bluuebunny/crossref_metadata_2025 huggingface dataset:
Phonological Treatment Efficacy and Developmental Norms
Authors: Gierut Judith A. , Morrisette Michele L. , Hughes Mary T. , Rowland Susan
Published: July 2014

The efficacy of teaching sounds in developmental sequence as defined by age norms was evaluated in two independent investigations. Study I was a within-subject evaluation using an alternating treatments design, with three children each receiving treatment on one early-acquired and one later-acquired phoneme relative to chronological age. Study II was an across-subject evaluation involving six children in a staggered multiple baseline paradigm, whereby three subjects were each taught one early-acquired sound and three other subjects were taught one later-acquired sound relative to chronological age. Phonological change was measured on probes of sounds excluded from each child's phonemic inventory.

General results indicated that: (a) quantitatively, change in treated phonemes and manner classes was equivocal following treatment of early-acquired and later-acquired phonemes; (b) qualitatively, the onset of change was immediate following treatment of later-acquired phonemes, but delayed following treatment of early-acquired phonemes; and (c) treatment of later-acquired phonemes led to system-wide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. These findings were considered relative to clinical intervention and theories of phonological acquisition.
Treatment of Voice Hyperfunction in the Pre-Adolescent
Authors: Glaze Leslie E.
Published: July 2014

Children with hyperfunctional voice disorders may respond readily to behavioral voice therapy based on education, voice conservation strategies, direct vocal function exercises, family and peer support, and relaxation. Treatment programs may take a variety of forms, but always rely on the successful integration of healthy respiration, phonation, and vocal tract resonance to achieve improved phonatory quality without vocal strain. Young clients are remarkably adept at recognizing and modifying maladaptive or abusive voice patterns, especially when combined with well-monitored diary charting and reward systems.
Treatment of Voice Disorders in Medically Complex Children
Authors: Harvey Geralyn L.
Published: July 2014

A recent prevalence study revealed that laryngeal pathologies, including subglottic stenosis, laryngomalacia, vocal cord paralysis, and papillomatosis, are common in children. Children with these and other organically based alterations in laryngeal structure and/or function, frequently referred to the speech-language pathologist, often present with complex medical profiles. There is, however, a paucity of information to guide the clinician in diagnosing and treating voice problems associated with such laryngeal pathologies in children. This article presents individual case studies that detail information regarding management decisions and specific treatment options that have been implemented with medically complex children with voice disorders. The case studies demonstrate that there is an opportunity to improve vocal function in medically complex children.
Some Practical Considerations When Evaluating the Exceptional Adolescent Singing Voice
Authors: Jamison Ward
Published: July 2014

This article examines possible causes or intensifications of vocal fatigue in adolescent singers. Factors considered include the adequacy of the singing technique, the strenuousness of the musical task, the physical singing environment, the singer's general condition, and the expectations imposed by the musical leader. Possible management strategies are proposed.
Phonological/Traditional Approaches to Articulation Therapy
Authors: Klein Edward S.
Published: July 2014

A retrospective design was used to compare the relative efficacy of traditional and phonological approaches in the treatment of children with multiple articulation disorders. Nineteen children received evaluation and therapy based on a traditional paradigm and 17 children received phonologically based evaluation and treatment procedures. Results indicated that children in the phonological group showed significantly greater improvement in a significantly shorter period of time than children in the traditional group.
Assessing the Grammar of Spanish-Speaking Children
Authors: Anderson Raquel T.
Published: July 2014

The present investigation compared two testing instruments for evaluating the grammatical skills of Spanish-speaking preschool children. The Structured Photographic Expressive Language Test-Preschool (SPELT-P, Werner & Kresheck, 1989) was compared to a structured task activity developed by the investigator. Both procedures targeted the same grammatical forms. Results indicated that the structured task procedure was more effective in evaluating children’s productive knowledge of the grammatical forms tested. Children performed significantly better in this task. Procedural differences across the testing instruments were responsible for the observed differences. Issues concerning the effect of task on performance are discussed as they relate to the assessment of the culturally and linguistically diverse child.
Observations on the Use of SCAN to Identify Children at Risk for Central Auditory Processing Disorder
Authors: Emerson Maria F. , Crandall Kami K. , Seikel J. Anthony , Chermak Gail D.
Published: July 2014

