusions: The nature of learning that takes place varies according to the relationship between child and clinician utterances during the recasting process. These variations have implications for clinical practice and for how learning through recasting is characterized.
C1 [Hassink, Johanna M.; Leonard, Laurence B.] Purdue Univ, Dept Speech Language & Hearing Sci, W Lafayette, IN 47907 USA.
RP Leonard, LB (reprint author), Purdue Univ, Dept Speech Language & Hearing Sci, 500 Oval Dr,Heavilon Hall, W Lafayette, IN 47907 USA.
EM xdx1@purdue.edu
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NR 33
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 213
EP 224
DI 10.1044/1058-0360(2010/09-0083)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500004
PM 20308290
ER
PT J
AU Guiberson, M
Rodriguez, BL
AF Guiberson, Mark
Rodriguez, Barbara L.
TI Measurement Properties and Classification Accuracy of Two Spanish Parent
Surveys of Language Development for Preschool-Age Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE parent survey; preschool; Spanish; classification accuracy
ID COMMUNICATIVE DEVELOPMENT INVENTORY; VOCABULARY DEVELOPMENT;
PREDICTIVE-VALIDITY; LEXICAL DEVELOPMENT; BILINGUAL TODDLERS; INCOME
FAMILIES; FOLLOW-UP; IMPAIRMENT; OUTCOMES; ENGLISH
AB Purpose: To describe the concurrent validity and classification accuracy of 2 Spanish parent surveys of language development, the Spanish Ages and Stages Questionnaire (ASQ; Squires, Potter, & Bricker, 1999) and the Pilot Inventario-III (Pilot INV-III; Guiberson, 2008a).
Method: Forty-eight Spanish-speaking parents of preschool-age children participated. Twenty-two children had expressive language delays, and 26 had typical language development. The parents completed the Spanish ASQ and the Pilot INV-III at home, and the Preschool Language Scale, Fourth Edition: Spanish Edition (PLS-4 Spanish; Zimmerman, Steiner, & Pond, 2002) was administered to the children at preschool centers.
Results: The Spanish ASQ and Pilot INV-III were significantly correlated with the PLS-4 Spanish, establishing concurrent validity. On both surveys, children with expressive language delays scored significantly lower than children with typical development. The Spanish ASQ demonstrated unacceptably low sensitivity (59%) and good specificity (92%), while the Pilot INV-III demonstrated fair sensitivity (82%) and specificity (81%). Likelihood ratios and posttest probability revealed that the Pilot INV-III may assist in detection of expressive language delays, but viewed alone it is insufficient to make an unconditional screening determination.
Conclusions: Results suggest that Spanish parent surveys hold promise for screening language delay in Spanish-speaking preschool children; however, further refinement of these tools is needed.
C1 [Guiberson, Mark] Univ No Colorado, Greeley, CO 80639 USA.
[Rodriguez, Barbara L.] Univ New Mexico, Albuquerque, NM 87131 USA.
RP Guiberson, M (reprint author), Univ No Colorado, Gunter Hall,Campus Box 140, Greeley, CO 80639 USA.
EM mark.guiberson@unco.edu
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NR 84
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 225
EP 237
DI 10.1044/1058-0360(2010/09-0058)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500005
PM 20484705
ER
PT J
AU Goldstein, BA
Bunta, F
Lange, J
Rodriguez, J
Burrows, L
AF Goldstein, Brian A.
Bunta, Ferenc
Lange, Jenny
Rodriguez, Jenny
Burrows, Lauren
TI The Effects of Measures of Language Experience and Language Ability on
Segmental Accuracy in Bilingual Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE bilingual Spanish-English; language output; phonological skills
ID SPANISH-SPEAKING CHILDREN; PHONOLOGICAL SKILLS; PRESCHOOL-CHILDREN;
ENGLISH-SPEAKING; ACQUISITION; IMPAIRMENT; PERFORMANCE; DELAY; MLU
AB Purpose: The present study investigated the effects of selected measures of language experience (parent-reported estimates of frequency of output and language use) and language ability (parent-reported language proficiency and mean length of utterance in words) on the segmental accuracy of Spanish-and English-speaking bilingual children.
Method: The phonological skills of 50 typically developing bilingual Spanish-English children (mean age = 5; 9 [years; months]) were examined. Independent variables included parent estimates of language use, language proficiency, and frequency of language output (5 groups), as well as a direct language measure (mean length of utterance in words) to predict the dependent segmental accuracy measures (percentage of consonants and vowels correct).
Results: Frequency of language output did not have an effect on any of the English or Spanish segmental accuracy measures. However, parent-reported language use and language proficiency as well as the direct measure of language ability (mean length of utterance in words) had various effects on segmental accuracy. Those effects differed, however, in language-specific patterns.
Conclusions: Parental estimates of language use and language proficiency are useful for predicting the phonological skills of bilingual Spanish-and English-speaking children, and augmenting them with a direct measure of language ability as a predictor of segmental accuracy is desirable.
C1 [Goldstein, Brian A.; Lange, Jenny; Rodriguez, Jenny; Burrows, Lauren] Temple Univ, Philadelphia, PA 19122 USA.
[Bunta, Ferenc] Univ Houston, Houston, TX USA.
RP Goldstein, BA (reprint author), Temple Univ, 110 Weiss Hall, Philadelphia, PA 19122 USA.
EM briang@temple.edu
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PENA E, 2005, BILINGUAL ENGLISH SP
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NR 45
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 238
EP 247
DI 10.1044/1058-0360(2010/08-0086)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500006
PM 20484707
ER
PT J
AU Helou, LB
Solomon, NP
Henry, LR
Coppit, GL
Howard, RS
Stojadinovic, A
AF Helou, Leah B.
Solomon, Nancy Pearl
Henry, Leonard R.
Coppit, George L.
Howard, Robin S.
Stojadinovic, Alexander
TI The Role of Listener Experience on Consensus Auditory-Perceptual
Evaluation of Voice (CAPE-V) Ratings of Postthyroidectomy Voice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Consensus Auditory-Perceptual Evaluation of Voice; voice quality;
clinical ratings; thyroidectomy
ID DIRECT MAGNITUDE ESTIMATION; VISUAL ANALOG SCALE; QUALITY ASSESSMENT;
DYSPHONIC VOICE; GRBAS SCALE; RELIABILITY; HYPERNASALITY; JUDGMENTS;
SEVERITY
AB Purpose: To determine whether experienced and inexperienced listeners rate postthyroidectomy voice samples similarly using the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V).
Method: Prospective observational study of voice quality ratings of randomized and blinded voice samples was performed. Twenty-one postthyroidectomy patients' voices, representing a wide range of severities, were rated using a custom-automated version of the CAPE-V. Ten male and 11 female voices were rated by 10 experienced and 10 inexperienced listeners. Experienced listeners consisted of 5 otolaryngologists (ENTs) and 5 speech-language pathologists (SLPs); inexperienced listeners were medical professionals with no formal training or experience in voice disorders.
Results: Inexperienced listeners rated voices as more severely impaired than experienced listeners for all CAPE-V parameters (p <= .003). Those without experience in voice disorders had lower intra-and interrater reliability (e. g., r = .838 and .528, respectively, for overall severity) than those with experience in voice disorders (e. g., r = .911 and .722, respectively, for overall severity) for all parameters. Among experienced listeners, ENTs and SLPs rated voices similarly for most parameters.
Conclusions: Experienced and inexperienced listeners judged voice quality differently given minimal training with the use of the CAPE-V. SLPs and ENTs rated postthyroidectomy voice quality similarly. These findings indicate that the CAPE-V can be used reliably and similarly by professionals who specialize in voice disorders.
C1 [Helou, Leah B.] Univ Pittsburgh, Voice Physiol & Motor Learning Lab, Pittsburgh, PA 15260 USA.
[Helou, Leah B.; Solomon, Nancy Pearl; Henry, Leonard R.; Coppit, George L.; Howard, Robin S.; Stojadinovic, Alexander] Walter Reed Army Med Ctr, Washington, DC 20307 USA.
RP Helou, LB (reprint author), Univ Pittsburgh, Voice Physiol & Motor Learning Lab, 4033 Forbes Tower, Pittsburgh, PA 15260 USA.
EM lbh7@pitt.edu
CR Awan SN, 2009, J VOICE, V23, P341, DOI 10.1016/j.jvoice.2007.10.006
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Patel S, 2010, J VOICE, V24, P168, DOI 10.1016/j.jvoice.2008.08.002
PATEL S, 2008, ANN CONV AM SPEECH L
Shrivastav R, 2006, J ACOUST SOC AM, V120, P416, DOI 10.1121/1.2208457
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Zraick RI, 2000, J SPEECH LANG HEAR R, V43, P979
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NR 32
TC 10
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 248
EP 258
DI 10.1044/1058-0360(2010/09-0012)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500007
PM 20484704
ER
PT J
AU Yeates, EM
Steele, CM
Pelletier, CA
AF Yeates, Erin M.
Steele, Catriona M.
Pelletier, Cathy A.
TI Tongue Pressure and Submental Surface Electromyography Measures During
Noneffortful and Effortful Saliva Swallows in Healthy Women
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE deglutition; electromyography; manometry; aging
ID PHARYNGEAL PRESSURE; OLDER-ADULTS; DYSPHAGIA; BIOFEEDBACK; TASTE; AGE
AB Purpose: The effortful swallow, a compensatory technique frequently employed by speech-language pathologists for their patients with dysphagia, is still not fully understood in terms of how it modifies the swallow. In particular, although age-related changes are known to reduce maximum isometric tongue pressure, it is not known whether age affects people's ability to perform the effortful swallow. In this study, differences were explored between younger and older healthy women in execution of the effortful swallowing maneuver through a comparative analysis of effortful and noneffortful swallows.
Method: Eighty healthy women (40 age 18-35 years and 40 age 60 and older) participated. Peak amplitude measures and the timing of signal onset to peak were measured using concurrent tongue pressure and submental surface electromyography.
Result: Statistically significant main effects of age group were not observed in the amplitude data, but older participants showed slower rise times to peak anterior tongue-palate pressure.
Conclusions: Despite the general age-related deterioration of the swallowing musculature due to the phenomenon of sarcopenia, older women can still produce noneffortful and effortful swallows with lingual pressure and submental surface electromyography amplitudes similar to younger women.
C1 [Yeates, Erin M.; Steele, Catriona M.] Toronto Rehabil Inst, Toronto, ON M5G 2A2, Canada.
[Steele, Catriona M.] Univ Toronto, Toronto, ON M5S 1A1, Canada.
[Pelletier, Cathy A.] Univ Arkansas Med Sci, Little Rock, AR 72205 USA.
RP Steele, CM (reprint author), Toronto Rehabil Inst, 550 Univ Ave, Toronto, ON M5G 2A2, Canada.
EM steele.catriona@torontorehab.on.ca
CR BARTOSHUK LM, 1994, PHYSIOL BEHAV, V56, P1165, DOI 10.1016/0031-9384(94)90361-1
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Crary MA, 2000, AM J SPEECH-LANG PAT, V9, P116
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Steele CM, 2004, J SPEECH LANG HEAR R, V47, P342, DOI 10.1044/1092-4388(2004/027)
Stevens J., 2002, APPL MULTIVARIATE ST
Vaiman M, 2004, OTOLARYNG HEAD NECK, V131, P773, DOI 10.1016/j.otohns.2004.03.014
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Youmans SR, 2009, DYSPHAGIA, V24, P57, DOI 10.1007/s00455-008-9171-2
NR 30
TC 11
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG 1
PY 2010
VL 19
IS 3
BP 274
EP 281
DI 10.1044/1058-0360(2010/09-0040)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 634EW
UT WOS:000280563500009
PM 20543016
ER
PT J
AU Kent-Walsh, J
Binger, C
Hasham, Z
AF Kent-Walsh, Jennifer
Binger, Cathy
Hasham, Zishan
TI Effects of Parent Instruction on the Symbolic Communication of Children
Using Augmentative and Alternative Communication During Storybook
Reading
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication (AAC); intervention; partner
instruction; parent instruction; storybooks
ID AAC; LITERACY; LANGUAGE; MOTHERS
AB Purpose: This study investigated the effects of a communication partner instruction strategy for parents of children using augmentative and alternative communication (AAC) on the communicative turn taking of their children. Instruction was provided within storybook-reading contexts.
Method: Two single-subject multiple-probeacross-participants designs were used to evaluate the effects of parent instruction on (a) 3 European American parents and (b) 3 African American parents. Changes in turn-taking rates and the expression of different semantic concepts in children using AAC were assessed in storybook-reading activities.
Results: All 6 parents learned to implement the communication partner interaction strategy accurately. All 6 children who used AAC increased their communicative turn taking and their language use as reflected by different semantic concepts expressed.
Conclusions: Results provide evidence that the communication partner instruction program applied within storybook-reading contexts holds significant promise in improving parent-child interaction patterns and facilitating communicative expression and turn taking in children who use AAC.
C1 [Binger, Cathy] Univ New Mexico, Dept Speech & Hearing Sci, Albuquerque, NM 87131 USA.
[Kent-Walsh, Jennifer] Univ Cent Florida, Orlando, FL 32816 USA.
[Hasham, Zishan] Seminole Cty Publ Sch, Sanford, FL USA.
RP Binger, C (reprint author), Univ New Mexico, Dept Speech & Hearing Sci, 1 Univ New Mexico,MSC01 1195, Albuquerque, NM 87131 USA.
EM cbinger@unm.edu
CR BEDROSIAN J, 1997, AUGMENTATIVE ALTERNA, V13, P170
Binger C, 2008, AUGMENT ALTERN COMM, V24, P323, DOI 10.1080/07434610802130978
Binger C, 2010, AM J SPEECH-LANG PAT, V19, P108, DOI 10.1044/1058-0360(2009/09-0015)
Carrow-Woolfolk E., 1999, TEST AUDITORY COMPRE
Clay M. M., 2001, CHANGE TIME CHILDREN
Dunn LM, 1997, PEABODY PICTURE VOCA
ELLIS ES, 1991, FOCUS EXCEPT CHILD, V23, P1
Hammer CS, 2007, LANG SPEECH HEAR SER, V38, P216, DOI 10.1044/0161-1461(2007/023)
Justice L., 2006, CLIN APPROACHES EMER
KENTWALSH J, 2003, THESIS PENN STATE U
Kent-Walsh J, 2005, AUGMENT ALTERN COMM, V21, P195, DOI 10.1080/07434610400006646
Koppenhaver D. A., 2001, INT J DISABIL DEV ED, V48, P395, DOI [10.1080/10349120120094284, DOI 10.1080/10349120120094284]
Liboiron N., 2006, CHILD LANG TEACH THE, V22, P69, DOI [10.1191/0265659006ct298oa, DOI 10.1191/0265659006CT2980A]
Light J., 1994, AUGMENTATIVE ALTERNA, V10, P255, DOI 10.1080/07434619412331276960
LIGHT J, 2007, ANN CONV AM SPEECH L
LIGHT J, 1993, TOP LANG DISORD, V13, P33
MCDONALD ET, 1973, J SPEECH HEAR RES, V38, P73
McReynolds L. V., 1983, SINGLE SUBJECT EXPT
Morgan L, 2004, J EARLY INTERVENTION, V26, P235, DOI 10.1177/105381510402600401
Parker RI, 2009, EXCEPT CHILDREN, V75, P135
Parnes P., 1985, AUGMENTATIVE ALTERNA, V1, P74, DOI DOI 10.1080/07434618512331273561
Romski M, 2010, J SPEECH LANG HEAR R, V53, P350, DOI 10.1044/1092-4388(2009/08-0156)
Rosa-Lugo L. J., 2008, COMMUNICATION DISORD, V30, P49, DOI DOI 10.1177/1525740108320353
Schlosser R. W., 2003, EFFICACY AUGMENTATIV
Smith A. K., 1993, AUGMENTATIVE ALTERNA, V9, P10, DOI 10.1080/07434619312331276371
Snow C. E., 1998, PREVENTING READING D
Soto G., 2006, CLIN APPROACHES EMER, P295
Van Kleeck A., 2003, READING BOOKS CHILDR
Viera AJ, 2005, FAM MED, V37, P360
NR 29
TC 8
Z9 8
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 97
EP 107
DI 10.1044/1058-0360(2010/09-0014)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700002
PM 20181850
ER
PT J
AU Binger, C
Kent-Walsh, J
Ewing, C
Taylor, S
AF Binger, Cathy
Kent-Walsh, Jennifer
Ewing, Cai
Taylor, Stacy
TI Teaching Educational Assistants to Facilitate the Multisymbol Message
Productions of Young Students Who Require Augmentative and Alternative
Communication
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication (AAC); intervention;
educational assistants; symbol combinations
ID GRAPHIC SYMBOL COMBINATIONS; AIDED AAC; PRESCHOOLERS; STRATEGIES;
CHILDREN; MODEL
AB Purpose: Many classroom educational assistants (EAs) have a significant amount of responsibility in carrying out educational plans for children who use augmentative and alternative communication (AAC), but they receive little instruction on how to do so (Kent-Walsh & Light, 2003). This study investigates the impact of using a communication partner instructional program to teach EAs how to teach their students to produce symbol combinations on their speech-generating devices.
Method: A single-subject multiple-probe-acrossparticipants design was used to evaluate the effectiveness of the instructional program on (a) the EAs' implementation of an interaction strategy with their students who used AAC and (b) the rates of multisymbol message productions for the students who used AAC.
Results: All 3 participating EAs learned to use the interaction strategy appropriately, and all 3 participating students who used AAC increased their multisymbol message production rates.
Conclusions: Results provide further evidence (a) of the viability of using a communication partner instructional program for teaching partners how to facilitate the communication skills of children who use AAC and (b) that the interaction strategy can be an effective tool for increasing expressive multisymbol message rates for children who use AAC.
C1 [Binger, Cathy] Univ New Mexico, Dept Speech & Hearing Sci, Albuquerque, NM 87131 USA.
[Kent-Walsh, Jennifer] Univ Cent Florida, Orlando, FL 32816 USA.
RP Binger, C (reprint author), Univ New Mexico, Dept Speech & Hearing Sci, 1700 Lomas NE,MSC01 1195,1 Univ New Mexico, Albuquerque, NM 87131 USA.
EM cbinger@unm.edu
CR Bedrosian J. L., 1999, AUGMENTATIVE ALTERNA, V15, P45, DOI 10.1080/07434619912331278565
BINGER C, 2009, USING AIDED AA UNPUB
Binger Cathy, 2008, Seminars in Speech and Language, V29, P101, DOI 10.1055/s-2008-1079124
Binger C, 2006, LANG SPEECH HEAR SER, V37, P200, DOI 10.1044/0161-1461(2006/022)
Binger C, 2008, AUGMENT ALTERN COMM, V24, P123, DOI 10.1080/07434610701830587
Binger C, 2008, AUGMENT ALTERN COMM, V24, P323, DOI 10.1080/07434610802130978
Binger C, 2007, AUGMENT ALTERN COMM, V23, P30, DOI 10.1080/07434610600807470
Bingham MA, 2007, EDUC TRAIN DEV DISAB, V42, P339
Brown R., 1973, 1 LANGUAGE EARLY STA
Carrow-Woolfolk E., 1999, TEST AUDITORY COMPRE
Dowden P, 2006, LANG SPEECH HEAR SER, V37, P104, DOI 10.1044/0161-1461(2006/013)
Dowden P. A, 1997, AUGMENTATIVE ALTERNA, V13, P48, DOI DOI 10.1080/07434619712331277838
ELLIS ES, 1991, FOCUS EXCEPT CHILD, V23, P1
FALLON K, 2007, ANN CONV AM SPEECH L
Fenson L, 1993, MACARTHUR COMMUNICAT
Kent-Walsh J, 2010, AM J SPEECH-LANG PAT, V19, P97, DOI 10.1044/1058-0360(2010/09-0014)
KENTWALSH J, 2003, THESIS PENN STATE U
Kent-Walsh J, 2005, AUGMENT ALTERN COMM, V21, P195, DOI 10.1080/07434610400006646
Kent-Walsh Jennifer, 2008, Seminars in Speech and Language, V29, P146, DOI 10.1055/s-2008-1079128
Kent-Walsh J., 2003, AUGMENTATIVE ALTERNA, V19, P104, DOI [10.1080/0743461031000112043, DOI 10.1080/0743461031000112043]
Light J., 1997, AUGMENTATIVE ALTERNA, V13, P158, DOI 10.1080/07434619712331277978
MCDONALD ET, 1973, J SPEECH HEAR RES, V38, P73
McReynolds L. V., 1983, SINGLE SUBJECT EXPT
Miller J. F., 1995, CLIN ASSESSMENT LANG
Nigam R, 2006, AUGMENT ALTERN COMM, V22, P160, DOI 10.1080/07434610600650052
Parker RI, 2009, EXCEPT CHILDREN, V75, P135
Rosa-Lugo L. J., 2008, COMMUNICATION DISORD, V30, P49, DOI DOI 10.1177/1525740108320353
Soto G., 2001, AUGMENTATIVE ALTERNA, V17, P62, DOI 10.1080/714043369
Soto G, 2008, AUGMENT ALTERN COMM, V24, P76, DOI 10.1080/07434610701740612
SOTO G, 2007, CHILD LANG TEACH THE, V45, P23
Van Kleeck A., 2003, READING BOOKS CHILDR
Viera AJ, 2005, FAM MED, V37, P360
WILKINSON KM, 1994, J SPEECH HEAR RES, V37, P883
ZANGARI C, 2009, PRACTICALLY SPEAKING
NR 34
TC 10
Z9 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 108
EP 120
DI 10.1044/1058-0360(2009/09-0015)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700003
PM 19948759
ER
PT J
AU Kenny, B
Lincoln, M
Balandin, S
AF Kenny, Belinda
Lincoln, Michelle
Balandin, Susan
TI Experienced Speech-Language Pathologists' Responses to Ethical Dilemmas:
An Integrated Approach to Ethical Reasoning
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE ethics; ethical reasoning; speech-language pathologists; code of ethics
ID TEACHING MEDICAL-ETHICS; 4 PRINCIPLES; HEALTH
AB Purpose: To investigate the approaches of experienced speech-language pathologists (SLPs) to ethical reasoning and the processes they use to resolve ethical dilemmas.
Method: Ten experienced SLPs participated in in-depth interviews. A narrative approach was used to guide participants' descriptions of how they resolved ethical dilemmas. Individual narrative transcriptions were analyzed by using the participant's words to develop an ethical story that described and interpreted their responses to dilemmas. Key concepts from individual stories were then coded into group themes to reflect participants' reasoning processes.
Results: Five major themes reflected participants' approaches to ethical reasoning: (a) focusing on the well-being of the client, (b) fulfilling professional roles and responsibilities, (c) attending to professional relationships, (d) managing resources, and (e) integrating personal and professional values. SLPs demonstrated a range of ethical reasoning processes: applying bioethical principles, casuistry, and narrative reasoning when managing ethical dilemmas in the workplace.
Conclusions: The results indicate that experienced SLPs adopted an integrated approach to ethical reasoning. They supported clients' rights to make health care choices. Bioethical principles, casuistry, and narrative reasoning provided useful frameworks for facilitating health professionals' application of codes of ethics to complex professional practice issues.
C1 [Kenny, Belinda; Lincoln, Michelle] Univ Sydney, Sydney, NSW 2006, Australia.
[Balandin, Susan] Molde Univ Coll, Molde, Norway.
RP Kenny, B (reprint author), Univ Sydney Speech Pathol, Fac Hlth Sci, Cumberland Campus, Lidcombe, NSW 1825, Australia.
EM b.kenny@usyd.edu.au
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NR 60
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 121
EP 134
DI 10.1044/1058-0360(2009/08-0007)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700004
PM 20008471
ER
PT J
AU Flenthrope, JL
Brady, NC
AF Flenthrope, Jennifer L.
Brady, Nancy C.
TI Relationships Between Early Gestures and Later Language in Children With
Fragile X Syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE fragile X; gestural communication; autism spectrum disorders
ID AUTISM SPECTRUM DISORDERS; COMMUNICATION PROFILES; YOUNG MALES; 2ND
YEAR; INFANTS; LIFE
AB Purpose: The authors hypothesized that significant positive relationships would exist between early gesture use and later language attainments in children with fragile X syndrome (FXS), as has been reported in studies with other populations.
Method: Participants were young children with FXS and limited expressive language (21 boys, 4 girls), divided into 2 subgroups based on the Childhood Autism Rating Scale (CARS; Schopler, Reichler, & Renner, 1988) scores. Data were collected when participants were about 2 years of age and again when they were about 5 years of age. Communication was assessed through the analysis of video samples obtained in the children's homes for both observation periods. Correlational analyses were completed between early prelinguistic communication and later verbal communication scores for all participants and for children with high (>30) versus low (<30) scores on the CARS.
Results: Although no significant relationships were found between prelinguistic gesture use and language outcomes for the group of children as a whole, significant negative correlations were found for the group of children who had high CARS scores.
Conclusions: These outcomes did not support the authors' initial hypotheses. It was concluded that extensive use of developmentally early gestures by children with FXS who also have many symptoms of autism may not be a positive indicator of later language.
C1 [Brady, Nancy C.] Univ Kansas, Dept Speech Language Hearing Sci & Disorders, Lawrence, KS 66045 USA.
RP Brady, NC (reprint author), Univ Kansas, Dept Speech Language Hearing Sci & Disorders, 1000 Sunnyside Dr, Lawrence, KS 66045 USA.
EM nbrady@ku.edu
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NR 30
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 135
EP 142
DI 10.1044/1058-0360(2009/09-0018)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700005
PM 19948762
ER
PT J
AU Baylor, C
Yorkston, K
Bamer, A
Britton, D
Amtmann, D
AF Baylor, Carolyn
Yorkston, Kathryn
Bamer, Alyssa
Britton, Deanna
Amtmann, Dagmar
TI Variables Associated With Communicative Participation in People With
Multiple Sclerosis: A Regression Analysis
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communicative participation; multiple sclerosis; regression
ID PATIENT-REPORTED OUTCOMES; DISABILITY STATUS SCALE; ITEM RESPONSE
THEORY; QUALITY-OF-LIFE; INTERNATIONAL-CLASSIFICATION; SOCIAL SUPPORT;
REAL-LIFE; HEALTH; INDIVIDUALS; SPEECH
AB Purpose: To explore variables associated with self-reported communicative participation in a sample (n = 498) of community-dwelling adults with multiple sclerosis (MS).
Method: A battery of questionnaires was administered online or on paper per participant preference. Data were analyzed using multiple linear backward stepwise regression. The dependent variable was an item response theory score of communicative participation measured by a subset of items from the Communicative Participation Item Bank asking respondents to rate how much their health condition interfered with participation in real-life speech communication situations. Thirteen independent variables were included in the model as self-reported symptoms: problems thinking, slurred speech, vision loss, pain, mobility, depression, fatigue, perceived social support, age, education level, employment status, gender, and MS duration.
Results: Fatigue, slurred speech, depression, problems thinking, employment status, and social support were significantly associated with communicative participation, accounting for 48.7% of the variance.
Conclusions: Communicative participation is significantly associated with multiple variables, only some of which reflect communication disorders. If the goal of intervention is to improve communicative participation, intervention may need to extend beyond traditional speech-language pathology boundaries to include other health symptoms as well as personal, social, and physical environments.
C1 [Baylor, Carolyn; Yorkston, Kathryn; Bamer, Alyssa; Britton, Deanna; Amtmann, Dagmar] Univ Washington, Seattle, WA 98195 USA.
RP Baylor, C (reprint author), Univ Washington Rehabil Med, Box 356490, Seattle, WA 98195 USA.
EM cbaylor@u.washington.edu
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NR 47
TC 11
Z9 11
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 143
EP 153
DI 10.1044/1058-0360(2009/08-0087)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700006
PM 19948761
ER
PT J
AU Heilmann, J
Miller, JF
Nockerts, A
Dunaway, C
AF Heilmann, John
Miller, Jon F.
Nockerts, Ann
Dunaway, Claudia
TI Properties of the Narrative Scoring Scheme Using Narrative Retells in
Young School-Age Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE narrative; language sample analysis; story grammar; vocabulary
ID LITERATE LANGUAGE FEATURES; SPOKEN NARRATIVES; IMPAIRMENT; SKILLS;
ABILITY; COMPREHENSION; INTERVENTION; ADOLESCENTS; 4-YEAR-OLDS; DISORDER
AB Purpose: To evaluate the clinical utility of the narrative scoring scheme (NSS) as an index of narrative macrostructure for young school-age children.
Method: Oral retells of a wordless picture book were elicited from 129 typically developing children, ages 5-7. A series of correlations and hierarchical regression equations were completed using microstructural measures of vocabulary and grammar to predict NSS scores.
Results: While the NSS was significantly correlated with age and each of the microstructural measures, the hierarchical regression analyses revealed a unique relationship between vocabulary and narrative macrostructure.
Conclusion: The NSS is an efficient and informative tool for documenting children's development of narrative macrostructure. The relationship between the NSS and microstructural measures demonstrates that it is a robust measure of children's overall oral narrative competence and a powerful tool for clinicians and researchers. The unique relationship between lexical diversity and the NSS confirmed that a special relationship exists between vocabulary and narrative organization skills in young school-age children.
C1 [Heilmann, John] E Carolina Univ, Dept Commun Sci & Disorders, Greenville, NC 27858 USA.
[Miller, Jon F.; Nockerts, Ann] Univ Wisconsin, Madison, WI 53706 USA.
[Dunaway, Claudia] San Diego Unified Sch Dist, San Diego, CA USA.
RP Heilmann, J (reprint author), E Carolina Univ, Dept Commun Sci & Disorders, Hlth Sci Bldg,Room 3310T, Greenville, NC 27858 USA.
EM heilmannj@ecu.edu
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NR 77
TC 12
Z9 14
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 154
EP 166
DI 10.1044/1058-0360(2009/08-0024)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700007
PM 20008470
ER
PT J
AU Gierut, JA
Morrisette, ML
Ziemer, SM
AF Gierut, Judith A.
Morrisette, Michele L.
Ziemer, Suzanne M.
TI Nonwords and Generalization in Children With Phonological Disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE phonological disorders; nonsense words; intervention; learning
ID PHONOTACTIC PROBABILITY; SPOKEN WORDS; MISARTICULATING CHILDREN;
LANGUAGE-ACQUISITION; NEIGHBORHOOD DENSITY; PHONETIC INVENTORIES;
LEXICAL COMPETITION; YOUNG-CHILDREN; ARTICULATION; RECOGNITION
AB Purpose: To evaluate the effects of using nonword (NW) stimuli in treatment of children with phonological disorders relative to real words (RWs).
Methods: Production data from 60 children were examined retrospectively. Thirty of the participants were previously treated on sounds in error using NWs, and the other 30 had been treated using RWs. Generalization was the dependent variable, with measurement of accurate production of treated and untreated sounds immediately posttreatment and longitudinally following the withdrawal of treatment.
Results: Under both stimulus conditions, and at both sampling points in time, there was greater generalization to treated sounds compared with untreated. NWs, as opposed to RWs, induced greater, more rapid systemwide generalization as a function of treatment. Children exposed to NWs sustained those levels of performance even after treatment was withdrawn. Children exposed to RWs eventually reached comparable levels of phonological generalization, but not until 55 days after the cessation of treatment.
Conclusion: The findings support the ecological validity of NWs in phonological treatment. The differential results hint that NWs may benefit treatment efficacy and efficiency, but this remains to be determined through prospective study. Consideration is given to a potential theoretical account of the NW effects, with appeal to the literature on novel word learning.
C1 [Gierut, Judith A.] Indiana Univ, Dept Speech & Hearing Sci, Bloomington, IN 47405 USA.
RP Gierut, JA (reprint author), Indiana Univ, Dept Speech & Hearing Sci, 200 S Jordan Ave, Bloomington, IN 47405 USA.
EM gierut@indiana.edu
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NR 86
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 167
EP 177
DI 10.1044/1058-0360(2009/09-0020)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700008
PM 20086043
ER
PT J
AU Flippin, M
Reszka, S
Watson, LR
AF Flippin, Michelle
Reszka, Stephanie
Watson, Linda R.
TI Effectiveness of the Picture Exchange Communication System (PECS) on
Communication and Speech for Children With Autism Spectrum Disorders: A
Meta-Analysis
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; Picture Exchange Communication System; communication
intervention; speech
ID SINGLE-SUBJECT RESEARCH; SEVERE DEVELOPMENTAL-DISABILITIES;
SPECIAL-EDUCATION; YOUNG-CHILDREN; PHASE-III; INTERVENTIONS;
PRESCHOOLERS; ACQUISITION; BEHAVIOR; ADULTS
AB Purpose: The Picture Exchange Communication System (PECS) is a popular communication-training program for young children with autism spectrum disorders (ASD). This meta-analysis reviews the current empirical evidence for PECS in affecting communication and speech outcomes for children with ASD.
Method: A systematic review of the literature on PECS written between 1994 and June 2009 was conducted. Quality of scientific rigor was assessed and used as an inclusion criterion in computation of effect sizes. Effect sizes were aggregated separately for single-subject and group studies for communication and speech outcomes.
Results: Eight single-subject experiments (18 participants) and 3 group studies (95 PECS participants, 65 in other intervention/control) were included. Results indicated that PECS is a promising but not yet established evidence-based intervention for facilitating communication in children with ASD ages 1-11 years. Small to moderate gains in communication were demonstrated following training. Gains in speech were small to negative.
Conclusions: This meta-analysis synthesizes gains in communication and relative lack of gains made in speech across the PECS literature for children with ASD. Concerns about maintenance and generalization are identified. Emerging evidence of potential preintervention child characteristics is discussed. Phase IV was identified as a possibly influential program characteristic for speech outcomes.
C1 [Flippin, Michelle] Univ N Carolina, Chapel Hill Div Speech & Hearing Sci, Chapel Hill, NC 27599 USA.
RP Flippin, M (reprint author), Univ N Carolina, Chapel Hill Div Speech & Hearing Sci, Bondurant Hall,CB 7190, Chapel Hill, NC 27599 USA.
EM mflippin@unc.edu
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NR 72
TC 28
Z9 30
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY 1
PY 2010
VL 19
IS 2
BP 178
EP 195
DI 10.1044/1058-0360(2010/09-0022)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OS
UT WOS:000279673700009
PM 20181849
ER
PT J
AU van Kleeck, A
Schwarz, AL
Fey, M
Kaiser, A
Miller, J
Weitzman, E
AF van Kleeck, Anne
Schwarz, Amy Louise
Fey, Marc
Kaiser, Ann
Miller, Jon
Weitzman, Elaine
TI Should We Use Telegraphic or Grammatical Input in the Early Stages of
Language Development With Children Who Have Language Impairments? A
Meta-Analysis of the Research and Expert Opinion
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language disorders; treatment; early intervention
ID SPEAKING CHILDREN; FREE RESPONSES; EFFECT SIZES; MORPHOLOGY; SPEECH;
INTERVENTION; COMMANDS; WORDS; TENSE; FACILITATION
AB Purpose: In working with children with language impairments, some clinical scholars and clinicians advocate using input that is simplified to the point of being ungrammatical (telegraphic input), while others advocate simplified but grammatical input. This article considers 2 types of external evidence on this topic.
Method: First, ameta-analysis of relevant research, including intervention studies and processing studies, is reported. Next, 4 experts present their opinions.
Results: Children in the majority of the intervention studies showed no difference in language comprehension based on type of input, although 1 study with very few children favored telegraphic input for language production. In the processing studies, which measured immediate comprehension, children from clinical populations responded inconsistently when listening to the 2 types of input. Children who had typical language, however, favored grammatical input in their responses. Regarding the experts' opinions, 2 suggest that telegraphic input is sometimes warranted; 1, who previously indirectly promoted its occasional use, no longer believes it should be used; and 1 provides reasons why telegraphic input should not be used and may even be harmful.
Conclusions: Empirical findings and expert views are summarized as ways of informing parents of the weak evidence base regarding the best type of input.
C1 [van Kleeck, Anne] Univ Texas Dallas, Sch Behav & Brain Sci, Callier Ctr Commun Disorders, Dallas, TX 75235 USA.
[Fey, Marc] Univ Kansas, Med Ctr, Kansas City, KS USA.
[Kaiser, Ann] Vanderbilt Univ, Nashville, TN USA.
[Miller, Jon] Univ Wisconsin, Madison, WI 53706 USA.
[Weitzman, Elaine] Hanen Ctr, Toronto, ON, Canada.
RP van Kleeck, A (reprint author), Univ Texas Dallas, Sch Behav & Brain Sci, Callier Ctr Commun Disorders, 1966 Inwood Rd, Dallas, TX 75235 USA.
EM annevk@utdallas.edu
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NR 80
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2010
VL 19
IS 1
BP 3
EP 21
DI 10.1044/1058-0360(2009/08-0075)
PG 19
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OR
UT WOS:000279673600002
PM 19644126
ER
PT J
AU McKelvey, ML
Hux, K
Dietz, A
Beukelman, DR
AF McKelvey, Miechelle L.
Hux, Karen
Dietz, Aimee
Beukelman, David R.
TI Impact of Personal Relevance and Contextualization on Word-Picture
Matching by People With Aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; visual scenes; visual information
ID CLINICAL-IMPLICATIONS; COMPREHENSION; PERFORMANCE; CHOICE
AB Purpose: To determine the effect of personal relevance and contextualization of images on the preferences and word-picture matching accuracy of people with severe aphasia.
Method: Eight adults with aphasia performed 2 experimental tasks to reveal their preferences and accuracy during word-picture matching. The researchers used 3 types of visual stimuli personally relevant, contextualized photographs; non-personally relevant, contextualized photographs; and noncontextualized, iconic images paired with 3 types of target words-labels of people or objects, actions, and socially relevant events-as the stimulus materials.
Results: Data analysis showed that participants (a) preferred using personally relevant, contextualized photographs rather than other types of photographs/images to represent target words and (b) performed more accurate word-picture matching when presented with target words associated with personally relevant, contextualized photographs than target words associated with noncontextualized or nonpersonalized photographs/images.
Conclusions: Clinically, the findings highlight the importance of using personally relevant, contextualized photographs rather than generic contextualized photographs or noncontextualized, iconic images to support the communication attempts of people with aphasia who cannot communicate effectively using natural speech alone.
C1 [McKelvey, Miechelle L.] Univ Nebraska Kearney, Kearney, NE 68849 USA.
[Hux, Karen; Beukelman, David R.] Univ Nebraska, Lincoln, NE 68583 USA.
[Dietz, Aimee] Univ Cincinnati, Cincinnati, OH USA.
RP McKelvey, ML (reprint author), Univ Nebraska Kearney, 1615 W 24th St,COE Bldg,Room B141, Kearney, NE 68849 USA.
EM mckelveyml@unk.edu
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NR 49
TC 15
Z9 15
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2010
VL 19
IS 1
BP 22
EP 33
DI 10.1044/1058-0360(2009/08-0021)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OR
UT WOS:000279673600003
PM 20139353
ER
PT J
AU Rvachew, S
Bernhardt, BM
AF Rvachew, Susan
Bernhardt, Barbara May
TI Clinical Implications of Dynamic Systems Theory for Phonological
Development
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorders; intervention; phonological acquisition;
treatment efficacy; randomized controlled trial
ID TARGET-SELECTION STRATEGY; MISARTICULATING CHILDREN;
FUNCTIONAL-ANALYSIS; NONWORD REPETITION; OPTIMALITY THEORY; SPEECH;
ACQUISITION; KNOWLEDGE; LEARNABILITY; DISORDERS
AB Purpose: To examine treatment outcomes in relation to the complexity of treatment goals for children with speech sound disorders.
Method: The clinical implications of dynamic systems theory in contrast with learnability theory are discussed, especially in the context of target selection decisions for children with speech sound disorders. Detailed phonological analyses of pre-and posttreatment speech samples are provided for 6 children who received treatment in a previously published randomized controlled trial of contrasting approaches to target selection (Rvachew & Nowak, 2001). Three children received treatment for simple target phonemes that did not introduce any new feature contrasts into the children's phonological systems. Three children received treatment for complex targets that represented feature contrasts that were absent from the children's phonological systems.
Results: Children who received treatment for simple targets made more progress toward the acquisition of the target sounds and demonstrated emergence of complex untreated segments and feature contrasts. Children who received treatment for complex targets made little measurable gain in phonological development.
Conclusions: Treatment outcomes will be enhanced if the clinician selects treatment targets at the segmental and prosodic levels of the phonological system in such a way as to stabilize the child's knowledge of subcomponents that form the foundation for the emergence of more complex phoneme contrasts.
C1 [Rvachew, Susan] McGill Univ, Montreal, PQ, Canada.
