bluuebunny/crossref_metadata_2025 huggingface dataset:
CYP-13A12 of the nematode Caenorhabditis elegans is a PUFA-epoxygenase involved in behavioural response to reoxygenation
Authors: Keller Julia , Ellieva Alexandra , Ma Dengke K. , Ju Jingjuan , Nehk Erik , Konkel Anne , Falck John R. , Schunck Wolf-Hagen , Menzel Ralph
Published: August 2014

A specific behavioural response of Caenorhabditis elegans, the rapid increase of locomotion in response to anoxia/reoxygenation called the O2-ON response, has been used to model key aspects of ischaemia/reperfusion injury. A genetic suppressor screen demonstrated a direct causal role of CYP (cytochrome P450)-13A12 in this response and suggested that CYP-eicosanoids, which in mammals influence the contractility of cardiomyocytes and vascular smooth muscle cells, might function in C. elegans as specific regulators of the body muscle cell activity. In the present study we show that co-expression of CYP-13A12 with the NADPH-CYP-reductase EMB-8 in insect cells resulted in the reconstitution of an active microsomal mono-oxygenase system that metabolized EPA (eicosapentaenoic acid) and also AA (arachidonic acid) to specific sets of regioisomeric epoxy and hydroxy derivatives. The main products included 17,18-EEQ (17,18-epoxyeicosatetraenoic acid) from EPA and 14,15-EET (14,15-epoxyeicosatrienoic acid) from AA. Locomotion assays showed that the defective O2-ON response of C20-PUFA (polyunsaturated fatty acid)-deficient, Δ−12 and Δ−6 fatty acid desaturase mutants (fat-2 and fat-3 respectively) can be restored by feeding the nematodes AA or EPA, but not ETYA (eicosatetraynoic acid), a non-metabolizable AA analogue. Short-term incubation with 17,18-EEQ was sufficient to rescue the impaired locomotion of the fat-3 strain. The endogenous level of free 17,18-EEQ declined during anoxia and was rapidly restored in response to reoxygenation. On the basis of these results, we suggest that CYP-dependent eicosanoids such as 17,18-EEQ function as signalling molecules in the regulation of the O2-ON response in C. elegans. Remarkably, the exogenously administered 17,18-EEQ increased the locomotion activity under normoxic conditions and was effective not only with C20-PUFA-deficient mutants, but to a lesser extent also with wild-type worms.
Some Implications of Listening Level for Speech Reception by Sensorineural Hearing-Impaired Children
Authors: Gengel Roy W. , Foust Kathleen O.
Published: August 2014

The benefits of amplification for sensorineural hearing-impaired persons listening at low levels were investigated. Eleven college students were tested, and the results suggest that the level above threshold at which a person listens to speech may ultimately influence the benefits obtained from amplification. The data indicate the possibility of an additional limitation to the potential for auditory speech communication when these persons cannot listen comfortably at levels above threshold of 20 to 30 dB or more.
Efficiency and Effectiveness of Using a Portable Audiometric Booth in School Hearing Conservation Programs
Authors: Fisher Lee I.
Published: August 2014

The purpose of this study was to investigate the efficiency and effectiveness of using a portable sound-treated booth in school hearing screening programs. The results indicate there is significant benefit when a portable sound-treated enclosure is used to identify students with and without hearing impairment during initial screening. The major value is a reduction in false negative findings, thus eliminating a significant amount of wasted time and effort in retesting students with normal hearing.
Language Dominance: A Comparison of Measures
Authors: Gerken Kathryn C.
Published: August 2014

This study compares the results of four measures of language dominance in a group of 32 Mexican-American children. Three tests were administered to 23 of the children, and language samples were obtained for 22. Significant inter- and intratest correlations were found indicating a positive relationship between various segments of the tests. Agreement between the evaluators' ratings of language samples and test results indicated 50% or fewer agreements.
Effective Clinical Interviewing
Authors: Flynn Pauline T.
Published: August 2014

Speech, language, and hearing professionals rely on many individuals to provide information about a client. Management programs, in part, are devised, modified, and evaluated according to responses obtained from the client, family members, educators, and other professional and lay persons who have contact with the client. The speech-language pathologist has the responsibility of obtaining pertinent, complete, unbiased information about clients. This article provides an overview of the essential elements of an interview.
Articulatory Intervention for the Visually Impaired
Authors: Florance Cheri L. , O’Keefe Judith
Published: August 2014

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.
The Relationship between Selected Auditory Abilities and Beginning Reading Achievement
Authors: Sawyer Diane J.
Published: August 2014

During the fall semester, eighty-four first grade boys of average and above-average intelligence were administered tests of auditory blending, auditory discrimination, and phonemic segmentation. End-of-year reading achievement test scores were also obtained. Of the 84, only 21 boys showed sufficient variation in achievement across the measures to permit inferences concerning relationships between and among the abilities measured. Among these 21, relatively high achievement was observed in auditory discrimination overall. Blending ability appeared less well developed among them but, overall, each was least proficient in phonemic segmentation.