The SCAN: A Screening Test for Auditory Processing Disorders was designed for administration in a quiet school test setting, although it is also administered by audiologists in the audiometric booth in a study seeking to screen for the presence of central auditory processing disorder (CAPD) in children with a history of otitis media (OM), 14 children with a history of OM and an equal number without this risk factor for CAPD (non-OM) were tested in a school setting using the SCAN and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Forty-three percent of the OM group failed the SCAN, as did 29% of the non-OM group; hence, the groups were not differentiated using the SCAN. To prove the effects of environment on test results, a second experiment was conducted in which six additional children were administered the SCAN in both a school setting and an audiometric test booth. Individual data revealed that subjects performed more poorly on the SCAN administered in the school setting than in audiometric test booth. The marked difference in SCAN scores between the two environments raises methodological concerns regarding the use of this instrument for indentification of children at risk for central auditory processing disorders.
There's More to Passing Than Knowing the Answers
Authors: Westby Carol
Published: July 2014

To be academically successful, students must learn “how to do school”—which involves mastering both the things to be learned (academic knowledge) and the ways of learning (social knowledge). They must learn how to negotiate the school curriculum with teachers and materials. Many of the scripts for “learning do to school” are implicit. For students who are culturally/linguistically diverse and students with learning disabilities, the implicitness of how to do school presents a roadblock to their acquiring the academic content of school. To facilitate the success of students, educators and speech-language pathologists must understand not only the academic content that students are to learn, but also the context in which they are expected to learn. Using observational and interview data from an ethnographic study documenting school reform, this article describes the components of learning to do school and describes how the scripts for “doing school” changed across the grades in an elementary school with a population that was culturally/linguistically diverse.
Introduction to Clinical Forum
Authors: Kretschmer Laura W.
Published: July 2014

The issues presented in this forum concerning the development of communication and literacy abilities in school-age children who are deaf or hard of hearing are introduced in this article. The author organized this forum in an effort to renew conversation on the topics of teacher talk, the contemporary assessment of communication, best practices in the mainstream, interpersonal and school discourse as organizers for intervention, choosing sign language and sign systems, and working with marginal/at-risk students who are deaf or hard of hearing. The benefits of qualitative research to clinicians and teachers who seek local answers regarding these topics is stressed in the conclusion.
Parents Working With Speech-Language Pathologists to Foster Partnerships in Education
Authors: Farber Judith G. , Goldstein Marilyn K.
Published: July 2014

This article outlines a parent involvement program that was developed and implemented by speech-language pathologists as part of a comprehensive program to improve academic achievement and literacy by focusing on communication skills. The basis of the program was to help parents become active participants in their child’s educational and learning experiences. The organization and content of the parent program are explained and information needed to replicate the program is provided. Results of descriptive evaluations of the sessions and feedback from school personnel indicate a need for continued parent-focused educational programs.
Sensitivity and Specificity of Keith’s Auditory Continuous Performance Test
Authors: Oyler Robert F. , Rosenhagen Kristine M. , Michal Mary L.
Published: July 2014

The Auditory Continuous Performance Test (ACPT) was evaluated on one group of subjects who had been diagnosed as having attention deficit-hyperactivity disorder (ADHD) and another group for whom ADHD had been ruled out. Although the specificity of the ACPT was acceptably high for a screening test, the sensitivity was very low. The conclusions drawn from these results are limited because of small sample size (
n
= 23). However, until reports based on large study samples are forthcoming, the use of the ACPT as a screening test for ADHD appears questionable.
Meeting the Critical Shortage of Speech-Language Pathologists to Serve the Public Schools—Collaborative Rewards
Authors: Rosa-Lugo Linda I. , Rivera Elizabeth A. , McKeown Susan W.
Published: July 2014

This article presents a collaborative approach to providing graduate education to speech-language pathologists who are employed in public school districts. A partnership called the Central Florida Speech-Language Consortium was established among the University of Central Florida, 10 Central Florida school districts, and community agencies to address the issue of the critical shortage of speech-language pathologists in the public schools. The consortium program provided bachelor-level speech-language pathologists in the public schools the opportunity to obtain a master’s degree while they continued to work in the schools.