[Bernhardt, Barbara May] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
RP Rvachew, S (reprint author), McGill Univ, Sch Commun Sci & Disorders, 1266 Pine Ave, Montreal, PQ H3G 1A8, Canada.
EM susan.rvachew@mcgill.ca
CR Barlow JA, 1999, J SPEECH LANG HEAR R, V42, P1482
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NR 44
TC 5
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2010
VL 19
IS 1
BP 34
EP 50
DI 10.1044/1058-0360(2009/08-0047)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OR
UT WOS:000279673600004
PM 19644125
ER
PT J
AU Johnson, CJ
Beitchman, JH
Brownlie, EB
AF Johnson, Carla J.
Beitchman, Joseph H.
Brownlie, E. B.
TI Twenty-Year Follow-Up of Children With and Without Speech-Language
Impairments: Family, Educational, Occupational, and Quality of Life
Outcomes
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech impairment; language impairment; educational outcomes;
occupational outcomes; family; quality of life; longitudinal
ID MODERATE PHONOLOGICAL DISORDER; EARLY ADULT LIFE; KINDERGARTEN-CHILDREN;
LEARNING-DISABILITIES; PSYCHIATRIC-DISORDERS; EMERGING ADULTHOOD;
ACADEMIC OUTCOMES; PREVALENCE; HISTORY; ADOLESCENTS
AB Purpose: Parents, professionals, and policy makers need information on the long-term prognosis for children with communication disorders. Our primary purpose in this report was to help fill this gap by profiling the family, educational, occupational, and quality of life outcomes of young adults at 25 years of age (N = 244) from the Ottawa Language Study, a 20-year, prospective, longitudinal study of a community sample of individuals with (n = 112) and without (n = 132) a history of early speech and/or language impairments. A secondary purpose of this report was to use data from earlier phases of the study to predict important, real-life outcomes at age 25.
Method: Participants were initially identified at age 5 and subsequently followed at 12, 19, and 25 years of age. Direct assessments were conducted at all 4 time periods in multiple domains (demographic, communicative, cognitive, academic, behavioral, and psychosocial).
Results: At age 25, young adults with a history of language impairments showed poorer outcomes in multiple objective domains (communication, cognitive/academic, educational attainment, and occupational status) than their peers without early communication impairments and those with early speech-only impairments. However, those with language impairments did not differ in subjective perceptions of their quality of life from those in the other 2 groups. Objective outcomes at age 25 were predicted differentially by various combinations of multiple, interrelated risk factors, including poor language and reading skills, low family socioeconomic status, low performance IQ, and child behavior problems. Subjective well-being, however, was primarily associated with strong social networks of family, friends, and others.
Conclusion: This information on the natural history of communication disorders may be useful in answering parents' questions, anticipating challenges that children with language disorders might encounter, and planning services to address those issues.
C1 [Johnson, Carla J.] Univ Toronto, Dept Speech Language Pathol, Toronto, ON M5G 1V7, Canada.
RP Johnson, CJ (reprint author), Univ Toronto, Dept Speech Language Pathol, Rehabil Sci Bldg,160-500 Univ Ave, Toronto, ON M5G 1V7, Canada.
EM carla.johnson@utoronto.ca
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NR 70
TC 37
Z9 37
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2010
VL 19
IS 1
BP 51
EP 65
DI 10.1044/1058-0360(2009/08-0083)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OR
UT WOS:000279673600005
PM 19644128
ER
PT J
AU Fabiano-Smith, L
Goldstein, BA
AF Fabiano-Smith, Leah
Goldstein, Brian A.
TI Early-, Middle-, and Late-Developing Sounds in Monolingual and Bilingual
Children: An Exploratory Investigation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE phonology; development; bilingual; Spanish
ID SPANISH-SPEAKING CHILDREN; DEVELOPMENTAL PHONOLOGICAL DISORDERS;
ARTICULATION NORMS PROJECT; PUERTO-RICAN SPANISH; SPEECH; ENGLISH;
ACQUISITION; SKILLS; PERFORMANCE; LANGUAGE
AB Purpose: To examine the accuracy of early-, middle-, and late-developing (EML) sounds in Spanish-English bilingual children and their monolingual peers.
Method: Twenty-four typically developing children, age 3-4 years, were included in this study: 8 bilingual Spanish-English-speaking children, 8 monolingual Spanish speakers, and 8 monolingual English speakers. Single-word speech samples were obtained to examine (a) differences on the accuracy of EML sounds between Spanish-English bilingual children and monolingual Spanish and monolingual English children and (b) the developmental trend on the accuracy of EML sounds within languages for Spanish-English bilingual children and monolingual Spanish and monolingual English children.
Results: Findings support those of Shriberg (1993) for English-speaking children and suggest possible EML categories for monolingual Spanish-speaking children and bilingual Spanish-English-speaking children.
Conclusions: These exploratory findings indicate the need for longitudinal examination of EML categories with a larger cohort of children to observe similarities and differences between monolingual and bilingual development.
C1 [Fabiano-Smith, Leah] SUNY Albany, Dept Commun Disorders, New Paltz, NY 12561 USA.
[Goldstein, Brian A.] Temple Univ, Philadelphia, PA 19122 USA.
RP Fabiano-Smith, L (reprint author), SUNY Albany, Dept Commun Disorders, 1 Hawk Dr, New Paltz, NY 12561 USA.
EM fabianol@newpaltz.edu
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NR 53
TC 14
Z9 14
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2010
VL 19
IS 1
BP 66
EP 77
DI 10.1044/1058-0360(2009/08-0036)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OR
UT WOS:000279673600006
PM 19644127
ER
PT J
AU Montgomery, JW
Magimairaj, BM
Finney, MC
AF Montgomery, James W.
Magimairaj, Beula M.
Finney, Mianisha C.
TI Working Memory and Specific Language Impairment: An Update on the
Relation and Perspectives on Assessment and Treatment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; specific language impairment; working memory; language
ID SHORT-TERM-MEMORY; SCHOOL-AGE-CHILDREN; COMPLEX SENTENCE COMPREHENSION;
ACOUSTICALLY MODIFIED SPEECH; RANDOMIZED CONTROLLED-TRIAL; NONWORD
REPETITION; PHONOLOGICAL MEMORY; PRESCHOOL-CHILDREN; PROCESSING-SPEED;
INDIVIDUAL-DIFFERENCES
AB Purpose: Children with specific language impairment (SLI) demonstrate significant language impairments despite normal-range hearing and nonverbal IQ. Many of these children also show marked deficits in working memory (WM) abilities. However, the theoretical and clinical characterization of the association between WM and language limitations in SLI is still sparse. Our understanding of this association would benefit greatly from an updated and thorough review of the literature.
Method: We review the newest developments in these areas from both a theoretical and clinical perspective. Our intent is to provide researchers and practicing clinicians (a) a conceptual framework within which the association between WM and language limitations of children with SLI can be understood and (b) potentially helpful suggestions for assessing and treating the memory-language difficulties of children with SLI.
Conclusions: In the past 10 years, important new theoretical insights into the range and nature of WM deficits and relation between these limitations and the language difficulties in SLI have occurred. New, robust diagnostic assessment tools and computerized treatment methods designed to enhance children's WM functioning have also been developed. The assessment, diagnosis, and treatment of the language difficulties in SLI should consider the potential influence of WM.
C1 [Montgomery, James W.] Ohio Univ Hearing Speech & Language Sci, Grover Ctr W218, Athens, OH 45701 USA.
RP Montgomery, JW (reprint author), Ohio Univ Hearing Speech & Language Sci, Grover Ctr W218, Athens, OH 45701 USA.
EM montgoj1@ohio.edu
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NR 183
TC 62
Z9 64
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB 1
PY 2010
VL 19
IS 1
BP 78
EP 94
DI 10.1044/1058-0360(2009/09-0028)
PG 17
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 622OR
UT WOS:000279673600007
PM 19948760
ER
PT J
AU Fraas, MR
Calvert, M
AF Fraas, Michael R.
Calvert, Margaret
TI The Use of Narratives to Identify Characteristics Leading to a
Productive Life Following Acquired Brain Injury
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE acquired brain injury; narrative stories; identity; quality of life;
community integration
ID QUALITY-OF-LIFE; COMPREHENSIVE DAY TREATMENT; SELF-CONCEPT; HEAD-INJURY;
COMMUNITY; STROKE; REHABILITATION; PERSPECTIVE; LIMITATIONS; RECOVERY
AB Purpose: To determine the factors leading to successful recovery and productive lifestyles after acquired brain injury (ABI).
Method: Qualitative investigation examined semistructured interviews of 31 survivors of ABI. Thematic analysis followed a phenomenological approach and revealed 4 major themes and 28 subthemes in the interviews. Four participants stood out as exemplars of the themes embodied by all the participants in this investigation. Quotes from each are used to highlight the prevailing themes.
Results: The following 4 major themes emerged from the interviews: development of social support networks, grief and coping strategies, acceptance of the injury and redefinition of self, and empowerment.
Conclusions: The issues raised in these interviews may serve to inspire other survivors and provide them with hope and motivation as they progress through the recovery process. Suggestions on how clinicians can help to facilitate this process are discussed.
C1 [Fraas, Michael R.; Calvert, Margaret] Univ New Hampshire, Durham, NH 03824 USA.
RP Fraas, MR (reprint author), Univ New Hampshire, 151 Hewitt Hall,4 Lib Way, Durham, NH 03824 USA.
EM michael.fraas@unh.edu
CR Brain Injury Association of America, 2008, TYP BRAIN INJ
*CDCP, 2006, STROK FACTS STAT
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NR 46
TC 10
Z9 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2009
VL 18
IS 4
BP 315
EP 328
DI 10.1044/1058-0360(2009/08-0008)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 515OA
UT WOS:000271480500003
PM 19638485
ER
PT J
AU Calculator, SN
Black, T
AF Calculator, Stephen N.
Black, Tibbany
TI Validation of an Inventory of Best Practices in the Provision of
Augmentative and Alternative Communication Services to Students With
Severe Disabilities in General Education Classrooms
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication; inclusion; best practices
ID SPEECH-LANGUAGE PATHOLOGISTS; HIGH-SCHOOL-STUDENTS;
DEVELOPMENTAL-DISABILITIES; INCLUSIVE EDUCATION; MENTAL-RETARDATION;
PROMOTING ACCESS; CURRICULUM; MODEL; AAC; PERSPECTIVES
AB To compile and then validate a set of evidence-based best practices related to augmentative and alternative communication (AAC) and its role in fostering the inclusion of students with severe disabilities in general education classrooms and other inclusive settings.
Method: A comprehensive review of the literature pertaining to AAC and inclusive education for students with severe disabilities in inclusive classrooms resulted in an inventory of possible best practices. Reliability testing was conducted to verify levels of evidence assigned to each source and corresponding practice. Practices were reviewed and validated by a panel of 8 experts. Statistical analysis revealed a high level of internal consistency across items composing the inventory.
Results: An inventory of 91 practices, each assigned to 1 of 8 predetermined categories, was uncovered. Themes arising in experts' comments related to items in the inventory are discussed.
Conclusions: Possible uses of the inventory are discussed along with suggestions for future research.
C1 [Calculator, Stephen N.] Univ New Hampshire, Dept Commun Sci & Disorders, Durham, NH 03824 USA.
RP Calculator, SN (reprint author), Univ New Hampshire, Dept Commun Sci & Disorders, Hewitt Hall,4 Lib Way, Durham, NH 03824 USA.
EM stephen.calculator@unh.edu
CR Ainscow M., 2004, INT J INCLUSIVE EDUC, V8, P125, DOI DOI 10.1080/1360311032000158015
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American Speech-Language Hearing Association, 2004, ROL RESP SPEECH LANG
American Speech-Language-Hearing Association, 2002, AUGM ALT COMM KNOWL
American Speech-Language-Hearing Association, 2005, ROL RESP SPEECH LANG
Armstrong A. C., 2005, INT J INCLUSIVE EDUC, V9, P71, DOI 10.1080/1360311042000302905
Avramidis E., 2002, INT J INCLUSIVE EDUC, V6, P143, DOI 10.1080/13603110010017169
BEUKELMAN D, 2005, AUGMENTATIVE ALTERNA, P159
Blackstone S., 2003, SOCIAL NETWORKS COMM
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NR 73
TC 8
Z9 8
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2009
VL 18
IS 4
BP 329
EP 342
DI 10.1044/1058-0360(2009/08-0065)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 515OA
UT WOS:000271480500004
PM 19638486
ER
PT J
AU McCauley, RJ
Strand, E
Lof, GL
Schooling, T
Frymark, T
AF McCauley, Rebecca J.
Strand, Edythe
Lof, Gregory L.
Schooling, Tracy
Frymark, Tobi
TI Evidence-Based Systematic Review: Effects of Nonspeech Oral Motor
Exercises on Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE oral motor treatment; evidence-based systematic review; speech disorders
ID PALATAL PLATE THERAPY; DOWN-SYNDROME; CHILDREN; ARTICULATION;
DYSARTHRIA; DISORDERS; EFFICACY; EPILOGUE
AB Purpose: The purpose of this systematic review was to examine the current evidence for the use of oral motor exercises (OMEs) on speech (i.e., speech physiology, speech production, and functional speech outcomes) as a means of supporting further research and clinicians' use of evidence-based practice.
Method: The peer-reviewed literature from 1960 to 2007 was searched for articles examining the use of OMEs to affect speech physiology, production, or functional outcomes (i.e., intelligibility). Articles that met selection criteria were appraised by 2 reviewers and vetted by a 3rd for methodological quality, then characterized as efficacy or exploratory studies.
Results: Fifteen studies met inclusion criteria; of these, 8 included data relevant to the effects of OMEs on speech physiology, 8 on speech production, and 8 on functional speech outcomes. Considerable variation was noted in the participants, interventions, and treatment schedules. The critical appraisals identified significant weaknesses in almost all studies.
Conclusions: Insufficient evidence to support or refute the use of OMEs to produce effects on speech was found in the research literature. Discussion is largely confined to a consideration of the need for more well-designed studies using well-described participant groups and alternative bases for evidence-based practice.
C1 [Schooling, Tracy] Amer Speech Language Hearing Assoc, Natl Ctr Evidence Based Practice Commun Disorders, Rockville, MD 20850 USA.
[McCauley, Rebecca J.] Ohio State Univ, Columbus, OH 43210 USA.
[Strand, Edythe] Mayo Clin, Rochester, MN USA.
[Strand, Edythe] Mayo Coll Med, Rochester, MN USA.
[Lof, Gregory L.] MGH Inst Hlth Profess, Boston, MA USA.
RP Schooling, T (reprint author), Amer Speech Language Hearing Assoc, Natl Ctr Evidence Based Practice Commun Disorders, 2200 Res Blvd 245, Rockville, MD 20850 USA.
EM tschooling@asha.org
CR Almost D, 1998, DEV MED CHILD NEUROL, V40, P319
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NR 53
TC 21
Z9 21
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2009
VL 18
IS 4
BP 343
EP 360
DI 10.1044/1058-0360(2009/09-0006)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 515OA
UT WOS:000271480500005
PM 19638484
ER
PT J
AU Clark, H
Lazarus, C
Arvedson, J
Schooling, T
Frymark, T
AF Clark, Heather
Lazarus, Cathy
Arvedson, Joan
Schooling, Tracy
Frymark, Tobi
TI Evidence-Based Systematic Review: Effects of Neuromuscular Electrical
Stimulation on Swallowing and Neural Activation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE dysphagia; neuromuscular electrical stimulation; evidence-based
systematic review; oral motor exercises
ID PHARYNGEAL DYSPHAGIA; ORAL-STIMULATION; STROKE; THERAPY; MANAGEMENT;
DISORDERS; INJURY; REST
AB Purpose: To systematically review the literature examining the effects of neuromuscular electrical stimulation (NMES) on swallowing and neural activation. The review was conducted as part of a series examining the effects of oral motor exercises (OMEs) on speech, swallowing, and neural activation.
Method: A systematic search was conducted to identify relevant studies published in peer-reviewed journals from 1960 to 2007. All studies meeting the exclusion/inclusion criteria were appraised for quality and categorized as efficacy or exploratory research based on predetermined criteria.
Results: Out of 899 citations initially identified for the broad review of OMEs, 14 articles relating to NMES qualified for inclusion. Most of the studies (10/14) were considered exploratory research, and many had significant methodological limitations.
Conclusions: This systematic review reveals that surface NMES to the neck has been most extensively studied with promising findings, yet high-quality controlled trials are needed to provide evidence of efficacy. Surface NMES to the palate, faucial pillars, and pharynx has been explored in Phase I research, but no evidence of efficacy is currently available. Intramuscular NMES has been investigated in a single Phase I exploratory study. Additional research is needed to document the effects of such protocols on swallowing performance.
C1 [Schooling, Tracy] Amer Speech Language Hearing Assoc, Natl Ctr Evidence Based Practice Commun Disorders, Rockville, MD 20850 USA.
[Clark, Heather] Appalachian State Univ, Boone, NC 28608 USA.
[Lazarus, Cathy] NYU, Langone Med Ctr, New York, NY USA.
[Arvedson, Joan] Childrens Hosp Wisconsin, Milwaukee, WI 53201 USA.
RP Schooling, T (reprint author), Amer Speech Language Hearing Assoc, Natl Ctr Evidence Based Practice Commun Disorders, 2200 Res Blvd 245, Rockville, MD 20850 USA.
EM tschooling@asha.org
CR Baijens LWJ, 2008, EUR ARCH OTO-RHINO-L, V265, P825, DOI 10.1007/s00405-007-0516-5
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2005, IVANHOE BROADCAST NE
NR 41
TC 30
Z9 30
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2009
VL 18
IS 4
BP 361
EP 375
DI 10.1044/1058-0360(2009/08-0088)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 515OA
UT WOS:000271480500006
PM 19726568
ER
PT J
AU Loeb, DF
Gillam, RB
Hoffman, L
Brandel, J
Marquis, J
AF Loeb, Diane Frome
Gillam, Ronald B.
Hoffman, LaVae
Brandel, Jayne
Marquis, Janet
TI The Effects of Fast ForWord Language on the Phonemic Awareness and
Reading Skills of School-Age Children With Language Impairments and Poor
Reading Skills
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Fast ForWord Language; specific language impairment; phonological
awareness; word reading; evidence-based intervention
ID TEMPORAL PROCESSING DEFICITS; ACOUSTICALLY MODIFIED SPEECH; RANDOMIZED
CONTROLLED-TRIAL; PHONOLOGICAL AWARENESS; KINDERGARTEN-CHILDREN;
INTERVENTION; DISABILITIES; DIFFICULTIES; INSTRUCTION; EFFICACY
AB Purpose: To examine the efficacy of Fast ForWord Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent 'poor reading skills.
Method: A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills participated. The children received either FFW-L computerized intervention, a computer-assisted language intervention (CALI), an individualized language intervention (ILI), or an attention control (AC) computer program.
Results: The children in the FFW-L, CALI, and ILI conditions made significantly greater gains in blending sounds in words compared with the AC group at immediate posttest. Long-term gains 6 months after treatment were not significant but yielded a medium effect size for blending sounds in words. None of the interventions led to significant changes in reading skills.
Conclusion: The improvement in phonemic awareness, but not reading, in the FFW-L, CALI, and ILI interventions limits their use with children who have language impairment and poor reading skills. Similar results across treatment conditions suggest that acoustically modified speech was not a necessary component for improving phonemic awareness.
C1 [Loeb, Diane Frome] Univ Kansas, Dept Speech Language Hearing, Lawrence, KS 66045 USA.
[Gillam, Ronald B.] Utah State Univ, Logan, UT 84322 USA.
[Hoffman, LaVae] Univ Virginia, Charlottesville, VA USA.
RP Loeb, DF (reprint author), Univ Kansas, Dept Speech Language Hearing, 3042 Dole Bldg, Lawrence, KS 66045 USA.
EM dianelo@ku.edu
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2000, EAROBICS STEP 1 COMP
2000, EAROBICS STEP 2 COMP
1999, DINOSAUR ADVENTURE 3
NR 67
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2009
VL 18
IS 4
BP 376
EP 387
DI 10.1044/1058-0360(2009/08-0067)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 515OA
UT WOS:000271480500007
PM 19564439
ER
PT J
AU Teoh, AP
Chin, SB
AF Teoh, Amy P.
Chin, Steven B.
TI Transcribing the Speech of Children With Cochlear Implants: Clinical
Application of Narrow Phonetic Transcriptions
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cochlear implants; speech; phonology; phonetic transcription
ID INVENTORY DEVELOPMENT; DISORDERED SPEECH; PEDIATRIC USERS; ARTICULATION
AB Purpose: The phonological systems of children with cochlear implants may include segment inventories that contain both target and nontarget speech sounds. These children may not consistently follow phonological rules of the target language. These issues present a challenge for the clinical speech-language pathologist who uses phonetic transcriptions to evaluate speech production skills and to develop a plan of care. The purposes of this tutorial are to (a) identify issues associated with phonetic transcriptions of the speech of children with cochlear implants and (b) discuss implications for assessment.
Method: Narrow transcription data from an ongoing, longitudinal research study were catalogued and reviewed. Study participants had at least 5 years of cochlear implant experience and used spoken American English as a primary means of communication. In this tutorial, selected phonetic symbols and phonetic phenomena are reviewed.
Conclusions: A set of principles for phonetic transcriptions is proposed. Narrow phonetic transcriptions that include all segment possibilities in the International Phonetic Alphabet and extensions for disordered speech are needed to capture the subtleties of the speech of children with cochlear implants. Narrow transcriptions also may play a key role in planning treatment.
C1 [Teoh, Amy P.; Chin, Steven B.] Indiana Univ, Sch Med, Indianapolis, IN USA.
RP Teoh, AP (reprint author), 2397 Hopkins Farm Court, Browns Summit, NC 27214 USA.
EM amypteoh@gmail.com
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NR 55
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2009
VL 18
IS 4
BP 388
EP 401
DI 10.1044/1058-0360(2009/08-0076)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 515OA
UT WOS:000271480500008
PM 19880945
ER
PT J
AU Hidecker, MJC
Jones, RS
Imig, DR
Villarruel, FA
AF Hidecker, Mary Jo Cooley
Jones, Rebecca S.
Imig, David R.
Villarruel, Francisco A.
TI Using Family Paradigms to Improve Evidence-Based Practice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE evidence-based practice; augmentative and alternative communication;
family-centered practices
ID IMPLEMENTATION; MEDICINE; PARENTS
AB Purpose: Evidence-based practice (EBP) describes clinical decision making using research, clinical experience, and client values. For family-centered practices, the client's family is integral to this process. This article proposes that using family paradigms, a family science framework, may help elicit and understand client/family values within family-centered EBP.
Method: This article describes the family paradigms framework: 4 classic paradigms of "closed," "random," "open," and "synchronous." Its applicability to family-centered EBP is proposed using augmentative and alternative communication examples.
Results: A family-centered approach to EBP requires families to be an integral part of clinical decision making, but some families may need assistance in enumerating their views and values. Family paradigms (which consider how a family uses its resources of time, space, energy, and material in the pursuit of its goals of control, affect, meaning, and content) may be a way to elicit family values and preferences relevant to clinical decisions.
Conclusions: Family and client values can beincorporated throughout the EBP steps. Considering family paradigms may increase awareness and understanding of how families views of their goals and resources affect clinical decisions. Further research is needed into both the processes and effectiveness of using family paradigms to conduct family-centered EBP.
C1 [Hidecker, Mary Jo Cooley; Imig, David R.; Villarruel, Francisco A.] Michigan State Univ, E Lansing, MI 48824 USA.
RP Hidecker, MJC (reprint author), Univ Cent Arkansas, Speech & Language Pathol Dept, Box 4985, Conway, AR 72035 USA.
EM mjchidecker@uca.edu
RI Binger, Cathy/C-5922-2009
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NR 43
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 212
EP 221
DI 10.1044/1058-0360(2009/08-0011)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300002
PM 19641196
ER
PT J
AU Sharp, HM
Shega, JW
AF Sharp, Helen M.
Shega, Joseph W.
TI Feeding Tube Placement in Patients With Advanced Dementia: The Beliefs
and Practice Patterns of Speech-Language Pathologists
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE nutrition and hydration; ethics; end-of-life care; quality of life;
professional practices
ID PERCUTANEOUS ENDOSCOPIC GASTROSTOMY; NURSING-HOME RESIDENTS; SEVERE
COGNITIVE IMPAIRMENT; DECISION-MAKING; CARE; NUTRITION; PEG; END;
PERSPECTIVE; ATTITUDES
AB Purpose: To describe the beliefs and practices of speech-language pathologists (SLPs) about the use of percutaneous endoscopic gastrostomy (PEG) among patients with advanced dementia and dysphagia.
Method: A survey was mailed to a geographically stratified random sample of 1,050 medical SLPs.
Results: The response rate was 57%, and 326 surveys met inclusion criteria. Fifty-six percent of SLPs recommended PEG for a patient with advanced dementia and dysphagia. Contrary to the evidence, many respondents believed that PEG improves nutritional status and increases survival. Relatively few SLPs believed that PEG improved patients' functional status or quality of life. Patient factors (e.g., age or prognosis) were more often identified as influences on recommendations for PEG than were extrinsic factors (e.g., cost). Nearly 40% believed that PEG was the standard of care, while 15% believed it should be. Very few SLPs (11 %) would want a PEG themselves. Perceived standard of care was significantly related to both geographic region and population density (p < .05), but self-reported practices were not.
Conclusions: Discrepancies between SLPs' beliefs, the literature, and self-reported practices were observed. The findings suggest the need to connect the evidence base to clinical practice and to include SLPs in local and national discussions about end-of-life care protocols.
C1 [Sharp, Helen M.] Western Michigan Univ, Kalamazoo, MI 49008 USA.
[Shega, Joseph W.] Northwestern Univ, Chicago, IL 60611 USA.
RP Sharp, HM (reprint author), Western Michigan Univ, 1903 W Michigan Ave,Mail Stop 5355, Kalamazoo, MI 49008 USA.
EM helen.sharp@wmich.edu
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NR 43
TC 9
Z9 11
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 222
EP 230
DI 10.1044/1058-0360(2008/08-0013)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300003
PM 19106205
ER
PT J
AU Thistle, JJ
Wilkinson, K
AF Thistle, Jennifer J.
Wilkinson, Krista
TI The Effects of Color Cues on Typically Developing Preschoolers' Speed of
Locating a Target Line Drawing: Implications for Augmentative and
Alternative Communication Display Design
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aided symbols; visual processing; visual search; symbol identification
ID AAC TECHNOLOGIES; DIRECT SELECTION; TERM-MEMORY; RECOGNITION; CHILDREN;
IMPAIRMENT; LAYOUTS; SYMBOLS; SURFACE; VISION
AB Purpose: This research examined how the presence of color in relation to a target within an augmentative and alternative communication array influenced the speed with which typically developing preschoolers located a target line drawing.
Method: Fifteen children over the age of 4 years (from 4;2 [years;months] to 5;4) and 15 children under the age of 4 years (2;10-3;11) participated. Participants were asked to find a target line drawing of foods (e.g., banana and tomato) among an array of 12. The reactiontime of locating the target was measured across 4 conditions in which the foreground color and the background color of the line drawing were manipulated.
Results: For all participants, line drawings featuring foreground color provided greater advantages in the speed of locating the target compared with drawings featuring only background color. Younger participants demonstrated faster reaction times when color was limited to the foreground.
Conclusion: Clinicians should consider incorporating color in the foreground of the line drawing when constructing visual displays. Targets that contain only background color but no fore-ground color appear to have a negative effect on the speed with which younger children can locate a target. Further research is needed to determine the effects in children with disabilities.
C1 [Thistle, Jennifer J.; Wilkinson, Krista] Emerson Coll, Boston, MA 02116 USA.
RP Thistle, JJ (reprint author), Emerson Coll, Boston, MA 02116 USA.
EM jenthistle@gmail.com
CR Bailey B.R., 1994, REVIEW, V26, P101
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NR 42
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 231
EP 240
DI 10.1044/1058-0360(2009/08-0029)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300004
PM 19332524
ER
PT J
AU Nippold, MA
Mansfield, TC
Billow, JL
Tomblin, JB
AF Nippold, Marilyn A.
Mansfield, Tracy C.
Billow, Jesse L.
Tomblin, J. Bruce
TI Syntactic Development in Adolescents With a History of Language
Impairments: A Follow-Up Investigation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE adolescents; language impairment; complex syntax; language sampling
ID SCHOOL-AGE-CHILDREN; EXPOSITORY DISCOURSE; LEARNING DISABILITIES;
COMPLEX SYNTAX; PRESCHOOLERS; OUTCOMES; ADULTS; SKILLS; SLI
AB Purpose: Syntactic development in adolescents was examined using a spoken discourse task and standardized testing. The primary goal was to determine whether adolescents with a history of language impairments would differ from those with a history of typical language development (TLD). This is a companion study to one that examined these same adolescents 2 years earlier (M. A. Nippold, T. C, Mansfield, J. L. Billow, & J. B. Tomblin, 2008).
Method: The participants were 15-year-old adolescents with a history of specific language impairment (SLI; n = 102), nonspecific language impairment (NLI; n = 77), or TLD (n = 247). A sample of spoken discourse was elicited using a Peer Conflict Resolution (PCR) task and analyzed for mean length of T-unit, clausal density, and subordinate clause use. In addition, 2 subtests from the Clinical Evaluation of Language Fundamentals, Third Edition (E. Semel, E. H. Wiig, & W. A. Secord, 1995), Concepts and Directions and Recalling Sentences, were administered.
Results: On the PCR task, the TLD group outperformed the SLI and NLI groups on mean length of T-unit, clausal density, and nominal clause use, and the TLD group outperformed the NLI group on relative clause use. On the standardized testing, the TLD group outperformed the SLI and NLI groups, and the SLI group outperformed the NLI group. Correlation coefficients calculated between the nonstandardized and standardized measures of syntax were statistically significant and positive.
Conclusions: Speech-language pathologists may wish to employ the PCR task to examine syntactic development in adolescents as a supplement to standardized testing.
C1 [Nippold, Marilyn A.] Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
[Tomblin, J. Bruce] Univ Iowa, Iowa City, IA USA.
RP Nippold, MA (reprint author), Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
EM nippold@uoregon.edu
RI Koshnick, Damian/A-8588-2012
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NR 47
TC 21
Z9 22
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 241
EP 251
DI 10.1044/1058-0360(2008/08-0022)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300005
PM 19106210
ER
PT J
AU O'Neil-Pirozzi, TM
AF O'Neil-Pirozzi, Therese M.
TI Feasibility and Benefit of Parent Participation in a Program Emphasizing
Preschool Child Language Development While Homeless
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE parents; preschool children; homeless people; language
ID AFRICAN-AMERICAN MOTHERS; LOW-INCOME; DAY-CARE; READING INTERVENTION;
EMERGENT LITERACY; BOOK; IMPAIRMENT; STRATEGIES; TODDLERS; CONTEXT
AB Purpose: This exploratory study examined the feasibility of homeless parents' participation in an intervention to increase use of facilitating language strategies during interactions with their preschool children while residing in family homeless shelters. This study also examined the intervention's impact on the parents' use of facilitating language strategies, regardless of parent performance on a single-word receptive vocabulary test.
Method: Using a prospective, pretest/posttest comparison group design, 12 parents were randomly assigned to a 4-session experimental group training emphasizing use of facilitating language utterances with children following vocabulary testing. Four parents were randomly assigned to a control group intervention.
Results: It was feasible for parents to participate in the intervention. Before the intervention, individual experimental group parents with poor test performance demonstrated relatively high use of facilitating language utterances. After the intervention, the experimental group increased use of facilitating language utterances during interactions with their children.
Conclusions: This exploratory study provides initial evidence that it is feasible for parents to participate in, and benefit from, a brief language-based group intervention while residing in family homeless shelters. Further study of language-based interventions for these at-risk families and of the possible impact of parent language functioning on intervention benefit is needed.
C1 [O'Neil-Pirozzi, Therese M.] Northeastern Univ, Boston, MA 02115 USA.
RP O'Neil-Pirozzi, TM (reprint author), NE Univ Speech Language Pathol & Audiol, 20 Parklawn Rd, W Roxbury, MA 02132 USA.
EM t.oneil-pirozzi@neu.edu
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NR 59
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 252
EP 263
DI 10.1044/1058-0360(2008/08-0006)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300006
PM 19106208
ER
PT J
AU Langevin, M
Packman, A
Onslow, M
AF Langevin, Marilyn
Packman, Ann
Onslow, Mark
TI Peer Responses to Stuttering in the Preschool Setting
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; child; preschool; peer responses; interpersonal relations
ID CONFLICT-RESOLUTION; LONG-TERM; CHILDREN; LANGUAGE; PLAY; VICTIMIZATION;
RELIABILITY; AGGRESSION; FRIENDSHIP; SCALE
AB Purpose: This study investigated peer responses to preschoolers' stuttering in preschool and sought to determine whether specific characteristics of participants' stuttering patterns elicited negative peer responses.
Method: Four outdoor free-play sessions of 4 preschoolers age 3-4 years who stutter were videotaped. Stutters were identified on transcripts of the play sessions. Peer responses to stuttered utterances were judged to be negative or neutral/positive. Thereafter, participants' stuttering behaviors, durations of stutters, and judgments of the meaningfulness of peer-directed stuttered utterances were analyzed.
Results: Between 71.4% and 100% of peer responses were judged to be neutral/positive. In the negative responses across 3 participants, peers were observed to react with confusion or to interrupt, mock, walk away from, or ignore the stuttered utterances. Utterances that elicited negative responses were typically meaningless and contained stutters that were behaviorally complex and/or of longer duration. Other social interaction difficulties also were observed-for example, difficulty leading peers in play, participating in pretend play, and resolving conflicts.
Conclusions: Results indicate that the majority of peer responses to stuttered utterances were neutral/positive; however, results also indicate that stuttering has the potential to elicit negative peer responses and affect other social interactions in preschool.
C1 [Langevin, Marilyn; Packman, Ann; Onslow, Mark] Univ Sydney, Australian Stuttering Res Ctr, Sydney, NSW 2006, Australia.
RP Langevin, M (reprint author), Univ Alberta, Inst Stuttering Treatment & Res, Fac Rehabil Med, 1500 8215-112 St, Edmonton, AB T6G 2C8, Canada.
EM marilyn.langevin@ualberta.ca
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NR 58
TC 38
Z9 41
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 264
EP 276
DI 10.1044/1058-0360(2009/07-0087)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300007
PM 19332523
ER
PT J
AU Skarakis-Doyle, E
Campbell, W
Dempsey, L
AF Skarakis-Doyle, Elizabeth
Campbell, Wenonah
Dempsey, Lynn
TI Identification of Children With Language Impairment: Investigating the
Classification Accuracy of the MacArthur-Bates Communicative Development
Inventories, Level III
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE parent report; language assessment; language impairment
ID PARENT-REPORT MEASURE; AT-RISK INFANTS; YOUNG-CHILDREN;
KINDERGARTEN-CHILDREN; PREDICTIVE-VALIDITY; PRESCHOOL-CHILDREN;
VOCABULARY; CONCURRENT; SKILLS; QUESTIONNAIRE
AB Purpose: This study tested the accuracy with which the MacArthur-Bates Communicative Development Inventories, Level III (CDI-III), a parent report measure of language ability, discriminated children with language impairment from those developing language typically.
Method: Parents of 58 children, 49 with typically developing language (age 30 to 42 months) and 9 with language impairment (age 31 to 45 months) completed the CDI-III, a 2-page questionnaire that includes 100 vocabulary items, 12 sentence pairs, and 12 questions regarding linguistic concepts.,
Results: A discriminant analysis indicated that the CD-III total score together with age classified children into language status groups with 96.6% accuracy overall. The corresponding likelihood ratios supported this strong level of accuracy, although precision may not be as high as indicated by broad confidence intervals.
Conclusions: Results of this study contribute to the accumulating evidence on the types of valid inferences that may be made from the CDI-III, specifically its classification accuracy. Further research should continue to investigate classification accuracy in larger samples with broader maternal education levels and with different types of language impairments. Additional research should also investigate the classification accuracy when the CDI-III is used in combination with other tests.
C1 [Skarakis-Doyle, Elizabeth] Univ Western Ontario, Sch Commun Sci & Disorders, London, ON N6G 1H1, Canada.
RP Skarakis-Doyle, E (reprint author), Univ Western Ontario, Sch Commun Sci & Disorders, London, ON N6G 1H1, Canada.
EM eskaraki@uwo.ca
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NR 67
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 277
EP 288
DI 10.1044/1058-0360(2009/08-0035)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300008
PM 19332526
ER
PT J
AU Finestack, LH
Fey, ME
AF Finestack, Lizbeth H.
Fey, Marc E.
TI Evaluation of a Deductive Procedure to Teach Grammatical Inflections to
Children With Language Impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE child language intervention; language impairment; school-age children
ID ENGLISH-SPEAKING CHILDREN; KINDERGARTEN-CHILDREN; INTERVENTION;
AGREEMENT; TENSE; MORPHOLOGY; EXPLICIT; MORPHEME; SPEECH; ACQUISITION
AB Purpose: To evaluate the learning effects of a deductive language-teaching procedure when teaching a novel gender agreement verb inflection to children with language impairment.
Method: Thirty-two 6-8-year-old children with language impairment were randomly assigned to either a deductive (N = 16) or an inductive (N = 16) treatment group. In the deductive treatment, the examiner presented a rule guiding the novel inflection to be learned as well as models of the inflection. In the inductive treatment, only models of the verb inflection were presented. Learning was assessed in 3 different production contexts during each of 4 treatment sessions.
Results: Significantly more participants in the deductive group than the inductive group acquired the novel morpheme based on a teaching probe (110 vs. 3), generalization probe (10 vs. 3), and maintenance probe (7 vs. 2). Task performance was not significantly influenced by language ability or nonverbal intelligence.
Conclusions: The deductive teaching procedure was found to be efficacious when teaching a novel grammatical inflection. However, this effect was limited because treatment gains varied across participants, testing contexts, and sessions. Future studies should continue to examine the efficacy of deductive procedures when integrated into traditional implicit approaches for children with language impairment.
C1 [Finestack, Lizbeth H.; Fey, Marc E.] Univ Kansas, Med Ctr, Kansas City, KS USA.
RP Finestack, LH (reprint author), Univ Wisconsin, Waisman Ctr, Room 529A,1500 Highland Ave, Madison, WI 53705 USA.
EM finestack@waisman.wisc.edu
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NR 60
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2009
VL 18
IS 3
BP 289
EP 302
DI 10.1044/1058-0360(2009/08-0041)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 479YD
UT WOS:000268697300009
PM 19332525
ER
PT J
AU Leonard, LB
AF Leonard, Laurence B.
TI Is Expressive Language Disorder an Accurate Diagnostic Category?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE expressive language disorder; specific language impairment; language
disorders
ID ENGLISH-SPEAKING CHILDREN; PRODUCTION OPERATIONS; 4-YEAR-OLD CHILDREN;
MEMORY DEFICITS; WORKING-MEMORY; IMPAIRMENT; COMPREHENSION; TENSE;
CLASSIFICATION; SPEECH
AB Purpose: To propose that the diagnostic category of "expressive language disorder" as distinct from a disorder of both expressive and receptive language might not be accurate.
Method: Evidence that casts doubt on a pure form of this disorder is reviewed from several sources, including the literature on genetic findings, theories of language impairments, and the outcomes of late talkers with expressive language delays. Areas of language that are problematic in production but not readily amenable to comprehension testing are also discussed.
Conclusions: The notion of expressive language disorder has been formalized in classification systems and is implicit if not explicit in the organization of many standardized tests. However, a close inspection of the evidence suggests that deficits in language expression are typically accompanied by limitations in language knowledge or difficulties processing language input. For this reason, the diagnostic category of expressive language disorder should be used with considerable caution. This view has implications for both research and clinical practice.
C1 Purdue Univ, Dept Speech Language & Hearing Sci, W Lafayette, IN 47907 USA.
RP Leonard, LB (reprint author), Purdue Univ, Dept Speech Language & Hearing Sci, 500 Oval Dr,Heavilon Hall, W Lafayette, IN 47907 USA.
EM xdxl@purdue.edu
RI Klee, Thomas/I-2270-2012
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NR 73
TC 20
Z9 20
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 115
EP 123
DI 10.1044/1058-0360(2008/08-0064)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000002
PM 19029534
ER
PT J
AU Kempster, GB
Gerratt, BR
Abbott, KV
Barkmeier-Kraemer, J
Hillman, RE
AF Kempster, Gail B.
Gerratt, Bruce R.
Abbott, Katherine Verdolini
Barkmeier-Kraemer, Julie
Hillman, Robert E.
TI Consensus Auditory-Perceptual Evaluation of Voice: Development of a
Standardized Clinical Protocol
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Consensus Auditory-Perceptual Evaluation of Voice; voice; voice
assessment
ID INDIVIDUAL-DIFFERENCES; QUALITY; RELIABILITY; SCALE; GRBAS
AB Purpose: This article presents the development of the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) following a consensus conference on perceptual voice quality measurement sponsored by the American Speech-Language-Hearing Association's Special Interest Division 3, Voice and Voice Disorders. The CAPE-V protocol and recording form were designed to promote a standardized approach to evaluating and documenting auditory-perceptual judgments of vocal quality.
Method: A summary of the consensus conference proceedings and the factors considered by the authors in developing this instrument are included. Conclusion: The CAPE-V form and instructions, included as appendices to this article, enable clinicians to document perceived voice quality deviations following a standard (i.e., consistent and specified) protocol.
C1 [Kempster, Gail B.] Rush Univ, Med Ctr, Dept Commun Disorders & Sci, Chicago, IL 60612 USA.
[Gerratt, Bruce R.] Univ Calif Los Angeles, Los Angeles, CA USA.
[Abbott, Katherine Verdolini] Univ Pittsburgh, Pittsburgh, PA USA.
[Barkmeier-Kraemer, Julie] Univ Arizona, Tucson, AZ USA.
[Hillman, Robert E.] Massachusetts Gen Hosp, Boston, MA 02114 USA.
RP Kempster, GB (reprint author), Rush Univ, Med Ctr, Dept Commun Disorders & Sci, 1653 W Congress Pkwy,203 Senn, Chicago, IL 60612 USA.
EM gail_b_kempster@rush.edu
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NR 30
TC 108
Z9 113
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 124
EP 132
DI 10.1044/1058-0360(2008/08-0017)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000003
PM 18930908
ER
PT J
AU Narayana, S
Jacks, A
Robin, DA
Poizner, H
Zhang, W
Franklin, C
Liotti, M
Vogel, D
Fox, PT
AF Narayana, Shalini
Jacks, Adam
Robin, Donald A.
Poizner, Howard
Zhang, Wei
Franklin, Crystal
Liotti, Mario
Vogel, Deanie
Fox, Peter T.
TI A Noninvasive Imaging Approach to Understanding Speech Changes Following
Deep Brain Stimulation in Parkinson's Disease
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Parkinson's disease; neuroimaging; deep brain stimulation; transcranial
magnetic stimulation
ID SUBTHALAMIC NUCLEUS STIMULATION; TRANSCRANIAL MAGNETIC STIMULATION;
BILATERAL STIMULATION; PALLIDOTOMY SURGERY; NETWORK MODULATION; MOTOR
CONTROL; ORAL CONTROL; DYSARTHRIA; DISORDER; LANGUAGE
AB Purpose: To explore the use of noninvasive functional imaging and "virtual" lesion techniques to study the neural mechanisms underlying motor speech disorders in Parkinson's disease. Here, we report the use of positron emission tomography (PET) and transcranial magnetic stimulation (TMS) to explain exacerbated speech impairment following subthalamic nucleus deep brain stimulation (STN-DBS) in a patient with Parkinson's disease.
Method: Perceptual and acoustic speech measures, as well as cerebral blood flow during speech as measured by PET, were obtained with STN-DBS on and off. TMS was applied to a region in the speech motor network found to be abnormally active during DBS. Speech disruption by TMS was compared both perceptually and acoustically with speech produced with DBS on.
Results: Speech production was perceptually inferior and acoustically less contrastive during left STN stimulation compared to no stimulation. Increased neural activity in left dorsal premotor cortex (PMd) was observed during IDBS on. "Virtual" lesioning of this region resulted in speech characterized by decreased speech segment duration, increased pause duration, and decreased intelligibility.
Conclusions: This case report provides evidence that impaired speech production accompanying STN-DBS may result from unintended activation of PMd. Clinical application of functional imaging and TMS may lead to optimizing the delivery of STN-DBS to improve outcomes for speech production as well as general motor abilities.
C1 [Narayana, Shalini; Jacks, Adam; Robin, Donald A.; Zhang, Wei; Franklin, Crystal; Fox, Peter T.] Univ Texas Hlth Sci Ctr San Antonio, Res Imaging Ctr, San Antonio, TX 78229 USA.
[Robin, Donald A.] Univ Texas San Antonio, Honors Coll, San Antonio, TX USA.
[Poizner, Howard] Univ Calif San Diego, Inst Neural Computat, San Diego, CA 92103 USA.
[Liotti, Mario] Simon Fraser Univ, Burnaby, BC V5A 1S6, Canada.
[Fox, Peter T.] S Texas Vet Hlth Care Ctr, San Antonio, TX USA.
[Vogel, Deanie] Our Lady Lake Univ, San Antonio, TX USA.
RP Narayana, S (reprint author), Univ Texas Hlth Sci Ctr San Antonio, Res Imaging Ctr, 7703 Floyd Curl Dr MSC 6240, San Antonio, TX 78229 USA.
EM narayana@uthscsa.edu
RI Fox, Peter/B-4725-2010; Robin, Donald/F-2109-2010; Narayana,
Shalini/F-3031-2010
OI Fox, Peter/0000-0002-0465-2028;
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NR 84
TC 26
Z9 26
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 146
EP 161
DI 10.1044/1058-0360(2008/08-0004)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000005
PM 19029533
ER
PT J
AU Watson, PJ
Schlauch, RS
AF Watson, Peter J.
Schlauch, Robert S.
TI Fundamental Frequency Variation With an Electrolarynx Improves Speech
Understanding: A Case Study
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE intelligibility; electrolarynx; F0 variability
ID SENTENCE LEVEL; INTELLIGIBILITY; REHABILITATION; ESOPHAGEAL; PERCEPTION;
CONTOURS; HEARING; NOISE
AB Purpose: This study-examined the effect of fundamental frequency (F0) variation on the intelligibility of speech in an alaryngeal talker who used an electrolarynx (EL).
Method: One experienced alaryngeal talker produced variable F0 and a constant F0 with his EL as he read sentences aloud. As a control, a group of sentences with variable F0 was flattened at a constant F0. Twenty listeners heard these sentences in background noise and wrote down what they heard.
Results: Speech understanding was on average 14% better with variable F0 controlled by the talker than the sentences produced with a constant F0 and the control sentences resynthesized with flattened F0.
Conclusions: Variable F0 contributes to speech understanding in noise. Because speech produced by an EL is considered to have poorer intelligibility in relation to other alaryngeal methods, training alaryngeal talkers to use variable F0 may prove to be of significant benefit for communication for those who use electrolarynges.
C1 [Watson, Peter J.] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA.
RP Watson, PJ (reprint author), Univ Minnesota, Dept Speech Language Hearing Sci, 164 Pillsbury Dr,Shevlin 115, Minneapolis, MN 55455 USA.
EM pjwatson@umn.edu
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NR 29
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 162
EP 167
DI 10.1044/1058-0360(2008/08-0025)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000006
PM 19106204
ER
PT J
AU Lovelace, S
Stewart, SR
AF Lovelace, Sherri
Stewart, Sharon R.
TI Effects of Robust Vocabulary Instruction and Multicultural Text on the
Development of Word Knowledge Among African American Children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cultural and linguistic diversity; vocabulary; storybooks; African
American; word knowledge
ID READING-COMPREHENSION; YOUNG-CHILDREN; AT-RISK; ACQUISITION; LANGUAGE;
INTERVENTION; STORYBOOKS; KINDERGARTNERS; PRESCHOOLERS; EXPERIENCES
AB Purpose: To examine the effect of a systematic vocabulary instructional technique in African American 2nd-grade children with below average vocabulary skills. An additional goal was to examine the role of book type in the retention of novel vocabulary words.
Method: Using an adapted alternating treatments design, storybooks were used as a source for contextualizing vocabulary words in the context of robust vocabulary training. Five children's productive definitions were used to assess developing word knowledge using a 4-stage continuum ranging from no knowledge to full concept knowledge.
Results: Superior word learning for instruction words in comparison with control words replicated across children provided evidence of behavior change that was attributable to robust vocabulary instruction. Gains in word learning were maintained 2 weeks following conclusion of the study. Use of storybooks that displayed sociocultural images and experiences that were similar to versus different from their own did not have a reliable effect on word learning among these African American children.
Conclusions: The findings demonstrate the potential impact of robust vocabulary instruction for facilitating vocabulary development in children with below average vocabulary skills. Analysis of the results indicates that the use of the African American book was not a potent influence in facilitating retention of words.
C1 [Lovelace, Sherri] Arkansas State Univ, Dept Commun Disorders, Jonesboro, AR USA.
[Stewart, Sharon R.] Univ Kentucky, Lexington, KY 40506 USA.
RP Lovelace, S (reprint author), Arkansas State Univ, Dept Commun Disorders, 106 Rose St, Jonesboro, AR USA.
EM slovelace@astate.edu
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NR 64
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 168
EP 179
DI 10.1044/1058-0360(2008/08-0023)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000007
PM 19106209
ER
PT J
AU Hester, EJ
Stevens-Ratchford, R
AF Hester, Eva Jackson
Stevens-Ratchford, Regena
TI Health Literacy and the Role of the Speech-Language Pathologist
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE health literacy; research; assessment; intervention
ID MANAGED CARE ORGANIZATION; OLDER-ADULTS; MEDICARE ENROLLEES; COGNITIVE
DECLINE; BLOOD-PRESSURE; COMMUNICATION; PEOPLE; INFORMATION; APHASIA;
COMPREHENSION
AB Purpose: This article reviews concepts of health literacy-and discusses the role of speech-language pathologists in improving the health literacy of individuals with and without communication disorders.
Method: A literature review was completed of health literacy definitions, concepts, and health literacy assessment and intervention studies with various populations. A literature review was also conducted regarding health literacy or related studies in the field of speech-language pathology.
Conclusion: There is a paucity of information available on health literacy within the field of speech-language pathology. Suggestions are offered regarding increasing health literacy research and intervention by speech-language pathologists.
C1 [Hester, Eva Jackson; Stevens-Ratchford, Regena] Towson Univ, Towson, MD 21214 USA.
RP Hester, EJ (reprint author), Towson Univ, 8000 York Rd, Towson, MD 21214 USA.
EM ehester@towson.edu
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[Anonymous], HLTH PEOPL 2010
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NR 65
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 180
EP 191
DI 10.1044/1058-0360(2009/08-0005)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000008
PM 19332527
ER
PT J
AU Horton-Ikard, R
Munoz, ML
Thomas-Tate, S
Keller-Bell, Y
AF Horton-Ikard, RaMonda
Munoz, Maria L.
Thomas-Tate, Shurita
Keller-Bell, Yolanda
TI Establishing a Pedagogical Framework for the Multicultural Course in
Communication Sciences and Disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE multicultural course; pedagogy; training
ID AFRICAN-AMERICAN PRESCHOOLERS; COUNSELING COMPETENCES; CULTURAL
COMPETENCE; LANGUAGE ASSESSMENT; BILINGUAL-CHILDREN; ATTITUDES; SPANISH;
INTERVENTION; LITERACY; TODDLERS
AB Purpose: To provide an overview of a model for teaching a foundational course in multicultural (MC) issues and to demonstrate how it can be modified for use in communication sciences and disorders (CSD) by integrating 3 primary dimensions of cultural competence: awareness, knowledge, and skills.
Method: This tutorial begins by establishing the need for a basic foundational course in MC issues for CSD. Next, the authors describe a framework for MC instruction developed in the field of clinical counseling. Finally, the framework is modified and applied to the implementation of an MC course in CSD.
Conclusion: The MC course in CSD can provide a useful foundation for facilitating the cultural competence of students in university training programs that have infused MC material across the American Speech-Language-Hearing Association's 9 content areas.
C1 [Horton-Ikard, RaMonda; Thomas-Tate, Shurita] Florida State Univ, Dept Commun Disorders, Tallahassee, FL 32303 USA.
[Munoz, Maria L.] Texas Christian Univ, Ft Worth, TX 76129 USA.
[Keller-Bell, Yolanda] Univ Georgia, Athens, GA 30602 USA.
RP Horton-Ikard, R (reprint author), Florida State Univ, Dept Commun Disorders, 407 Reg Rehabil Ctr, Tallahassee, FL 32303 USA.
EM rhorton2@fsu.edu
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NR 81
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2009
VL 18
IS 2
BP 192
EP 206
DI 10.1044/1058-0360(2008/07-0086)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 442UB
UT WOS:000265865000009
PM 19106206
ER
PT J
AU Geller, E
Foley, GM
AF Geller, Elaine
Foley, Gilbert M.
TI Expanding the "Ports of Entry" for Speech-Language Pathologists: A
Relational and Reflective Model for Clinical Practice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE mental health; relationship-based learning; attachment theory;
reflective functioning
AB Purpose: To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential "ports or points of entry" (D., Stern, 1995) for clinical intervention with young children who are language impaired.
Method: Specific mental health constructs are highlighted in this article. These include relationship-based learning, attachment theory, working dyadically (the client is the child and parent), reflective practice, transference-countertransference, and the use of self. Each construct is explored as to the way it has been applied in traditional and contemporary models of clinical practice.
Conclusion: The underlying premise in this framework is that working from a relationally based and reflective perspective augments change and growth in both client and parent(s). The challenge is for speech-language pathologists to embed mental health constructs within their discipline-specific expertise. This leads to paying attention to both observable aspects of clients' behaviors as well as their internal affective states.
C1 [Geller, Elaine] Long Isl Univ, Dept Commun Sci & Disorders, Brooklyn, NY 11201 USA.
[Foley, Gilbert M.] Yeshiva Univ, New York, NY 10033 USA.
RP Geller, E (reprint author), Long Isl Univ, Dept Commun Sci & Disorders, 1 Univ Plaza, Brooklyn, NY 11201 USA.
EM egeller@liu.edu
CR Bowlby J, 1988, SECURE BASE PARENT C
Bowlby J, 1969, ATTACHMENT
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Foley G. M., 2006, MENTAL HLTH EARLY IN, P3
Foley G. M., 1994, ZERO 3, V14, P19
Geller E., 2006, BROADENING POR UNPUB
Geller E, 2009, AM J SPEECH-LANG PAT, V18, P22, DOI 10.1044/1058-0360(2008/07-0053)
Girolametto L., 2006, TREATMENT LANGUAGE D, P77
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HEFFRON MC, 1999, ZERO 3, V20, P15
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Schon DA, 1987, ED REFLECTIVE PRACTI
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Slade A., 2002, ZERO 3, V6, P10
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Stern DN, 2004, TREATING PARENT-INFANT RELATIONSHIP PROBLEMS: STRATEGIES FOR INTERVENTION, P29
WINNICOTT DW, 1960, INT J PSYCHOANAL, V41, P585
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NR 40
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 4
EP 21
DI 10.1044/1058-0360(2008/07-0054)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400002
PM 18845696
ER
PT J
AU Geller, E
Foley, GM
AF Geller, Elaine
Foley, Gilbert M.
TI Broadening the "Ports of Entry" for Speech-Language Pathologists: A
Relational and Reflective Model for Clinical Supervision
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE mental health; supervision; adult cognitive development;
relationship-based learning
ID WORKING ALLIANCE; SELF
AB Purpose: To offer a framework for clinical supervision in speech-language pathology that embeds a mental health perspective within the study of communication sciences and disorders.
Method: Key mental health constructs are examined as to how they are applied in traditional versus relational and reflective supervision models. Comparisons between traditional and relational and reflective approaches are outlined, with reference to each mental health construct and the developmental level of the supervisee. Three stages of supervisee development are proposed based on research from various disciplines, including nursing, psychology, speech-language pathology, social work, and education. Each developmental stage is characterized by shifts or changes in the supervisee's underlying assumptions, beliefs, and patterns of behavior.
Conclusion: This article makes the case that both the cognitive and affective dimensions of the supervisor-supervisee relationship need to be addressed without minimizing the necessary development of discipline-specific expertise. The developmental stages outlined in this paradigm can be used to understand supervisees' patterns of change and growth over time, as well as to create optimal learning environments that match their developmental level and knowledge base.
C1 [Geller, Elaine] Long Isl Univ, Dept Commun Sci & Disorders, Brooklyn, NY 11201 USA.
[Foley, Gilbert M.] Yeshiva Univ, New York, NY 10033 USA.
RP Geller, E (reprint author), Long Isl Univ, Dept Commun Sci & Disorders, 1 Univ Plaza, Brooklyn, NY 11201 USA.
EM egeller@liu.edu
CR American Speech-Language-Hearing Association, 2008, CLIN SUP SPEECH LANG
Anderson J. L., 1988, SUPERVISORY PROCESS
Bertacchi J., 1992, LEARNING SUPERVISION, P132
BORDIN ES, 1983, COUNS PSYCHOL, V11, P35, DOI 10.1177/0011000083111007
Bowlby J, 1988, SECURE BASE PARENT C
BRASSEUR J, 1989, LANG SPEECH HEAR SER, V20, P274
Bruschweiler-Stern N., 1989, INFANT MENT HEALTH J, V10, P142
CLARKELEWIS S, 2005, ANN M COUNC AC PROGR
Costa G., 2006, MENTAL HLTH EARLY IN, P113
*COUNC CLIN CERT A, 2005, MEMB CERT HDB AM SPE
Dowling S., 2001, SUPERVISION STRATEGI
Fivaz-Depeursinge E, 2004, TREATING PARENT-INFANT RELATIONSHIP PROBLEMS: STRATEGIES FOR INTERVENTION, P123
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Foley G. M., 1994, ZERO 3, V14, P19
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Geller E., 2006, BROADENING POR UNPUB
Geller E, 2001, CLIN SUPERVISOR, V20, P191
Geller E, 2009, AM J SPEECH-LANG PAT, V18, P4, DOI 10.1044/1058-0360(2008/07-0054)
Heffron MC, 2005, INFANT YOUNG CHILD, V18, P323
Kalmanson B., 2006, MENTAL HLTH EARLY IN, P245
KLEIN HB, 1999, INTERVENTION PLANNIN
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MOSES N, 1996, J COMMUN DISORD, V20, P19
Norman-Murch T, 2005, INFANT YOUNG CHILD, V18, P308
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Schon DA, 1987, ED REFLECTIVE PRACTI
Seligman S., 1993, WAIMH NEWS, V1, P1
Shahmoon-Shanok R., 2005, HDB TRAINING PRACTIC, P402
SHAPIRO D, 1987, J OHIO SPEECH HEARIN, P78
Siegel D. J., 2003, PARENTING INSIDE OUT
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Stern DN, 2004, TREATING PARENT-INFANT RELATIONSHIP PROBLEMS: STRATEGIES FOR INTERVENTION, P29
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NR 51
TC 9
Z9 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 22
EP 41
DI 10.1044/1058-0360(2008/07-0053)
PG 20
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400003
PM 18845697
ER
PT J
AU Miller, B
Guitar, B
AF Miller, Barbara
Guitar, Barry
TI Long-Term Outcome of the Lidcombe Program for Early Stuttering
Intervention
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Lidcombe Program; stuttering treatment outcome; predictors of treatment
outcome
ID PREDICTING TREATMENT TIME; RECOVERY; CHILDREN; PERSISTENCE; TRIAL
AB Purpose: To-report long-term outcomes of the first 15 preschool children treated with the Lidcombe Program by speech-language pathologists (SLPs) who were inexperienced with the program and independent of the program developers. Research questions were: Would the treatment have a similar outcome with inexperienced SLPs compared to outcomes when implemented by the developers? Is treatment duration associated with pretreatment measures? Is long-term treatment outcome affected by variables associated with natural recovery?
Method: Fifteen preschool children who completed the Lidcombe Program were assessed prior to treatment and at least 12 months following treatment. Pretreatment data were obtained from archived files; follow-up data were obtained from interviews and recordings completed after the study had been planned.
Results: Measures of stuttering indicated significant changes from pretreatment to follow-up in percentage of syllables stuttered and scores on the Stuttering Severity Instrument, Third Edition. Pretreatment severity was significantly correlated with treatment time. Handedness was the only client characteristic that appeared to be related to long-term treatment outcome.
Conclusions: The treatment produced significant long-term changes in children's speech, even when administered by SLPs newly trained in the Lidcombe Program. Treatment results appear to be influenced by pretreatment stuttering severity.
C1 [Miller, Barbara; Guitar, Barry] Univ Vermont, Burlington, VT 05405 USA.
RP Guitar, B (reprint author), Univ Vermont, 400 Pomeroy Hall,489 Main St, Burlington, VT 05405 USA.
EM barry.guitar@uvm.edu
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YARUSS JS, 2006, LANG SPEECH HEAR SER, V27, P1
NR 27
TC 12
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 42
EP 49
DI 10.1044/1058-0360(2008/06-0069)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400004
PM 18845699
ER
PT J
AU Dada, S
Alant, E
AF Dada, Shakila
Alant, Erna
TI The Effect of Aided Language Stimulation on Vocabulary Acquisition in
Children With Little or No Functional Speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication; augmented input; aided
language stimulation; vocabulary acquisition; graphic symbols
ID MENTAL-RETARDATION; SYMBOL COMPREHENSION; AUGMENTING LANGUAGE; YOUTH;
PRESCHOOLERS; MODERATE; SYSTEM
AB Purpose: To describe the nature and frequency of the aided language stimulation program and determine the effects of a 3-week-long aided language stimulation program on the vocabulary acquisition skills of children with little or no functional speech (LNFS).
Method: Four children participated in this single-subject, multiple-probe study across activities. The aided language stimulation program comprised 3 activities: arts and crafts, food preparation, and story time activity. Each activity was repeated over the duration of 5 subsequent sessions. Eight target vocabulary items were taught within each activity. The acquisition of all 24 target items was probed throughout the duration of the 3-week intervention period.
Results: The frequency and nature of the aided language stimulation provided met the criterion of being used 70% of the time and providing aided language stimulation with an 80:20 ratio of statements to questions. The results indicated that all 4 participants acquired the target vocabulary items. There were, however, variations in the rate of acquisition.
Conclusions: This study explores the impact of aided language stimulation on vocabulary acquisition in children. The most important clinical implication of this study is that a 3-week intervention program in aided language stimulation was sufficient to facilitate the comprehension of at least 24 vocabulary items in 4 children with LNFS.
C1 [Dada, Shakila; Alant, Erna] Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
RP Alant, E (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
EM ealant@gmail.com
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DADA S, 2006, CHILD CARE HLTH DEV, V33, P424
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ELDER P, 1994, BIRM AL SE AUGM ALT
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Goossens C., 1989, AUGMENTATIVE ALTERNA, V5, P14, DOI 10.1080/07434618912331274926
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NR 61
TC 6
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 50
EP 64
DI 10.1044/1058-0360(2008/07-0018)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400005
PM 19106207
ER
PT J
AU Doeltgen, SH
Witte, U
Gumbley, F
Huckabee, ML
AF Doeltgen, Sebastian H.
Witte, Ulrike
Gumbley, Freya
Huckabee, Maggie-Lee
TI Evaluation of Manometric Measures During Tongue-Hold Swallows
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE deglutition; manometry; biomechanics; tongue-hold maneuver
ID PHARYNGEAL; PRESSURES; SIZE
AB Purpose: Based on visual inspection, prior research documented increased movement of the posterior pharyngeal wall in healthy volunteers during tongue-hold swallows. This manometric study investigated the immediate effects of the tongue-hold maneuver on pharyngeal peak pressure generation, duration of pressure generation, and pressure slope measurements in healthy volunteers.
Method: Pharyngeal pressures from 40 young, healthy individuals (mean age = 25.8 years, gender equally distributed) were recorded at 3 locations: oropharynx, hypopharynx, and upper esophageal sphincter (UES), during normal control and tongue-hold swallows. Measures of peak amplitude, duration, and slope of pressure generation were subjected to statistical analysis.
Results: Tongue-hold swallows produced lower pharyngeal peak pressure and shorter pharyngeal pressure durations compared to control swallows. Further, tongue-hold swallows produced lower UES relaxation pressures. Between sensors, peak pressure was lower and pressure slopes were steeper in the hypopharynx compared to the oropharynx. Several gender-specific differences were found for pharyngeal peak pressure, pressure duration, and pressure slopes.
Conclusions: Reduced amplitude and duration of pharyngeal peak pressure is likely a result of decreased base of tongue retraction during tongue-hold swallows. Central clinical considerations and future research directions are discussed in this article.
C1 [Doeltgen, Sebastian H.] Van der Veer Inst Parkinsons & Brain Res, Swallowing Rehabil Res Lab, Christchurch, New Zealand.
Univ Canterbury, Christchurch 1, New Zealand.
RP Doeltgen, SH (reprint author), Van der Veer Inst Parkinsons & Brain Res, Swallowing Rehabil Res Lab, 66 Stewart St, Christchurch, New Zealand.
EM shd14@student.canterbury.ac.nz
CR BROOKS LJ, 1992, AM REV RESPIR DIS, V146, P1394
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NR 17
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 65
EP 73
DI 10.1044/1058-0360(2008/06-0061)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400006
PM 18845700
ER
PT J
AU Daniels, SK
Schroeder, MF
DeGeorge, PC
Corey, DM
Foundas, AL
Rosenbek, JC
AF Daniels, Stephanie K.
Schroeder, Mae Fern
DeGeorge, Pamela C.
Corey, David M.
Foundas, Anne L.
Rosenbek, John C.
TI Defining and Measuring Dysphagia Following Stroke
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE deglutition disorders; dysphagia; stroke; videofluoroscopy
ID PENETRATION-ASPIRATION SCALE; OLDER-ADULTS; BOLUS FLOW; PHARYNGEAL;
INITIATION; RECOVERY; SWALLOWS; CORTEX
AB Purpose: To continue the development of a quantified, standard method to differentiate individuals with stroke and dysphagia from individuals without dysphagia.
Method: Videofluoroscopic swallowing studies (VFSS) were completed on a group of participants with acute stroke (n = 42) and healthy age-matched individuals (n = 25). Calibrated liquid volumes of 3, 5, 10, and 20 ml were administered during the VFSS. Six measures in 3 domains of bolus flow (timing, direction, and clearance) were measured. Values of these measures obtained from the control group were used to classify dysphagia within the participants.
Results: The use of a single measure or single liquid volumes to classify dysphagia did not distinguish between healthy adults and individuals following stroke with and without dysphagia. Abnormality on more than 1 measure across multiple volumes appears to be a more robust method in defining dysphagia for liquids.
Conclusions: Our findings indicate that the definition of dysphagia is critical in determining whether persons are classified with disordered swallowing. The definition is dependent on materials and measures evaluated. Each measure provides independent aspects to the evaluation. Determining the level of importance of each depends on the purpose of the evaluation.
C1 [Daniels, Stephanie K.] Michael E DeBakey VA Med Ctr, Houston, TX 77030 USA.
[Daniels, Stephanie K.] Baylor Coll Med, Houston, TX 77030 USA.
[Schroeder, Mae Fern; DeGeorge, Pamela C.] Southeast Louisiana Vet Hlth Care Syst, New Orleans, LA USA.
[Corey, David M.] Tulane Univ, New Orleans, LA 70118 USA.
[Foundas, Anne L.] Louisiana State Univ, Hlth Sci Ctr, New Orleans, LA USA.
[Rosenbek, John C.] Univ Florida, Hlth Sci Ctr, Gainesville, FL USA.
[Rosenbek, John C.] VA Med Ctr, Brain Rehabil Res Ctr, Gainesville, FL USA.
RP Daniels, SK (reprint author), Michael E DeBakey VA Med Ctr, Rehab Res 153,2002 Holcombe Blvd, Houston, TX 77030 USA.
EM stephanie.daniels@va.gov
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NR 26
TC 12
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 74
EP 81
DI 10.1044/1058-0360(2008/07-0040)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400007
PM 18930911
ER
PT J
AU Gillam, SL
Fargo, JD
Robertson, KSC
AF Gillam, Sandra Laing
Fargo, Jamison D.
Robertson, Kelli St. Clair
TI Comprehension of Expository Text: Insights Gained From Think-Aloud Data
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE comprehension; expository text; school-age children
ID READING-COMPREHENSION; LANGUAGE IMPAIRMENT; WORKING-MEMORY; CHILDREN;
STUDENTS; INSTRUCTION; READERS; DISABILITIES; INFERENCES; PROTOCOLS
AB Purpose: To examine the kinds of explicit and implicit statements generated by school-age children with and without language impairments during comprehension of expository texts and to determine the relationship of these statements to comprehension performance.
Method: Forty 4th-grade children with and without language impairments participated in individual think-aloud sessions (verbalizing thoughts aloud). During the sessions, children were asked to listen to expository passages 1 sentence at a time, make comments after each sentence, and then answer questions and recall the passages. The comments or verbal protocols that children generated during the think-aloud sessions were transcribed and analyzed. The relationship of verbal protocols to comprehension performance was evaluated.
Results: Findings suggested that the ability to paraphrase passages was closely related to measures of expository text comprehension.
Conclusions: The use of data obtained during think-aloud sessions may bp useful to supplement information gained from traditional measures of comprehension for children with and without language impairments.
C1 [Gillam, Sandra Laing; Fargo, Jamison D.] Utah State Univ, Logan, UT 84322 USA.
[Robertson, Kelli St. Clair] Champ Partners Rehabil, Tuscaloosa, AL USA.
RP Gillam, SL (reprint author), Utah State Univ, 1000 Old Main Hill, Logan, UT 84322 USA.
EM sandi.gillam@usu.edu
RI Fargo, Jamison/E-8361-2010
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NR 57
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 82
EP 94
DI 10.1044/1058-0360(2008/07-0074)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400008
ER
PT J
AU Crais, ER
Watson, LR
Baranek, GT
AF Crais, Elizabeth R.
Watson, Linda R.
Baranek, Grace T.
TI Use of Gesture Development in Profiling Children's Prelinguistic
Communication Skills
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE prelinguistic communication; gesture development; gesture assessment
ID AUTISM SPECTRUM DISORDERS; PROFOUND MENTAL-RETARDATION; JOINT ATTENTION;
LANGUAGE-DEVELOPMENT; YOUNG-CHILDREN; NONVERBAL-COMMUNICATION;
INDIVIDUAL-DIFFERENCES; 2ND YEAR; SOCIAL COMMUNICATION; EARLY
RECOGNITION
AB Purpose: Comparing children's skills across and within domains of development has become a standard in providing early intervention services. Profiling a child's strengths and challenges can help in making decisions regarding eligibility, diagnosis, and intervention. Profiling is particularly important for children who are not yet talking, due to the variability in production skills and the lack of guidelines as to which children are "at risk" for communication deficits versus those who are "late talkers." One area underutilized in profiling is gesture development, despite the fact that research has indicated that the amount and type of gesture use can help in early identification and is predictive of later language.
Method: To guide practicing professionals and researchers in using gesture development to profile children's communication skills, this article provides an overview of the types of gestures and their development, describes assessment methods and tools to document gesture development, pinpoints behaviors and factors important in identifying children with disabilities, and ends with brief examples of using profiling in assessment and intervention planning.
Conclusions: Gesture use should be an important component in profiling children's communication skills, and this type of profiling can enhance both the assessment and intervention process.
C1 [Crais, Elizabeth R.; Watson, Linda R.; Baranek, Grace T.] Univ N Carolina, Div Speech & Hearing Sci, Chapel Hill, NC 27599 USA.
RP Crais, ER (reprint author), Univ N Carolina, Div Speech & Hearing Sci, CB 7190, Chapel Hill, NC 27599 USA.
EM bcrais@med.unc.edu
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NR 97
TC 14
Z9 14
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2009
VL 18
IS 1
BP 95
EP 108
DI 10.1044/1058-0360(2008/07-0041)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 408VE
UT WOS:000263462400009
PM 19029535
ER
PT J
AU Koufman, JA
Block, C
AF Koufman, Jamie A.
Block, Christie
TI Differential Diagnosis of Paradoxical Vocal Fold Movement
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stridor; paradoxical vocal fold movement; paradoxical vocal cord
movement; vocal cord dysfunction
ID IRRITABLE LARYNX SYNDROME; CORD DYSFUNCTION; LARYNGOPHARYNGEAL REFLUX;
GASTROESOPHAGEAL-REFLUX; MOTION; ASTHMA; COUGH; LARYNGOSPASM; DYSTONIA;
DISORDER
AB Purpose: To present the differential diagnosis of paradoxical vocal fold movement (PVFM) and its distinguishing features.
Methods: The authors provide an overview of PVFM by drawing from 30 years of clinical and research experience, and relating that experience to literature in this area.
Conclusion: PVFM is characterized by inappropriate adduction of the vocal folds during inspiration. PVFM is an uncommon and sometimes confusing cause of airway obstruction. The resultant obstruction may be intermittent or continuous, mild or severe. Most patients with PVFM have a specific etiology-inflammatory, neurological, neoplastic, iatrogenic, or psychological-that influences type of treatment and outcome.
C1 [Koufman, Jamie A.] Voice Inst New York, New York, NY 10019 USA.
[Koufman, Jamie A.] New York Med Coll, Valhalla, NY 10595 USA.
[Block, Christie] NYU, New York, NY 10003 USA.
RP Koufman, JA (reprint author), Voice Inst New York, 200 W 57th St,Suite 1203, New York, NY 10019 USA.
EM jamie@voiceinstituteny.com
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NR 35
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 327
EP 334
DI 10.1044/1058-0360(2008/07-0014)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900003
PM 18840701
ER
PT J
AU Donovan, NJ
Kendall, DL
Young, ME
Rosenbek, JC
AF Donovan, Neila J.
Kendall, Diane L.
Young, Mary Ellen
Rosenbek, John C.
TI The Communicative Effectiveness Survey: Preliminary Evidence of
Construct Validity
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communication; participation; outcome measures; dysarthria;
International Classification of Functioning; Disability and Health
ID QUALITY-OF-LIFE; SEVERELY DYSARTHRIC SPEECH; PARKINSONS-DISEASE;
STIMULUS COHESION; PHYSICAL-ACTIVITY; LINGUISTIC CUES; INTELLIGIBILITY;
DISORDERS; STROKE; CLASSIFICATION
AB Purpose: To provide preliminary evidence of the construct validity of the Communicative Effectiveness Survey (CES) for individuals with dysarthria and idiopathic Parkinson's disease (PD).
Method: In a prospective, quasi-experimental design, 25 participants each were assigned to 3 groups (N = 75): PD and dysarthria, non-PD and no dysarthria, and PD significant others (SOs). Mean CES ratings were used to test for significant differences between the PD and non-PD group, and PD and SO rating of PD's communicative effectiveness. Multiple linear regression tested for significant predictors of CES ratings for PD group only using sentence intelligibility and spontaneous speech intelligibility scores as predictor variables.
Results: The PD group rated their CES significantly lower than did the non-PD group. The PD group rated their CES significantly higher than their SOs rated them. Neither speech intelligibility score was a significant predictor of CES ratings. In follow-up analysis, the Hoehn and Yahr PD staging accounted for 47% of the variability in CES ratings for the PD group participants.
Conclusions: This study provides preliminary evidence of the CES's construct validity. Clinicians and researchers who assess and treat individuals with PD may consider adding an additional assessment to the traditional clinical measures (i.e., speech intelligibility) by obtaining a measure of communicative effectiveness.
C1 [Donovan, Neila J.] Univ Florida, VA RR&D Brain Rehabil Outcomes Res Ctr, VA HSR&D RR&D Rehabil Outcomes Res Ctr, Gainesville, FL 32611 USA.
RP Donovan, NJ (reprint author), Louisiana State Univ, Dept Commun Sci & Disorders, 72 Hatcher Hall, Baton Rouge, LA 70803 USA.
EM ndonovan@lsu.edu
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NR 64
TC 11
Z9 11
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 335
EP 347
DI 10.1044/1058-0360(2008/07-0010)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900004
PM 18957572
ER
PT J
AU Watson, PJ
Schlauch, RS
AF Watson, Peter J.
Schlauch, Robert S.
TI The Effect of Fundamental Frequency on the Intelligibility of Speech
With Flattened Intonation Contours
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE intelligibility; speech disorders; F0; background noise
ID PARKINSONS-DISEASE; VOWEL IDENTIFICATION; LISTENING CONDITIONS; SENTENCE
LEVEL; PERCEPTION; DYSARTHRIA; LANGUAGE; MODEL; PITCH; SPEAKERS
AB Purpose: To examine the effect of fundamental frequency (F0) on the intelligibility of speech with flattened F0 contours in noise.
Method: Participants listened to sentences produced by 2 female talkers in white noise. The listening conditions included the unmodified, original sentences and sentences with resynthesized F0 that reflected the average low F0, the median F0, and the average high F0 of each talkers productions.
Results: The sentences with flattened F0 contours yielded poorer intelligibility than the unmodified ones, but the sentences with flattened F0 did not produce equivalent performance. The sentences with F0 contours flattened at the average low F0 yielded better performance than sentences at the median F0. The sentences with F0 flattened at the average high F0 yielded poorer performance than the sentences flattened at the median F0.
Conclusions: F0 height accounted for only a small amount of the drop in speech understanding in speech with a flattened F0 in healthy talkers. Although this study used healthy talkers, the findings suggest that clinicians should focus on having clients produce speech with naturally varying F0; F0 height is a secondary factor in the drop in intelligibility seen in monotone speech for female talkers.
C1 [Watson, Peter J.] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA.
RP Watson, PJ (reprint author), Univ Minnesota, Dept Speech Language Hearing Sci, 164 Pillsbury Dr SE,Shevlin 115, Minneapolis, MN 55455 USA.
EM pjwatson@umn.edu
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NR 50
TC 17
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 348
EP 355
DI 10.1044/1058-0360(2008/07-0048)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900005
PM 18840699
ER
PT J
AU Nippold, MA
Mansfield, TC
Billow, JL
Tomblin, JB
AF Nippold, Marilyn A.
Mansfield, Tracy C.
Billow, Jesse L.
Tomblin, J. Bruce
TI Expository Discourse in Adolescents With Language Impairments: Examining
Syntactic Development
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT 4th Afasic International Symposium
CY APR, 2007
CL Warwick, ENGLAND
DE adolescents; language impairment; complex syntax; expository discourse
ID SCHOOL-AGE-CHILDREN; LEARNING DISABILITIES
AB Purpose: This study examined syntactic development in a large cohort of adolescents. At kindergarten, each participant had been identified as having specific language impairment (SLI), nonspecific language impairment (NLI), or typical language development (TLD). Method
: The participants (n = 444) had a mean age of 13;11 (years;months; range = 12;1 0- 15;5). Language samples were elicited in 2 genres, conversational and expository, and analyzed for mean length of T-unit and subordinate clause production.
Results: Mean length of T-unit and the use of nominal, relative, and adverbial clauses were greater during the expository task than the conversational task for all groups. Thus, even the SLI and NLI groups produced longer sentences containing greater amounts of subordination when speaking in the expository genre than in the conversational genre. No group differences were revealed by the conversational task. However, on the expository task, the TLD group outperformed both the SLI and NLI groups on mean length of T-unit, and the TLD group outperformed the NLI group on relative clause use.
Conclusions: Speech-language pathologists may wish to employ expository discourse tasks rather than conversational tasks to examine syntactic development in adolescents.
C1 [Nippold, Marilyn A.] Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
[Tomblin, J. Bruce] Univ Iowa, Iowa City, IA USA.
RP Nippold, MA (reprint author), Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
EM nipppld@uoregon.edu
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Wechsler D, 1991, WECHSLER INTELLIGENC, V3rd
NR 33
TC 23
Z9 23
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 356
EP 366
DI 10.1044/1058-0360(2008/07-0049)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900006
PM 18840698
ER
PT J
AU Bonilha, HS
Deliyski, DD
Gerlach, TT
AF Bonilha, Heather Shaw
Deliyski, Dimitar D.
Gerlach, Terri Treman
TI Phase Asymmetries in Normophonic Speakers: Visual Judgments and
Objective Findings
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT 34th Annual Symposium of the Voice-Foundation
CY JUN, 2005
CL Philadelphia, PA
DE voice assessment; stroboscopy; high-speed videoendoscopy; kymography;
symmetry; vocal fold vibration
ID VOCAL FOLD VIBRATION; HIGH-SPEED VIDEOENDOSCOPY; LARYNGEAL ASYMMETRY;
VOICE QUALITY; VIDEOKYMOGRAPHY; STROBOSCOPY; INSTRUMENT; SINGERS
AB Purpose: To ascertain the amount of phase asymmetry of the vocal fold vibration in normophonic speakers via visualization techniques and compare findings for habitual and pressed phonations.