Key innovations of the program included: (a) additional graduate slots for public school employees; (b) modifications in the location and time of university courses, as well as practica opportunities in the schools; and (c) the participation and support of public school administrators in facilitating supervision and practicum experiences for the consortium participants. The consortium program resulted in an increase in the number of master’s level and culturally and linguistically diverse speech-language pathologists available for employment in the public schools of Central Florida. Recommendations for facilitating future endeavors are discussed.
Overview, Definitions, and Goals for ASHA’s Treatment Outcomes and Clinical Trials Activities (What Difference Do Outcome Data Make to You?)
Authors: Baum Herbert M.
Published: July 2014

This article examines differences between efficacy and effectiveness, describes two research designs related to measuring efficacy and effectiveness, and describes the American Speech-Language-Hearing Association’s (ASHA’s) efforts relative to these research designs, with examples presented for how each of these designs can be used in the school setting. Outcomes studies and clinical trials research are the particular focus of the article. The characteristics of each type of research are described and related to the school setting.
Unilateral Hearing Loss in Children
Authors: English Kris , Church Gerald
Published: July 2014

In the 1980s, two studies found that children with unilateral hearing impairment were 10 times more likely to repeat a grade compared to the general school-age population. Since the publication of those reports, grade retention has been found to be an ineffective strategy for achieving long-term academic success, and is no longer widely recommended. This survey describeshow children with unilateral hearing loss are presently supported given this change in educational practices. Reports on 406 children indicated that 54% received individualized special education services, in addition to some level of audiologic support, and that 24% were functioning below average relative to their peers. Other information regarding demographics, use of amplification, and additional educational concerns are also reported.
Importance of Selected Communication Skills for Talking With Peers and Teachers
Authors: Reed Vicki A. , McLeod Karen , McAllister Lindy
Published: July 2014

This research explored normally achieving 10th-grade adolescents’ opinions concerning the relative importance of 14 communication skills for their own communication when talking with their teachers and when talking with their peers. It also investigated if the adolescents’ gender influenced their opinions. Results indicated that the adolescents tended to perceive skillsassociated with characteristics of empathy and considered to be addressee-focused as relatively more important for their communication with their peers. When the adolescents considered their communication with teachers, communication skills related to discoursemanagement strategies assumed relatively more importance. Although gender appeared to influence the types of communication skills considered to be more important than others, gender-based differences in the relative importance of the communication skills were less apparent when gender and communication partnerdifferences were considered together. Future research directions and clinical implications are discussed.
Altered Auditory Input and Language Webs to Improve Language Processing Skills
Authors: McKinnis Sandra , Thompson Molly
Published: July 2014

A method of altering auditory input and a structured set of listening tasks are described. The parameters of rate, prosody, and pattern of pausing are modified in the Altered Auditory Input (AAI) technique to make language input easier for the child with language delays to process. This technique is used during play activities, reading to the child, language activities, faceto-face conversation, and structured listening tasks called Language Webs. The Language Webs are a set of highly redundant, hierarchical picture identification listening tasks. The goal of these approaches is to improve language processing in children with language difficulties so that they can both access their current language knowledge and learn new language.
Part III
Authors: Hall Penelope K.
Published: July 2014

Two previous letters written to the parent(s) of children with developmental apraxia of speech (DAS) shared information regarding the speech characteristics and the current thinking concerning the nature and causes of the disorder. A future letter will discuss treatment of DAS. However, children with DAS often seem to have problems in addition to those involving their speech production. This third letter discusses several of the problems that may co-occur with DAS, and includes an appendix of publications that can provide additional information concerning other problems that may be present with DAS.
Part IV
Authors: Hall Penelope K.
Published: July 2014

Three previous letters written to the parent(s) of children with developmental apraxia of speech (DAS) described the speech characteristics of DAS, the nature and causes of the disorder, and problems that often co-occur with DAS. This final letter discusses the treatment of DAS and includes an appendix of publications for a more complete review of this aspect of the problem.
Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success
Authors: Ehren Barbara J.
Published: July 2014

Although speech-language pathologists in the schools are being encouraged to provide services more inclusively, they often express concern that they are becoming like classroom teachers and are “watering down” the therapy they should be providing to students on their caseloads. This article explores these concerns and offers solutions to the role confusion and dissatisfaction of many speech-language pathologists who provide in-classroom speech-language services. Two key principles are offered to preserve the speech-language pathologist’s role identity and the integrity of services provided: maintaining a therapeutic focus and sharing the responsibility for student success.
The Classroom Acoustical Environment and the Americans With Disabilities Act
Authors: Sorkin Donna L.
Published: July 2014