Method: Fifty-two normophonic speakers underwent stroboscopy and high-speed videoendoscopy (HSV). The HSV images were further processed into 4 visual displays: HSV playbacks, digital kymography (DKG) playbacks, mucosal wave kymography playbacks, and static kymographic images of the medial line from the DKG playback. Two types of phase asymmetries, lef-tright and anterior-posterior, were rated on a scale from 1 to 5. Objective measures of left-right phase asymmetry were,obtained.
Results: The majority of normophonic speakers (81%) were noted to display anterior-posterior asymmetry; however, 66% of those were characterized as mild. Seventy-nine percent of participants were noted to display left-right asymmetry; however, 72% of those were mild. A moderate relationship between the objective measures and subjective ratings was found.
Conclusions: Most normophonic speakers exhibit mild left-right and anterior-posterior asymmetries for both habitual and pressed phonations. Asymmetries were noted more often during habitual than pressed phonations, and when visualized by HSV and kymography than stroboscopy. Differences between objective measures and visual judgments support the need to quantify vocal fold vibratory features.
C1 [Bonilha, Heather Shaw; Deliyski, Dimitar D.] Univ S Carolina, Columbia, SC 29208 USA.
[Gerlach, Terri Treman] Charlotte Eye Ear Nose & Throat Associates, Charlotte, NC USA.
RP Bonilha, HS (reprint author), Univ S Carolina, 1621 Greene St,6th Floor, Columbia, SC 29208 USA.
EM shawhs@gwm.sc.edu
CR Bless D M, 1987, Ear Nose Throat J, V66, P289
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NR 29
TC 34
Z9 36
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 367
EP 376
DI 10.1044/1058-0360(2008/07-0059)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900007
PM 18840697
ER
PT J
AU Marshall, RC
Karow, CM
AF Marshall, Robert C.
Karow, Colleen M.
TI Update on a Clinical Measure for the Assessment of Problem Solving
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE problem solving; executive functions; clinical measures
ID BRAIN-INJURY; OLD-AGE; ADULTS; PERFORMANCE; STRATEGIES; CLASSIFICATION;
BEHAVIOR; DEFICITS; MIDDLE; TASK
AB Purpose: The Rapid Assessment of Problem Solving test (RAPS) is a clinical measure of problem solving based on the 20 Questions Test. This article updates clinicians on the RAPS, addresses questions raised about the test in an earlier article (R. C. Marshall, C. M. Karow, C. Morelli, K. Iden, & J. Dixon, 2003a), and discusses the clinical utility of the RAPS.
Method: The RAPS was administered to 373 normal adults. Tests were analyzed to assess the impact of demographic, psychometric, and other factors on performance on the RAPS. To determine the effects of strategy selection on test scores, participants were assigned to novel, category-focused, or mixed strategy groups based on the types of first questions asked.
Results: Normal participants exhibited a range of performance levels on the RAPS. Participants in the novel strategy group performed significantly better than the participants in 2 other strategy groups.
Conclusions: The RAPS is a clinically useful tool to examine problem solving that is easy to administer and to score. Findings suggest clinicians can use the RAPS with greater confidence than was the case 4 years ago. The RAPS is now part of the public domain and may be used by clinicians to assess clients' problem-solving deficits.
C1 [Marshall, Robert C.] Univ Kentucky, Lexington, KY 40536 USA.
[Karow, Colleen M.] Univ Tennessee, Knoxville, TN USA.
RP Marshall, RC (reprint author), Univ Kentucky, 120F CTW,900 S Limestone, Lexington, KY 40536 USA.
EM rcmarsh@uky.edu
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NR 50
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 377
EP 388
DI 10.1044/1058-0360(2008/07-0071)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900008
PM 18845695
ER
PT J
AU Kiran, S
Johnson, L
AF Kiran, Swathi
Johnson, Lauren
TI Semantic Complexity in Treatment of Naming Deficits in Aphasia: Evidence
From Well-Defined Categories
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; semantic complexity; typicality; well-defined categories
ID NATURAL CATEGORIES; TYPICALITY; RETRIEVAL; SPEAKERS; THERAPY; ANOMIA;
MIGHT; TIME
AB Purpose: Our previous work on manipulating typicality of category exemplars during treatment of naming deficits has shown that training atypical examples generalizes to untrained typical examples but not vice versa. In contrast to natural categories that consist of fuzzy boundaries, well-defined categories (e.g., shapes) have rigid category boundaries. Whether these categories illustrate typicality effects similar to natural categories is under debate. The present study addressed this question in the context of treatment for naming deficits in aphasia.
Methods: Using a single-subject experiment design, 3 participants with aphasia received a, semantic feature treatment to improve naming of either typical or atypical items of shapes, while generalization was tested to untrained items of the category.
Results: For 2 of the 3 participants, training naming of atypical examples of shapes resulted in improved naming of untrained typical examples. Training typical examples in 1 participant did not improve naming of atypical examples. All 3 participants, however, showed weak acquisition trends.
Conclusions: Results of the present study show equivocal support for manipulating typicality as a treatment variable within well-defined categories. Instead, these results indicate that acquisition and generalization effects within well-defined categories such as shapes are overshadowed by their inherent abstractness.
C1 [Kiran, Swathi] Univ Texas Austin, Dept Commun Sci & Disorders, Austin, TX 78712 USA.
RP Kiran, S (reprint author), Univ Texas Austin, Dept Commun Sci & Disorders, 1100,1 Univ Stn, Austin, TX 78712 USA.
EM s-kiran@mail.utexas.edu
RI Kiran, S/B-1892-2013
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NR 41
TC 17
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2008
VL 17
IS 4
BP 389
EP 400
DI 10.1044/1058-0360(2008/06-0085)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 372MO
UT WOS:000260905900009
PM 18845698
ER
PT J
AU Reichle, J
Dropik, PL
Alden-Anderson, E
Haley, T
AF Reichle, Joe
Dropik, Patricia L.
Alden-Anderson, Elizabeth
Haley, Tom
TI Teaching a young child with autism to request assistance conditionally:
A preliminary study
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; children; intervention; communication; conditional
discrimination; generalized requesting
ID FUNCTIONAL COMMUNICATION; RESPONSE EFFICIENCY; REINFORCEMENT;
ACQUISITION; BEHAVIORS; MAND
AB Purpose: Investigators taught a 5-year-old boy with autistic disorder and severe language delay to conditionally use requests for assistance.
Method: A within-participant multiple-probe design across 3 functional tasks was implemented in order to evaluate the child's acquisition and conditional use of requests for assistance during intervention with each task.
Results: Results indicated initial acquisition of requests for assistance followed by a brief period of overgeneralization. As independence in completing a task increased, requests for assistance correspondingly decreased. The participant's conditional use of requests for assistance and independent task completion were sustained across time.
Conclusion: This study highlights the need to assess conditional use of newly taught communicative behavior.
C1 [Reichle, Joe] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA.
[Haley, Tom] Minnesota Autism Ctr, Minnetonka, MN USA.
RP Reichle, J (reprint author), Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA.
EM reich001@umn.edu
CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
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Zimmerman I., 2002, PRESCHOOL LANGUAGE S
NR 27
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2008
VL 17
IS 3
BP 231
EP 240
DI 10.1044/1058-0360(2008/022)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 334DB
UT WOS:000258201400003
PM 18663108
ER
PT J
AU Stockman, IJ
Boult, J
Robinson, GC
AF Stockman, Ida J.
Boult, Johanna
Robinson, Gregory C.
TI Multicultural/multilingual instruction in educational programs: A survey
of perceived faculty practices and outcomes
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE faculty; multicultural/multilingual; issues; curricular infusion
ID COMFORT
AB Purpose: To describe the instructional strategies reported for multicultural/multilingual issues (MMI) education at programs in speech-language pathology and audiology and the perceived ease and effectiveness of doing so.
Method: A 49-item questionnaire elicited anonymous responses from administrators, faculty, and teaching clinical supervisors at educational programs accredited by the American SpeechLanguage-Hearing Association in the United States. The data were provided by 731 respondents from 79.6% of 231 accredited U.S. programs. They included instructors who taught courses dedicated to MMI and those who did not.
Results: Respondents were generally committed to multicultural instruction, but they varied in their reported instructional practices and perceived levels of preparedness, effectiveness, and needs. General curricular infusion without an MMI-dedicated course was the most common instructional model used. Students were judged to be at least modestly prepared to deal with diversity issues as a result of their multicultural instruction, although current instructional approaches were not viewed as optimal. More positive outcomes were reported by instructors of MMI-dedicated than MMI-nondedicated courses.
Conclusion: The instructional models and strategies used for MMI education vary, and programs are challenged by multiple issues in complying with the mandate for MMI curricular infusion.
C1 [Stockman, Ida J.] Michigan State Univ, Dept Commun Sci & Disorders, Oyer Speech & Hearing Clin, E Lansing, MI 48824 USA.
[Boult, Johanna] Univ Louisiana, Monroe, LA 71209 USA.
[Robinson, Gregory C.] Univ Arkansas, Univ Arkansas Med Sci, Little Rock, AR 72204 USA.
RP Stockman, IJ (reprint author), Michigan State Univ, Dept Commun Sci & Disorders, Oyer Speech & Hearing Clin, E Lansing, MI 48824 USA.
EM stockma1@msu.edu
CR ALLAN R, 2004, HDB RES MULTICULTURA, P763
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*AM SPEECH LANG HE, 2003, KNOWL SKILLS ACQ KAS
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Coleman TJ, 2000, CLINICAL MANAGEMENT OF COMMUNICATION DISORDERS IN CULTURALLY DIVERSE CHILDREN, P3
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FIGUERO P, 2004, HDB RES MULTICULTURA, P778
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NR 37
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2008
VL 17
IS 3
BP 241
EP 264
DI 10.1044/1058-0360(2008/023)
PG 24
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 334DB
UT WOS:000258201400004
PM 18663109
ER
PT J
AU Ward, E
Agius, E
Solley, M
Cornwell, P
Jones, C
AF Ward, Elizabeth
Agius, Emma
Solley, Maura
Cornwell, Petrea
Jones, Claire
TI Preparation, clinical support, and confidence of speech-language
pathologists managing clients with a tracheostomy in Australia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE tracheostomy; speech pathology; confidence; clinical support; training
ID MANAGEMENT; DYSPHAGIA; TEAMWORK; PATIENT
AB Purpose: To describe the preparation and training, clinical support, and confidence of speech-language pathologists (SLPs) in relation to tracheostomy client care in Australia.
Method: A survey was sent to 90 SLPs involved in tracheostomy management across Australia. The survey contained questions relating to preparation and training, clinical support, and confidence.
Results: The response rate was high (76%). The majority of SLPs were pursuing a range of professional development activities, had clinical support available, and,felt confident providing care of clients with tracheostomies. Despite these findings, 45% of SLPs were not up-to-date with evidence-based practice, less than 30% were knowledgeable of the advances in tracheostomy tube technology, and only 16% felt they worked as part of an optimal team. Only half were confident and had clinical support for managing clients who were ventilated. Most (88%) believed additional training opportunities would be beneficial.
Conclusions: The current data highlight. issues for health care facilities and education providers to address regarding the training and support needs of SLPs providing tracheostomy client care.
C1 [Ward, Elizabeth] Univ Queensland, Div Speech Pathol, St Lucia, Qld 4072, Australia.
[Solley, Maura; Cornwell, Petrea] Princess Alexandra Hosp, Woolloongabba, Qld 4102, Australia.
RP Ward, E (reprint author), Univ Queensland, Div Speech Pathol, Therapies Bldg, St Lucia, Qld 4072, Australia.
EM liz.ward@uq.edu.au
RI Ward, Elizabeth/F-9652-2010
OI Ward, Elizabeth/0000-0002-2680-8978
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NR 33
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2008
VL 17
IS 3
BP 265
EP 276
DI 10.1044/1058-0360(2008/024)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 334DB
UT WOS:000258201400005
PM 18663110
ER
PT J
AU Puranik, CS
Lombardino, LJ
Altmann, LJP
AF Puranik, Cynthia S.
Lombardino, Linda J.
Altmann, Lori J. P.
TI Assessing the microstructure of written language using a retelling
paradigm
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE expository writing; microstructural elements of writing; school-age
language; writing; writing assessment; writing development
ID LEARNING-DISABLED STUDENTS; SCHOOL-AGE-CHILDREN; STORY COMPOSITION
SKILLS; READING-COMPREHENSION; DEVELOPMENTAL SKILLS; WORKING-MEMORY;
EFFECT SIZE; DISABILITIES; INTERVENTION; ADOLESCENTS
AB Purpose: The primary goal of this study was to document the progression of the microstructural elements of written language in children at 4 grade levels. The secondary purpose was to ascertain whether the variables selected for examination. could be classified into valid categories that reflect the multidimensional nature of writing.
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RP Puranik, CS (reprint author), Florida Ctr Reading Res, 227 N Bronough St,Suite 7250, Tallahassee, FL 32301 USA.
EM cpuranik@fcrr.org
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NR 73
TC 20
Z9 21
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 107
EP 120
DI 10.1044/1058-0360(2008/012)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100002
PM 18448599
ER
PT J
AU Nicholas, JG
Geers, AE
AF Nicholas, Johanna G.
Geers, Ann E.
TI Expected test scores for preschoolers with a cochlear, implant who use.
spoken language
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cochlear implants; spoken language; preschool children; assessment; deaf
ID HEARING-IMPAIRED CHILDREN; PROFOUNDLY DEAF-CHILDREN; PARENT REPORT
MEASURE; RESIDUAL HEARING; COMMUNICATIVE DEVELOPMENT; SPEECH
RECOGNITION; READING-SKILLS; AGE; PERFORMANCE; VOCABULARY
AB Purpose: The major purpose of this study was to provide information about expected spoken language skills of preschool-age children who are deaf and who use a cochlear implant. A goal was to provide "benchmarks" against which those skills could be compared, for a given age at implantation. We also examined whether parent-completed checklists of children's language were correlated with results of standardized language tests and whether scores increased linearly with decreasing age of implantation and increasing duration of cochlear implant use.
Method: Participants were a nationwide sample of 76 children who were deaf and orally educated and who received an implant by 38 months of age. Formal language tests were administered at age 4.5 years. The MacArthur-Bates Communicative Development Inventories (CDI) instrument was completed by parents when children were ages 3.5 and 4.5 years.
Results: Based on regression analyses, expected scores for each age at implant were provided for 2 commonly administered language tests at 4.5 years of age and CDI subscale scores at 3.5 and 4.5 years. Concurrent test scores were significantly correlated on all measures. A linear relation was found that predicted increasing test scores with younger ages at implantation for all scales administered.
Conclusions: While the expected scores reported here should not be considered as normative data, they are benchmarks that may be useful for evaluating spoken language progress of children with cochlear implants who are enrolled in spoken language-based programs.
C1 [Nicholas, Johanna G.] Washington Univ, Sch Med, Dept Otolaryngol Head & Neck Surg, St Louis, MO 63110 USA.
[Geers, Ann E.] Univ Texas SW Med Ctr Dallas, Dallas, TX USA.
[Geers, Ann E.] Univ Texas Dallas, Richardson, TX 75083 USA.
RP Nicholas, JG (reprint author), Washington Univ, Sch Med, Dept Otolaryngol Head & Neck Surg, Box 8115,660 S Euclid Ave, St Louis, MO 63110 USA.
EM nicholasj@ent.wustl.edu
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NR 60
TC 26
Z9 26
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 121
EP 138
DI 10.1044/1058-0360(2008/013)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100003
PM 18448600
ER
PT J
AU Lewis, C
Packman, A
Onslow, M
Simpson, JM
Jones, M
AF Lewis, Christine
Packman, Ann
Onslow, Mark
Simpson, Judy M.
Jones, Mark
TI A phase II trial of telehealth delivery of the Lidicombe Program of
early, stuttering intervention
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE telehealth; Lidcombe Program; stuttering; early intervention
ID SPEECH-LANGUAGE PATHOLOGY; PREDICTING TREATMENT TIME; LIDCOMBE PROGRAM;
YOUNG-CHILDREN; TELEMEDICINE; TECHNOLOGY; COMMUNICATION; DISORDERS
AB Purpose: The aims of this study were to evaluate the efficacy of telehealth delivery of the Lidcombe Program of Early Stuttering Intervention, compared with a control group, and to determine the number of children who could be regarded as "responders."
Method: A speech-language pathologist provided telehealth delivery of the Lidcombe Program during telephone consultations with parents in their homes, remote from the clinic. The study design was an open plan, parallel group, randomized controlled trial with blinded outcome assessment. Children in the no-treatment control group who were still stuttering after 9 months then received the same treatment. The primary outcome measure was frequency of stuttering, gathered from audiotape recordings of participants' conversational speech in everyday, non-treatment situations, before and after treatment.
Results: Analysis of covariance showed a 73% decrease in frequency of stuttering at 9 months after randomization in the treatment group, as compared with the control group (95% confidence interval = 25%-90%, p =.02). Measures of treatment time showed that telehealth delivery of the Lidcombe Program requires around 3 times more resources than standard presentation.
Conclusions: Telehealth delivery of the Liclcombe Program is an efficacious treatment for preschool children who cannot receive the standard, clinic-based Lidcombe Program. Avenues for improving efficiency are considered.
C1 [Lewis, Christine; Packman, Ann; Onslow, Mark; Simpson, Judy M.] Univ Sydney, Australian Stuttering Res Ctr, Fac Hlth Sci, Lidcombe, NSW 1825, Australia.
[Jones, Mark] Univ Queensland, Queensland Clin Trials Ctr, Woolloongabba, Qld, Australia.
[Jones, Mark] Princess Alexandra Hosp, Woolloongabba, Qld 4102, Australia.
RP Onslow, M (reprint author), Univ Sydney, Australian Stuttering Res Ctr, Fac Hlth Sci, POB 170, Lidcombe, NSW 1825, Australia.
EM m.onslow@usyd.edu.au
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NR 46
TC 38
Z9 39
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 139
EP 149
DI 10.1044/1058-0360(2008/014)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100004
PM 18448601
ER
PT J
AU Scott, KA
Roberts, JA
Krakow, R
AF Scott, Kathleen A.
Roberts, Jenny A.
Krakow, Rena
TI Oral and written language development of children adopted from China
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE reading impairment; language impairment; school-age children;
international adoption; literacy
ID SCHOOL-AGE-CHILDREN; INTERNATIONAL ADOPTION; LEARNING DISABILITIES;
SPOKEN; ADJUSTMENT; PREVALENCE; POLICY; BRAIN; OLD; 2ND
AB Purpose: The sharp increase in the number of international adoptions in the United States has prompted a heightened interest in the language development of internationally adopted children. Although recent studies have investigated the early language development of adoptees, little is known about the school-age language and literacy skills of internationally adopted children. The focus of this study was the oral and written language skills of school-age adoptees from China.
Method: The participants were 24 children between the ages of 7;0 (years;months) and 8;8. Oral and written language skills were assessed using standardized measures and a narrative retell task.
Results: As a group, the majority of children exhibited scores in the average to above average range for all oral and written standardized language measures. Narrative analysis indicated that an increase in the number of grammatical errors was moderately correlated with lower reading comprehension scores. Age at adoption was negatively correlated with several measures, including a narrative measure of grammatical errors per T-unit.
Conclusion: These findings provide an encouraging outlook on the oral and written language outcomes of internationally adopted children from China through the early elementary grades. Moreover, these findings support earlier research that speaks to the resiliency and robustness of language acquisition abilities in children.
C1 [Roberts, Jenny A.] Hofstra Univ, Hempstead, NY 11549 USA.
[Scott, Kathleen A.; Krakow, Rena] Temple Univ, Philadelphia, PA 19122 USA.
RP Scott, KA (reprint author), Hofstra Univ, 108 Davison Hall, Hempstead, NY 11549 USA.
EM kathleen.scott@hofstra.edu
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NR 63
TC 15
Z9 15
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 150
EP 160
DI 10.1044/1058-0360(2008/015)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100005
PM 18448602
ER
PT J
AU Rider, JD
Wright, HH
Marshall, RC
Page, JL
AF Rider, Jill Davis
Wright, Heather Harris
Marshall, Robert C.
Page, Judith L.
TI Using semantic feature analysis to improve contextual discourse in
adults with aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; word retrieval; treatment; discourse
ID NAMING DISORDERS; FLUENT APHASIA; THERAPY; COMPLEXITY; SYSTEM
AB Purpose: Semantic feature analysis (SFA) was used to determine whether training contextually related words would improve the discourse of individuals with nonfluent aphasia in preselected contexts.
Method: A modified multiple-probes-across-behaviors design was used to train target words using SFA in 3 adults with nonfluent aphasia. Pretreatment, posttreatment, and follow-up sessions obtained language samples for the preselected contexts. Contexts included 4 story retellings and 4 procedure explanations.
Results: All participants improved naming ability for treated words. No generalization to untrained items was found. Within discourse samples, participants increased number of target words produced from pretreatment to posttreatment sessions but did not increase lexical diversity across samples. Participants maintained performance on standardized measures from the beginning to the end of the study.
Conclusions: Results support and extend previous research by indicating that SFA improves confrontational naming ability and may benefit word retrieval in discourse production of closed-set contexts.
C1 [Wright, Heather Harris] Arizona State Univ, Dept Speech & Hearing Sci, Tempe, AZ 85287 USA.
[Rider, Jill Davis; Marshall, Robert C.; Page, Judith L.] Univ Kentucky, Lexington, KY 40506 USA.
RP Wright, HH (reprint author), Arizona State Univ, Dept Speech & Hearing Sci, POB 870102, Tempe, AZ 85287 USA.
EM heather.wright.l@asu.edu
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NR 35
TC 19
Z9 21
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 161
EP 172
DI 10.1044/1058-0360(2008/016)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100006
PM 18448603
ER
PT J
AU Rousseau, I
Onslow, M
Packman, A
AF Rousseau, Isabelle
Onslow, Mark
Packman, Ann
TI Comparisons of audio and audiovisual measures of stuttering frequency
and severity in preschool-age children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering severity; stutter count; stuttered syllables; audiovisual
measures
ID INTENSIVE TREATMENT PROGRAM; FLUENCY SHAPING PROGRAM; INTERVENTION;
ADOLESCENTS; ADAPTATION; JUDGMENTS; ADULTS; LOCUS
AB Purpose: To determine whether measures of stuttering frequency and measures of overall stuttering severity in preschoolers differ when made from audio-only recordings compared with audiovisual recordings.
Method: Four blinded speech-language pathologists who had extensive experience with pre-schoolers who stutter measured stuttering frequency and rated overall severity from audio-only and audiovisual recordings of 36 preschool children who were stuttering. Stuttering frequency (percentage of syllables stuttered [%SS]) was based on counts of perceptually unambiguous stutterings, made in real time, and overall severity was measured using a 9-point rating scale.
Results: Stuttering frequency was statistically significantly lower by around 20% when made from audio-only recordings. This was found to be directly attributable to differences in the counts of stuttered syllables, rather than to differences in the total numbers of syllables spoken. No significant differences were found between recording modalities for the ratings of overall severity. Correlations between %SS scores in the 2 modalities and severity rating scores in the 2 modalities were high, indicating that observers agreed on data trends across speech samples.
Conclusions: Measures of %SS made from audio-only recordings may underestimate stuttering frequency in preschoolers. Although audio-only %SS measures may underestimate stuttering frequency at the start of a clinical trial to a clinically significant extent, posttreatment scores at or below 1.0%SS are, likely to underestimate by 0.2%SS or less, which is clinically insignificant.
C1 [Rousseau, Isabelle; Onslow, Mark; Packman, Ann] Univ Sydney, Australian Stuttering Res Ctr, Lidcombe, NSW 2141, Australia.
[Packman, Ann] Univ Queensland, Queensland Clin Trials Ctr, St Lucia, Qld 4067, Australia.
RP Onslow, M (reprint author), Univ Sydney, Australian Stuttering Res Ctr, POB 170, Lidcombe, NSW 2141, Australia.
EM m.onstow@usyd.edu.au
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NR 34
TC 8
Z9 8
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 173
EP 178
DI 10.1044/1058-0360(2008/017)
PG 6
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100007
PM 18448604
ER
PT J
AU Wilkinson, K
Carlin, M
Thistle, J
AF Wilkinson, Krista
Carlin, Michael
Thistle, Jennifer
TI The role of color cues in facilitating accurate and rapid location of
aided symbols by children with and without down syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aided symbols; visual processing; visual search; symbol identification
ID STIMULUS OVER-SELECTIVITY; AUTISM SPECTRUM DISORDERS; LONG-TERM-MEMORY;
MENTAL-RETARDATION; INTELLECTUAL DISABILITIES; YOUNG-CHILDREN;
VISUAL-SEARCH; INDIVIDUALS; ATTENTION; RECOGNITION
AB Purpose: This research examined how the color distribution of symbols within a visual aided augmentative and alternative communication array influenced the speed and accuracy with which participants with and without Down syndrome located a target picture symbol.
Method: Eight typically developing children below the age of 4 years, 8 typically developing children over the age of 4 years, and 10 children with Down syndrome participated. Participants were asked to find a target line drawing among an array of 12. Line drawings represented either foods (e.g., grapes, cherries), clothing (e.g., a red shirt, a yellow shirt), or activities (e.g., soccer, swimming). In one condition, symbols that shared a color were clustered together, creating a subgroup within which to search. In another condition, symbols that shared a color were distributed across the display, allowing each to appear individually. Dependent measures were accuracy and speed of finding the target symbol.
Results: Clustering same-color symbols facilitated the speed of locating the target for all participants, and facilitated search accuracy in the younger preschool children and participants with Down syndrome. These effects held when targets were foods, clothing, or activities.
Conclusion: Clinicians should consider the internal color of visual symbols when constructing aided symbol displays, at least for children with Down syndrome. Further research is needed on a number of dimensions, however, including visual processing in other etiological categories, the role of background color, and the relation of color to other stimulus dimensions.
C1 [Wilkinson, Krista; Thistle, Jennifer] Emerson Coll, Boston, MA 02116 USA.
[Wilkinson, Krista; Carlin, Michael] Univ Massachusetts, Sch Med, Eunice Kennedy Shriver Ctr, Waltham, MA USA.
RP Wilkinson, K (reprint author), Emerson Coll, 120 Boylston St, Boston, MA 02116 USA.
EM krista-wilkinson@emerson.edu
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NR 54
TC 13
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 179
EP 193
DI 10.1044/1058-0360(2008/018)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100008
PM 18448605
ER
PT J
AU McCabe, A
Bliss, L
Barra, G
Bennett, M
AF McCabe, Allyssa
Bliss, Lynn
Barra, Gabriela
Bennett, MariBeth
TI Comparison of personal versus fictional narratives of children with
language impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; language disorders; assessment; narrative
ID TRAUMATIC BRAIN INJURY; STORY STRUCTURE; NONDISABLED CHILDREN; POOR
READERS; DISCOURSE; COMPREHENSION; ABILITIES; INTERVENTION;
PROPOSITIONS; PERSPECTIVE
AB Purpose: Personal narratives are common in children's conversations, recommended as the appropriate genre for early writing by educators, and part of many high-stakes tests, possibly because they tend to be better formed than fictional narratives. However, current practice in the field of speech-language pathology employs fictional narratives in assessment, intervention, and study of children with impaired language development. This article explored performance on personal versus fictional narratives by children with language. impairment (LI), hypothesizing that performance on the former would be better and a minimal relationship between performances in the 2 genres.
Method: Twenty-seven children age 7;0-9;9 (years;months) with LI orally produced personal and fictional narratives (responses to a wordless picture book). Narratives were analyzed by raters blind to experimental hypotheses using high-point analysis and an analysis derived from scoring of a high-stakes composition for 4th grade.
Results: High-point ratings of personal significantly exceeded those of fictional narratives. Disproportionate fictional stories did not meet minimal narrative criteria. However, more personal narratives than would be expected by chance did. The analyses were significantly correlated. Quality of a child's performance of personal was minimally related to that of fictional narratives.
Conclusions: Clinicians may want to consider functional aspects of personal narratives.
C1 [McCabe, Allyssa; Barra, Gabriela; Bennett, MariBeth] Univ Massachusetts, Lowell, MA USA.
[Bliss, Lynn] Univ Houston, Houston, TX USA.
RP McCabe, A (reprint author), Univ Massachusetts Lowell, Dept Psychol, 870 Broadway St,Suite 1, Lowell, MA 01854 USA.
EM allyssa-mccabe@uml.edu
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NR 87
TC 22
Z9 23
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2008
VL 17
IS 2
BP 194
EP 206
DI 10.1044/1058-0360(2008/019)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 295OZ
UT WOS:000255485100009
PM 18448606
ER
PT J
AU Cherney, LR
Halper, AS
Holland, AL
Cole, R
AF Cherney, Leora R.
Halper, Anita S.
Holland, Audrey L.
Cole, Ron
TI Computerized script training for aphasia: Preliminary results
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; rehabilitation; computer treatment; script training
ID CONTEXTUAL INFLUENCES; COMPREHENSION; KNOWLEDGE; EFFICACY;
REHABILITATION; METAANALYSIS; RECOGNITION; DISCOURSE; ADULTS; MODEL
AB Purpose: This article describes computer software that was developed specifically for training conversational scripts and illustrates its use with 3 individuals with aphasia.
Method: Three participants with chronic aphasia (Broca's, Wernicke's, and anomic) were assessed before and after 9 weeks of a computer script training program. For each participant, 3 individualized scripts were developed, recorded on the software, and practiced sequentially at home. Weekly meetings with the speech-language pathologist occurred to monitor practice and assess progress. Baseline and posttreatment scripts were audiotaped, transcribed, and compared to the target scripts for content, grammatical productivity, and rate of production of scrip-trelated words. Interviews with the person with aphasia and his or her significant other were conducted at the conclusion of treatment.
Results: All measures (content, grammatical productivity, and rate of production of scrip-trelated words) improved for each participant on every script. Two participants gained more than 5 points on the Aphasia Quotient of the Western Aphasia Battery. Five positive themes were consistently identified from the exit interviews-increased verbal communication, improvements in other modalities and situations, communication changes noticed by others, increased confidence, and satisfaction with the software. Conclusion: Computer-based script training potentially may be an effective intervention for persons with chronic aphasia.
C1 [Cherney, Leora R.; Halper, Anita S.] Rehabil Inst Chicago, Aphasia Res Ctr, Chicago, IL 60611 USA.
[Cherney, Leora R.; Halper, Anita S.] Northwestern Univ, Chicago, IL 60611 USA.
[Holland, Audrey L.] Univ Arizona, Tucson, AZ USA.
[Cole, Ron] Mentor Interact, Boulder, CO USA.
[Cole, Ron] Boulder Language Technol, Boulder, CO USA.
RP Cherney, LR (reprint author), Rehabil Inst Chicago, Aphasia Res Ctr, 345 E Super St, Chicago, IL 60611 USA.
EM lchemey@ric.org
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NR 41
TC 42
Z9 44
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2008
VL 17
IS 1
BP 19
EP 34
DI 10.1044/1058-0360(2008/003)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 260OQ
UT WOS:000253020000003
PM 18230811
ER
PT J
AU Dropik, PL
Reichle, J
AF Dropik, Patricia L.
Reichle, Joe
TI Comparison of accuracy and efficiency of directed scanning and
group-item scanning for augmentative communication selection techniques
with typically developing preschoolers
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative communication; children; scanning; directed
scanning; group-item scanning
AB Purpose: Directed scanning and group-item scanning both represent options for increased scanning efficiency. This investigation compared accuracy and speed of selection with preschoolers using each scanning method. The study's purpose was to describe performance characteristics of typically developing children and to provide a reliable assessment protocol to evaluate scanning skills.
Method: Investigators examined within-participant performance on an identity match in g-to-sample task using directed and group-item scanning with 13 typically developing preschoolers. Children selected line-drawn symbols from a 36-symbol display configured for each scanning method.
Results: Children were more accurate using directed than group-item scanning. They required a greater number of cursor movements to accurately select symbols with group-item than with directed scanning; however, no differences in actual selection time were apparent. Further analyses comparing performance using group-item scanning for selections requiring either a low or a high number of cursor movements revealed no differences in children's accuracy or efficiency. Conclusions: Children were more accurate using directed scanning to select target symbols. However, directed scanning did not afford a relative advantage in children's selection efficiency compared with group-item scanning. Performance using group-item scanning does not appear to be affected by requisite cursor movements for selection. Limitations and educational implications are discussed.
C1 [Dropik, Patricia L.; Reichle, Joe] Univ Minnesota, Minneapolis, MN 55455 USA.
RP Dropik, PL (reprint author), Univ Minnesota, 115 Shevlin Hill, Minneapolis, MN 55455 USA.
EM reich001@umn.edu
CR ALLEN HF, 1957, AM J OPHTHALMOL, V44, P38
Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
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Fenson L, 1993, MACARTHUR COMMUNICAT
Glennen S., 1997, HDB AUGMENTATIVE ALT
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Reichle J., 2000, AUGMENTATIVE ALTERNA, V16, P154, DOI 10.1080/07434610012331279014
Szeto A. Y. J., 1993, AUGMENTATIVE ALTERNA, V9, P229, DOI 10.1080/07434619312331276651
TREVIRANUS J, 2003, COMMUNICATIVE COMPET, P199
NR 17
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2008
VL 17
IS 1
BP 35
EP 47
DI 10.1044/1058-0360(2008/004)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 260OQ
UT WOS:000253020000004
PM 18230812
ER
PT J
AU Ratcliff, A
Koul, R
Lloyd, LL
AF Ratcliff, Ann
Koul, Rajinder
Lloyd, Lyle L.
TI Preparation in augmentative and alternative communication: An update for
speech-language pathology training
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE preprofessional training; augmentative and alternative communication
ID AAC
AB Purpose: To report on data from the current survey about academic and clinical education in augmentative and alternative communication (AAC), as well as to compare these findings with earlier surveys in an attempt to identify any changes being made as programs in the United States implement the new certification standards of the American Speech-Language-Hearing Association in the area of speech-language pathology.
Method: A survey was sent to all speech-language pathology training programs in the United States via e-mail directed to program directors or faculty teaching in AAC.
Results: A total of 168 surveys were returned, for a return rate of 57.93%. Seventy-three percent of the respondents had a separate course in AAC, and 80% indicated AAC content was infused in other courses.
Conclusions: Academic preparation in AAC, while varying across academic programs, has in general increased over the past decade. Data also suggested a continuing critical need for more academic and clinical preparation in this area.
C1 [Ratcliff, Ann] Cent Michigan Univ, Dept Commun Disorders, Mt Pleasant, MI 48859 USA.
[Koul, Rajinder] Texas Tech Univ, Hlth Sci Ctr, Lubbock, TX 79430 USA.
[Lloyd, Lyle L.] Purdue Univ, W Lafayette, IN 47907 USA.
RP Ratcliff, A (reprint author), Cent Michigan Univ, Dept Commun Disorders, Mt Pleasant, MI 48859 USA.
EM ann.e.ratcliff@cmich.edu
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American Speech-Language-Hearing Association, 2002, AUGM ALT COMM KNOWL
American Speech-Language-Hearing Association, 2005, ROL RESP SPEECH LANG
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RATCLIFF A, 2003, PERSPECTIVES AUGMENT, V12, P22
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NR 29
TC 10
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2008
VL 17
IS 1
BP 48
EP 59
DI 10.1044/1058-0360(2008/005)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 260OQ
UT WOS:000253020000005
PM 18230813
ER
PT J
AU Heinemann, AW
AF Heinemann, Allen W.
TI State-of-the-science symposium on postacute rehabilitation: Setting a
research agenda and developing an evidence base for practice and public
policy - Executive summary
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE health policy; outcome and process; assessment (health care); outcomes
research; rehabilitation
AB Purpose: The Rehabilitation Research and Training Center on Measuring Rehabilitation Outcomes and Effectiveness along with academic, professional, provider, and accreclitor organizations sponsored a symposium with the aim of serving as a catalyst for expanded research on postacute care (PAC) rehabilitation. The goals were to describe the state of our knowledge regarding utilization, organization, and outcomes of postacute rehabilitation settings, identify methodological and measurement challenges, foster the exchange of ideas among stakeholders, and identify researchable questions.
Method: The symposium was organized around 4 themes: (a) the need for improved measurement of rehabilitation variables and methods to collect and analyze this information, (b) factors that influence access to rehabilitation care, (c) similarities and differences in services across PAC settings, and (d) effectiveness of rehabilitation services.
Results: Key themes included the need for improved measures, particularly of case-mix factors and treatment ingredients; the need for a uniform and coherent system of PAC; the need to attend to under- and overutilization of rehabilitation services; the need for cooperation among stakeholders to advance an eff ectiveness research agenda; and the desire to develop payment policies that are based on research evidence.
Conclusions: The symposium articles appear in the November 2007 issue of Archives of Physical Medicine and Rehabilitation.
C1 Rehabil Inst Chicago, Ctr Rehabil Outcomes Res, Chicago, IL 60611 USA.
Northwestern Univ, Chicago, IL 60611 USA.
RP Heinemann, AW (reprint author), Rehabil Inst Chicago, Ctr Rehabil Outcomes Res, 345 E Superior St, Chicago, IL 60611 USA.
EM a-heinemann@northwestem.edu
RI Heinemann, Allen /K-6283-2012
OI Heinemann, Allen /0000-0003-2782-7326
CR Bettger JAP, 2007, ARCH PHYS MED REHAB, V88, P1526, DOI 10.1016/j.apmr.2007.06.768
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Duncan PW, 2007, ARCH PHYS MED REHAB, V88, P1482, DOI 10.1016/j.apmr.2007.08.118
GAGE B, 2007, STAT SCI S POST AC R
Johnston MV, 2007, ARCH PHYS MED REHAB, V88, P1505, DOI 10.1016/j.apinr.2007.08.117
Kane RL, 2007, ARCH PHYS MED REHAB, V88, P1500, DOI 10.1016/j.apmr.2007.06.015
Kaplan SJ, 2007, ARCH PHYS MED REHAB, V88, P1494, DOI 10.1016/j.apmr.2007.08.112
Medicare Payment Advisory Committee, 2006, DAT BOOK HEALTHC SPE
*NAT I CHILD HLTH, 2005, WORKSH DEV RES AG AP
Ottenbacher KJ, 2007, ARCH PHYS MED REHAB, V88, P1513, DOI 10.1016/j.apmr.2007.06.76l
NR 12
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 290
EP 294
DI 10.1044/1058-0360(2007/034)
PG 5
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400002
PM 17971490
ER
PT J
AU Marshall, RC
Wright, HH
AF Marshall, Robert C.
Wright, Heather Harris
TI Developing a clinician-friendly aphasia test
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; test; managed care
ID FUNCTIONAL COMMUNICATION; PSYCHOMETRIC EVALUATION; IMPAIRMENT; RECOVERY;
INDEX
AB Purpose: The Kentucky Aphasia Test (KAT) is an objective measure of language functioning for persons with aphasia. This article describes materials, administration, and scoring of the KAT; presents the rationale for development of test items; reports information from a pilot study; and discusses the role of the KAT in aphasia assessment.
Method: The KAT has 3 parallel test batteries, KAT-1, KAT-2, and KAT-3. Each battery contains the same orientation test and 6 subtests, each with 10 items, assessing expressive and receptive language functions. Subtests for KAT-1, KAT-2, and KAT-3 systematically increase in difficulty so that it is possible to assess individuals with severe, moderate, and mild aphasia, respectively. The KAT was administered to 38 participants with aphasia and 31 non-braindamaged (NBD) participants.
Results: Results with the KAT clearly differentiated the language performance of individuals with and without aphasia. NBD participants made few errors, and overall scores on the test for individuals with aphasia were rarely within 1 SD of the NBD group. Performance of the participants with aphasia administered KAT-1, KAT-2, and KAT-3 suggested that the 3 versions of the test represent a hierarchy of difficulty.
Conclusions: The KAT remains in its early stages of development. However, it does appear to meet the requirements for a "clinician-friendly" aphasia test and, as such, offers a rapid, convenient means of obtaining an objective score to determine changes in language functioning during the early postonset period.
C1 Univ Kentucky, Dept Rehabil Sci, Lexington, KY 40536 USA.
Arizona State Univ, Tempe, AZ USA.
RP Marshall, RC (reprint author), Univ Kentucky, Dept Rehabil Sci, 900 S Limestone CTW 124F, Lexington, KY 40536 USA.
EM rcmarsh@uky.edu
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NR 47
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 295
EP 315
DI 10.1044/1058-0360(2007/035)
PG 21
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400003
PM 17971491
ER
PT J
AU Sander, AM
Nakase-Richardson, R
Constaninidou, F
Wertheimer, J
Paul, DR
AF Sander, Angelle M.
Nakase-Richardson, Risa
Constaninidou, Fofi
Wertheimer, Jeffrey
Paul, Diane R.
TI Memory assessment on an interdisciplinary rehabilitation team: a
theoretically based framework
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
ID CLOSED-HEAD-INJURY; VERBAL-LEARNING TEST; WORKING-MEMORY; FRONTAL-LOBE;
BRAIN-INJURY; TRAUMATIC ENCEPHALOPATHY; AMNESIC PATIENTS; ACQUISITION;
IMPAIRMENT; RETENTION
AB Purpose: To describe a cognitive neuroscience model of memory that can be used to guide assessment and promote consistent terminology among members of the rehabilitation team, and to relate the model to frequently used assessment measures.
Method: Description of a model of memory, description of how frequently used memory measures relate to the model, and presentation of case studies to exemplify the application of the model to the clinical assessment of memory.
Conclusions: Use of a theoretical framework is important for choosing assessment instruments, interpreting the results of test performance, and communicating with patients, their family members, and other members of the interdisciplinary team. Understanding where in the memory process a breakdown occurs can guide treatment recommendations and feedback to patients and family members.
C1 Baylor Coll Med, Harris Cty Hosp Dist, Houston, TX 77030 USA.
Methodist Rehabil Ctr, Jackson, MS USA.
Miami Univ, Miami, OH USA.
Univ Cyprus, Nicosia, Cyprus.
Brooks Rehabik Ctr, Jacksonville, FL USA.
Amer Speech Language Hearing Assoc, Rockville, MD USA.
RP Sander, AM (reprint author), Inst Rehabil & Res, Brain Injury Res Ctr, 2455 S Braeswood, Houston, TX 77030 USA.
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NR 73
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
EI 1558-9110
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 316
EP 330
DI 10.1044/1058-0360(2007/036)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400004
PM 17971492
ER
PT J
AU Blake, ML
AF Blake, Margaret Lehman
TI Perspectives on treatment for communication deficits associated with
right hemisphere brain damage
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE evidence-based practice; neurogenic speech and language;
cognitive-communication; disorders; stroke
ID DISCOURSE COMPREHENSION IMPAIRMENT; COGNITIVE RESOURCES HYPOTHESIS;
PRAGMATIC LANGUAGE DISORDERS; 2 CEREBRAL HEMISPHERES; EFNS TASK-FORCE;
AMBIGUITY RESOLUTION; INFERENCE GENERATION; STORY COMPREHENSION; TEXT
COMPREHENSION; SELF-AWARENESS
AB Purpose: To describe the current treatment research for communication (prosodic, discourse, and pragmatic) deficits associated with right hemisphere brain damage and to provide suggestions for treatment selection given the paucity of evidence specifically for this population.
Method: The discussion covers (a) clinical decision processes and evidence-based practice; (b) a review of right hemisphere communication deficits and existing treatment studies; (c) accounts of right hemisphere function, right hemisphere deficits, and theoretically motivated treatments; and (d) a guide for exploring and selecting treatments based on deficits rather than etiology.
Conclusions: Controlled treatment studies for communication deficits specifically for adults with right hemisphere brain damage are limited to aprosoclia. For other communication deficits, clinicians may select treatments based on current theories of right hemisphere function and right hemisphere deficits, and/or treatments developed for other etiologies for which deficits are similar to those associated with right hemisphere damage.
C1 Univ Houston, Dept Commun Sci & Disorders, Clin Res Ctr 100, Houston, TX 77204 USA.
RP Blake, ML (reprint author), Univ Houston, Dept Commun Sci & Disorders, Clin Res Ctr 100, 4505 Cullen Blvd, Houston, TX 77204 USA.
EM mtblake@uh.edu
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NR 88
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 331
EP 342
DI 10.1044/1058-0360(2007/037)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400005
PM 17971493
ER
PT J
AU Ramsberger, G
Marie, B
AF Ramsberger, Gail
Marie, Basem
TI Self-administered cued naming therapy: A single-participant
investigation of a computer-based therapy program replicated in four
cases
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; naming; treatment; treatment intensity; computers
ID APHASIA THERAPY; REHABILITATION; DISORDERS; INTERVENTIONS; EFFICACY;
ANOMIA; ADULTS
AB Purpose: This study examined the benefits of a self-administered, clinician-guided, computer-based, cued naming therapy. Results of intense and nonintense treatment schedules were compared.
Method: A single-participant design with multiple baselines across behaviors and varied treatment intensity for 2 trained lists was replicated over 4 participants. Two lists of words were treated sequentially. The same methods and equal numbers of treatment sessions were used, but the number of sessions per week differed across word lists: nonintense (2/week) or intense (5/week). Probes of performance on both word lists were carried out to examine acquisition, maintenance, and generalization.
Results: There was strong evidence of improved naming (acquisition) of trained words in 3 of the participants regardless of treatment intensity. There was strong evidence of maintenance for 1 participant and moderate evidence for the remaining 3 participants. Evidence of generalization to untrained words was weak.
Conclusions: Results suggest that self-administered, computer-based, cued naming therapy using a common mixed-cue protocol may be beneficial to a wide range of persons with aphasia regardless of treatment schedule. If results are replicated with a larger sample, treatments such as this may be a low-cost supplement or extension to traditional aphasia therapy.
C1 Univ Colorado, Dept Speech Language & Hearing Sci, Boulder, CO 80309 USA.
RP Ramsberger, G (reprint author), Univ Colorado, Dept Speech Language & Hearing Sci, UCB 409, Boulder, CO 80309 USA.
EM gail.ramsberger@colorado.edu
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NR 39
TC 25
Z9 25
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 343
EP 358
DI 10.1044/1058-0360(2007/038)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400006
PM 17971494
ER
PT J
AU Pinborough-Zimmerman, J
Satterfield, R
Miller, J
Bilder, D
Hossain, S
McMahon, W
AF Pinborough-Zimmerman, Judith
Satterfield, Robert
Miller, Judith
Bilder, Deborah
Hossain, Shaheen
McMahon, William
TI Communication disorders: Prevalence and comorbid intellectual
disability, autism, and emotional/behavioral disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communication disorders; speech; disorders; language impairment; mental
health; conditions; autism spectrum disorders
ID LANGUAGE DISORDERS; ADMINISTRATIVE PREVALENCE; KINDERGARTEN-CHILDREN;
SPEECH; DELAY; IMPAIRMENT; AGE
AB Purpose: To determine a population-based estimate of communication disorders (CDs) in children; the co-occurrence of intellectual disability (ID), autism, and emotional/behavioral disorders; and the impact of these conditions on the prevalence of CDs.
Method: Surveillance targeted 8-year-olds born in 1994 residing in 2002 in the 3 most populous counties in Utah (n = 26,315). A multiple-source record review was conducted at all major health and educational facilities.
Results: A total of 1,667 children met the criteria of CD. The prevalence of CD was estimated to be 63.4 per 1,000 8-year-olds (95% confidence interval = 60.4-66.2). The ratio of boys to girls was 1.8:1. Four percent of the CD cases were identified with an ID and 3.7% with autism spectrum disorders (ASD). Adjusting the CD prevalence to exclude ASD and/or ID cases significantly affected the CD prevalence rate. Other frequently co-occurring emotional /behavioral disorders with CD were attention deficit/hyperactivity disorder, anxiety, and conduct disorder.
Conclusions: Findings affirm that CDs and co-occurring mental health conditions are a major educational and public health concern.
C1 Univ Utah, Salt Lake City, UT 84108 USA.
Utah Dept Hlth, Salt Lake City, UT 84116 USA.
Utah Dept Hlth, Salt Lake City, UT 84116 USA.
RP Pinborough-Zimmerman, J (reprint author), Univ Utah, 650 Komas,Suite 206, Salt Lake City, UT 84108 USA.
EM judith.zimmerman@hsc.utah.edu
CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT
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NR 34
TC 12
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 359
EP 367
DI 10.1044/1058-0360(2007/039)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400007
PM 17971495
ER
PT J
AU Philofsky, A
Fidler, DJ
Hepburn, S
AF Philofsky, Amy
Fidler, Deborah J.
Hepburn, Susan
TI Pragmatic language profiles of school-age children with autism spectrum
disorders and Williams syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT International Meeting for Autism Research
CY JUN 01-03, 2006
CL Montreal, CANADA
DE pragmatics; assessment; autism; spectrum disorders; Williams syndrome
ID COMMUNICATION-CHECKLIST DIFFERENTIATE; SOCIAL COMMUNICATION;
DOWNS-SYNDROME; IMPAIRMENT; DEFICITS; INDIVIDUALS; TODDLERS; BEHAVIOR;
SPEAKERS; MIND
AB Purpose: To describe and compare the pragmatic language profiles of school-age children with autism spectrum disorders (ASID) and Williams syndrome (WS) on a standardized measure to determine whether a standard pragmatics tool can differentiate between 2 groups of children with opposing social presentations and pragmatic language difficulties.
Method: Twenty-two parents of school-age children with ASD, 21 parents of school-age children with WS, and 19 parents of school-age typically developing children rated their child on the Children's Communication Checklist-Second Edition (CCC-2; D. Bishop, 2003), a standardized pragmatic language assessment tool.
Results: Both clinical groups demonstrated impairment in overall communication and pragmatic language functioning, but children with WS performed significantly befteron overall pragmatic language functioning, and the magnitude of the effect was medium. Profile examination revealed equivalent performances between ASD and WS on most CCC-2 subscales; however, significantly better performances on the Coherence, Stereotyped Language, Nonverbal Communication, and Social Relations subscales were observed in WS.
Conclusions: The CCC-2 appears to provide an effective means to identify and characterize pragmatic language difficulties using a standardized approach in children with ASD and WS.
C1 Univ Colorado, Denver Hlth Sci Ctr, Dept Psychiat, Denver, CO 80262 USA.
Colorado State Univ, Ft Collins, CO 80523 USA.
RP Philofsky, A (reprint author), Univ Colorado, Denver Hlth Sci Ctr, Dept Psychiat, Box C268-30, Denver, CO 80262 USA.
EM amy.philofsky@uchsc.edu
CR Adams C., 2005, CHILD LANG TEACH THE, V21, P227, DOI DOI 10.1191/0265659005CT2900A
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American Speech-Language-Hearing Association, 2006, GUID SPEECH LANG PAT
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NR 61
TC 26
Z9 27
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 368
EP 380
DI 10.1044/1058-0360(2007/040)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400008
PM 17971496
ER
PT J
AU Horton-Ikard, R
Weismer, SE
AF Horton-Ikard, RaMonda
Weismer, Susan Ellis
TI A preliminary examination of vocabulary and word learning in African
American toddlers from middle and low socioeconomic status homes
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE vocabulary; African American; toddlers; fast mapping
ID LANGUAGE-DEVELOPMENT; COMMUNICATIVE DEVELOPMENT; PRESCHOOL-CHILDREN;
TEST-III; PERFORMANCE; IMPAIRMENT; INTERVENTION; FAMILIES; SKILLS; INPUT
AB Purpose: This study examined the effect of socioeconomic status (SES) on the early lexical performance of African American children.
Method: Thirty African American toddlers (30 to 40 months old) from low-SES (n = 15) and middle-SES (n = 15) backgrounds participated in the study. Their lexical-semantic performance was examined on 2 norm-referenced standardized tests of vocabulary, a measure of lexical diversity (number of different words) derived from language samples, and a fast mapping task that examined novel word learning.
Results: Toddlers from low-SES homes performed significantly poorer than those from middle-SES homes on standardized receptive and expressive vocabulary tests and on the number of different words used in spontaneous speech. No significant SES group differences were observed in their ability to learn novel word meanings on a fast mapping task.
Conclusion: The influence of socioeconomic background on African American children's lexical semantic tasks varies with the type of measure used.
C1 Florida State Univ, Dept Commun Disorders, Reg Rehabil Ctr 407, Tallahassee, FL 32303 USA.
Univ Tennessee, Knoxville, TN USA.
Univ Wisconsin, Madison, WI USA.
RP Horton-Ikard, R (reprint author), Florida State Univ, Dept Commun Disorders, Reg Rehabil Ctr 407, Tallahassee, FL 32303 USA.
EM rhorton2@fsu.edu
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NR 56
TC 20
Z9 20
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2007
VL 16
IS 4
BP 381
EP 392
DI 10.1044/1058-0360(2007/041)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 233CQ
UT WOS:000251068400009
PM 17971497
ER
PT J
AU Spillers, CS
AF Spillers, Cindy S.
TI An existential framework for understanding the counseling needs of
clients
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE counseling; grieving; existentialism; clinical issues
ID LONELINESS
AB Purpose: To offer an existential framework for understanding some of the emotional and grieving issues that can accompany communication disorders.
Method: A narrative review of selected existential psychology literature is provided. I. Yalom's (1980, 1986) model is used as a foundation to explore the 4 existential issues of death, freedom/responsibility, loneliness, and meaninglessness. This model is then applied to communication disorders based on the work of D. Luterman (1984, 2001). These 4 existential issues are juxtaposed with K. Moses' (1989) model of the grief response, which includes denial, anxiety, fear, depression, anger, and guilt. Suggestions for responding within one's scope of practice are provided.
Conclusion: Combined, existential and grieving models can offer clinicians new insight into clients' loss resolution work. This inner work constitutes a spiritual journey that may parallel the journey through therapy and rehabilitation. The case is made that attending to these issues can enhance long-term outcomes of treatment.
C1 Univ Minnesota, Dept Commun Sci & Disorders, Duluth, MN 55812 USA.
RP Spillers, CS (reprint author), Univ Minnesota, Dept Commun Sci & Disorders, 221 Bohannon Hall,1207 Ordean Court, Duluth, MN 55812 USA.
EM cspiller@d.umn.edu
CR BECK AT, 1995, COGNITIVE THERAPY DE
Blair RG, 2004, J MENTAL HLTH COUNSE, V26, P333
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Rogers C. R., 1961, BECOMING PERSON
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YALOM I, 1986, LOVES EXECUTIONER
Young-Eisendrath P., 1996, GIFTS SUFFERING
Young-Eisendrath P., 2000, PSYCHOL MATURE SPIRI
NR 51
TC 3
Z9 3
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 191
EP 197
DI 10.1044/1058-0360(2007/024)
PG 7
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300002
PM 17666545
ER
PT J
AU Duffy, JR
Peach, RK
Strand, EA
AF Duffy, Joseph R.
Peach, Richard K.
Strand, Edythe A.
TI Progressive apraxia of speech as a sign of motor neuron disease
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT Conference on Motor Speech
CY MAR, 2006
CL Austin, TX
DE apraxia of speech; motor neuron disease; amyotrophic lateral sclerosis
ID AMYOTROPHIC-LATERAL-SCLEROSIS; NONFLUENT APHASIA; FRONTOTEMPORAL
DEMENTIA; DEGENERATION; TOMOGRAPHY; IMPAIRMENT; COGNITION; LANGUAGE;
ATROPHY
AB Purpose: To document and describe in detail the occurrence of apraxia of speech (AOS) in a group of individuals with a diagnosis of motor neuron disease (MND).
Method: Seven individuals with MND and AOS were identified from among 80 patients with a variety of neurodegenerative diseases and AOS (J. R. Duffy, 2006). The history, presenting complaints, neurological findings, and speech-language findings were documented for each case.
Results: Spastic or mixed spastic-flaccid dysarthria was present in all 7 cases. The AOS was judged as worse than the dysarthria in 4 cases. Nonverbal oral apraxia was eventually present in all cases. Aphasia was present in 2 cases and equivocally present in another 2. Dementia was present in 1 case and equivocally present in 2.
Conclusions: AOS can occur in MND, typically also with dysarthria, but not invariably with aphasia or other cognitive deficits. Thus, a diagnosis of MND does not preclude the presence of AOS. More importantly, MND should be a diagnostic consideration when AOS is a prominent sign of degenerative disease.
C1 Mayo Clin, Dept Neurol, Div Speech Pathol, Rochester, MN 55905 USA.
Rush Univ, Med Ctr, Chicago, IL 60612 USA.
RP Duffy, JR (reprint author), Mayo Clin, Dept Neurol, Div Speech Pathol, Rochester, MN 55905 USA.
EM jduffy@mayo.edu
CR Bak TH, 2001, J NEUROL, V248, P260, DOI 10.1007/s004150170199
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NR 41
TC 17
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 198
EP 208
DI 10.1044/1058-0360(2007/025)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300003
PM 17666546
ER
PT J
AU Haskill, AM
Tyler, AA
AF Haskill, Allison M.
Tyler, Ann A.
TI A comparison of linguistic profiles in subgroups of children with
specific language impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE preschoolers; morphosyntax; speech-language impairment
ID GRAMMATICAL MORPHOLOGY; 4-YEAR-OLD CHILDREN; PRESCHOOL-CHILDREN;
PHONOLOGY; SLI; SPEECH; DEFICITS; SYNTAX; TENSE
AB Purpose: To compare morphosyntactic skills of preschoolers in different subgroups of language impairment.
Method: Eighty-three children participated in this study. They represented 4 groups: (a) language impairment-only, (b) speech-language impairment with minimal or no final cluster reduction/consonant deletion, (c) speech-language impairment with frequent final cluster reduction/consonant deletion, and (d) a no-impairment control group. Group performance was compared for finite and nonfinite morpheme production and sentence structure.
Results: Children in the language impairment-only group had significantly higher performance than children in both speech-language impairment subgroups, even when errors that could be attributed to final consonant deletion/cluster reduction were taken into account. The language impairment-only and control groups' performance was similar for finite and nonfinite morpheme production, and both groups produced nonfinite plurals with significantly higher accuracy than finite third person singular forms. The language impairment-only group had significantly higher accuracy for both plural and third person singular relative to the group with speech-language impairment characterized by infrequent final cluster reduction/consonant deletion.
Conclusions: Children with speech-language impairment generally had poorer morphosyntactic skills than peers who had language deficits and age-appropriate speech skills. Final consonant and final cluster production skills alone did not account for group differences. Clinically, the findings suggest that it is important to assess carefully the speech skills, including final cluster production skills, of preschoolers who have language deficits and language skills of preschoolers who have speech sound disorders.
C1 Augustana Coll, Dept Commun Sci & Disorders, Rock Isl, IL 61201 USA.
Univ Nevada, Reno, NV 89557 USA.
RP Haskill, AM (reprint author), Augustana Coll, Dept Commun Sci & Disorders, Brodahl Bldg,639 38th St, Rock Isl, IL 61201 USA.
EM allisonhaskill@augustana.edu
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NR 58
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 209
EP 221
DI 10.1044/1058-0360(2007/026)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300004
PM 17666547
ER
PT J
AU Keintz, CK
Bunton, K
Hoit, JD
AF Keintz, Connie K.
Bunton, Kate
Hoit, Jeannette D.
TI Influence of visual information on the intelligibility of dysarthric
speech
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Parkinson's disease; auditory-visual cues; speech perception; listener
experience
ID SENTENCE INTELLIGIBILITY; PARKINSONS-DISEASE; CEREBRAL-PALSY;
STRATEGIES; HEARING
AB Purpose: To examine the influence of visual information on speech intelligibility for a group of speakers with dysarthria associated with Parkinson's disease.
Method: Eight speakers with Parkinson's disease and dysarthria were recorded while they read sentences. Speakers performed a concurrent manual task to facilitate typical speech production. Twenty listeners (10 experienced and 10 inexperienced) transcribed sentences while watching and listening to videotapes of the speakers (auditory-visual mode) and while only listening to the speakers (auditory-only mode).
Results: Significant main effects were found for both presentation mode and speaker. Auditory-visual scores were significantly higher than auditory-only scores for the 3 speakers with the lowest intelligibility scores. No significant difference was found between the 2 listener groups.
Conclusions: The findings suggest that clinicians should consider both auditory-visual and auditory-only intelligibility measures in speakers with Parkinson's disease to determine the most effective strategies aimed at evaluation and treatment of speech intelligibility decrements.
C1 Univ Arizona, Tucson, AZ USA.
RP Keintz, CK (reprint author), Florida Atlantic Univ, Dept Commun Sci & Disorders, 777 Glades Rd,POB 3091, Boca Raton, FL 33431 USA.
EM ckeintz@fau.edu
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Yorkston K. M., 1996, SENTENCE INTELLIGIBI
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NR 54
TC 8
Z9 8
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 222
EP 234
DI 10.1044/1058-0360(2007/027)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300005
PM 17666548
ER
PT J
AU Hayward, DV
Gillam, RB
Lien, P
AF Hayward, Denyse V.
Gillam, Ronald B.
Lien, Phuong
TI Retelling a script-based story: Do children with and without language
impairments focus on script and story elements?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE script-based story retell; language impairment; children
ID CAUSAL RELATIONS; NARRATIVES; SCHOOL; STATEMENTS; EVENTS; RECALL
AB Purpose: The script frameworks model (R. Schank, 1975) and causal network model (T. Trabasso & L. Sperry, 1985) were used to assess script-based story retellings of children with and without language impairments (LI). When retelling scripts and stories, children developing typically include (a) more obligatory than optional elements, with few temporal sequencing errors, and (b) story elements having several versus few causal connections to other story elements. The purpose of this study was to determine whether children with LI demonstrated a similar pattern of recall.
Method: A script-based story retell was collected from 22 children with LI and 22 age-matched peers (AM). Retells were analyzed for inclusion of obligatory and optional elements, elements with high and low causal connectivity, and temporal sequencing accuracy.
Results: Retells from both groups contained more obligatory elements and elements with high causal connectivity. However, groups differed on the specific elements included.
Conclusions: Children in the AM group appeared to utilize script and causal connectivity elements when retelling a script-based story. Children in the LI group appeared to focus more on script elements than causal connectivity. Their deficiencies may reflect difficulties with flexible application of scripts and accessing relevant knowledge, and/or generalized difficulties organizing information and extracting patterns.
C1 Univ Alberta, Canadian Ctr Res Literacy, Edmonton, AB T5G 2E5, Canada.
Utah State Univ, Logan, UT 84322 USA.
Round Rock Independent Sch Dist, Austin, TX USA.
RP Hayward, DV (reprint author), Univ Alberta, Canadian Ctr Res Literacy, Educ S 646, Edmonton, AB T5G 2E5, Canada.
EM dhayward@worldgate.ca
CR Abelson R., 1977, SCRIPTS PLANS GOALS
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NR 57
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 235
EP 245
DI 10.1044/1058-0360(2007/028)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300006
PM 17666549
ER
PT J
AU Skahan, SM
Watson, M
Lof, GL
AF Skahan, Sarah M.
Watson, Maggie
Lof, Gregory L.
TI Speech-language pathologists' assessment practices for children with
suspected speech sound disorders: Results of a national survey
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE articulation/phonological assessment; standardized testing; english
language learners
ID PHONOLOGICAL DISORDERS; EVALUATING ARTICULATION; PRESCHOOLERS;
PERSPECTIVES; CLOCK
AB Purpose: This study examined assessment procedures used by speech-language pathologists (SLPs) when assessing children suspected of having speech sound disorders (SSD). This national survey also determined the information participants obtained from clients' speech samples, evaluation of non-native English speakers, and time spent on assessment.
Method: One thousand surveys were mailed to a randomly selected group of SLPs, self-identified as having worked with children with SSD. A total of 333 (33%) surveys were returned.
Results: The assessment tasks most frequently used included administering a commercial test, estimating intelligibility, assessing stimulability, and conducting a hearing screening. The amount of time dedicated to assessment activities (e.g., administering formal tests, contacting parents) varied across participants and was significantly related to years of experience but not caseload size. Most participants reported using informal assessment procedures, or English-only standardized tests, when evaluating non-native English speakers.
Conclusions: Most participants provided assessments that met federal guidelines to qualify children for special education services; however, additional assessment may be needed to create comprehensive treatment plans for their clients. These results provide a unique perspective on the assessment of children suspected of having SSD and should be helpful to SLPs as they examine their own assessment practices.
C1 Univ Wisconsin, Stevens Point, WI 54481 USA.
MGH Inst Hlth, Boston, MA USA.
RP Skahan, SM (reprint author), Univ Wisconsin, 1901 4th Ave, Stevens Point, WI 54481 USA.
EM maggie.watson@uwsp.edu
RI Pos de Mina, Sonia/I-8230-2014
OI Pos de Mina, Sonia/0000-0002-4791-8076
CR *AM SPEECH LANG HE, 2004, 2004 SCH SURV REP CA
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NR 57
TC 29
Z9 32
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 246
EP 259
DI 10.1044/1058-0360(2007/029)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300007
PM 17666550
ER
PT J
AU Rvachew, S
AF Rvachew, Susan
TI Phonolgical processing and reading in children with speech sound
disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorders; reading disability; speech perception;
phonological awareness
ID PHONOLOGICAL AWARENESS INTERVENTION; SPOKEN LANGUAGE IMPAIRMENT;
LITERACY SKILLS; DEVELOPMENTAL DYSLEXIA; FOLLOW-UP; 4-YEAR-OLD CHILDREN;
PERCEPTION DEFICITS; PRESCHOOL-CHILDREN; PHONEMIC AWARENESS;
DISCRIMINATION
AB Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD).
Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with typical speech who were first assessed during their prekindergarten year using measures of phonological processing (i.e., speech perception, rime awareness, and onset awareness tests), speech production, receptive and expressive language, and phonological awareness skills. This assessment was repeated when the children were completing 1st grade. The Test of Word Reading Efficiency was also conducted at that time. First-grade sight word and nonword reading performance was compared across these groups.
Results: At the end of 1st grade, the SSD-low PP group achieved significantly lower nonword decoding scores than the SSD-high PP and typical speech groups. The 2 SSD groups demonstrated similarly good receptive language skills and similarly poor articulation skills at that time, however. No between-group differences in sight word reading were observed. All but 1 child (in the SSD-low PP group) obtained reading scores that were within normal limits.
Conclusion: Weaknesses in phonological processing were stable for the SSD-low PP subgroup over a 2-year period.
C1 McGill Univ, Montreal, PQ H3G 1A8, Canada.
RP Rvachew, S (reprint author), McGill Univ, 1266 Pine Ave W, Montreal, PQ H3G 1A8, Canada.
EM susan.rvachew@mcgill.ca
RI Pos de Mina, Sonia/I-8230-2014
OI Pos de Mina, Sonia/0000-0002-4791-8076
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NR 69
TC 11
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 260
EP 270
DI 10.1044/1058-0360(2007/030)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300008
PM 17666551
ER
PT J
AU Kummerer, SE
Lopez-Reyna, NA
Hughes, MT
AF Kummerer, Sharon E.
Lopez-Reyna, Norma A.
Hughes, Marie Tejero
TI Mexican immigrant mothers' perceptions of their children's communication
disabilities, emergent literacy development, and speech-language therapy
program
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE mexican immigrants; mothers' beliefs; language disorders; emergent
literacy; early intervention; speech-language therapy
ID QUALITATIVE RESEARCH; PRESCHOOL-CHILDREN; INTERVENTION; AMERICAN;
BELIEFS; EXPERIENCES; IMPAIRMENT; EDUCATION; VALIDITY; SKILLS
AB Purpose: This qualitative study explored mothers' perceptions of their children's communication disabilities, emergent literacy development, and speech-language therapy programs.
Method: Participants were 14 Mexican immigrant mothers and their children (age 17-47 months) who were receiving center-based services from an early childhood intervention program, located in a large urban city in the Midwestern United States. Mother interviews composed the primary source of data. A secondary source of data included children's therapy files and log notes. Following the analysis of interviews through the constant comparative method, grounded theory was generated.
Results: The majority of mothers perceived their children as exhibiting a communication delay. Causal attributions were diverse and generally medical in nature (i.e., ear infections, seizures) or due to familial factors (i.e., family history and heredity, lack of extended family). Overall, mothers seemed more focused on their children's speech intelligibility and/or expressive language in comparison to emergent literacy abilities.
Conclusions: To promote culturally responsive intervention, mothers recommended that professionals speak Spanish, provide information about the therapy process, and use existing techniques with Mexican immigrant families.
C1 Schwab Rehabil Hosp, Chicago, IL 60608 USA.
Univ Illinois, Chicago, IL 60680 USA.
RP Kummerer, SE (reprint author), Schwab Rehabil Hosp, 1401 S Calif Blvd, Chicago, IL 60608 USA.
EM skummel@uic.edu
CR *AM SPEECH LANG HE, 2005, HIGHL TRENDS ASHA ME
American Speech-Language-Hearing Association, 2004, KNOWL SKILLS NEED SP
American Speech-Language-Hearing Association, 2001, ROL RESP SPEECH LANG
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NR 74
TC 12
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2007
VL 16
IS 3
BP 271
EP 282
DI 10.1044/1058-0360(2007/031)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 200PC
UT WOS:000248774300009
PM 17666552
ER
PT J
AU Spielman, J
Ramig, LO
Mahler, L
Halpern, A
Gavin, WJ
AF Spielman, Jennifer
Ramig, Lorraine O.
Mahler, Leslie
Halpern, Angela
Gavin, William J.
TI Effects of an extended version of the Lee Silverman Voice Treatment on
voice and speech in Parkinson's disease
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Parkinson's disease; clinical research; voice treatment; dysarthria
ID TREATMENT LSVT(R); MUSCLE-ACTIVITY; DYSARTHRIA; INDIVIDUALS; THERAPY;
BRADYKINESIA; DIMENSIONS; TELEHEALTH; PLASTICITY; HYPOPHONIA
AB Purpose: The present study examined vocal SPL, voice handicap, and speech characteristics in Parkinson's disease (PD) following an extended version of the Lee Silverman Voice Treatment (LSVT), to help determine whether current treatment dosages can be altered without compromising clinical outcomes.
Method: Twelve participants with idiopathic PD received the extended treatment version (LSVT-X), similar to LSVT except that it wets administered twice a week in 1-hr sessions over 8 weeks and required substantially more home practice. Recordings were made in a sound-treated booth immediately before and after treatment, and again 6 months later. Vocal SPL was measured for 4 different tasks and compared with data from a previous study, in which participants with PD received traditional LSVT 4 times a week for 4 weeks. Listener ratings were conducted with audio samples from both studies, using sentence pairs from a standard passage. LSVT-X participants completed the Voice Handicap Index (VHI) before each set of recordings.
Results: Participants receiving LSVT-X significantly increased vocal SPL by 8 dB after treatment and maintained increased vocal SPL by 72 dB at 6 months. VHI scores improved for 25% of the LSVT-X participants following treatment, and listener ratings indicated audible improvement in speech.
Conclusions: LSVT-X successfully increased vocal SPL (which was consistent with improvements following traditional LSVT), decreased perceived voice handicap, and improved functional speech in individuals with PD. Further large-scale research is required to truly establish LSVT-X efficacy.
C1 Natl Ctr Voice & Speech, Denver, CO 80204 USA.
Univ Colorado, Boulder, CO 80309 USA.
Colorado State Univ, Ft Collins, CO 80523 USA.
RP Spielman, J (reprint author), Natl Ctr Voice & Speech, 1101 13th St, Denver, CO 80204 USA.
EM jspielman@dcpa.org
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NR 63
TC 29
Z9 31
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 95
EP 107
DI 10.1044/1058-0360(2007/014)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300002
PM 17456888
ER
PT J
AU Lewis, BA
Freebairn, LA
Hansen, AJ
Miscimarra, L
Iyengar, SK
Taylor, HG
AF Lewis, Barbara A.
Freebairn, Lisa A.
Hansen, Amy J.
Miscimarra, Lara
Iyengar, Sudha K.
Taylor, H. Gerry
TI Speech and language skills of parents of children with speech sound
disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech sound disorders; phonology; genetics; familial aggregation
ID 28-YEAR FOLLOW-UP; MULTIVARIATE LOGISTIC-REGRESSION; MODERATE
PHONOLOGICAL DISORDER; FAMILIAL AGGREGATION; DEVELOPMENTAL LANGUAGE;
ELICITED SLIPS; OUTCOMES; TONGUE; DIFFICULTIES; ADOLESCENCE
AB Purpose: This study compared parents with histories of speech sound disorders (SSD) to parents without known histories on measures of speech sound production, phonological processing, language, reading, and spelling. Familial aggregation for speech and language disorders was also examined.
Method: The participants were 147 parents of children with SSD (58 fathers and 89 mothers) who were directly tested and interviewed for family history of disorders.
Results: Thirty-six parents (18 mothers and 18 fathers) reported enrollment in speech therapy as children for SSD. Parents with a history of speech therapy obtained lower scores on the Multisyllabic Word Repetition, Nonword Repetition, and Tongue Twister tasks than parents without such histories. These parents also had poorer reading, spelling, and receptive language skills. Parents with histories of SSD and additional language impairments (LI) performed worse than parents with isolated SSD on all measures except Pig Latin and oral motor skills. Familial aggregation for SSD and Ll was supported. In addition, the likelihood of SSD in a family member increased by a factor of 1.9 over rates of SSD found in individuals without additional family members with SSD, and the odds of LI increased by a factor of 4.1 over rates of LI found in individuals without additional family members with LI for each additional family member with SSD or LI, respectively.
Conclusions: The results documented both residual effects in adulthood of childhood SSD and familial aggregation for SSD. These residual difficulties do not appear to affect educational and occupational outcomes.
C1 Case Western Reserve Univ, Rainbow Babies & Childrens Hosp, Cleveland, OH 44106 USA.
RP Lewis, BA (reprint author), Case Western Reserve Univ, Rainbow Babies & Childrens Hosp, Behav Pediat & Psychol 6038,11100 Euclid Ave, Cleveland, OH 44106 USA.
EM bxl@po.cwru.edu
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NR 53
TC 13
Z9 15
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 108
EP 118
DI 10.1044/1058-0360(2007/015)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300003
PM 17456889
ER
PT J
AU DeThorne, LS
Channell, RW
AF DeThorne, Laura S.
Channell, Ron W.
TI Clinician-child interactions: Adjustments in linguistic complexity
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language disorders; expressive language assessment; elementary school
pupils
ID LANGUAGE IMPAIRMENT; LEXICAL DIVERSITY; PRESCHOOL-CHILDREN; GRAMMATICAL
COMPLEXITY; SPONTANEOUS SPEECH; UTTERANCE LENGTH; MEAN LENGTH;
FACILITATION; TODDLERS; INPUT
AB Purpose: This pilot study examined the extent and nature of associations in the linguistic complexity used by child and clinician within conversational interactions.
Method: Correlation analyses focused on semantic and morphosyntactic language sample measures from an experienced speech-language clinician and 29 children with language impairment.
Results: Positive associations emerged between a variety of child and clinician measures, even when the effect of child age was removed. The most robust effect related to clinician adjustments in both morphosyntactic complexity and vocabulary diversity associated with differences in children's developmental sentence scores.
Conclusions: Within a conversational exchange, the clinician in this study made significant adjustments in her linguistic complexity that were due, at least in part, to the linguistic complexity used by the children with whom she was interacting. Associations were similar to adjustments reported in prior studies of parent and teacher interactions with children with differing language abilities. However, the extent to which these findings generalize to other clinicians needs to be examined. Results from the present study challenge clinicians to dedicate conscious thought toward how their linguistic input should be structured, taking into consideration both the goal of the interaction and each child's profile of linguistic strengths and weaknesses. Directions for future research are also provided.
C1 Univ Illinois, Champaign, IL 61820 USA.
Brigham Young Univ, Provo, UT 84602 USA.
RP DeThorne, LS (reprint author), Univ Illinois, 901 S 6th St, Champaign, IL 61820 USA.
EM lauras@uiuc.edu
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NR 61
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 119
EP 127
DI 10.1044/1058-0360(2007/016)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300004
PM 17456890
ER
PT J
AU Adler-Bock, M
Bernhardt, BM
Gick, B
Bacsfalvi, P
AF Adler-Bock, Marcy
Bernhardt, Barbara May
Gick, Bryan
Bacsfalvi, Penelope
TI The use of ultrasound in remediation of North American English vertical
bar r vertical bar in 2 adolescents
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE ultrasound; remediation of /r/; residual articulation disorder
ID PHONOLOGICAL DISORDERS; SPEECH; MISARTICULATION; SPEAKERS; VOWELS; YOUNG
AB Purpose: Ultrasound can provide images of the tongue during speech production. The present study set out to examine the potential utility of ultrasound in remediation of North American English /r/.
Method: The participants were 2 Canadian English-speaking adolescents who had not yet acquired /r/. The study included an initial period without ultrasound and 13 treatment sessions, each 1 hr long, using ultrasound. Speech samples were recorded at screening and immediately before and after treatment. Samples were analyzed acoustically and with listener judgments. Ultrasound images were obtained before, during, and after the treatment period.
Results: Three speech-language pathologists unfamiliar with the participants rated significantly more posttreatment tokens as accurate [r]s in single words and some phrases. Acoustic analyses showed an expected lowering of,the third formant after treatment. A qualitative observation of posttreatment ultrasound images for accurate [r] tokens showed tongue shapes to be more similar to those of typical adults than had been observed before treatment. Participants needed continued practice of their newly acquired skills in sentences and conversation.
Conclusion: Two-dimensional dynamic ultrasound appears to have potential utility for remediation of /r/ in speakers with residual /r/ impairment. Further research is needed with larger numbers of participants to establish the relative efficacy of ultrasound in treatment.
C1 Univ British Columbia, Sch Audiol & Speech Sci, Vancouver, BC V6T 1Z3, Canada.
RP Bernhardt, BM (reprint author), Univ British Columbia, Sch Audiol & Speech Sci, 5804 Fairview Ave, Vancouver, BC V6T 1Z3, Canada.
EM marcy.adler-bock@vch.ca; bernharb@interchange.ubc.ca
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NR 43
TC 16
Z9 20
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 128
EP 139
DI 10.1044/1058-0360(2007/017)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300005
PM 17456891
ER
PT J
AU Daniels, SK
Schroeder, MF
DeGeorge, PC
Corey, DM
Rosenbek, JC
AF Daniels, Stephanie K.
Schroeder, Mae Fern
DeGeorge, Pamela C.
Corey, David M.
Rosenbek, John C.
TI Effects of verbal cue on bolus flow during swallowing
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE deglutition; dysphagia; cued swallows; Penetration-Aspiration Scale;
videofluoroscopy
ID CEREBRAL CORTICAL REPRESENTATION; PENETRATION-ASPIRATION SCALE; NORMAL
ADULTS; HUMANS; STROKE; WOMEN
AB Purpose: To examine the effects of verbal cuing to initiate swallowing on bolus flow measures in healthy adults.
Method: Videofluoroscopic examinations were completed in 12 healthy older adults (median age = 69 years) as they swallowed 5 ml of self-administered liquid barium in 2 conditions: verbally cued and noncued swallows. In the cued condition, participants held the liquid in their mouths until instructed to swallow. In the noncued condition, participants swallowed in their usual manner.
Results: Verbal cue affected bolus position at onset of timing measures, thereby influencing duration. The bolus was positioned more posterior in the oral cavity at onset of oral transit for cued as compared with noncued. swallows. The leading edge of the bolus at onset of the pharyngeal swallow was more superior in the pharynx for cued as compared with noncued swallows. Durations of the cued swallows were significantly shorter than for noncued swallows for all timing measures. Bolus direction scores were not significantly different between conditions.
Conclusions: Findings suggest that swallowing is altered by the use of verbal cues to initiate swallowing in healthy adults. Determining whether shorter durations with implementation of verbal cues are evident in individuals with dysphagia and whether effects are beneficial or deleterious requires continued research.
C1 SE Louisiana Vet Healthcare Syst, New Orleans, LA USA.
Tulane Univ, Hlth Sci Ctr, New Orleans, LA 70118 USA.
Univ Florida, Hlth Sci Ctr, Gainesville, FL USA.
Vet Affairs Med Ctr, Gainesville, FL 32608 USA.
RP Daniels, SK (reprint author), Michael E DeBakey VA Med Ctr, 2002 Holcombe Blvd, Houston, TX 77030 USA.
EM stephanie.daniels@va.gov
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NR 26
TC 31
Z9 32
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 140
EP 147
DI 10.1044/1058-0360(2007/018)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300006
PM 17456892
ER
PT J
AU Stierwalt, JAG
Youmans, SR
AF Stierwalt, Julie A. G.
Youmans, Scott R.
TI Tongue measures in individuals with normal and impaired swallowing
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE tongue function; tongue strength and endurance; dysphagia
ID STRENGTH; FORCE; VISCOSITY; ENDURANCE; EXERCISE; VOLUME
AB Purpose: This investigation sought to add to the extant literature on measures of normal tongue function, to provide information on measures of tongue function in a group of individuals with oral phase dysphagia, and to provide a comparison of these 2 groups matched for age and gender.