Audiologists and acoustical engineers have urged that acoustics be considered in the design of classrooms for more than 30 years. Research has demonstrated that children with hearing loss have great difficulty understanding speech in noisy, reverberant environments. However, there has never been a legal mechanism to require local educational systems to address acoustics in the design and construction of schools. An effort by a broad-based coalition of engineers, audiologists, parents, architects, and educators is now underway to develop a standard for acoustics that would then be referenced in the Americans with Disabilities Act (ADA). Although the legal mechanism for this action is to address the needs of children with disabilities as the ADA requires (most notably, children with hearing impairments, but also those with central auditory disorders, attention deficit disorders, and vision impairments), the impact will be more far-reaching. All children—whether or not they have a disability—will benefit from a favorable acoustical environment.
Articulation Disorders Among Speakers of Mandarin Chinese
Authors: Fang Xu , Ping-an Ha
Published: July 2014

The data reported show similarities to the English phonological system, especially with respect to (a) fronting of consonants, (b) phonologic context dependence, (c) non-native language phoneme substitution (e.g., glottal replacement), and (d) omission and addition of phonemes. It appears that a major phonological simplification process common to English speakers, final consonant deletion, or replacement, can only occur in the /n/ or /η/ final consonants of Mandarin, but that initial consonant deletion or replacement may be a more frequent pattern.

We hope that Americans working with English as a Second Language students from Mandarin-speaking homes might join colleagues in China in studying articulatory error patterns in Mandarin.
Differentiation of Speakers With Glossectomies by Acoustic and Perceptual Measures
Authors: Leonard Rebecca , Goodrich Susan , McMenamin Patrick , Donald Paul
Published: July 2014

Speech recordings of 50 patients who had undergone glossal resection procedures were subjected to several analyses, including intelligibility ratings, range of second formants across vowels, and a measure of consonant accuracy. Following assessment, subjects were assigned to groups based on resection similarities. Five major ablative categories were tentatively identified, including
unilateral limited, unilateral extensive
, a
nterior-anterior, posterior-posterior
, and
bilateral extensive
(
Subtotal
and
Total
). Examination of speech performances across categories revealed significant differences among the groups. Location and extent of glossal resection, as well as other structures involved, were found to differentiate not only degree of speech impairment, but the specific form that such impairment assumed.
A Pilot Study of Relations Among Specific Measures Obtained at Intake and Discharge in a Program of Prevention and Early Intervention for Stuttering
Authors: Starkweather C. Woodruff , Gottwald Sheryl Ridener
Published: July 2014

Relations are identified among specific measures taken at intake and discharge in an early intervention/prevention program for stuttering. The measures of interest were: waiting period between identification of a "problem" and onset of treatment, child’s age, articulatory rate of parents and child, number of questions asked by parents, number of interruptions of child by parents, and the child’s percentage of discontinuous speech time. The relations observed suggest the importance of beginning treatment for stuttering as soon as possible and the possibility of a pattern of parental reaction to discontinuous speech in children.
Problem-Focused Group Treatment for Clients With Mild Aphasia
Authors: Marshall Robert C.
Published: July 2014

This report describes a problem-focused group treatment approach for treatment of persons with mild aphasia. The program aids its clients in compensating for and adjusting to day-to-day cognitive/communication problems secondary to brain injury. Speech and language test results, and client self-reports, are presented for 25 individuals with mild aphasia who have participated in the program to date. Treatment outcomes for improved and nonimproved clients receiving group treatment are discussed. Suggestions for improving documentation of the changes made in group treatment by persons with mild aphasia are provided.
Phonological Reorganization
Authors: Williams A. Lynn
Published: July 2014

Qualitative improvement was observed following treatment in one child with a phonological disorder, although little to no quantitative change was noted. Detection of the qualitative changes required both independent and relational analyses, as presented in this article. The broad sampling technique used for these analyses is capable of detecting qualitative change regardless of an a priori theoretical approach. The clinical and theoretical implications of these findings are presented.
Current Roles and Continuing Needs of Speech-Language Pathologists Working in Neonatal Intensive Care Units
Authors: Dunn Shanna L. , Kleeck Anne van , Rossetti Louis M.
Published: July 2014

This study surveyed 45 speech-language pathologists working with infants who are medically fragile in neonatal intensive care units (NICUs) across the United States. It explored current roles in the NICU setting, considering such issues as factors affecting, and support available for, NICU involvement, assessment and intervention goals and procedures, educational activities conducted, and training levels and needs. Results demonstrated that speech-language pathologists have begun establishing a multifaceted role in the NICU setting, including providing assessments and intervention focused on feeding and communication interaction, and education to medical professionals, team members, and parents. These findings should be valuable to other speech-language pathologists currently considering NICU involvement. They should also be helpful to university training programs that are planning to develop coursework and practicum experiences to meet the needs of this newly emerging role.
Counseling Parents of Children Who Stutter
Authors: Zebrowski Patricia M. , Schum Robert L.
Published: July 2014

To create a verbal environment that facilitates children’s speech fluency, parents of children who stutter may need to rely on suggestions from speech-language pathologists. However, it appears that implementing changes in these parent-child verbal interactions is not the only area in which counseling is needed. Parents also need to discuss a number of concerns, apart from those specifically related to verbal interactions with the children, to help parents understand and adapt to the unique problems associated with children’s stuttering. The purpose of this article is to combine a broad overview of several basic counseling principles with information about specific areas of concern that these parents often present to speech-language pathologists. These concerns are organized into three areas: (a) emotional and behavioral parental responses, (b) parental concerns about "talking about talking," and (c) parental responses to and concerns about the treatment process.
Severe Paradoxical Dysphonia in Two Young Women
Authors: Collins Michael , McDonald Robert , Stanley Robert , Donovan Timothy , Bonebrake C. Frank
Published: July 2014

This report describes an unusual and persistent dysphonia in two young women who had taken a therapeutic regimen of isotretinoin for intractable acne. We report perceptual and instrumental data for their dysphonia, and pose a theoretical basis for the relationship of dysphonia to this drug. We also provide recommendations for reducing the risk of acquiring a dysphonia during the course of treatment with isotretinoin.
Theory as the Base on Which to Build Treatment of Aphasia
Authors: Davis G. Albyn
Published: July 2014

Lately there seems to be a lot of theory in presentations and articles on aphasia in adults. How can all this theory be useful for treatment?
Lexical Comprehension in Young Children With Developmental Delays
Authors: Kouri Theresa A.
Published: July 2014

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.
A Database Information Storage and Reporting System for Videofluorographic Oropharyngeal Motility (OPM) Swallowing Evaluations
Authors: Karnell Michael P. , MacCracken Ellen
Published: July 2014

This article describes a computer database system for standardized recording and reporting of information regarding videofluorographic oropharyngeal motility (OPM) evaluations of swallowing. The system was custom-designed to fit the administrative, clinical, and research needs of the University of Chicago Center for Speech and Swallowing Disorders. No knowledge of programming languages was required to design the system. The system is described as it is used to track patient information and financial data as well as to store and report findings of OPM studies. The system is presented as a model from which similar multifunction database programs may be designed to serve the needs of professionals involved in assessment and management of swallowing disorders.
Case Study of the Redevelopment of Motor Speech Control Following Acquired Brain Damage in Early Childhood
Authors: Square Paula A. , Aronson Arnold E. , Hyman Ellen
Published: July 2014

This article presents retrospective longitudinal perceptual and acoustic analyses of the recovery of motor speech control in a right-handed 5-year-old male in the 46 weeks following acquired brain damage. The primary lesion site involved the left fronto-parietal cortex. Correlative descriptions of some aspects of linguistic recovery up to 29 months post-onset are also presented. A mute period of 8 days followed a 2-day comatose period. Spontaneous undifferentiated central vowel-like utterances emerged at 11 days post-injury. Intelligible purposeful utterances emerged at 26 weeks post-onset with the motor speech impairment resolving almost completely within the first year post-onset. The motor speech deficit following the mute period was more consistent with the diagnosis of apraxia of speech than dysarthria. Further, the seemingly lateralized damage associated with the communication disorder may indicate that lateralized hemispheric control of motor speech occurs in early childhood. Finally, the redevelopment of motor speech abilities indicates that the young child’s brain is able to reestablish parameters of motor control underlying speech following acquired brain damage.
Clinical Measurement of Fundamental Frequency in Normal and Dysphonic Voices Using Electronic Tuners
Authors: Solberg Larry C. , Hoag Linda A. , Beals Laura
Published: July 2014

The purpose of this study was to determine whether fundamental frequency measurements made with two portable electronic tuners, relatively inexpensive devices used by musicians for fast-tuning their instruments, were comparable to those made with the Visi-Pitch (Model 6097) when analyzing both normal and dysphonic voices. Voice recordings of vowel prolongations and connected speech (oral reading) of 40 adult subjects (10 normal females, 10 dysphonic females, 10 normal males, 10 dysphonic males) were analyzed. Results indicated that measurements of connected speech samples made with the tuners correlated very highly with those made by the Visi-Pitch. The measurements of vowel samples made with the tuners also correlated very highly with those made with the Visi-Pitch with the exception of the dysphonic female voices. Measurement differences of approximately one octave for two severely dysphonic female voices contributed to the lower but nevertheless significant correlations for dysphonic female voices. Regression analyses indicated that the tuners underestimated the measurements made with the Visi-Pitch by approximately 4 Hz or less. The results support the use of the tuners for clinical measurement of fundamental frequency when more sophisticated equipment is unavailable and when users are aware of the devices’ limitations.
The Development of a New Era of Speech-Language Pathology in Greece
Authors: Tsoukala Marinella , Tziorvas Rebecca
Published: July 2014