Method: The Iowa Oral Performance Instrument was utilized to measure tongue function (strength and endurance) in a group of individuals with normal (N = 200) and impaired (N = 50) swallowing. The peak measure of 3 encouraged trials was recorded as participants' strength, and 50% of their peak was sustained as long as possible for endurance.
Results: Results for the control group supported previous investigations wherein greater tongue strength was found in males than in females and in the youngest versus oldest groups. The experimental group demonstrated a similar trend in strength for gender. When matched for age and gender, the experimental group demonstrated significantly lower strength. Significant differences were not revealed on measures of tongue endurance.
Conclusions: We were able to extend the normative database on tongue function and document reduced tongue strength in a group of individuals with dysphagia. The findings provide evidence that in this group, tongue weakness coincided with signs of dysphagia, adding justification for tongue-strengthening protocols.
C1 Florida State Univ, Tallahassee, FL 32306 USA.
Long Isl Univ, Brooklyn, NY USA.
RP Stierwalt, JAG (reprint author), Florida State Univ, 325 Reg Rehab Ctr, Tallahassee, FL 32306 USA.
EM julie.stierwalt@comm.fsu.edu
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NR 29
TC 49
Z9 51
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 148
EP 156
DI 10.1044/1058-0360(2007/019)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300007
PM 17456893
ER
PT J
AU Kohler, CT
Bahr, RH
Silliman, ER
Bryant, JB
Apel, K
Wilkinson, LC
AF Kohler, Candida T.
Bahr, Ruth Huntley
Silliman, Elaine R.
Bryant, Judith Becker
Apel, Kenn
Wilkinson, Louise C.
TI African American English dialect and performance on nonword spelling and
phonemic awareness tasks
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT Conference of the International-Reading-Association-Invitational
CY 2006
CL Columbia, SC
SP Int Reading Assoc Invitat
DE dialect; African American English; nonword spelling; phonological
processing
ID PHONOLOGICAL AWARENESS; CONSONANT CLUSTERS; VERNACULAR ENGLISH;
LANGUAGE; CHILDREN; ACHIEVEMENT; CONTEXTS; SKILLS; WORDS; READ
AB Purpose: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use.
Method: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then completed a standardized test of phonological processing and a nonword spelling measure. The influence of dialect was analyzed in both experimental tasks, followed by a qualitative analysis of dialect use in nonword spellings.
Results: Dialect density measures based solely on the use of African American English (AAE) phonological features explained few differences in phonological processing scores. In contrast, correlations indicated that children with higher dialect densities produced more nonword spelling errors influenced by AAE, an effect most evident in Grade 3. Qualitative analyses revealed AAE phonological features occurring in many of the misspelled nonwords.
Conclusion: After Grade 2, nonword spelling may be more sensitive to the effects of dialect variation than are phonemic awareness tasks. It is suggested that spelling may be a more sensitive clinical indicator of difficulties in integrating the phonological and orthographic information needed for fluent decoding skill.
C1 Univ S Florida, Commun Sci & Disorders, Tampa, FL 33620 USA.
Florida State Univ, Tallahassee, FL 32306 USA.
Syracuse Univ, Syracuse, NY USA.
RP Bahr, RH (reprint author), Univ S Florida, Commun Sci & Disorders, 4202 E Fowler Ave,PCD 1017, Tampa, FL 33620 USA.
EM rbahr@cas.usf.edu
RI Silliman, Elaine/A-6809-2009
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NR 51
TC 13
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 157
EP 168
DI 10.1044/1058-0360(2007/020)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300008
PM 17456894
ER
PT J
AU Dworzynski, K
Remington, A
Rijsdijk, F
Howell, P
Plomin, R
AF Dworzynski, Katharina
Remington, Anna
Rijsdijk, Fruehling
Howell, Peter
Plomin, Robert
TI Genetic etiology in cases of recovered and persistent stuttering in an
unselected, longitudinal sample of young twins
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT 5th Speech Motor Control Conference
CY JUN, 2006
CL Nijmegen, NETHERLANDS
DE stuttering; twins; longitudinal sample
ID CHILDHOOD
AB Purpose: The contribution of genetic factors in the persistence of and early recovery from stuttering was assessed.
Method: Data from the Twins Early Development Study were employed. Parental reports regarding stuttering were collected at ages 2, 3, 4, and 7 years, and were used to classify speakers into recovered and persistent groups. Of 12,892 children with at least 2 ratings, 950 children had recovered and 135 persisted in their stutter.
Results: Logistic regressions showed that the rating at age 2 was not predictive of later stuttering, whereas ratings at ages 3 and 4 were. Concordance rates were consistently higher for monozygotic than for dizygotic twin pairs (with the exception of girls at age 3). At 3, 4, and 7 years, the liability to stuttering was highly heritable (h2 estimates of between .58 and .66). Heritability for the recovered and persistent groups was also high but did not differ from each other.
Conclusion: Stuttering appears to be a disorder that has high heritability and little shared environment effect in early childhood and for recovered and persistent groups of children, by age 7. The clinical implications of the findings are discussed.
C1 UCL, Dept Psychol, London WC1E 6BT, England.
Kings Coll London, London WC2R 2LS, England.
RP Howell, P (reprint author), UCL, Dept Psychol, Gower St, London WC1E 6BT, England.
EM p.howell@ucl.ac.uk
RI Rijsdijk, Fruhling/B-4191-2011; Plomin, Robert/B-8911-2008
CR Ambrose NG, 1997, J SPEECH LANG HEAR R, V40, P567
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Yairi E., 2005, EARLY CHILDHOOD STUT
NR 27
TC 33
Z9 37
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 169
EP 178
DI 10.1044/1058-0360(2007/021)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300009
PM 17456895
ER
PT J
AU Nippold, MA
Mansfield, TC
Billow, JL
AF Nippold, Marilyn A.
Mansfield, Tracy C.
Billow, Jesse L.
TI Peer conflict explanations in clhildren, adolescents, and adults:
Examining the development of complex syntax
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the American-Speech-Language-Hearing-Association
CY NOV 18-20, 2005
CL San Diego, CA
SP Amer Speech Language Hearing Assoc
DE expository discourse; later language development; typical development
ID LANGUAGE-LEARNING DISABILITIES; SCHOOL-AGE-CHILDREN; EXPOSITORY
DISCOURSE
AB Purpose: Expository discourse, the use of language to convey information, requires facility with complex syntax. Although expository discourse is often employed in school and work settings, little is known about its development in children, adolescents, and adults. Hence, it is difficult to evaluate this genre in students who have language disorders. This study examined syntactic complexity in expository discourse in an effort to begin to establish a normative database.
Method: Speakers with typical development whose mean ages were 11, 17, and 25 years old (n = 60) participated in a peer conflict resolution (PCR) task designed to elicit expository discourse. The results were compared with an additional measure of expository discourse, the favorite game or sport (FGS) task, reported in a previous study that included these same participants (M. A. Nippold, L. J. Hesketh, J. K. Duthie, & T. C. Mansfield, 2005).
Results: The PCR task elicited expository discourse from speakers in all 3 groups. Older speakers packed more information into their utterances than did younger ones, and the PCR task elicited greater syntactic complexity than did the FGS task.
Conclusions: The PCR task is potentially a useful tool for examining expository discourse. Research is needed to expand the database and administer the task to clinical groups.
C1 Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
RP Nippold, MA (reprint author), Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
EM nippold@uoregon.edu
CR Bates E., 2003, FRONTIERS BIOL BRAIN, P241
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NR 37
TC 15
Z9 15
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2007
VL 16
IS 2
BP 179
EP 188
DI 10.1044/1058-0360(2007/022)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 167NV
UT WOS:000246459300010
PM 17456896
ER
PT J
AU Thompson, CK
AF Thompson, Cynthia K.
TI Complexity in language learning and treatment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE treatment; complexity; generalization
ID APHASIA; ACQUISITION; NETWORKS; DEFICITS
AB Purpose: To introduce a Clinical Forum focused on the Complexity Account of Treatment Efficacy (C. K. Thompson, L. P. Shapiro, S. Kiran, & J. Sobecks, 2003), a counterintuitive but effective approach for treating language disorders. This approach espouses training complex structures to promote generalized improvement of simpler, linguistically related structures. Three articles are included, addressing complexity in treatment of phonology, lexical-semantics, and syntax.
Method: Complexity hierarchies based on models of normal language representation and processing are discussed in each language domain. In addition, each article presents single-subject controlled experimental studies examining the complexity effect. By counterbalancing treatment of complex and simple structures across participants, acquisition and generalization patterns are examined as they emerge.
Results: In all language domains, cascading generalization occurs from more to less complex structures; however, the opposite pattern is rarely seen. The results are robust, with replication within and across participants.
Conclusions: The construct of complexity appears to be a general principle that is relevant to treating a range of language disorders in both children and adults. While challenging the long-standing clinical notion that treatment should begin with simple structures, mounting evidence points toward the facilitative effects of using more complex structures as a starting point for treatment.
C1 Northwestern Univ, Dept Commun Sci & Disorders, Evanston, IL 60208 USA.
RP Thompson, CK (reprint author), Northwestern Univ, Dept Commun Sci & Disorders, 2240 Campus Dr, Evanston, IL 60208 USA.
EM ckthom@northwestern.edu
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NR 17
TC 20
Z9 20
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2007
VL 16
IS 1
BP 3
EP 5
DI 10.1044/1058-0360(2007/002)
PG 3
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 154VL
UT WOS:000245535800002
PM 17329670
ER
PT J
AU Kiran, S
AF Kiran, Swathi
TI Complexity in the treatment of naming deficits
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia; semantic complexity; treatment
ID WORD MATCHING TASKS; SEMANTIC MEMORY; CONCEPTUAL STRUCTURE; DISTRIBUTED
ACCOUNT; CATEGORY EXEMPLARS; APHASIA; DISORDERS; THERAPY;
REPRESENTATIONS; VERIFICATION
AB Purpose: This article discusses a novel approach for treatment of lexical retrieval deficits in aphasia in which treatment begins with complex, rather than simple, lexical stimuli. This treatment considers the semantic complexity of items within semantic categories, with a focus on their featural detail.
Method and Results: Previous work on training items within animate categories (S. Kiran & C. K. Thompson, 2003b) and preliminary work aimed at items within inanimate categories are discussed in this article. Both these studies indicate that training atypical category items that entail features inherent in the category prototype as well as distinctive features that are not characteristic of the category prototype results in generalization to untrained typical examples which entail only features consistent with the category prototype. Conversely, training typical examples does not result in generalization to untrained atypical examples. In this article, it is argued that atypical items are more complex than typical items within a category, and a theoretical framework for this dimension of semantic complexity is discussed. Then, evidence from treatment studies that support this complexity hierarchy is presented. Potential patient- and stimulus-specific factors that may influence the success of this treatment approach are also discussed.
Conclusions: The applications of semantic complexity to treatment of additional semantic categories and functional applications of this approach are proposed.
C1 Univ Texas, Dept Commun Sci & Disorders, Austin, TX 78712 USA.
RP Kiran, S (reprint author), Univ Texas, Dept Commun Sci & Disorders, CMA 7-206, Austin, TX 78712 USA.
EM s-kiran@mail.utexas.edu
RI Kiran, S/B-1892-2013
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NR 70
TC 23
Z9 24
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2007
VL 16
IS 1
BP 18
EP 29
DI 10.1044/1058-0360(2007/004)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 154VL
UT WOS:000245535800004
PM 17329672
ER
PT J
AU Thompson, CK
Shapiro, LP
AF Thompson, Cynthia K.
Shapiro, Lewis P.
TI Complexity in treatment of syntactic deficits
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aphasia treatment; complexity; generalization
ID TREE PRUNING HYPOTHESIS; BRAIN-DAMAGED SUBJECTS; SENTENCE PRODUCTION;
AGRAMMATIC APHASIA; WH-MOVEMENT; QUANTITATIVE-ANALYSIS; LEXICAL
ORGANIZATION; QUESTION PRODUCTION; MAPPING THERAPY; VERB PRODUCTION
AB Purpose: This article addresses complexity in the context of treatment for sentence structural impairments in agrammatic aphasia, with emphasis on noncanonical sentences involving linguistic movement and their related counterparts. Extensions of the complexity effect to recovery of canonical sentences also are discussed, stressing the linguistic properties of verbs as well as grammatical morphology in building complexity hierarchies.
Method: A number of variables to consider in developing complexity hierarchies in the syntactic domain are addressed, and a series of studies using single-subject controlled experimental analysis are discussed.
Results: Findings across studies show that training complex sentences results in improvement of simpler structures when, and only when, the underlying linguistic properties are shared by both. The opposite approach, training simple structures first and building to more complex ones, does not provide the full benefit of treatment, in that little or no generalization occurs across structures.
Conclusion: Using complex language material as a starting point for treatment of sentence structural deficits in aphasia results in cascading generalization to simpler, linguistically related material and expands spontaneous language production in many language-disordered adults with aphasia.,Clinicians are, therefore, urged to adopt this approach in clinical practice, even though it is counterintuitive and departs significantly from conventional treatment methods.
C1 Northwestern Univ, Dept Commun Sci & Disorders, Evanston, IL 60208 USA.
San Diego State Univ, San Diego, CA 92182 USA.
RP Thompson, CK (reprint author), Northwestern Univ, Dept Commun Sci & Disorders, 2240 Campus Dr, Evanston, IL 60208 USA.
EM ckthom@northwestern.edu
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NR 86
TC 35
Z9 36
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2007
VL 16
IS 1
BP 30
EP 42
DI 10.1044/1058-0360(2007/005)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 154VL
UT WOS:000245535800005
PM 17329673
ER
PT J
AU Byrd, CT
Conture, EG
Ohde, RN
AF Byrd, Courtney T.
Conture, Edward G.
Ohde, Ralph N.
TI Phonological priming in young children who stutter: Holistic versus
incremental processing
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; stuttering; phonology; holistic; incremental
ID SPOKEN WORD RECOGNITION; VOCABULARY DEVELOPMENT; 4-YEAR-OLD CHILDREN;
NONWORD REPETITION; SPEECH; PERCEPTION; DISFLUENCY; SIMILARITY;
DISORDERS; ABILITIES
AB Purpose: To investigate the holistic versus incremental phonological encoding processes of young children who stutter (CWS; N = 26) and age- and gender-matched children who do not stutter (CWNS; N = 26) via a picture-naming auditory priming paradigm.
Method: Children named pictures during 3 auditory priming conditions: neutral, holistic, and incremental. Speech reaction time (SRT) was measured from the onset of picture presentation to the onset of participant response.
Results: CWNS shifted from being significantly faster in the holistic priming condition to being significantly faster in the incremental priming condition from 3 to 5 years of age. In contrast, the majority of 3- and 5-year-old CWS continued to exhibit faster SRT in the holistic than the incremental condition.
Conclusion: CWS are delayed in making the developmental shift in phonological encoding from holistic to incremental processing, a delay that may contribute to their difficulties establishing fluent speech.
C1 Univ Texas, Austin, TX 78712 USA.
Vanderbilt Univ, Nashville, TN USA.
RP Byrd, CT (reprint author), 10627 Floral Pk Dr, Austin, TX 78759 USA.
EM courtneybyrd@mail.utexas.edu
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NR 53
TC 31
Z9 33
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2007
VL 16
IS 1
BP 43
EP 53
DI 10.1044/1058-0360(2007/006)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 154VL
UT WOS:000245535800006
PM 17329674
ER
PT J
AU Thal, D
DesJardin, JL
Eisenberg, LS
AF Thal, Donna
DesJardin, Jean L.
Eisenberg, Laurie S.
TI Validity of the MacArthur-Bates Communicative Development Inventories
for measuring language abilities in children with cochlear implants
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cochlear implants; validity of parent report; language development
ID PROFOUNDLY DEAF-CHILDREN; DEVELOPMENT SURVEY LDS; LATE-TALKING TODDLERS;
PARENT REPORT MEASURE; HARD-OF-HEARING; VOCABULARY DEVELOPMENT;
EXPRESSIVE VOCABULARY; LATE TALKERS; GESTURE; INFANTS
AB Purpose: To examine the validity of the MacArthur-Bates Communicative Development Inventories (CDI) for measuring language abilities in children with profound hearing loss who are using cochlear implants.
Method: Twenty-four children with cochlear implants and their mothers participated in this study. Children ranged in age from 32 months to 86 months (the majority were 32 to 66 months old). The number of months postimplantation. ranged from 3 to 60 (the majority were around 24 months). Mothers completed the CDI before behavioral testing. Behavioral measures included the Reynell Developmental Language Scales and measures of vocabulary and grammar from a spontaneous language sample.
Results: Both the Words and Gestures and the Words and Sentences forms of the CDI were shown excellent validity for this sample of children, if they had language that was in the range measured by the instrument. Correlations with behavioral measures ranged from .41 to .93 and were comparable to those reported for children with typical development.
Conclusions: The CDI forms are valid tools to use with children who are using cochlear implants and who are in the early stages of language development, even if they are older than the norming sample. Age-equivalence may be obtained if children score below the median for the oldest age norms. They may also be used to describe the language of children who are not at ceiling. Specific recommendations for interventionists are provided.
C1 San Diego State Univ, Sch Speech Language & Hearing Sci, Dev Psycholinguist Lab, San Diego, CA 92120 USA.
House Ear Res Inst, Los Angeles, CA USA.
RP Thal, D (reprint author), San Diego State Univ, Sch Speech Language & Hearing Sci, Dev Psycholinguist Lab, 6330 Alvarado Court,Suite 231, San Diego, CA 92120 USA.
EM dthal@mail.sdsu.edu
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NR 52
TC 41
Z9 43
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2007
VL 16
IS 1
BP 54
EP 64
DI 10.1044/1058-0360(2007/007)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 154VL
UT WOS:000245535800007
PM 17329675
ER
PT J
AU Eadie, TL
Yorkston, KM
Klasner, ER
Dudgeon, BJ
Deitz, JC
Baylor, CR
Miller, RM
Amtmann, D
AF Eadie, Tanya L.
Yorkston, Kathryn M.
Klasner, Estelle R.
Dudgeon, Brian J.
Deitz, Jean C.
Baylor, Carolyn R.
Miller, Robert M.
Amtmann, Dagmar
TI Measuring communicative participation: A review of self-report
instruments in speech-language pathology
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communication; participation; outcome measures; International
Classification of Functioning; disability and health
ID QUALITY-OF-LIFE; DISABILITY OUTCOMES RESEARCH; VOICE SYMPTOM SCALE;
INTERNATIONAL-CLASSIFICATION; HANDICAP; HEALTH; STROKE; IMPACT; ICF;
REHABILITATION
AB Purpose: To assess the adequacy of self-report instruments in speech-language pathology for measuring a construct called communicative participation.
Method: Six instruments were evaluated relative to (a) the construct measured, (b) the relevance of individual items to communicative participation, and (c) their psychometric properties.
Results: No instrument exclusively measured communicative participation. Twenty-six percent (n = 34) of all items (N= 132) across the reviewed instruments were consistent with communicative participation. The majority (76%) of the 34 items were associated with general communication, while the remaining 24% of the items were associated with communication at work, during leisure, or for establishing relationships. Instruments varied relative to psychometric properties.
Conclusions: No existing self-report instruments in speech-language pathology were found to be solely dedicated to measuring communicative participation. Developing an instrument for measuring communicative participation is essential for meeting the requirements of our scope of practice.
C1 Univ Washington, Dept Speech & Hearing Sci, Seattle, WA 98105 USA.
RP Eadie, TL (reprint author), Univ Washington, Dept Speech & Hearing Sci, 1417 NE 42nd St, Seattle, WA 98105 USA.
EM teadie@u.washington.edu
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NR 56
TC 50
Z9 53
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2006
VL 15
IS 4
BP 307
EP 320
DI 10.1044/1058-0360(2006/030)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 114DI
UT WOS:000242646500004
PM 17102143
ER
PT J
AU Bothe, AK
Davidow, JH
Bramlett, RE
Franic, DM
Ingham, RJ
AF Bothe, Anne K.
Davidow, Jason H.
Bramlett, Robin E.
Franic, Duska M.
Ingham, Roger J.
TI Stuttering treatment research 1970-2005: II. Systematic review
incorporating trial quality assessment of pharmacological approaches
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; evidence-based practice; systematic review; pharmacology;
treatment outcomes
ID SPEECH DISFLUENCIES; TREATMENT EFFICACY; HALOPERIDOL; CHILDREN;
CLOMIPRAMINE; CARBAMAZEPINE; DESIPRAMINE; RISPERIDONE; ADOLESCENTS;
CLONIDINE
AB Purpose: To complete a systematic review, incorporating trial quality assessment, of published research about pharmacological treatments for stuttering. Goals included the identification of treatment recommendations and research needs based on the available high-quality evidence.
Method: Multiple readers reviewed 31 articles published between 1970 and 2005, using a written data extraction instrument developed as a synthesis of existing standards and recommendations. Articles were then assessed using 5 methodological criteria and 4 outcomes criteria, also developed from previously published recommendations.
Results: None of the 31 articles met more than 3 of the 5 methodological criteria (M = 1.74). Four articles provided data to support a claim of short-term improvement in social, emotional, or cognitive variables. One article provided data to show that stuttering frequency was reduced to less than 5%, and 4 additional articles provided data to show that stuttering may have been reduced by at least half. Among the articles that met the trial quality inclusion criterion for the second stage of this review, none provided uncomplicated positive reports.
Conclusions: None of the pharmacological agents tested for stuttering have been shown in methodologically sound reports to improve stuttering frequency to below 5%, to reduce stuttering by at least half, or to improve relevant social, emotional, or cognitive variables. These findings raise questions about the logic supporting the continued use of current pharmacological agents for stuttering.
C1 Univ Georgia, Dept Commun Sci & Special Educ, Athens, GA 30602 USA.
Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
RP Bothe, AK (reprint author), Univ Georgia, Dept Commun Sci & Special Educ, 556 Aderhold Hall, Athens, GA 30602 USA.
EM abothe@uga.edu
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NR 67
TC 23
Z9 25
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2006
VL 15
IS 4
BP 342
EP 352
DI 10.1044/1058-0360(2006/032)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 114DI
UT WOS:000242646500006
PM 17102145
ER
PT J
AU Brady, N
Skinner, D
Roberts, J
Hennon, E
AF Brady, Nancy
Skinner, Debra
Roberts, Joanne
Hennon, Elizabeth
TI Communication in young children with fragile X syndrome: A qualitative
study of mothers' perspectives
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE fragile X; communication disorders; parents; preschool children;
qualitative research analysis
ID BEHAVIORAL-PHENOTYPE; ADAPTIVE-BEHAVIOR; LANGUAGE; MALES; INTERVENTION;
AUTISM; DISABILITIES; ADOLESCENTS; EXPERIENCES; SYMPTOMS
AB Purpose: To provide descriptive and qualitative information about communication in young children with fragile X syndrome (FXS) and about how families react to and accommodate communication differences in their children.
Method: In-depth interviews were conducted with 55 mothers of young children with FXS. Interviewers asked mothers to describe their children's communication, strategies they used to help promote their children's communication, communication-related frustrations, their expectations for their children, and the roles that they perceive for themselves.
Results: Over half the children were nonverbal and learning to communicate with augmentative and alternative communication. Mothers reported using strategies that were developmentally appropriate and recommended by early childhood experts, such as reading and talking to their children. Many mothers identified challenges faced in helping their child to communicate, and some cited difficulty obtaining speech-language services as a challenge. Mothers identified their roles as caregiver, teacher, therapist, and advocate.
Conclusions: The perspectives offered by mothers are valuable because they indicate how children with FXS communicate in natural contexts. Information about mothers' expectations and roles may help clinicians to be sensitive to variables that will affect working with young children and their families.
C1 Univ Kansas, Lawrence, KS 66045 USA.
Univ N Carolina, Chapel Hill, NC USA.
RP Brady, N (reprint author), Univ Kansas, 1052 Dole,1000 Sunnyside Dr, Lawrence, KS 66045 USA.
EM nbrady@ku.edu
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American Speech-Language-Hearing Association, 2005, ROL RESP SPEECH LANG
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NR 68
TC 17
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2006
VL 15
IS 4
BP 353
EP 364
DI 10.1044/1058-0360(2006/033)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 114DI
UT WOS:000242646500007
PM 17102146
ER
PT J
AU Crais, ER
Roy, VP
Free, K
AF Crais, Elizabeth R.
Roy, Vicky Poston
Free, Karen
TI Parents' and professionals' perceptions of the implementation of
family-centered practices in child assessments
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE family-centered services; child assessment; early intervention services;
family and professional perceptions; evidence-based practices
ID EARLY INTERVENTION; YOUNG-CHILDREN; SATISFACTION; VALIDITY; SERVICES;
PERSPECTIVES; OUTCOMES
AB Purpose: To determine the degree to which early intervention professionals and families agreed on whether specific family-centered practices were implemented in specific child assessments,and which practices were viewed as important to include in future child assessments.
Method: A self-rating instrument was used to survey 134 early intervention professionals (across a variety of disciplines) and 58 family members in triads (2 professionals and 1 family member for each assessment) after they had participated together in a child assessment. Participants were asked to identify across 41 family-centered practices whether the practice was implemented (actual practice) and would be important to include in future assessments (ideal practice).
Results: Agreement between families and professionals and between professionals was high for both actual practices (69% and 78%, respectively) and ideal practices (82% and 8.4%, respectively). Some practices were frequently implemented, whereas others were seldom implemented. Both professionals and families viewed most of the practices as ideal. However, an implementation gap was seen on almost half of the practices between what families and professionals viewed as actually implemented and what was ideal implementation.
Conclusions: Although a number of family-centered practices were implemented in the child assessments studied, the results pinpointed specific practices that professionals and families agreed should be changed. The results can serve as a guide for enhancing the implementation of, and continued investigation into, family-centered practices in child assessment and can add key information toward the identification of evidence-based practices.
C1 Univ N Carolina, Div Speech & Hearing Sci, Chapel Hill, NC 27599 USA.
RP Crais, ER (reprint author), Univ N Carolina, Div Speech & Hearing Sci, CB 7190, Chapel Hill, NC 27599 USA.
EM bcrais@med.unc.edu
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NR 53
TC 33
Z9 33
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2006
VL 15
IS 4
BP 365
EP 377
DI 10.1044/1058-0360(2006/034)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 114DI
UT WOS:000242646500008
PM 17102147
ER
PT J
AU Yoder, PJ
AF Yoder, Paul J.
TI Predicting lexical density growth rate in young children with autism
spectrum disorders
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE autism; spoken language; predictors
ID JOINT ATTENTION; FOLLOW-UP; COMMUNICATION INTERVENTIONS;
DEVELOPMENTAL-DISABILITIES; LANGUAGE-DEVELOPMENT; PRESCHOOLERS;
PROGNOSIS; DEFICITS; LEVEL; PLAY
AB Purpose: The purpose of this longitudinal correlational study was to test whether an environmental variable and 4 child variables predicted growth rate of number of different nonimitative words used (i.e., lexical density).
Method: Thirty-five young (age range 21-54 months) children with autism spectrum disorders (ASD) who were initially nonverbal or low verbal participated in the study. Lexical density was measured at 3 times: at entry into the study as well as 6 months and 12 months after entry into the study. Growth curve analysis was used to test the associations. The predictive value of the putative predictors in the model was tested after controlling for initial expressive language impairment.
Results: Initial frequency of intentional communication and diversity of object play were predictors of lexical density growth above and beyond initial expressive language impairment (both pseudo R(2)S =.14).
Conclusions: Intentional communication and diversity of object play may represent important prelinguistic goals for young children with ASD. These skills not only have been shown to be malleable through treatment, but they also provide a context for linguistic input from others that may facilitate language development.
C1 Vanderbilt Univ, Nashville, TN 37203 USA.
RP Yoder, PJ (reprint author), Vanderbilt Univ, 230 Appleton Pl, Nashville, TN 37203 USA.
EM paul.yoder@vanderbilt.edu
CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT
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NR 55
TC 11
Z9 11
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2006
VL 15
IS 4
BP 378
EP 388
DI 10.1044/1058-0360(2006/035)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 114DI
UT WOS:000242646500009
PM 17102148
ER
PT J
AU Behrman, A
AF Behrman, Alison
TI Facilitating behavioral change in voice therapy: The relevance of
motivational interviewing
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE voice therapy; compliance; adherence; Motivational Interviewing; voice
disorders
ID CLIENT COMMITMENT; MODEL; METAANALYSIS; DISORDERS; DYSPHONIA; ADHERENCE;
EFFICACY; OUTCOMES; NODULES; PATIENT
AB Purpose: The purpose of this article is to present an exploration of some of the issues surrounding adherence to vocal behavioral change in voice therapy within the context of Motivational Interviewing (MI) and to explore MI's potential for integration into voice therapy (MI-adapted voice therapy). MI is a style of interpersonal communication in which resistance is minimized through the use of skillful listening in a directive, constructive discussion about behavior change. The goal of MI-adapted voice therapy is to enhance patient adherence to vocal behavioral change.
Method: A narrative review of the literature is presented, together with the experiences of the author with 10 adult patients with voice disorders who participated in MI-adapted voice therapy.
Results: It is shown that the principles of MI can be applied throughout the therapy program. Points of resistance to vocal behavioral change that were common across many patients appeared to be addressed appropriately by specific MI dialogue strategies.
Conclusions: It is concluded that MI-adapted voice therapy holds promise as an approach to address patient adherence to vocal behavioral change. However, research is necessary to define the efficacy of this approach and the factors associated with its efficacy.
C1 NYU, Dept Speech Language Pathol & Audiol, New York, NY 10003 USA.
RP Behrman, A (reprint author), NYU, Dept Speech Language Pathol & Audiol, 719 Broadway,2nd Floor, New York, NY 10003 USA.
EM asb2021@nyu.edu
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NR 61
TC 18
Z9 19
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 215
EP 225
DI 10.1044/1058-0360(2006/020)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200002
PM 16896171
ER
PT J
AU Liss, JM
Krein-Jones, K
Wszolek, ZK
Caviness, JN
AF Liss, Julie M.
Krein-Jones, Kari
Wszolek, Zbigniew K.
Caviness, John N.
TI Speech characteristics of patients with pallido-ponto-nigral
degeneration and their application to presymptornatic detection in
at-risk relatives
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE dysarthria; pallido-ponto-nigral degeneration; dementia
ID AUTOSOMAL-DOMINANT PARKINSONISM; AMYOTROPHIC-LATERAL-SCLEROSIS; PPND
FAMILY; DEMENTIA; MUTATION; DISEASE; TREMOR; VOICE
AB Purpose: This report describes the speech characteristics of individuals with a neurodegenerative syndrome called pallido-ponto-nigral degeneration (PPND) and examines the speech samples of at-risk, but asymptomatic, relatives for possible preclinical detection.
Method: Speech samples of 9 members of a PPND kindred were subjected to perceptual characterization. Speech deterioration patterns were reported for 2 participants followed longitudinally at 6-month intervals. Cross-sectional findings were reported for 3 participants at various stages of disease. Longitudinal and cross-sectional findings were used to guide the examination of 4 at-risk, but asymptomatic, participants.
Results: Results revealed a progressive mixed dysarthria with hypokinetic, spastic, and flaccid features. It was characterized primarily by vocal tremor and high-frequency vocal flutter, speaking rate abnormalities most often in the direction of slowing, and a tendency toward monopitch. Dysarthria progression was marked by exacerbation and increasing severity of early features, progressive decrease in spontaneous speech output, verbal perseverations, and eventual mutism. Results for at-risk participants revealed preclinical speech abnormalities that preceded other motor signs. Speech results were examined in light of available autopsy findings for site of lesion associations.
Conclusion: The dysarthria of PPND is an early harbinger of disease onset. It has a mixed presentation, with hypokinetic, spastic, and flaccid features.
C1 Arizona State Univ, Dept Speech & Hearing Sci, Motor Speech Disorders Lab, Tempe, AZ 85287 USA.
Mayo Clin, Scottsdale, AZ USA.
Mayo Clin, Jacksonville, FL 32224 USA.
RP Liss, JM (reprint author), Arizona State Univ, Dept Speech & Hearing Sci, Motor Speech Disorders Lab, Tempe, AZ 85287 USA.
EM julie.liss@asu.edu
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NR 25
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 226
EP 235
DI 10.1044/1058-0360(2006/021)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200003
PM 16896172
ER
PT J
AU Kouri, TA
Selle, CA
Riley, SA
AF Kouri, Theresa A.
Selle, Carrie A.
Riley, Sarah A.
TI Comparison of meaning and graphophonemic feedback strategies for guided
reading instruction of children with language delays
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language impaired children; literacy instruction; guided reading;
feedback cues; oral reading cues
ID LEARNING-DISABILITIES; CORRECTIVE FEEDBACK; COMPREHENSION; STUDENTS;
ACQUISITION; PERFORMANCE; OUTCOMES; READERS
AB Purpose: Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2 different theoretical perspectives on literacy development.
Method: Fourteen children with specific language impairment (SLI) and 21 with typically developing language read aloud 2 stories to an adult examiner who presented corrective feedback prompts when reading miscues (errors) occurred. One type of feedback based on whole language principles emphasized meaning aspects of a text. The other type consisted of graphophonemic (GP) word-decoding strategies. Before reading, participants were provided instruction on 5 key words taken from each story text. This instruction emphasized either meaning or GP aspects of specific key words. Story comprehension questions followed readings.
Results: Findings indicated that more miscued words were corrected overall through the use of GP feedback cues; however, some meaning-based instructional advantages were indicated for key word identifications for children with SLI. Higher story comprehension scores were yielded in the GP condition for both groups.
Conclusions: Both meaning-based and phonemic key word reviews, prior to oral reading, appear to be effective strategies for children with SLI. The use of GP word-decoding cues may be more effective than meaning-based cues for facilitating correction of reading miscues during children's oral readings. Further research findings are discussed along with clinical implications for using corrective feedback procedures.
C1 Univ No Iowa, Cedar Falls, IA 50614 USA.
St Alexius Med Ctr, Bismark, MD USA.
Grant Wood Area Educ Agcy, Cedar Rapids, IA USA.
RP Kouri, TA (reprint author), Univ No Iowa, CAC 233, Cedar Falls, IA 50614 USA.
EM theresa.kouri@uni.edu
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NR 51
TC 3
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 236
EP 246
DI 10.1044/1058-0360(2006/022)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200004
PM 16896173
ER
PT J
AU Pena, ED
Spaulding, TJ
Plante, E
AF Pena, Elizabeth D.
Spaulding, Tammie J.
Plante, Elena
TI The composition of normative groups and diagnostic decision making:
Shooting ourselves in the foot
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE evidence-based practice; assessment; classification; language impairment
ID LANGUAGE IMPAIRMENT; KINDERGARTEN-CHILDREN; GRAMMATICAL MORPHOLOGY;
NARRATIVE DISCOURSE; REPETITION; DISORDERS; TESTS
AB Purpose: The normative group of a norm-referenced test is intended to provide a basis for interpreting test scores. However, the composition of the normative group may facilitate or impede different types of diagnostic interpretations. This article considers who should be included in a normative sample and how-this decision must be made relative to the purpose for which a test is intended.
Method: The way in which the composition of the normative sample affects classification accuracy is demonstrated through a test review followed by a simulation study. The test review examined the descriptions of the normative group in a sample of 32 child language tests. The mean performance reported in the test manual for the sample of language impaired children was compared with the sample's norms, which either included or excluded children with language impairment. For the simulation, 2 contrasting normative procedures were modeled. The first procedure included a mixed group of representative cases (language impaired and normal cases). The second procedure excluded the language impaired cases from the norm.
Results: Both the data obtained from test manuals and the data simulation based on population characteristics supported our claim that use of mixed normative groups decreases the ability to accurately identify language impairment. Tests that used mixed norms had smaller differences between the normative and language impaired groups in comparison with tests that excluded children with impairment within the normative sample. The simulation demonstrated mixed norms that lowered the group mean and increased the standard deviation, resulting in decreased classification accuracy.
Conclusions: When the purpose of testing is to identify children with impaired language skills, including children with language impairment in the normative sample can reduce identification accuracy.
C1 Univ Texas, Austin, TX 78712 USA.
Univ Arizona, Tucson, AZ 85721 USA.
RP Pena, ED (reprint author), Univ Texas, 2504-A Whitis,Room 7-214, Austin, TX 78712 USA.
EM lizp@mail.utexas.edu
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NR 56
TC 21
Z9 22
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 247
EP 254
DI 10.1044/1058-0360(2006/023)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200005
PM 16896174
ER
PT J
AU Blake, ML
AF Blake, Margaret Lehman
TI Clinical relevance of discourse characteristics after right hemisphere
brain damage
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stroke; language expression; discourse analysis
ID MINI-MENTAL-STATE; WORKING-MEMORY; ADULTS; LANGUAGE; AGE; PERFORMANCE;
POPULATION; STROKE; OLD
AB Purpose: Discourse characteristics of adults with right hemisphere brain damage are similar to those reported for healthy older adults, prompting the question of whether changes are due to neurological lesions or normal aging processes. The clinical relevance of potential differences across groups was examined through ratings by speech-language pathologists.
Method: A thinking-out-loud task was used to elicit discourse from 8 individuals with right brain damage and 8 healthy older adults. Speech-language pathologists rated discourse transcripts on content and quantity variables and then classified them as belonging to a participant with or without brain damage. Subjective ratings were validated against corroborating measures.
Results: Discourse produced by adults with right brain damage was rated as more tangential and egocentric than that from healthy older adults. Extreme verbosity or paucity of speech was attributed to people with right brain damage. One third of the speech-language pathologists accurately classified discourse samples according to group, whereas the others displayed biases toward one group or the other.
Conclusions: Tangentiality, egocentrism, and extremes of quantity are clinically relevant characteristics of discourse produced by adults with right brain damage. Speech-language pathologists must be aware of potential biases that influence their perception of "normal" discourse production.
C1 Univ Houston, Dept Commun Disorders, Houston, TX 77204 USA.
RP Blake, ML (reprint author), Univ Houston, Dept Commun Disorders, 4505 Cullen Blvd,100 Clin Res Ctr, Houston, TX 77204 USA.
EM mtblake@uh.edu
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NR 47
TC 9
Z9 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 255
EP 267
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200006
ER
PT J
AU Hustad, KC
AF Hustad, Katherine C.
TI A closer look at transcription intelligibility for speakers with
dysarthria: Evaluation of scoring paradigms and linguistic errors made
by listeners
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech intelligibility; speech perception; dysarthria; cerebral palsy
ID CEREBRAL-PALSY; SPEECH SUPPLEMENTATION; ATAXIC DYSARTHRIA; STIMULUS
COHESION; HEARING; CLEAR; CUES
AB Purpose: This study addressed the effects of 3 different paradigms for scoring orthographic transcriptions of dysarthric speech on intelligibility scores. The study also examined whether there were differences in transcription accuracy among words from different linguistic classes.
Method: Speech samples were collected from 12 speakers with dysarthria of varying severity. Twelve different listeners made orthographic transcriptions of each speaker, for a total of 144 listeners. Transcriptions were scored using 3 different paradigms: total word phonemic match, informational word phonemic match, and informational word semantic match. Transcriptions were also coded into 3 linguistic categories: content words, modifiers, and functors. The number of words that each listener transcribed correctly within each category was tallied.
Results: There were significant differences among the 3 scoring paradigms. However, the magnitude of differences was relatively small. In addition, listeners transcribed functor words more accurately than content words or modifiers. They also transcribed free morphemes more accurately than bound morphemes.
Conclusions: The specific scoring paradigm that clinicians employ for measuring speech intelligibility appears to be relatively inconsequential as long as consistent procedures are used. Analyses of the kinds of words that listeners transcribe correctly suggest that interventions focusing on listener processing strategies should be considered for enhancing intelligibility of speakers with chronic dysarthria.
C1 Univ Wisconsin, Madison, WI 53705 USA.
RP Hustad, KC (reprint author), Univ Wisconsin, 475 Waisman Ctr,1500 Highland Ave, Madison, WI 53705 USA.
EM kchustad@wisc.edu
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NR 28
TC 10
Z9 12
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 268
EP 277
DI 10.1044/1058-0360(2006/025)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200007
PM 16896176
ER
PT J
AU O'Neil-Pirozzi, TM
AF O'Neil-Pirozzi, Therese M.
TI Comparison of context-based interaction patterns of mothers who are
homeless with their preschool children
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE mothers; preschool children; language; homeless people
ID ACCELERATING LANGUAGE-DEVELOPMENT; EXPRESSIVE VOCABULARY DELAYS;
LOW-INCOME FAMILIES; DAY-CARE; FOLLOW-UP; LOW-SES; SPEECH; INTERVENTION;
TODDLERS; PARENTS
AB Purpose: The primary purpose of this exploratory study was to examine the influence of context on interaction patterns used by mothers who are homeless with their preschool children during book-reading and game-playing activities. The impact of mothers' previously determined language functioning on their contextual use of facilitating language utterances was also examined.