Speech-language pathology services in Greece continue to expand, and it is an exciting time to be a speech-language pathologist within the existing structure. The role of speech-language pathologists in Greece has changed over the years from therapist, to include educator, advocate, and politician.

The many tasks facing speech-language pathologists in Greece have been difficult ones. It has taken patience and persistence to educate the general public about communication disorders and the role of speech-language pathologists in treating these problems. It has also been arduous to convince the government to recognize our profession and its value within the community.

We believe that by the establishment of a speech-language department at a Greek university, our profession will be fortified and renewed. The development of a university-based training program will aid in the creation of posts in educational and hospital settings, as well as bridge the gap that exists between the current number of speech-language pathologists and the number of people requiring treatment. Furthermore, the creation of a university department will allow for much needed research within the Greek community. In particular, it may aid in the gathering of normative data and the standardization of tests for the Greek population.

The path in establishing speech-language pathology education and services in Greece is a long one, but through our commitment and our energetic and earnest approach, we hope to reach our goals.
Developing an Early Intervention Preservice Specialization in Speech-Language Pathology
Authors: Roberts Joanne E. , Crais Elizabeth , Layton Thomas , Watson Linda , Reinhartsen Debbie
Published: July 2014

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.
Sounds of Zimbabwe
Authors: Wolf-Schein Enid G. , Afako Ruth , Zondo J.
Published: July 2014

The purpose of this paper is threefold. It attempts to acquaint the reader with the languages of the African country of Zimbabwe, point out the status of the profession of speechlanguage pathology in that country, and introduce a tool that has been developed to expand knowledge about the Zimbabwean child's speech development.

The
Sounds of Zimbabwe: Phonological Analysis and Assessment
is a tool that can be used as a screening test to quickly identify a pupil's phonological errors or to maintain a detailed ongoing record of developing speech sounds. It contains forms including the basic sounds of English, Ndebele, and Shona, illustrative words, and space to write in the names of stimulus pictures to help an assessor individualize the material for use with a variety of populations. It was developed with the help of the majority of individuals in Zimbabwe concerned with the area of speech-language pathology. The purpose is to provide a practical tool that will allow individuals familiar with the language under consideration to obtain a large pool of information about speech development and deviations. It also can be used to document differences among speakers of various dialects that in Zimbabwe are far more independent than regional dialects in the United States and Canada.

This area of phonological assessment and analysis, as it relates to the child's development of speech and the errors that may occur, is an area of clinical and research inquiry which began a half century ago in North America, but is only beginning now in Zimbabwe. Although speech-language pathologists in Zimbabwe may have access to the variety of normative speech-sound data derived from "correct phoneme" studies that involved children between the ages of 3 and 8 years in the United States (Preisser, Hodson, & Paden, 1988, p. 125), such information cannot, and should not, be relied on as an accurate representation of development of English in Zimbabwe and certainly would not translate to the native languages.

Beginning studies in Zimbabwe will focus on speech sound emergence and use, and identify broad error patterns beginning as soon as 15 to 18 months or earlier if possible. Because the tool is easily administered, it should be possible to study a number of children longitudinally. It also should be useful in formative evaluation of progress when articulation treatment is conducted that can provide an added dimension to the study of the languages.
Reliability of Clinician Judgments of Severity of Phonological Impairment
Authors: Rafaat Susan K. , Rvachew Susan , Russell Rebecca S. C.
Published: July 2014

Pairs of speech-language pathologists independently rated severity of phonological impairment for 45 preschoolers, aged 30 to 65 months. Children were rated along a continuum from normal to profound. In addition to judging overall severity of impairment, the clinicians provided separate ratings based on citation form and conversational samples. A judgment of intelligibility of conversational speech was also required. Results indicated that interclinician reliability was adequate (80% agreement) for older preschool-aged children (4-1/2 years and above) but that judgments by speechlanguage pathologists were not sufficiently reliable for children under 3-1/2 years of age 40% agreement). Children judged to have age appropriate phonological abilities were not clearly distinguishable from children judged to have a mild delay. Educating speech-language pathologists regarding the normative phonological data that are available with respect to young preschoolers, and ensuring that such data are readily accessible for assessment purposes, is required.
Comprehension of Spoken Narrative Discourse by Adults With Aphasia, Right-Hemisphere Brain Damage, or Traumatic Brain Injury
Authors: Nicholas Linda E. , Brookshire Robert H.
Published: July 2014