Method: Using a prospective, nonrandomized, comparison group design, mothers read a book and played a game with their preschool children. Facilitating language utterances produced by the mothers in 16 mother-child dyads during each activity were analyzed.
Results: Regardless of their language functioning, no significant contextual differences in percentage use of facilitating language utterances were found across mothers., Overall maternal use of facilitating utterances was less than 50%. Across both contexts, mothers used few different types of facilitating language utterances.
Conclusions: This exploratory study provides initial evidence of overall consistency of facilitating language utterance use by mothers who are homeless during interactions with their preschool children across contexts, regardless of maternal language functioning. This study provides an initial framework for future research investigating the interactions of families who are homeless and discusses possible language interventions for these at-risk families.
C1 Northeastern Univ, Dept Speech Language Pathol & Audiol, Boston, MA 02115 USA.
RP O'Neil-Pirozzi, TM (reprint author), Northeastern Univ, Dept Speech Language Pathol & Audiol, 103 Forsyth Bldg, Boston, MA 02115 USA.
EM t.oneil-pirozzi@neu.edu
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NR 51
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 278
EP 288
DI 10.1044/1058-0360(2006/026)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200008
PM 16896177
ER
PT J
AU Smith, AB
Roberts, J
Smith, SL
Locke, JL
Bennett, J
AF Smith, Allan B.
Roberts, Jenny
Smith, Susan Lambrecht
Locke, John L.
Bennett, Jane
TI Reduced speaking rate as an early predictor of reading disability
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE infants; toddlers; written comprehension disorders; articulation
ID DEVELOPMENTAL DYSLEXIA; ARTICULATION RATE; PHONOLOGICAL DISORDERS;
LANGUAGE-DEVELOPMENT; CHILDREN; SPEECH; DEFICITS; LITERACY; RETARDATION;
SKILL
AB Purpose: This study evaluated whether developmental reading disability could be predicted in children at the age of 30 months, according to 3 measures of speech production: speaking rate, articulation rate, and the proportion of speaking time allocated to pausing.
Method: Speech samples of 18 children at high risk and 10 children at low risk for reading disability were recorded at 30 months of age. High risk was determined by history of reading disability in at least 1 of the child's parents. In grade school, a reading evaluation identified 9 children within the high-risk group as having reading disability and 9 children as not having reading disability. The 10 children at low risk for reading disability tested negative for reading disability.
Results: Children with reading disability showed a significantly slower speaking rate than children at high risk without reading disability. Children with reading disability allocated significantly more time to pausing, as compared with the other groups. Articulation rate did not differ significantly across groups.
Conclusions: Speaking rate and the proportion of pausing time to speaking time may provide an early indication of reading outcome in children at high risk for reading disability.
C1 Univ Maine, Dept Commun Sci & Disorders, Orono, ME 04469 USA.
Hofstra Univ, Hempstead, NY 11550 USA.
CUNY Herbert H Lehman Coll, New York, NY USA.
RP Smith, AB (reprint author), Univ Maine, Dept Commun Sci & Disorders, 5724 Dunn Hall, Orono, ME 04469 USA.
EM allan.b.smith@umit.maine.edu
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NR 72
TC 9
Z9 9
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2006
VL 15
IS 3
BP 289
EP 297
DI 10.1044/1058-0360(2006/027)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 079ZU
UT WOS:000240217200009
PM 16896178
ER
PT J
AU Marshall, RC
Freed, DB
AF Marshall, RC
Freed, DB
TI The personalized cueing method: From the laboratory to the clinic
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE personalized cueing; naming deficits; aphasia; durability
ID SUBORDINATE CATEGORY NAMES; APHASIC SUBJECTS; NAMING DISORDERS; THERAPY;
REHABILITATION; FACILITATION; DEFICITS; MODEL; REPLICATION; IMPAIRMENT
AB Purpose: The personalized cueing method is a novel procedure for treating naming deficits of persons with aphasia that is relatively unfamiliar to most speech-language pathologists. The goal of this article is to introduce the personalized cueing method to clinicians so that it might be expanded and improved upon. It is also hoped that this article will promote further research in the treatment of naming deficits of clients with aphasia.
Method: This clinical focus article (a) describes the origins of the personalized cueing method, the steps involved in creating personalized cues, and training and assessment procedures used with the personalized cueing method; (b) summarizes the published research supporting the use of the personalized cueing method; and (c) highlights some of the clinical advantages of this novel naming treatment for clients and clinicians.
Results: Research with the personalized cueing method indicates that durability (long-term naming accuracy) for items trained with the personalized cueing method exceeds that for items trained with phonological cueing and other methods. It further shows that as the stimuli used to train naming in the personalized cueing experiments have become more realistic, durability of personalized cueing has increased.
Conclusion: Personalized cueing is a parsimonious approach for treatment of naming deficits of persons with aphasia that has shown positive treatment effects in 8-12 training sessions.
C1 Univ Kentucky, Coll Hlth Sci, Lexington, KY 40536 USA.
Calif State Univ Fresno, Fresno, CA 93740 USA.
RP Marshall, RC (reprint author), Univ Kentucky, Coll Hlth Sci, Room 120F-CTW,900 S Limestone, Lexington, KY 40536 USA.
EM rcmarsh@uky.edu
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NR 53
TC 4
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 103
EP 111
DI 10.1044/1058-0360(2006/011)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500002
PM 16782683
ER
PT J
AU Drager, KDR
Postal, VJ
Carrolus, L
Castellano, M
Gagliano, C
Glynn, J
AF Drager, Kathryn D. R.
Postal, Valerie J.
Carrolus, Leanne
Castellano, Megan
Gagliano, Christine
Glynn, Jennifer
TI The effect of aided language modeling on symbol comprehension and
production in 2 preschoolers with autism
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE aided language modeling; intervention; autism; augmentative and
alternative communication; symbols; comprehension; production
ID MENTAL-RETARDATION; CHILDREN; DISABILITIES; ACQUISITION; MODERATE; YOUTH
AB Purpose: The purpose of the present study was to examine the effectiveness of an instructional procedure called aided language modeling (ALM) on symbol comprehension and expression in 2 preschool children with autism who used few words functionally. ALM consists of engaging the child in interactive play activities and providing models of use of augmentative and alternative communication symbols during play.
Method: A multiple-baseline design across sets of symbol vocabulary was used with 2 children who had autism. Four vocabulary items were taught in each of 3 legs of the design, for each child.
Results: Both participants demonstrated increased symbol comprehension and elicited symbol production. In addition, both participants demonstrated that symbol comprehension and symbol production could be maintained. For both children, performance on symbol production lagged behind rate of responses on symbol comprehension.
Conclusions: The current research presents preliminary evidence that a modeling intervention may be effective in increasing symbol comprehension and production, and may be an appropriate intervention strategy for some preschoolers with autism. Future research should continue to investigate this strategy and its effects on functional communication.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
Cent Susquehanna Intermediate Unit, Lewisburg, PA USA.
RP Drager, KDR (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg, University Pk, PA 16802 USA.
EM kdd5@psu.edu
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NR 41
TC 23
Z9 25
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 112
EP 125
DI 10.1044/1058-0360(2006/012)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500003
PM 16782684
ER
PT J
AU Davidow, JH
Bothe, AK
Bramlett, RE
AF Davidow, JH
Bothe, AK
Bramlett, RE
TI The stuttering treatment research evaluation and assessment tool
(STREAT): Evaluating treatment research as part of evidence-based
practice
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; evidence-based practice; treatment outcomes; critical
appraisal
ID REGULATED-BREATHING METHOD; PROLONGED-SPEECH TREATMENT; CLINICAL-OUTCOME
RESEARCH; METHODOLOGICAL CONSIDERATIONS; INFORMATION MASTER; TREATMENT
EFFICACY; OBSERVATIONAL DATA; TIME-OUT; CHILDREN; ADULTS
AB Purpose: This article presents, and explains the issues behind, the Stuttering Treatment Research Evaluation and Assessment Tool (STREAT), an instrument created to assist clinicians, researchers, students, and other readers in the process of critically appraising reports of stuttering treatment research.
Method: The STREAT was developed by combining and reorganizing previously published recommendations about the design and conduct of stuttering treatment research.
Conclusions: If evidence-based practice is to be widely adopted as the basis for stuttering assessment and treatment, procedures must be developed and distributed that will allow students, clinicians, and other readers without specialized knowledge of research design to critically appraise treatment research reports. The STREAT is intended to be such an instrument: It represents the consensus of previous methodological recommendations; it is consistent with and complements existing recommendations in evidence-based medicine and in the broader science of treatment outcome evaluation; and it is formatted into a single instrument for ease of use.
C1 Univ Georgia, Dept Commun Sci & Special Educ, Athens, GA 30602 USA.
RP Bothe, AK (reprint author), Univ Georgia, Dept Commun Sci & Special Educ, 565 Aderhold Hall, Athens, GA 30602 USA.
EM abothe@uga.edu
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YAIRI E, 1992, J SPEECH HEAR RES, V35, P755
NR 79
TC 7
Z9 8
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 126
EP 141
DI 10.1044/1058-0360(2006/013)
PG 16
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500004
PM 16782685
ER
PT J
AU Miller, CA
AF Miller, Carol A.
TI Developmental relationships between language and theory of mind
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cognition; normal language development; language disorders; autism
spectrum disorders
ID FALSE BELIEF TASK; JOINT ATTENTION; SOCIAL COGNITION; MENTAL STATE;
INDIVIDUAL-DIFFERENCES; CHILDRENS KNOWLEDGE; SPEAKING CHILDREN; PEOPLES
FEELINGS; AUTISM; PERFORMANCE
AB Purpose: This tutorial is intended to inform readers about the development of theory of mind (understanding of mental states) and to discuss relationships between theory of mind and language development.
Method: A narrative review of selected literature on language and theory of mind is presented. Theory of mind is defined, and commonly used measures of theory of mind are described. Developmental relationships between language and theory of mind in typical and atypical populations are discussed. Literature-based suggestions for clinical assessment and intervention are provided, using a hypothetical case study.
Conclusions: The article serves as an introduction to current research about language and theory of mind, and emphasizes their interdependence in development. Implications of the relationships between theory of mind and language development for language assessment and intervention are discussed, and an argument is made that taking theory of mind into account will help clinicians enhance children's communication and language development.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Miller, CA (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg, University Pk, PA 16802 USA.
EM cam47@psu.edu
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NR 85
TC 27
Z9 28
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 142
EP 154
DI 10.1044/1058-0360(2006/014)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500005
PM 16782686
ER
PT J
AU Drager, KDR
Clark-Serpentine, EA
Johnson, KE
Roeser, JL
AF Drager, KDR
Clark-Serpentine, EA
Johnson, KE
Roeser, JL
TI Accuracy of repetition of digitized and synthesized speech for young
children in background noise
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE augmentative and alternative; communication; digitized speech;
synthesized speech; intelligibility; children
ID SYNTHETIC SPEECH; INTELLIGIBILITY; PERCEPTION; RULE; COMPREHENSION;
SENTENCES; ENGLISH; MEMORY
AB Purpose: The present study investigated the intelligibility of digitized and synthesized speech output in background noise for children 3-5 years old. The purpose of the study was to determine whether there was a difference in the intelligibility (ability to repeat) of 3 types of speech output (digitized, DECTalk synthesized, and MacinTalk synthesized) in single words and sentences, presented within and out of context.
Method: The dependent variable was speech intelligibility (number of individual words repeated correctly). The study used a mixed-model design. Ninety typically developing children (3-5 years old) were assigned to each of 3 speech type conditions. Participants were asked to repeat 20 words and 10 short sentences. Half of the stimuli were preceded by contextual information (topic cue), and half were presented without any context.
Results: Young children have difficulty accurately repeating some digitized and synthesized messages in background noise. Overall, the older children (4- and 5-year-olds) performed better than the 3-year-old children. Increasing information through context or longer messages (i.e., sentences) did facilitate intelligibility overall, although there was a statistically significant Message Length x Context x Speech Type interaction.
Conclusions: For 3-5-year-olds, the intelligibility of single words is very low (55%-77%). The intelligibility of sentences is higher, but the sole use of sentences for communication is problematic. Contextual information facilitates intelligibility and is a promising approach for ensuring effective communication. Future research is needed to improve the intelligibility of speech output at the single word level in order to maximize the benefits of speech output.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Drager, KDR (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg, University Pk, PA 16802 USA.
EM kdd5@psu.edu
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NR 37
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 155
EP 164
DI 10.1044/1058-0360(2006/015)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500006
PM 16782687
ER
PT J
AU Rvachew, S
AF Rvachew, S
TI Longitudinal predictors of implicit phonological awareness skills
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech disorders; speech perception; phonological disorders;
articulation; phonological awareness
ID SHARED-READING INTERVENTION; SPEECH SOUND DISORDERS; PRESCHOOL-CHILDREN;
PHONEMIC AWARENESS; LITERACY SKILLS; METAPHONOLOGICAL INTERVENTION;
LINGUISTIC DEVELOPMENT; LANGUAGE-DEVELOPMENT; 4-YEAR-OLD CHILDREN;
NONWORD REPETITION
AB Purpose: The purpose of this study was to examine the longitudinal predictive relationships among variables that may contribute to poor phonological awareness skills in preschool-age children with speech-sound disorders.
Method: Forty-seven children with speech-sound disorders were assessed during the spring of their prekindergarten year and again at the end of their kindergarten year. Hierarchical multiple regression analysis was used to examine relationships among the children's prekindergarten and kindergarten performance on measures of speech perception, vocabulary, articulation, and phonological awareness skills in order to verify a proposed developmental ordering of these variables during this 1-year period.
Results: Prekindergarten speech perception skills and receptive vocabulary size each explained unique variance in phonological awareness at the end of kindergarten. Prekindergarten articulation abilities did not predict unique variance in phonological awareness a year later. Prekindergarten speech perception skills also explained unique variance in articulation skills at the end of kindergarten.
Conclusions: Maximizing children's vocabulary and speech perception skills before they begin school may be an important strategy for ensuring that children with speech-sound disorders begin school with age-appropriate speech and phonological awareness abilities.
C1 McGill Univ, Montreal, PQ H3G 1A8, Canada.
RP Rvachew, S (reprint author), McGill Univ, 1266 Pine Ave W, Montreal, PQ H3G 1A8, Canada.
EM susan.rvachew@mcgill.ca
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NR 67
TC 25
Z9 27
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 165
EP 176
DI 10.1044/1058-0360(2006/016)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500007
PM 16782688
ER
PT J
AU Justice, LM
Bowles, RP
Kaderavek, JN
Ukrainetz, TA
Eisenberg, SL
Gillam, RB
AF Justice, LM
Bowles, RP
Kaderavek, JN
Ukrainetz, TA
Eisenberg, SL
Gillam, RB
TI The index of narrative microstructure: A clinical tool for analyzing
school-age children's narrative performances
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE narrative development; narrative assessment; language assessment;
school-age language
ID LITERATE LANGUAGE FEATURES; AFRICAN-AMERICAN ENGLISH; ORAL NARRATIVES;
LEARNING-DISABILITIES; FICTIONAL NARRATIVES; ACHIEVING CHILDREN; LEXICAL
DIVERSITY; SPOKEN NARRATIVES; FACTOR SCORES; DISCOURSE
AB Purpose: This research was conducted to develop a clinical tool-the Index of Narrative Microstructure (INMIS)-that would parsimoniously account for important microstructural aspects of narrative production for school-age children. The study provides field test age- and grade-based INMIS values to aid clinicians in making normative judgments about microstructural aspects of pupils' narrative performance.
Method: Narrative samples using a single-picture elicitation context were collected from 250 children age 5-12 years and then transcribed and segmented into T-units. A T-unit consists of a single main clause and any dependent constituents. The narrative transcripts were then coded and analyzed to document a comprehensive set of microstructural indices.
Results: Factor analysis indicated that narrative microstructure consisted of 2 moderately related factors. The Productivity factor primarily comprised measures of word output, lexical diversity, and T-unit output. The Complexity factor comprised measures of syntactic organization, with mean length of T-units in words and proportion of complex T-units loading most strongly. Principal components analysis was used to provide a linear combination of 8 variables to approximate the 2 factors. Formulas for calculating a student's performance on the 2 factors using 8 narrative measures are provided.
Conclusions: This study provided a method for professionals to calculate INMIS scores for narrative Productivity and Complexity for comparison against field test data for age (5- to 12-year-old) or grade (kindergarten to Grade 6) groupings. INMIS scores complement other tools in evaluating a child's narrative performance specifically and language abilities more generally.
C1 Univ Virginia, Curry Sch Educ, Presch Language & Literacy Lab, Charlottesville, VA 22904 USA.
Univ Toledo, Toledo, OH 43606 USA.
Univ Wyoming, Laramie, WY 82071 USA.
Montclair State Univ, Montclair, NJ USA.
Univ Texas, Austin, TX 78712 USA.
RP Justice, LM (reprint author), Univ Virginia, Curry Sch Educ, Presch Language & Literacy Lab, Box 400873, Charlottesville, VA 22904 USA.
EM ljustice@virginia.edu
RI Koshnick, Damian/A-8588-2012
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NR 75
TC 39
Z9 42
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 177
EP 191
DI 10.1044/1058-0360(2006/017)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500008
PM 16782689
ER
PT J
AU McLeod, S
Searl, J
AF McLeod, S
Searl, J
TI Adaptation to an electropalatograph palate: Acoustic, impressionistic,
and perceptual data
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE speech disorders; articulation; instrumental assessment; dentistry;
palate
ID ENGLISH CONSONANTS; ARTIFICIAL PALATE; SPEECH ADAPTATION; CLEFT-PALATE;
TONGUE; CONTACT; DISORDERS; ADOLESCENTS; EPG; COMPENSATION
AB Purpose: The purpose of this study was to evaluate adaptation to the electropalatograph (EPG) from the perspective of consonant acoustics, listener perceptions, and speaker ratings.
Method: Seven adults with typical speech wore an EPG and pseudo-EPG palate over 2 days and produced syllables, read a passage, counted, and rated their adaptation to the palate. Consonant acoustics, listener ratings, and speaker ratings were analyzed.
Results: The spectral mean for the burst (/t/) and frication (/s/) was reduced for the first 60-120 min of wearing the pseudo-EPG palate. Temporal features (stop gap, frication, and syllable duration) were unaffected by wearing the pseudo-EPG palate. The EPG palate had a similar effect on consonant acoustics as the pseudo-EPG palate. Expert listener ratings indicated minimal to no change in speech naturalness or distortion from the pseudo-EPG or EPG palate. The sounds /t integral, d(3), integral, s, z, 3/ were most likely to be affected. Speaker self-ratings related to oral comfort, speech, tongue movement, appearance, and oral sensation were negatively affected by the presence of the palatal devices.
Conclusions: Speakers detected a substantial difference when wearing a palatal device, but the effects on speech were minimal based on listener ratings. Spectral features of consonants were initially affected, although adaptation occurred. Wearing an EPG or pseudo-EPG palate for approximately 2 hr results in relatively normal-sounding speech with acoustic features similar to a no-palate condition.
C1 Charles Sturt Univ, Bathurst, NSW 2795, Australia.
Univ Kansas, Med Ctr, Kansas City, KS 66103 USA.
RP McLeod, S (reprint author), Charles Sturt Univ, Panorama Ave, Bathurst, NSW 2795, Australia.
EM smcleod@csu.edu.au
RI McLeod, Sharynne/I-8088-2014
OI McLeod, Sharynne/0000-0002-7279-7851
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NR 59
TC 13
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2006
VL 15
IS 2
BP 192
EP 206
DI 10.1044/1058-0360(2006/018)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 047GT
UT WOS:000237868500009
PM 16782690
ER
PT J
AU Frontera, WR
Fuhrer, MJ
Jette, AM
Chan, L
Cooper, RA
Duncan, PW
Kemp, JD
Ottenbacher, KJ
Peckham, PH
Roth, EJ
Tate, DG
AF Frontera, WR
Fuhrer, MJ
Jette, AM
Chan, L
Cooper, RA
Duncan, PW
Kemp, JD
Ottenbacher, KJ
Peckham, PH
Roth, EJ
Tate, DG
TI Rehabilitation medicine summit: Building research capacity (executive
summary)
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
AB The general objective of the "Rehabilitation Medicine Summit: Building Research Capacity" was to advance and promote research in medical rehabilitation by making recommendations to expand research capacity. The 5 elements of research capacity that guided the discussions were (a) researchers; (b) research culture, environment, and infrastructure; (c) funding; (d) partnerships; and (e) metrics. The 100 participants included representatives of professional organizations, consumer groups, academic departments, researchers, governmental funding agencies, and the private sector. The small group discussions and plenary sessions generated an array of problems, possible solutions, and recommended actions. A postsummit, multiorganizational initiative is called for to pursue the agendas outlined in this report.
C1 Harvard Univ, Sch Med, Spaulding Rehabil Hosp, Cambridge, MA 02138 USA.
NIH, Bethesda, MD 20892 USA.
Boston Univ, Boston, MA 02215 USA.
Univ Washington, Seattle, WA 98195 USA.
Univ Pittsburgh, Pittsburgh, PA USA.
Univ Florida, Gainesville, FL USA.
Powers Pyles Sutter & Verville PC, Washington, DC USA.
Univ Texas, Med Branch, Galveston, TX 77550 USA.
Case Western Reserve Univ, Cleveland, OH 44106 USA.
Inst Rehabil, Chicago, IL USA.
Univ Michigan, Ann Arbor, MI 48109 USA.
RP Frontera, WR (reprint author), Spaulding Rehabil Hosp, 125 Nashua St, Boston, MA 02114 USA.
EM wfrontera@partners.org
CR BRANDT E, 1977, ENABLING AM ASSESSIN
TROSTLE J, 1992, SOC SCI MED, V35, P1321, DOI 10.1016/0277-9536(92)90035-O
World Health Organisation, 2001, INT CLASS FUNCT DIS
NR 3
TC 2
Z9 2
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 3
EP 14
DI 10.1044/1058-0360(2006/002)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800002
PM 16533088
ER
PT J
AU Hixon, TJ
Hoit, JD
AF Hixon, TJ
Hoit, JD
TI A clinical method for the detection and quantification of quick
respiratory hyperkinesia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE tics; chorea; myoclonus; tremor; neuromotor speech and/or voice
disorders
ID FREQUENCY; SPEECH; CHEST; LUNG
AB Purpose: Quick respiratory hyperkinesia can be difficult to detect with the naked eye. A clinical method is described for the detection and quantification of quick respiratory hyperkinesia.
Method: Flow at the airway opening is sensed during spontaneous apnea (rest), voluntary breath holding (postural fixation), and voluntary volume displacement (intentional movement). The method is designed to reveal quick respiratory hyperkinesia independent of the function of the larynx and/or upper airway. Theory underlying the method is discussed, and a protocol is offered for clinical use.
Conclusions: This method may be useful to neurologists, pulmonologists, and speech-language pathologists. Because it depends on nonspeech observations, its application to speech and/or voice production must be inferred.
C1 Univ Arizona, Inst Neurogen Commun Disorders, Dept Speech Language & Hearing Sci, Tucson, AZ 85721 USA.
RP Hixon, TJ (reprint author), Univ Arizona, Inst Neurogen Commun Disorders, Dept Speech Language & Hearing Sci, POB 210071, Tucson, AZ 85721 USA.
EM hixon@u.arizona.edu
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NR 8
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Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 15
EP 19
DI 10.1044/1058-0360(2006/003)
PG 5
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800003
PM 16533089
ER
PT J
AU Sawyer, J
Yairi, E
AF Sawyer, J
Yairi, E
TI The effect of sample size on the assessment of stuttering severity
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering measurement; speech sample size; stuttering distribution
ID YOUNG STUTTERERS; EARLY-CHILDHOOD; PRESCHOOL-CHILDREN; SPEECH;
DISFLUENCIES; COMPLEXITY; LENGTH; BEHAVIORS; VARIABILITY; 4-YEAR-OLD
AB The relationships between the length of the speech sample and the resulting disfluency data in 20 stuttering children who exhibited a wide range of disfluency levels were investigated. Specifically, the study examined whether the relative number of stuttering-like disfluencies (SLID) per 100 syllables, as well as the length of disfluencies (number of iterations per disfluent event), varied systematically across 4 consecutive, 300-syllable sections in the same speech sample. The difference in the number of SLID per 100 syllables between the early and later sections of the speech sample was statistically significant. In addition, the length of the speech sample had a critical influence on the identification of stuttering in children exhibiting relatively low levels of disfluency. Also, when a 20% difference in the number of SLID per 100 syllables was taken as a criterion, 50% of the children exhibited upward shifts in continuous speech samples that were longer than 300 syllables (i.e., 600, 900, and 1,200 syllables). Results indicated that, in general, group means for SLID grew larger as the sample size increased. The length of disfluent events did not significantly differ as the sample size increased; however, there were large differences for some children. Implications for clinicians and investigators are discussed.
C1 Univ Illinois, Urbana, IL 61801 USA.
RP Sawyer, J (reprint author), Illinois State Univ, Dept Speech Pathol & Audiol, 204 Fairchild Hall, Normal, IL 61790 USA.
EM jsawyer@ilstu.edu
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NR 58
TC 14
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 36
EP 44
DI 10.1044/1058-0360(2006/005)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800005
PM 16533091
ER
PT J
AU Hill, AJ
Theodoros, DG
Russell, TG
Cahill, LM
Ward, EC
Clark, KM
AF Hill, AJ
Theodoros, DG
Russell, TG
Cahill, LM
Ward, EC
Clark, KM
TI An Internet-based telerehabilitation system for the assessment of motor
speech disorders: A pilot study
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE telepractice; rehabilitation; assessment; speech disorders
ID CLOSED-HEAD-INJURY; BRAIN-INJURY; RELIABILITY; TELEHEALTH; AGREEMENT;
HYPERNASALITY; TECHNOLOGY; THERAPY; RATINGS
AB Purpose: This pilot study explored the feasibility and effectiveness of an Internet-based telerehabilitation application for the assessment of motor speech disorders in adults with acquired neurological impairment.
Method: Using a counterbalanced, repeated measures research design, 2 speech-language pathologists assessed 19 speakers with dysarthria on a battery of perceptual assessments. The assessments included a 19-item version of the Frenchay Dysarthria Assessment (FDA; P. Enderby, 1983), the Assessment of Intelligibility of Dysarthric Speech (K. M. Yorkston & D. R. Beukelman, 1981), perceptual analysis of a speech sample, and an overall rating of severity of the dysarthria. One assessment was conducted in the traditional face-to-face manner, whereas the other assessment was conducted using an online, custom-built telerehabilitation application. This application enabled real-time videoconferencing at 128 kb/s and the transfer of store-and-forward audio and video data between the speaker and speech-language pathologist sites. The assessment methods were compared using the J.M.Bland and D.G.Altman (1986, 1999) limits-of-agreement method and percentage level of agreement between the 2 methods.
Results: Measurements of severity of dysarthria, percentage intelligibility in sentences, and most perceptual ratings made in the telerehabilitation environment were found to fall within the clinically acceptable criteria. However, several ratings on the FDA were not comparable between the environments, and explanations for these results were explored.
Conclusions: The online assessment of motor speech disorders using an Internet-based telerehabilitation system is feasible. This study suggests that with additional refinement of the technology and assessment protocols, reliable assessment of motor speech disorders over the Internet is possible. Future research methods are outlined.
C1 Univ Queensland, Sch Hlth & Rehabil Sci, Div Speech Pathol, Brisbane, Qld 4072, Australia.
Princess Alexandra Hosp, Brisbane, Qld 4102, Australia.
RP Hill, AJ (reprint author), Univ Queensland, Sch Hlth & Rehabil Sci, Div Speech Pathol, Brisbane, Qld 4072, Australia.
EM a.hill@shrs.uq.edu.au
RI Theodoros, Deborah/F-1362-2010; Russell, Trevor/F-6888-2010; Ward,
Elizabeth/F-9652-2010; Hill, Anne/F-4106-2010; Cahill,
Louise/C-7919-2012
OI Ward, Elizabeth/0000-0002-2680-8978;
CR Australian Bureau of Statistics, 2004, MEAS KNOWL BAS EC SO
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NR 33
TC 42
Z9 42
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 45
EP 56
DI 10.1044/1058-0360(2006/006)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800006
PM 16533092
ER
PT J
AU Meadan, H
Halle, JW
Watkins, RV
Chadsey, JG
AF Meadan, H
Halle, JW
Watkins, RV
Chadsey, JG
TI Examining communication repairs of 2 young children with autism spectrum
disorder: The influence of the environment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE nonverbal language; autism; communication repair
ID PROFOUND MENTAL-RETARDATION; CONVERSATIONAL REPAIR; CONTINGENT QUERIES;
RESPONSES; REQUESTS; DISABILITIES; LANGUAGE; ADULTS; CLARIFICATION;
STRATEGIES
AB Purpose: The purpose of this study was to examine the repair strategies of 2 young children with autism spectrum disorder from an environmental rather than a developmental perspective.
Method: A scripted protocol that included opportunities for requests and repair was followed. The environmental variables investigated were activity type (e.g., puzzle, shapes, book) and breakdown type (i.e., request for clarification, wrong response, and ignore). The sessions were videotaped, and each child's behavior was coded.
Results: The results revealed that (a) both participants repaired the majority (70%) of their unsuccessful initial requests and (b) the repair strategies varied across children, activities, and breakdowns.
Conclusions: The findings of this study suggest that the 2 young children with autism and limited expressive language discriminated among environmental variables (i.e., type of activity and type of breakdown). The participants modified their repair topographies to correspond to changes in the environment. The findings from this study off er ways to enhance assessment and intervention of early communication. Implications for future research and practice are discussed.
C1 Univ Illinois, Dept Special Educ, Champaign, IL 61820 USA.
RP Meadan, H (reprint author), Univ Illinois, Dept Special Educ, 288 Educ Bldg,1310 S 6th St, Champaign, IL 61820 USA.
EM meadanka@uiuc.edu
CR ABBEDUTO L, 2002, PROMOTING SOCIAL COM, P27
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NR 33
TC 4
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 57
EP 71
DI 10.1044/1058-0360(2006/007)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800007
PM 16533093
ER
PT J
AU Farinella, KA
Hixon, TJ
Hoit, JD
Story, BH
Jones, PA
AF Farinella, KA
Hixon, TJ
Hoit, JD
Story, BH
Jones, PA
TI Listener perception of respiratory-induced voice tremor
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE forced oscillation; simulated respiratory hyperkinesia
ID VOCAL TREMOR
AB Purpose: The purpose of this study was to determine the relation of respiratory oscillation to the perception of voice tremor.
Method: Forced oscillation of the respiratory system was used to simulate variations in alveolar pressure such as are characteristic of voice tremor of respiratory origin. Five healthy men served as speakers, and 6 clinically experienced women served as listeners. Speakers produced utterances while forced sinusoidal pressure changes were applied to the surface of the respiratory system. Utterances included vowels and sentences produced using usual loudness, pitch, quality, and rate, and vowels produced using different loudness, pitch, and quality. Perceptual tasks included detection threshold for voice tremor and pair comparison judgments in which listeners identified the sample with the greater magnitude of voice tremor.
Results: The mean detection threshold for voice tremor was 1.37 cmH(2)O (SD = 0.47) for vowel utterances and 2.16 cmH(2)O (SD = 1.52) for sentence utterances. Tremor magnitude was judged to be different for vowel and sentence utterances, but not for different vowels. Results revealed differential effects for loudness, pitch, and quality.
Conclusions: These findings offer implications for the evaluation and management of voice tremor of respiratory causation.
C1 Univ Arizona, Dept Speech Language & Hearing Sci, Tucson, AZ 85721 USA.
RP Farinella, KA (reprint author), Univ Arizona, Dept Speech Language & Hearing Sci, POB 210071, Tucson, AZ 85721 USA.
EM kaf@u.arizona.edu
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NR 22
TC 4
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 72
EP 84
DI 10.1044/1058-0360(2006/008)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800008
PM 16533094
ER
PT J
AU van Kleeck, A
Vander Woude, J
Hammett, L
AF van Kleeck, A
Vander Woude, J
Hammett, L
TI Fostering literal and inferential language skills in head start
preschoolers with language impairment using scripted book-sharing
discussions
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE storybook sharing; intervention; inferencing; language disorders in
children; preschoolers
ID PHONOLOGICAL AWARENESS INTERVENTION; READING-COMPREHENSION; CHILDREN;
DIFFICULTIES; INSTRUCTION; CLASSROOM; BENEFITS; EFFICACY; THINKING;
PARENTS
AB Purpose: Preschoolers with language impairment have difficulties with both literal and inferential language, both of which are critical to later reading comprehension. Because these children are known to be at risk for later reading comprehension difficulties, it is important to design and test interventions that foster both literal and inferential language skills. Using a randomized pretest-posttest control group design, we investigated whether an 8-week, one-on-one book-sharing intervention would improve both the literal and inferential language skills of Head Start preschoolers with language impairments.
Method: Thirty children were randomly assigned to either a control group that received no intervention or to a treatment group that received twice-weekly 15-min sessions in which adults read books and asked both literal and inferential questions about the books using scripts that were embedded throughout the text. Treatment and control groups were compared using pre- and posttest scores on 2 measures of literal and 1 measure of inferential language skill.
Results: Significant group differences, and medium to large effect sizes, were found between pre- and posttest scores for all 3 measures.
Conclusions: These findings suggest that book sharing with embedded questions that target both literal and inferential language skills can result in gains on both types of language in this population. Future studies with larger number of children are needed to corroborate these findings.
C1 Univ Texas, Callier Ctr Commun Disorders, Dallas, TX 75235 USA.
Calvin Coll, Grand Rapids, MI 49506 USA.
Univ N Carolina, Chapel Hill, NC USA.
RP van Kleeck, A (reprint author), Univ Texas, Callier Ctr Commun Disorders, 1966 Inwood Rd, Dallas, TX 75235 USA.
EM annevk@utdallas.edu
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NR 73
TC 56
Z9 59
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2006
VL 15
IS 1
BP 85
EP 95
DI 10.1044/1058-0360(2006/009)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 027PZ
UT WOS:000236428800009
PM 16533095
ER
PT J
AU Einarsdottir, J
Ingham, RJ
AF Einarsdottir, J
Ingham, RJ
TI Have disfluency-type measures contributed to the understanding and
treatment of developmental stuttering?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; disfluency types; measurement; validity
ID BEHAVIORAL-DATA LANGUAGE; SPEECH DISFLUENCIES; EARLY-CHILDHOOD;
YOUNG-CHILDREN; REAL-TIME; AUTOMATIC RECOGNITION; STANDARD DEFINITION;
OBSERVATIONAL DATA; 2-STAGE PROCEDURE; FLUENCY
AB Purpose: This article critically reviews evidence to determine whether the use of disfluency typologies, such as syllable repetitions or prolongations, has assisted the understanding or treatment of developmental stuttering. Consideration is given to whether there is a need for a fundamental shift in the basis for constructing measures of stuttering behavior.
Method: The history of using specific types of disfluencies to assess stuttering, including more recent developments such as counts of stuttering-like disfluencies, is reviewed. The focus is on studies that have investigated the validity and reliability of these perceptually based assessment methods.
Conclusion: The evidence from use of disfluency-type measures shows that the behavioral difference between stuttering and normally fluent speakers is solely related to the amount of observable stuttering; the differences are only partially realized within disfluency-type measures. Indeed, because disfluency-type measures show poor reliability and conflate stuttered and nonstuttered speech, they have only limited heuristic value for research and provide no obvious benefits for clinicians. At best, they should be regarded as imprecise descriptors of observable stuttering and not a fundamental measure of stuttering. A recommended solution to the problematic history of verbal-based definitions of stuttering behavior is continued development and investigation of exemplar-based definition and measurement.
C1 Univ Calif Santa Barbara, Dept Speech & Hearing Sci, Santa Barbara, CA 93106 USA.
Univ Iceland, IS-101 Reykjavik, Iceland.
RP Ingham, RJ (reprint author), Univ Calif Santa Barbara, Dept Speech & Hearing Sci, Santa Barbara, CA 93106 USA.
EM rjingham@speech.ucsb.edu
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NR 92
TC 16
Z9 16
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 260
EP 273
DI 10.1044/1058-0360(2005/026)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400002
PM 16396610
ER
PT J
AU Leahy, MM
AF Leahy, MM
TI Changing perspectives for practice in stuttering: Echoes from a Celtic
past, when wordlessness was entitled to time
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE stuttering; sociological approaches; Ireland
ID INTERNATIONAL CLASSIFICATION; CHILDREN; THERAPY; CONSEQUENCES;
STEREOTYPE; DISABILITY; DISORDERS; FLUENCY; RELAPSE; SPEECH
AB Changing perspectives for practice in stuttering therapy are informed by the changes in knowledge, social values, and belief systems of a society. The International Classification of Functioning, Disability and Health (ICF; World Health Organization, 2001) has a sociological emphasis with a focus on the ability and functioning of the person, and it is currently fostering changes in perspectives for working with those who stutter. These perspectives are reflected in Irish social mores in the 7th and 8th centuries, when social and legal codes enshrined the rights of people with speech disabilities in law and recognized the dignity and integrity of people with such disabilities. The society of the time showed awareness and acceptance of people with disabilities, and it provided the supports to enable their participation in society. To a large extent, these principles contrast with the predominantly impairment-based focus that has been the heritage of the speech-language pathology profession in the 20th century. In order to review changing emphases in stuttering therapy and to consider applications of a sociological approach to stuttering, an outline of historical perspectives of the profession of speech-language pathology is presented. The evolution of the ICF is also outlined, moving from an impairment-based focus to a more sociological perspective. Both perspectives provide a historical context for consideration of approaches to working with stuttering, reflecting the ICF and echoing principles that were practiced in an ancient Celtic society.
C1 Univ Dublin Trinity Coll, Clin Speech & Language Studies, Dublin 2, Ireland.
RP Leahy, MM (reprint author), Univ Dublin Trinity Coll, Clin Speech & Language Studies, Dublin 2, Ireland.
EM mleahy@tcd.ie
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NR 87
TC 6
Z9 6
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 274
EP 283
DI 10.1044/1058-0360(2005/027)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400003
PM 16396611
ER
PT J
AU Seery, CH
AF Seery, CH
TI Differential diagnosis of stuttering for forensic purposes
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE fluency; stuttering; malingering; forensic assessment
ID ADULT ONSET; SPEECH; VERIFICATION; WORDS
AB Purpose: This case study demonstrates the application of an assessment protocol for differential diagnosis of psychogenic stuttering, neurogenic stuttering, developmental stuttering, and malingering.
Method: A male in his late 30s, accused of armed robbery, was evaluated for stuttering at the request of his defense attorney. The speech assessment included 4 main sections: collection of speech samples, observation in multiple speaking conditions, evaluation of communication attitudes, and consideration of case history and background information.
Results: The defendant stuttered severely in all speaking conditions. He demonstrated typical stuttering loci and consistency, but no adaptation. Communication attitudes were typical of people who stutter, but steady, direct eye contact was atypical. His statements about his speech conflicted with reports of outside witnesses.
Conclusions: Characteristics were consistent with developmental stuttering and partial malingering. Both psychogenic and neurogenic forms of stuttering were suspected, but mixed results were largely unsupportive. Valuable protocol elements included speech sampling under multiple speaking conditions, careful examination of case history information, and indirect tests of malingering. Further knowledge and research are warranted to improve processes of differential diagnoses among subtypes of developmental, psychogenic, and neurogenic forms of stuttering as well as malingering.
C1 Univ Wisconsin, Dept Commun Sci & Disorders, Milwaukee, WI 53201 USA.
RP Seery, CH (reprint author), Univ Wisconsin, Dept Commun Sci & Disorders, POB 413,Enderis Hall 873, Milwaukee, WI 53201 USA.
EM cseery@uwm.edu
CR ADAMS MR, 1980, J SPEECH HEAR RES, V23, P457
American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
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Barber V, 1939, J SPEECH DISORD, V4, P371
BATTEN W, 1997, EFFECTS LIPPED LIPPE
Bloodstein O, 1995, HDB STUTTERING, V5th
Bloodstein O, 1950, J SPEECH HEAR DISORD, V15, P29
BLOODSTEIN O, 1988, J FLUENCY DISORD, V13, P83, DOI 10.1016/0094-730X(88)90029-0
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Yairi E., 2005, EARLY CHILDHOOD STUT
NR 39
TC 4
Z9 4
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 284
EP 297
DI 10.1044/1058-0360(2005/028)
PG 14
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400004
PM 16396612
ER
PT J
AU Flipsen, P
Hammer, JB
Yost, KM
AF Flipsen, P
Hammer, JB
Yost, KM
TI Measuring severity of involvement in speech delay: Segmental and
whole-word measures
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE percentage of consonants correct; phonological mean length of utterance;
tin standard
ID PHONOLOGICAL DISORDERS; CHILDREN; INTERVENTION; RELIABILITY; EXTENSIONS
AB Purpose: This study examined whether any of a series of segmental and whole-word measures of articulatory competence captured more of the variance in impressionistic ratings of severity of involvement in speech delay. It also examined whether knowing the age of the child affected severity ratings.
Method: Ten very experienced speech-language pathologists rated severity of involvement from conversational speech samples obtained from 17 children with delayed speech. The ratings were then correlated with the candidate measures. The ratings by those who knew the ages of the children were also compared with the ratings by those who did not. Results: The severity ratings showed considerable variability.
Ratings from 6 clinicians who largely agreed with each other (a "tin standard" group) were significantly associated with several of the candidate measures. Clinicians appeared to pay attention to number, type, and consistency of errors when rating severity. They also attended to both segmental and whole-word levels. Knowledge of the children's ages did not appear to affect the ratings.
Conclusions: The observed variability in the severity ratings raises significant questions about their usefulness. Objective measures such as some of those examined herein offer potential as more valid and reliable severity indexes.
C1 Univ Tennessee, Dept Speech Pathol & Audiol, Knoxville, TN 37996 USA.
RP Flipsen, P (reprint author), Univ Tennessee, Dept Speech Pathol & Audiol, 425 S Stadium Hall, Knoxville, TN 37996 USA.
EM pflipsen@utk.edu
CR *AM SPEECH LANG HE, 2004, EV BAS PRACT COMM DI
American Speech-Language-Hearing Association, 2000, GUID ROL RESP SCH BA
AUSTIN D, 1997, LIFESPAN REF DATA 10
Bankson N. W., 1990, BANKSON BERNTHAL TES
Bauman-Waengler J., 2004, ARTICULATORY PHONOLO
Bernthal J. E., 2004, ARTICULATION PHONOLO
Blamey P, 2001, CLIN LINGUIST PHONET, V15, P363, DOI 10.1080/02699200010017823
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NR 56
TC 12
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 298
EP 312
DI 10.1044/1058-0360(2005/029)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400005
PM 16396613
ER
PT J
AU Jacobson, PF
Schwartz, RG
AF Jacobson, PF
Schwartz, RG
TI English past tense use in bilingual children with language impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language impairment; bilingualism; English past tense; second language
acquisition
ID SPANISH-SPEAKING CHILDREN; DYNAMIC ASSESSMENT; ACQUISITION; MORPHOLOGY;
SLI; MORPHEME; 2ND-LANGUAGE; SKILLS; BIAS; AGE
AB Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0-9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.
C1 St Johns Univ, Dept Speech Commun Sci & Theatre, Jamaica, NY 11439 USA.
CUNY, New York, NY 10021 USA.
RP Jacobson, PF (reprint author), St Johns Univ, Dept Speech Commun Sci & Theatre, 8000 Utopia Pkwy, Jamaica, NY 11439 USA.
EM jacobsop@stjohns.edu
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NR 68
TC 20
Z9 21
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 313
EP 323
DI 10.1044/1058-0360(2005/030)
PG 11
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400006
PM 16396614
ER
PT J
AU Hay, E
Moran, C
AF Hay, E
Moran, C
TI Discourse formulation in children with closed head injury
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE narrative and expository discourse; closed head injury; children
ID TRAUMATIC BRAIN-INJURY; VERBAL WORKING-MEMORY; LANGUAGE-LEARNING
DISABILITIES; SCHOOL-AGE-CHILDREN; SENTENCE COMPREHENSION;
INDIVIDUAL-DIFFERENCES; EXPOSITORY DISCOURSE; IMPAIRMENT; CAPACITY;
PERFORMANCE
AB In this study, narrative and expository discourse-retelling abilities were compared in 9 children with closed head injury (CHI) age 9;5-15;3 (years;months) and 9 typically developing age-matched peers. Narrative and expository retellings were analyzed according to language variables (i.e., number of words, number of T-units, and sentential complexity) and information variables (i.e., number of propositions, number of episodic structure elements, and number of global structure elements). A measure of participants' ability to generate a story moral or aim was also taken. The children with CHI differed significantly from their age-matched peers across language and information domains and in their ability to formulate a moral or aim in both the expository and narrative retellings. In addition, differences across genre were found with performance on narrative tasks superior to performance on expository tasks. The exception was that it was easier for participants to generate an aim for the expository passage than a story moral for the narrative passage. The results are discussed relative to a working memory theory of impairment following CHI. Future directions for research are proposed.
C1 Univ Canterbury, Dept Commun Disorders, Christchurch 1, New Zealand.
RP Moran, C (reprint author), Univ Canterbury, Dept Commun Disorders, Private Bag 4800, Christchurch 1, New Zealand.
EM catherine.moran@canterbury.ac.nz
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NR 47
TC 13
Z9 14
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 324
EP 336
DI 10.1044/1058-0360(2005/031)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400007
PM 16396615
ER
PT J
AU Odekar, A
Hallowell, B
AF Odekar, A
Hallowell, B
TI Comparison of alternatives to multidimensional scoring in the assessment
of language comprehension in aphasia
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE multidimensional scoring; Revised Token Test; assessment
ID SELF-CORRECTION
AB Purpose: Multidimensional scoring methods yield valuable information about communication abilities. However, issues of training demands for valid and reliable scoring, especially in current service delivery contexts, may preclude common usage. Alternatives to multidimensional scoring were investigated in a sample of adults with aphasia.
Method: One alternative method involved modified multidimensional scoring; the others incorporated correct/incorrect scoring. The scores for the 3 alternative methods were derived from the scores obtained using the traditional multidimensional method. Revised Token Test scores obtained using the traditional multidimensional method were collected from 10 participants with aphasia. These scores were manipulated to yield 3 additional sets of scores corresponding to the alternative methods.
Results: There were no significant differences between the traditional multidimensional method and 1 of the correct/incorrect methods. Significant differences were found between traditional multidimensional scoring and each of the other 2 methods.
Conclusions: The study findings suggest that simpler scoring systems might yield similar data to traditional multidimensional scoring. If simpler alternative methods yield similar results, using alternative scoring methods with published tests based on multidimensional scoring will help expand their use in everyday clinical practice.
C1 Ohio Univ, Sch Hearing Speech & Language Sci, Athens, OH 45701 USA.
RP Odekar, A (reprint author), Ohio Univ, Sch Hearing Speech & Language Sci, Athens, OH 45701 USA.
EM odekarini@hotmail.com
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NR 39
TC 4
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD NOV
PY 2005
VL 14
IS 4
BP 337
EP 345
DI 10.1044/1058-0360(2005/032)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 998JA
UT WOS:000234313400008
PM 16396616
ER
PT J
AU Bird, EKR
Cleave, P
Trudeau, N
Thordardottir, E
Sutton, A
Thorpe, A
AF Bird, EKR
Cleave, P
Trudeau, N
Thordardottir, E
Sutton, A
Thorpe, A
TI The language abilities of bilingual children with Down syndrome
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE bilingualism; Down syndrome; language development; language disorders
ID SHORT-TERM-MEMORY; VOCABULARY ACQUISITION; ADOLESCENTS; IMPAIRMENT;
INDIVIDUALS; SKILLS; COMPREHENSION; AWARENESS
AB Children with Down syndrome (DS) have cognitive disabilities resulting from trisomy 21. Language-learning difficulties, especially expressive language problems, are an important component of the phenotype of this population. Many individuals with DS are born into bilingual environments. To date, however, there is almost no information available regarding the capacity of these individuals to acquire more than 1 language. The present study compared the language abilities of 8 children with DS being raised bilingually with those of 3 control groups matched on developmental level: monolingual children with DS (n = 14), monolingual typically developing (TD) children (n = 18), and bilingual TD children (n = 11). All children had at least 100 words in their productive vocabularies but a mean length of utterance of less than 3.5. The bilingual children spoke English and 1 other language and were either balanced bilinguals or English-dominant. English testing was completed for all children using the following: the Preschool Language Scale, Third Edition; language sampling; and the MacArthur Communicative Development Inventories (CDI). Bilingual children were also tested in the second language using a vocabulary comprehension test, the CDI, and language sampling. Results provided evidence of a similar profile of language abilities in bilingual children as has been documented for monolingual children with DS. There was no evidence of a detrimental effect of bilingualism. That is, the bilingual children with DS scored at least as well on all English tests as their monolingual DS counterparts. Nonetheless, there was considerable diversity in the second-language abilities demonstrated by these individuals with DS. Clinical implications are addressed.
C1 Dalhousie Univ, Sch Human Commun Disorders, Halifax, NS B3H 1R2, Canada.
Univ Montreal, Montreal, PQ H3C 3J7, Canada.
Hop St Justine, Montreal, PQ H3T 1C5, Canada.
McGill Univ, Montreal, PQ H3A 2T5, Canada.
RP Bird, EKR (reprint author), Dalhousie Univ, Sch Human Commun Disorders, 5599 Fenwick St, Halifax, NS B3H 1R2, Canada.
EM rainbird@dal.ca
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NR 58
TC 24
Z9 26
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2005
VL 14
IS 3
BP 187
EP 199
DI 10.1044/1058-0360(2005/019)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 022WB
UT WOS:000236085700003
PM 16229670
ER
PT J
AU Paslawski, T
Duffy, JR
Vernino, S
AF Paslawski, T
Duffy, JR
Vernino, S
TI Speech and language findings associated with paraneoplastic cerebellar
degeneration
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE cerebellum; dysarthria; brain disorders; ataxia
ID NEUROLOGICAL SYNDROMES; DISORDERS
AB Paraneoplastic cerebellar degeneration (PCD) is an autoimmune disease that can be associated with cancer of the breast, lung, and ovary. The clinical presentation of PCD commonly includes ataxia, visual disturbances, and dysarthria. The speech disturbances associated with PCD have not been well characterized, despite general acceptance that dysarthria is often part of the initial presentation. A retrospective study was conducted of the speech, language, and swallowing concerns of patients with PCD evaluated at the Mayo Clinic in Rochester, MN, between 1990 and 2001. Prospective speech and language assessments were then conducted with 5 patients who had PCD. While ataxic dysarthria was the most common speech diagnosis, a spastic component was recognized frequently enough to suggest that the subacute (days to weeks) emergence and progression of an ataxic or mixed ataxic-spastic dysarthria in the setting of a more diffuse cerebellar ataxia should raise suspicions about PCD and justify further investigation of a possible immune-related etiology.
C1 Univ Saskatchewan, Dept Educ Psychol & Special Educ, Saskatoon, SK S71 0X1, Canada.
Mayo Clin, Rochester, MN USA.
Univ Texas SW, Dallas, TX 75230 USA.
RP Paslawski, T (reprint author), Univ Saskatchewan, Dept Educ Psychol & Special Educ, 28 Campus Dr, Saskatoon, SK S71 0X1, Canada.
EM teresa.paslawski@usask.ca
CR BALOH RW, 1995, OTOLARYNG HEAD NECK, V112, P125, DOI 10.1016/S0194-5998(95)70311-X
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NR 13
TC 0
Z9 0
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2005
VL 14
IS 3
BP 200
EP 207
DI 10.1044/1058-0360(2005/020)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 022WB
UT WOS:000236085700004
PM 16229671
ER
PT J
AU Zipoli, RP
Kennedy, M
AF Zipoli, RP
Kennedy, M
TI Evidence-based practice among speech-language pathologists: Attitudes,
utilization, and barriers
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE evidence-based practice; research; speech-language pathology; practice
issues; clinical fellowship
ID EVIDENCE-BASED MEDICINE; PRACTICE GUIDELINES; QUESTIONNAIRE SURVEY;
PERCEPTIONS; THERAPISTS; CLINICIAN
AB A total of 240 speech-language pathologists responded to a questionnaire examining attitudes toward and use of research and evidence-based practice (EBP). Perceived barriers to EBP were also explored. Positive attitudes toward research and EBP were reported. Attitudes were predicted by exposure to research and EBP practice during graduate training and the clinical fellowship year (CFY). Clinical experience and opinions of colleagues were used to guide decision making more frequently than research studies or clinical practice guidelines. Only exposure to research and EBP during the CFY predicted use of evidence-based resources. Respondents reported a decline in exposure to research and EBP as they moved from graduate training into the CFY. A lack of time was perceived as a barrier to EBP.
C1 So Connecticut State Univ, New Haven, CT 06515 USA.
RP Zipoli, RP (reprint author), 36 Nelson Dr, Burlington, CT 06013 USA.
EM ecrpz@aol.com
CR *AM PHYS THER ASS, 1997, PHYS THER CLIN INSTR
*AM SPEECH LANG HE, 2002, BACKGR INF STAND IMP
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NR 36
TC 46
Z9 49
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2005
VL 14
IS 3
BP 208
EP 220
DI 10.1044/1058-0360(2005/021)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 022WB
UT WOS:000236085700005
PM 16229672
ER
PT J
AU Hoffman, JM
Yorkston, KM
Shumway-Cook, A
Ciol, MA
Dudgeon, BJ
Chan, L
AF Hoffman, JM
Yorkston, KM
Shumway-Cook, A
Ciol, MA
Dudgeon, BJ
Chan, L
TI Effect of communication disability on satisfaction with health care: A
survey of Medicare beneficiaries
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE communication disorder; adults; Medicare
ID HEARING-LOSS; PEOPLE; IMPAIRMENT; COMMUNITY; QUALITY; PATIENT
AB Purpose: To examine the prevalence and characteristics of community-dwelling Medicare beneficiaries reporting a communication disability and the relationship between that disability and dissatisfaction with medical care.
Method: A total of 12,769 Medicare Current Beneficiary Survey respondents age 65 and older in 2001 were categorized by level of communication disability. Sampling weights were used to make inferences about the entire Medicare population.
Results: Over 16 million beneficiaries reported a communication disability. Hearing problems were most commonly reported (41.99%). The association between dissatisfaction and communication disability was statistically significant (p <= 05) for 8 of 10 items.
Conclusions: Prevalence of dissatisfaction among those with a communication disability varied, ranging from 3.43% to 19.34%. Respondents with a communication disability reported much more dissatisfaction when compared with those respondents without a communication disability.
C1 Univ Washington, Dept Rehabil Med, Seattle, WA 98195 USA.
RP Hoffman, JM (reprint author), Univ Washington, Dept Rehabil Med, Box 356490, Seattle, WA 98195 USA.
EM jeanneh@u.washington.edu
CR Adler G S, 1994, Health Care Financ Rev, V15, P153
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CHAPEY R, 2000, ASHA LEADER, P4
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Kish Leslie, 1995, SURVEY SAMPLING
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*NAT I NEUR DIS ST, 2005, PARK DIS HOP RES
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Todorov A, 2000, AM J PUBLIC HEALTH, V90, P1248, DOI 10.2105/AJPH.90.8.1248
NR 26
TC 25
Z9 25
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2005
VL 14
IS 3
BP 221
EP 228
DI 10.1044/1058-0360(2005/022)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 022WB
UT WOS:000236085700006
PM 16229673
ER
PT J
AU Masterson, JJ
Bernhardt, BH
Hofheinz, MK
AF Masterson, JJ
Bernhardt, BH
Hofheinz, MK
TI A comparison of single words and conversational speech in phonological
evaluation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE phonological sampling; single words; conversational speech
ID ARTICULATORY RESPONSES; LANGUAGE ASSESSMENT; CONNECTED SPEECH;
DISORDERS; CHILDREN
AB Purpose: The purpose of the current study was to compare conversational speech samples with single-word samples that were partially tailored to the participants' individual phonological profiles, using aspects of nonlinear phonological frameworks as a basis for evaluation.
Method: There were 20 participants in the study, ranging in age from 3;0 to 10;5 (years;months). The Computerized Articulation and Phonology Evaluation System (J. J. Masterson & B. Bernhardt, 2001) was used to elicit single-word productions.
Results: Both group and individual comparisons indicated very few differences in accuracy or treatment ramifications. The time required to elicit and transcribe the conversational samples was typically 3 times greater than the time required for the single-word task. The single-word task elicited more of the English-language targets.
Conclusions: The results of this study suggest that a single-word task tailored to some extent to the client's phonological system gives sufficient and representative information for phonological evaluation. A brief conversational sample remains useful for examining prosody, intelligibility, and other aspects of language, and as a check on the representativeness of the single-word sample.
C1 SW Missouri State Univ, Dept Commun Sci & Disorders, Springfield, MO 65897 USA.
Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
Natl HealthCare, Murfreesboro, TN USA.
RP Masterson, JJ (reprint author), SW Missouri State Univ, Dept Commun Sci & Disorders, 901 S Natl Ave, Springfield, MO 65897 USA.
EM juliemasterson@missouristate.edu
CR Andrews N., 1986, LANG SPEECH HEAR SER, V17, P187
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Zimmerman L. L., 2002, PRESCHOOL LANGUAGE S
NR 44
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2005
VL 14
IS 3
BP 229
EP 241
DI 10.1044/1058-0360(2005/023)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 022WB
UT WOS:000236085700007
PM 16229674
ER
PT J
AU Lattermann, C
Shenker, RC
Thordardottir, E
AF Lattermann, C
Shenker, RC
Thordardottir, E
TI Progression of language complexity during treatment with the Lidcombe
Program for early stuttering intervention
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Lidcombe Program; linguistic complexity; utterance length; lexical
diversity; fluency development
ID CONVERSATIONAL UTTERANCES; DEVELOPMENTAL DISFLUENCY; LINGUISTIC
PERFORMANCE; GRAMMATICAL COMPLEXITY; EMERGING GRAMMAR; YOUNG STUTTERERS;
CHILDREN; SPEECH; TIME; FLUENCY
AB The Lidcombe Program is an operant treatment for early stuttering. Outcomes indicate that the program is effective; however, the underlying mechanisms leading to a successful reduction of stuttering remain unknown. The purpose of this study was to determine whether fluency achieved with the Lidcombe Program was accompanied by concomitant reduction of utterance length and decreases in linguistic complexity. Standardized language tests were administered pretreatment to 4 male preschool children. Spontaneous language samples were taken 2 weeks prior to treatment, at Weeks 1, 4, 8, and 12 during treatment, and 6 months after the onset of treatment. Samples were analyzed for mean length of utterance (MLU), percentage of simple and complex sentences, number of different words (NDW), and percentage of syllables stuttered. Analysis revealed that all participants presented with language skills in the average and above average range. The children achieved an increase in stutter-free speech accompanied by increases in MLU, percentage of complex sentences, and NDW. For these preschool children who stutter, improved stutter-free speech during treatment with the program appeared to be achieved without a decrease in linguistic complexity. Theoretical and clinical implications are discussed.
C1 McGill Univ, Montreal, PQ H3A 2T5, Canada.
Montreal Fluency Ctr, Montreal, PQ, Canada.
RP Lattermann, C (reprint author), Woehrdstr 1, D-93059 Regensburg, Germany.
EM tina@lattermann.net
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NR 76
TC 12
Z9 13
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD AUG
PY 2005
VL 14
IS 3
BP 242
EP 253
DI 10.1044/1058-0360(2005/024)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 022WB
UT WOS:000236085700008
PM 16229675
ER
PT J
AU Eisenberg, S
AF Eisenberg, S
TI When conversation is not enough: Assessing infinitival complements
through elicitation
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language assessment; elicited production; complex sentences
ID LANGUAGE; CHILDREN; AGE
AB Children with language impairment have been found to show limited usage of infinitival complements, one of the earliest complex sentence types to emerge and a significant form in school-age language. Children's production of infinitival complements in conversation is not sufficient to tell us what they know about this form. This article describes a story completion procedure for eliciting infinitival complements. The procedure includes 2 situational contexts requiring different infinitive sentence forms and a variety of verbs with which infinitival complements can be produced. The child's response includes both production of an utterance to complete each story and then an acting out of the meaning of that utterance. This enables the examiner to look not only at the forms produced by the child but also at the relationship between form and meaning.
C1 Montclair State Coll, Montclair, NJ 07043 USA.
RP Eisenberg, S (reprint author), Montclair State Coll, Montclair, NJ 07043 USA.
EM eisenbergs@mail.montclair.edu
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NR 34
TC 5
Z9 5
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2005
VL 14
IS 2
BP 92
EP 106
DI 10.1044/1058-0360(2005/011)
PG 15
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CY
UT WOS:000232284000002
PM 15989385
ER
PT J
AU Wright, HH
Shisler, RJ
AF Wright, HH
Shisler, RJ
TI Working memory in aphasia: Theory, measures, and clinical implications
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
CY NOV 13-15, 2003
CL Chicago, IL
SP Amer Speech Language Hearing Assoc
DE aphasia; working memory; memory measures
ID SHORT-TERM-MEMORY; SENTENCE COMPREHENSION; INDIVIDUAL-DIFFERENCES;
PREFRONTAL CORTEX; WORD-LENGTH; SYNTACTIC COMPREHENSION;
RESOURCE-ALLOCATION; BRAIN ACTIVATION; MILD APHASIA; TASK
AB Recently, researchers have suggested that deficits in working memory capacity contribute to language-processing difficulties observed in individuals with aphasia (e.g., I. Caspari, S. Parkinson, L. LaPointe, & R. Katz, 1998; R. A. Downey et al., 2004; N. Friedmann & A. Gvion, 2003; H. H. Wright, M. Newhoff, R. Downey, & S. Austermann, 2003). A theoretical framework of working memory can aid in our understanding of a disrupted system (e.g., after stroke) and how this relates to language comprehension and production. Additionally, understanding the theoretical basis of working memory is important for the measurement and treatment of working memory. The literature indicates that future investigations of measurement and treatment of working memory are warranted in order to determine the role of working memory in language processing.
C1 Univ Kentucky, Div Commun Disorders, Lexington, KY 40536 USA.
Univ Georgia, Athens, GA 30602 USA.
RP Wright, HH (reprint author), Univ Kentucky, Div Commun Disorders, CHS Bldg,900 S Limestone, Lexington, KY 40536 USA.
EM hhwrig2@uky.edu
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NR 84
TC 16
Z9 17
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2005
VL 14
IS 2
BP 107
EP 118
DI 10.1044/1058-0360(2005/012)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CY
UT WOS:000232284000003
PM 15989386
ER
PT J
AU Craig, HK
Washington, JA
Thompson, CA
AF Craig, HK
Washington, JA
Thompson, CA
TI Oral language expectations for African American children in grades 1
through 5
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE African American; language; minorities; assessment
ID VERBAL INTERACTION; COMPREHENSION; PRESCHOOLERS; PERFORMANCES;
DISCOURSE; STUDENTS
AB Reference profiles for characterizing the language abilities of elementary-grade African American students are important for assessment and instructional planning. H. K. Craig and J. A. Washington (2002) reported performance for 100 typically developing preschoolers and kindergartners on 5 traditional language measures: mean length of communication units, amount of complex syntax production, number of different spoken words, responses to wh-questions, and understanding of active/passive sentence construction. The present study reports performances on the same measures for 295 typically developing African American children in the 1st through 5th grades. Findings revealed increasing performance scores with increasing grades on 4 of the tasks. A ceiling effect was evident on the task that assessed comprehension of active and passive voice. Gender, socioeconomic status, and community influenced the values in systematic ways, and responses to requests for information varied relative to vocabulary skill. These measures are recommended for inclusion in culturally fair assessment protocols designed to characterize the language abilities of elementary-grade African American students.
C1 Univ Michigan, Ann Arbor, MI 48109 USA.
RP Craig, HK (reprint author), Univ Michigan, Ann Arbor, MI 48109 USA.
EM hkc@umich.edu
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NR 46
TC 7
Z9 7
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2005
VL 14
IS 2
BP 119
EP 130
DI 10.1044/1058-0360(2005/013)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CY
UT WOS:000232284000004
PM 15989387
ER
PT J
AU Swanson, LA
Fey, ME
Mills, CE
Hood, LS
AF Swanson, LA
Fey, ME
Mills, CE
Hood, LS
TI Use of narrative-based language intervention with children who have
specific language impairment
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE narrative; intervention; story composition; specific language
impairment; children
ID SCHOOL-AGE-CHILDREN; WORKING-MEMORY; NONWORD REPETITION; STORY GRAMMAR;
COMPREHENSION; FACILITATION; DISORDER; STUDENTS; STRATEGY; SPOKEN
AB Ten 7-8-year-old children with specific language impairment participated in a 6-week program of narrative-based language intervention (NBLI) in an effort to evaluate NBLI's feasibility. Each intervention session targeted story content as well as story and sentence form using story retell and generation tasks. Eight children achieved the clinically significant improvement criterion from pre- and post-test comparisons of at least 1.45 points on a narrative quality (NQ) rating (p < .013). Throughout the NBLI program, the children were informally observed to show increased self-confidence in their narrative production skills. Nearly all children preferred story generation activities over story retell tasks, while story retell tasks were favored over sentence imitation drills. Pre- and post-test comparisons for number of different words, developmental sentence score, and a sentence imitation task were nonsignificant. This indicated no further evidence of positive outcomes for NBLI. Based on the significant findings for NQ, NBLI is worthy of further investigation. Modifications to enhance its ability to produce positive gains are discussed.
C1 Univ Tennessee, Dept Audiol & Speech Pathol, Knoxville, TN 37996 USA.
Univ Kansas, Ctr Med, Lawrence, KS 66045 USA.
Univ Tennessee, Knoxville, TN USA.
Natl Hlth Care, Murfreesboro, TN USA.
RP Swanson, LA (reprint author), Univ Tennessee, Dept Audiol & Speech Pathol, 578 S Stadium Hall, Knoxville, TN 37996 USA.
EM lswanson@utk.edu
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NR 46
TC 35
Z9 37
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2005
VL 14
IS 2
BP 131
EP 143
DI 10.1044/1058-0360(2005/014)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CY
UT WOS:000232284000005
PM 15989388
ER
PT J
AU Rescorla, L
Ratner, NB
Jusczyk, P
Jusczyk, AM
AF Rescorla, L
Ratner, NB
Jusczyk, P
Jusczyk, AM
TI Concurrent validity of the Language Development Survey: Associations
with the MacArthur-Bates Communicative Development Inventories: Words
and Sentences
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Language Development Survey; Communicative Development Inventories;
Words and Sentences; concurrent validity; language screening; toddler
language development
ID DEVELOPMENT SURVEY LDS; PREDICTIVE-VALIDITY; INCOME FAMILIES; TODDLERS;
DELAY; VOCABULARY; OUTCOMES; CHILDREN; SPEECH; DIFFICULTIES
AB This study examined the concurrent validity of the Language Development Survey (LDS), a 310-word parent report screening tool for language delay in toddlers, by testing its associations with the MacArthur-Bates Communicative Development Inventories: Words and Sentences (CDI:WS), a 680-word parent report instrument. Participants were 239 toddlers 23-25 months of age. The correlation between total vocabulary score on the 2 instruments was .95, and correlations across comparable semantic categories ranged from .84 to .94. The correlation between the LDS and the CDI:WS for mean length of phrases calculated on 3 examples of the child's longest and best phrases was .90. Both instruments demonstrated that parents reported higher vocabulary and mean phrase length scores for girls. The study indicates that information obtained from the LIDS about rank ordering of toddlers in terms of their reported vocabulary and mean length of phrases is equivalent to that obtained from the longer CDI:WS.
C1 Bryn Mawr Coll, Bryn Mawr, PA 19010 USA.
Univ Maryland, College Pk, MD 20742 USA.
Johns Hopkins Univ, Baltimore, MD 21218 USA.
RP Rescorla, L (reprint author), Bryn Mawr Coll, Bryn Mawr, PA 19010 USA.
EM lrescorl@brynmawr.edu
CR Achenbach T. M., 2000, MANUAL ASEBA PRESCHO
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NR 37
TC 22
Z9 24
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD MAY
PY 2005
VL 14
IS 2
BP 156
EP 163
DI 10.1044/1058-0360(2005/016)
PG 8
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CY
UT WOS:000232284000007
PM 15989390
ER
PT J
AU Garcia, JM
Chambers, E
Molander, M
AF Garcia, JM
Chambers, E
Molander, M
TI Thickened liquids: Practice patterns of speech-language pathologists
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE diet modification; swallowing treatment; thickened liquids
ID BOLUS CONSISTENCY; STROKE PATIENTS; DYSPHAGIA; VISCOSITY; MANAGEMENT;
VIDEOFLUOROSCOPY; VOLUME; ADULT; DIETS; TASTE
AB This study surveyed the practice patterns of speech-language pathologists in their use of thickened liquids for patients with swallowing difficulties. A 25-item Internet survey about thickened liquids was posted via an e-mail list to members of the American Speech-Language-Hearing Association Division 13, Swallowing and Swallowing Disorders (Dysphagia). Responses of 145 professionals who primarily manage adult dysphagia are reported. Although the majority affirmed that thickening thin liquids was an effective intervention strategy, opinions about effectiveness were more favorable for nectar-thick versus honey-like and spoon-thick consistencies. Respondents also acknowledged that their patients had little liking for thickened liquids. Results highlight issues related to products and staff training, as well as perceptions concerning the factors that might affect patients' acceptance of and compliance with use of the products.
C1 Kansas State Univ, Program Commun Sci & Disorders, Manhattan, KS 66506 USA.
RP Garcia, JM (reprint author), Kansas State Univ, Program Commun Sci & Disorders, 303 Justin, Manhattan, KS 66506 USA.
EM jgarcia@humec.ksu.edu
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NR 34
TC 36
Z9 36
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 4
EP 13
DI 10.1044/1058-0360(2005/003)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800002
PM 15962843
ER
PT J
AU de Rivera, C
Girolametto, L
Greenberg, J
Weitzman, E
AF de Rivera, C
Girolametto, L
Greenberg, J
Weitzman, E
TI Children's responses to educators' questions in day care play groups
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE preschool children; child care; educators; language development; service
provision models
ID PRESCHOOLERS; DISABILITIES; TODDLERS; SPEECH
AB An exploratory study examined adults' questions to small groups of children to determine how questions influenced their response rate and complexity of response. Thirteen educators of toddlers and 13 educators of preschoolers were videotaped during free-play. Both groups of educators used an equivalent frequency of open-ended and closed questions, but the preschool educators used more topic-continuing questions. Consistent with their developmental level, preschoolers responded more frequently than toddlers. Toddlers demonstrated few effects of question type. In contrast, preschoolers used more multiword utterances following open-ended questions and topic-continuing questions. Implications for in-service education for staff of early childhood settings include increasing the use of both open-ended and topic-continuing questions.
C1 Univ Toronto, Grad Dept Speech Language Pathol, Toronto, ON M5G 1V7, Canada.
Hanen Ctr, Toronto, ON, Canada.
RP Girolametto, L (reprint author), Univ Toronto, Grad Dept Speech Language Pathol, Room 160,500 Univ Ave, Toronto, ON M5G 1V7, Canada.
EM l.girolametto@utoronto.ca
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NR 29
TC 14
Z9 14
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 14
EP 26
DI 10.1044/1058-0360(2005/04)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800003
PM 15962844
ER
PT J
AU Steele, CM
van Lieshout, PHHM
AF Steele, CM
van Lieshout, PHHM
TI Does barium influence tongue behaviors during swallowing?
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE swallowing; dysphagia; videofluoroscopy; barium; tongue
ID SPEECH MOVEMENTS; BOLUS VOLUME; ELECTROMAGNETIC ARTICULOGRAPHY;
VOCAL-TRACT; DYSPHAGIA; VISCOSITY; SOUNDS; STABILITY; LIQUID
AB The validity of videofluoroscopic swallowing assessments rests on the understanding that thin, nectar-, honey-, and spoon-thick radiopaque liquids resemble nonopaque liquids, both in their consistency and in the variations in swallowing that they elicit. Tongue movements during sequential swallows of opaque and nonopaque liquids were studied in 8 healthy participants in 2 age groups (< 30 years, > 50 years) using electromagnetic midsagittal articulography. Differences included smaller sip size, longer oropharyngeal transit times, and greater variability in tongue movement patterns with opaque liquids compared to nonopaque liquids, but effect sizes for these differences were small. Transit times were significantly longer for older participants than younger participants. We recommend matching radiopaque bolus size in videofluoroscopy to the patient's habitually preferred sip mass for comparator nonopaque liquids.
C1 Toronto Rehabil Inst, Toronto, ON M5G 2A2, Canada.
Univ Toronto, Toronto, ON, Canada.
RP Steele, CM (reprint author), Toronto Rehabil Inst, 550 Univ Ave,801, Toronto, ON M5G 2A2, Canada.
EM steele.catriona@torontorehab.on.ca
RI van Lieshout, Pascal/A-1371-2008
OI van Lieshout, Pascal/0000-0001-8139-8900
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NR 62
TC 15
Z9 15
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 27
EP 39
DI 10.1044/1058-0360(2005/005)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800004
PM 15962845
ER
PT J
AU Heilmann, J
Weismer, SE
Evans, J
Hollar, C
AF Heilmann, J
Weismer, SE
Evans, J
Hollar, C
TI Utility of the MacArthur-Bates communicative development inventory in
identifying language abilities of late-talking and typically developing
toddlers
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE language assessment; late talkers; Communicative Development Inventory;
concurrent validity; language expression
ID PARENT REPORT MEASURE; CHILD LANGUAGE; VOCABULARY DEVELOPMENT; NONWORD
REPETITION; SYMBOLIC PLAY; DOWN-SYNDROME; LATE TALKERS; IMPAIRMENT;
VALIDITY; SKILLS
AB The present study investigated the validity of the MacArthur-Bates Communicative Development Inventory (CDI) for a group of toddlers 30 months of age. Study 1 examined the concurrent validity of the CDI for a group of 38 late talkers. Significant correlations were found between the CDI and direct measures of language abilities. Study 2 used likelihood ratio analysis to determine how well the CDI sorted 100 toddlers (38 late talkers and 62 children with a history of normal language development) according to language status based on direct assessment measures. The analyses showed that the CDI was effective in identifying children with low language skills up to the 11th percentile and in identifying children with normal language skills above the 49th percentile.
C1 Univ Wisconsin, Madison, WI USA.
RP Heilmann, J (reprint author), 1975 Willow Dr, Madison, WI 53706 USA.
EM jjheilmann@wisc.edu
CR BATES E, 1994, J CHILD LANG, V21, P85
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Paul R., 1996, AM J SPEECH-LANG PAT, V5, P5
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NR 46
TC 44
Z9 44
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 40
EP 51
DI 10.1044/1058-0360(2005/006)
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800005
PM 15966111
ER
PT J
AU Schneider, P
Dube, RV
AF Schneider, P
Dube, RV
TI Story presentation effects on children's retell content
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE children; language assessment; discourse analysis; story grammar;
narratives
ID LANGUAGE-DISORDERED CHILDREN; NARRATIVE DISCOURSE; COMPREHENSION;
4-YEAR-OLDS; IMPAIRMENT; ABILITIES; COHESION; SKILLS
AB This study investigated the possibility that the amount of content children include in their stories is affected by how stories are presented. Simple stories were presented to kindergarten and Grade 2 children in 3 conditions: orally (oral only), pictorially (pictures only), and combined oral and pictures. The kindergarteners recalled more content in the combined condition than in pictures only. The 2nd graders recalled more content in the oral only and combined conditions than in pictures only. The grades differed in both conditions involving oral presentation, but not in the pictures only condition. Thus, children in both grades provided more story information when they retold a story presented orally than when they told the story from pictures alone.
C1 Univ Alberta, Dept Speech Pathol & Audiol, Edmonton, AB T6G 2G4, Canada.
Toronto Dist Sch Board, Toronto, ON, Canada.
RP Schneider, P (reprint author), Univ Alberta, Dept Speech Pathol & Audiol, 2-70 Corbett Hall, Edmonton, AB T6G 2G4, Canada.
EM phyllis.schneider@ualberta.ca
CR BISHOP DVM, 1987, J SPEECH HEAR DISORD, V52, P156
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Strong C. J., 1998, STRONG NARRATIVE ASS
NR 30
TC 15
Z9 16
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 52
EP 60
DI 10.1044/1058-0360(2005/007)
PG 9
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800006
PM 15962846
ER
PT J
AU Colodny, N
AF Colodny, N
TI Dysphagic independent feeders' justifications for noncompliance with
recommendations by a speech-language pathologist
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE dysphagia; noncompliance; coping; defense mechanisms; social-cognitive
transition model
ID COPING STRATEGIES; CANCER-PATIENTS; OUTCOMES
AB The purpose of this study was to examine the various ways in which independent-feeding patients with dysphagia justified their noncompliance with swallowing recommendations suggested by a speech-language pathologist (SLP). Sixty-three independent-feeding dysphagia patients between the ages of 65 and 100 years who had been identified by the SLP or staff as noncompliant with SLP recommendations were interviewed about their reasons for noncompliance. Reasons were classified into 8 categories: (a) denial of a swallowing problem, (b) dissatisfaction with the preparations such as thickened liquids or pureed foods, (c) assuming a calculated risk for noncompliant behaviors, (d) rationalizing their noncompliance in the face of contradictory evidence, (e) minimization of the severity of their problem, (f) verbal accommodation while maintaining noncompliance, (g) projection of blame toward the SLP, and (h) deflection of noncompliance by referring to an external authority. Reasons for noncompliance were discussed in light of theory and research on denial, coping mechanisms, and the social-cognitive transition model. Implications were drawn for SLP practice in dealing with noncompliant independent-feeding patients with dysphagia.
C1 St Johns Univ, Grad Sch Arts & Sci, Dept Speech Commun Sci & Theater, Jamaica, NY 11439 USA.
RP Colodny, N (reprint author), St Johns Univ, Grad Sch Arts & Sci, Dept Speech Commun Sci & Theater, St Johns Hall 344,8000 Utopia Turnpike, Jamaica, NY 11439 USA.
EM colodnyn@stjohns.edu
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WRIGHT EC, 1993, LANCET, V342, P909, DOI 10.1016/0140-6736(93)91951-H
NR 30
TC 25
Z9 27
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 61
EP 70
DI 10.1044/1058-0360(2005/008)
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800007
PM 15962847
ER
PT J
AU Klein, HB
AF Klein, HB
TI Reduplication revisited: Functions, constraints, repairs, and clinical
implications
SO AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE phonological development; prosodic forms; reduplication; phonological
constraints
ID CHILD PHONOLOGY; WORD; PRONUNCIATION; STRATEGIES; CONSONANTS; PATTERNS
AB This case study considers the phonological forms of early lexical items produced by 1 normally developing boy, from 19 to 22 months of age, who began to produce all monosyllabic words as bisyllabic. In order to link this empirical data (the apparent creation of increased complexity) with universal tendencies (motivated by the reduction of complexity), the functions of reduplication were revisited. Phonological processes (i.e., reduplication and final consonant deletion) are viewed as repairs motivated by 2 interacting constraints (i.e., constraints on monosyllabic words and on word-final consonants). These longitudinal case study data provide further evidence for a relationship between final consonant deletion and reduplication. A possible treatment approach for similar patterns demonstrated clinically is recommended.
C1 NYU, Dept Speech Language Pathol & Audiol, New York, NY 10003 USA.
RP Klein, HB (reprint author), NYU, Dept Speech Language Pathol & Audiol, 719 Broadway,Suite 202, New York, NY 10003 USA.
EM hbk1@nyu.edu
CR Bernhardt B. H., 1998, HDB PHONOLOGICAL DEV
BERNHARDT BH, 2000, NONLINEAR PHONOLOGY
BLOOM L, 1974, COGNITIVE PSYCHOL, V6, P380, DOI 10.1016/0010-0285(74)90018-8
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FEE J, 1982, J CHILD LANG, V9, P41
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Ingram D., 1989, PHONOLOGICAL DISABIL
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Kehoe MM, 2001, LANG SPEECH HEAR SER, V32, P284, DOI 10.1044/0161-1461(2001/025)
KLEIN HB, 1981, J SPEECH HEAR RES, V24, P535
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LEONARD LB, 1991, J CHILD LANG, V18, P261
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STOELGAMMON C, 1985, J SPEECH HEAR RES, V28, P505
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NR 37
TC 1
Z9 1
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1058-0360
J9 AM J SPEECH-LANG PAT
JI Am. J. Speech-Lang. Pathol.
PD FEB
PY 2005
VL 14
IS 1
BP 71
EP 83
DI 10.1044/1058-0360(2005/009)
PG 13
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 970CW
UT WOS:000232283800008
PM 15962848
ER
EF