This paper reviews the literature concerning auditory comprehension of discourse by adults with and without brain damage. It also reports the results of an investigation of comprehension of spoken narrative discourse by adults with left-hemisphere brain damage and aphasia, right-hemisphere brain damage, or traumatic brain injury (20 subjects per group), as well as that of 40 adults without brain damage. These subjects were tested with the 10 narratives from the
Discourse Comprehension Test
(Brookshire & Nicholas, 1993). Test questions assess comprehension and retention of stated and implied main ideas and details. The performance of the groups with brain damage was qualitatively similar to that of the group with no brain damage, but quantitatively inferior. The performance of the groups with aphasia, right-hemisphere damage, and traumatic brain injury was both qualitatively and quantitatively similar. The performance of the four groups was strongly affected by the salience of information in the stories. All 100 subjects responded correctly to main idea questions more often than to detail questions. The effect of directness was less strong than that of salience, but all four groups produced more correct responses when questions assessed stated information than when they assessed implied information. The effect of directness was greater for detail questions than for main idea questions. Although this study was not designed to assess the validity of any discourse comprehension model, the performance pattern of both subjects with no brain damage and those with brain damage is consistent with a resource allocation model of discourse comprehension.
Discourse in Early Alzheimer's Disease Versus Normal Advanced Aging
Authors: Chapman Sandra Bond , Ulatowska Hanna K. , King Kristin , Johnson Julene K. , McIntire Donald D.
Published: July 2014

The present study compared discourse ability across three groups: patients with mild Alzheimer's disease (AD), healthy old-elderly individuals (OE, >80 years), and normal control subjects (NC). Discourse samples were analyzed according to aspects of coherence using a methodology based on frame analysis (Goffman, 1974). The results revealed significant differences in coherence between the AD and both the OE and NC groups, on aspects of content as reflected in frame of interpretation and proportion of frame-supporting information. Differences were also found on measures of textual form of the responses. No significant differences were found between OE and NC groups, implicating relative preservation on these particular discourse measures with advanced age. The disparity in discourse abilities between the AD and OE groups suggests that discourse differences in early AD are qualitatively different from those of normal advanced aging. Explanations for the difficulties in the AD population are delineated.
Language Intervention With a Child With Hearing Whose Parents Are Deaf
Authors: Seal Brenda C. , Hammett Lisa A.
Published: July 2014

Literature concerning language acquisition in hearing children of deaf parents provides clinicians with a variety of case studies. Some of these studies found that language acquisition progressed in both sign language and spoken language without delay or disorder; others indicate concerns, especially in the development of spoken language. This case study describes an intervention program with a 20-month-old hearing child whose parents are deaf. The child was diagnosed as having a significant delay in both spoken and sign language. The home-based intervention program is described and the results are discussed, with implications for similar programming.
Effect of a Tongue-Holding Maneuver on Posterior Pharyngeal Wall Movement During Deglutition
Authors: Fujiu Masako , Logemann Jeri A.
Published: July 2014

Effects of a tongue-holding maneuver on anterior bulging of the posterior pharyngeal wall (PPW) during swallowing were investigated in 10 young adult normal subjects. Videofluorographic images of 3-ml liquid barium swallows were digitized to quantify the extent of anterior bulge of the PPW with and without the maneuver at the mid and the inferior levels of the second cervical vertebra. A significant increase in PPW bulging was seen with the maneuver at both pharyngeal levels. These findings indicate potential for developing new treatment techniques to facilitate compensatory anterior movement of the PPW, which has not been a target for direct treatment in the past. At present, the tongue-holding maneuver can be employed clinically as an easy method for testing the compliance of the PPW videofluorographically. However, the use of the maneuver per se, which inhibits posterior retraction of the base of tongue (BOT), resulted in increasing the pharyngeal (specifically vallecular) residue after the swallow. The results also indicate the importance of tongue movement in triggering the pharyngeal swallow.
Stress, Anxiety, Somatic Complaints, and Voice Use in Women With Vocal Nodules
Authors: Goldman Susan L. , Hargrave Joan , Hillman Robert E. , Holmberg Eva , Gress Carla
Published: July 2014

Psychosocial factors long have been associated with the development of hyperfunctional voice disorders such as vocal nodules. However, experimental evidence concerning the role of these factors in the etiology of vocal nodules specifically is sparse. The present study represents a preliminary examination of some psychosocial factors for 3 groups of adult female subjects: 27 with vocal nodules, 17 with hyperfunctionally related voice disorders other than nodules (pathological control), and 33 with no history of voice disorders (normal control). Four psychosocial factors were studied: stress (measured by the Social Readjustment Rating Questionnaire), anxiety (measured by the State-Trait Anxiety Inventory), voice use, and somatic complaints (both measured by our own instruments). Relative to the normal control group, the patients with nodules showed significantly increased scores on all factors except stress. The pathological control group showed significantly increased scores on all factors except voice use. No significant differences were found between the group with nodules and the pathological control group on any factor. The results are discussed in terms of their implications for clinical practice and future research.
Computer Information Retrieval Systems as a Clinical Tool
Authors: Robinson Tommie L. , Cole Patricia A. , Kellum Gloria D.
Published: July 2014

Recent advances in computerized library retrieval methods can be used by clinicians and researchers alike, yet practicing professionals are often unaware of the ready accessibility of on-line and on-disk information retrieval systems. This paper provides an overview of commercial vendors and personal computer systems. Clinical applications are discussed.
Eliciting Verbs From Children With Specific Language Impairment
Authors: Loeb Diane Frome , Pye Clifton , Redmond Sean , Richardson Lori Zobel
Published: July 2014

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.
Case Studies for Evaluating Statistical Significance in Group Designs
Authors: Meline Timothy , Schmitt John F.
Published: July 2014

We present a tutorial for evaluating statistical significance in research reports when
t, F
, or X
2
is the primary statistic. The article is intended to help speech-language pathologists evaluate research conclusions so that they can decide if the result is meaningful for their practice. To this end, we explain the value of "practical significance" and describe the metric known as "effect size." The use of effect-size measures is illustrated in a variety of case studies that are drawn from the communication disorders literature.
Long-Term Outcome of Early Intervention for Stuttering
Authors: Lincoln Michelle A. , Onslow Mark
Published: July 2014

This paper reports the long-term outcome of treatment from two previous studies: Onslow, Costa, and Rue (1990), and Onslow, Andrews, and Lincoln (1994). These studies evaluated the effect of a parent-administered, operant, nonprogrammed stuttering treatment (The Lidcombe Programme) when used with preschool-age children who stuttered. The original studies provided outcome data on 4 and 12 children, respectively, until 12 months posttreatment. This study provides outcome data on the children at 2 to 7 years posttreatment. Additionally, data were collected 1 to 4 years posttreatment on a comparable clinical population who received the same treatment. The subjects in this study were 43 children who had been treated for stuttering between 2 and 5 years of age. Parents were requested to make three 10-minute recordings of their child's speech each year for 3 years. They were instructed to record their child talking to a family member at home, talking to a non-family member outside the home, and to make a covert recording of the child speaking to a different family member. Questionnaires were sent to the parents at the same time as the tapes. Near-zero stuttering levels were achieved posttreatment and were maintained in the long-term. These results suggest that preschool-age children treated for stuttering may not need to re-enter treatment for up to 7 years after their initial treatment.
Stability of Maternal Reports of Lexical Comprehension in Very Young Children With Developmental Delays
Authors: Yoder Paul J. , Warren Steven F. , Biggar Heather A.
Published: July 2014

The MacArthur Communication Development Inventory: Infant Scale (CDI/I) is among the strongest measures of early lexical comprehension (Fenson et al., 1994). The present study examined the stability of CDI/I results over a 2-week period in a sample of 17 mothers of children with developmental delays. Test-retest stability was computed for total number of words understood (i.e., summary-level stability) and for word-by-word agreement (i.e., item-by-item stability) across a 2-week interval. Results indicated that although there was excellent summary level stability, there was, in many cases, inadequate item-by-item agreement between the two testing occasions. The degree to which mothers were consistent on an item-by-item basis varied as a function of the types of words they were reporting on, the occupational status and educational level of the mothers, and the extent to which mothers confidently interpret nonlinguistic child behavior. These data illustrate that the CDI/I can be used to identify overall vocabulary deficits and specific word classes that are under-represented, but not to identify specific words for remediation.