Statistical tests (multiple correlation and the regression source of variance) were applied to permit inferences concerning the relative strength of each of the auditory variables in predicting the level of reading achievement. Neither performance on any of the three auditory measures nor level of intelligence alone could adequately predict end-of-year reading achievement. When considered in combination, however, the four factors measured during the first semester of first grade accounted for about 43% of the variability observed in end-of-year reading achievement. Results suggest that success in beginning reading requires the effective utilization of a complex of auditory abilities necessary for the processing of spoken language.
Teachers' Stereotypes of Children Who Wear Hearing Aids
Authors: Fisher Cletus G. , Brooks Kenneth
Published: August 2014

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.
In Retrospect
Authors: King Rella R. , Jones Cynthia , Lasky Elaine
Published: August 2014

A 15-year follow-up of 50 children initially diagnosed as communicatively impaired is reported. The survey describes subjects in terms of the educational levels they have attained, their motor skills, their social skills as perceived by their families, and any communication problems that may exist.
Writing Funding Proposals for Speech-Language Staff Development Projects
Authors: Esterreicher Carol A. , Haws Ralph J.
Published: August 2014

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs.

Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.
Performance of Kindergarten through Fifth-Grade Children on Oral Rote Sequencing and Semiautomated Language Tasks
Authors: Rupp Ralph R.
Published: August 2014

Six groups of normal-hearing elementary school-age children from kindergarten through the fifth grade performed a series of rote sequencing language tasks, which included the following: counting, saying the alphabet, naming the days in the week, and naming the months in the year. In addition, the 180 children were asked to name as many colors as they could and were asked to answer the question, "When is your birthday?" For the six automatic and semiautomatic expressive language tasks, maturational trends were noted for all observations. Marked differences were noted for skills in naming the days and months and for identifying birthdates from youngest to oldest groups. However, minimal change was noted for counting, alphabet, and naming colors across the grades. Central tendency values and standard deviations by grades for the six tasks are reported. These performance data may be used clinically in the screening of language usage.
Development of Lexical Comprehension in a Profoundly Deaf Child Using a Wearable, Vibrotactile Communication Aid
Authors: Proctor Adele , Goldstein Moise H.
Published: August 2014

A longitudinal study of a profoundly deaf young child learning oral language with the aid of a vibrotactile communication device was conducted for 10 months. Audio-and videotapes and written observational notes were collected on Tabitha from ages 33–43 months while she used the device. At 33 months, Tabitha produced limited vocalization and inconsistently understood five words through speechreading. After 10 months of training with the device and traditional aural-oral teaching techniques, this child acquired an understanding of 469 words. A composite list of the first 100 words that Tabitha understood through speechreading was analyzed and compared with data from a group of younger, hearing children. The profoundly deaf child exhibited a similar developmental pattern for rate of acquisition and stages of lexical comprehension. Both Tabitha and the hearing children understood more than one class of words from the beginning. Word-order differences were found for the profoundly deaf child and reflected teaching techniques.
A Note on the Use of the Hiskey-Nebraska Test of Learning Aptitude with Deaf Children
Authors: Watson Betty U. , Goldgar David E.
Published: August 2014

This study examined the deaf norms of the Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) (Hiskey, 1966) by comparing the distribution of scores obtained on the H-NTLA with those from the Wechsler Performance Scales (Wechsler, 1955, 1967, 1974) for the same hearing-impaired children. A correlation of .85 was found between the H-NTLA and the Wechsler Performance Scales; however, the H-NTLA yielded a greater number of subjects with extreme scores (i.e., scores <70 and > 119) than the Wechsler scales. These findings indicate the need for caution and convergent evidence in the interpretation of extreme H-NTLA scores in hearing-impaired children.
Adaptation of the Pictorial Self-Concept Scale to Measure Self-Concept in Young Hearing-Impaired Children
Authors: Culross Rita R.
Published: August 2014

This article describes efforts to adapt a scale to measure self-concept in the young hearing-impaired child. The scale is described, and validity and reliability data are given. Possible uses for the scale are suggested as well.
Statistics for Determining Relative Strengths and Weaknesses on the Test of Language Development-Primary
Authors: Grossman Fred M.
Published: August 2014

The TOLD-P Manual, although providing much information for making normative interpretations of an individual child's language skills, does not present data relevant to helping the speech-language practitioner determine relative strengths and weaknesses within an individual's own overall language profile. The purpose of the present study is to provide clinicians with a statistically-derived method by which to conduct a more accurate profile analysis of the five major subtest standard scores comprising the TOLD-P.
Ages of Speech Sound Acquisition: Comparisons and Critiques of Several Normative Studies
Authors: Smit Ann B.
Published: August 2014

Table 1 published in a recent article (LSHSS/July 1986) contained a number of errors. The author has submitted a corrected version of this table (see below).
Classroom Teachers' Knowledge of Hearing Disorders and Attitudes about Mainstreaming Hard-of-Hearing Children
Authors: Martin Frederick N. , Bernstein Mark E. , Daly John A. , Cody Janet P.
Published: August 2014

An 84-item questionnaire regarding knowledge of hearing disorders and attitudes about mainstreaming hard-of-hearing children was administered to 187 in-service teachers enrolled in graduate communications courses. Results indicated that teachers' knowledge of hearing disorders was quite limited. The consensus of the respondents was that they would prefer to teach hard-of-hearing students only if substantial support personnel and in-service training were available. Somewhat surprising was the fact that respondents did not consider the subject of hearing aids to be of great importance, but this was attributed to lack of information on the subject of amplification devices.
Rate and Sequence of Positive and Negative Poles in Basic Concept Acquisition
Authors: Bracken Bruce A.
Published: August 2014

Ninety-eight concepts from the Bracken Basic Concept Scale were paired, polarity (positive or negative) was assigned to each concept within concept pairs, and the concept pairs were contrasted for 1,109 children ages 3 through 7 to determine the rate and sequence of polar concept acquisition. This study considered the null hypothesis that there would be no difference in the rate of acquisition between positive-pole and negative-pole concepts. The results indicated that 34 of the 49 conceptual pairs (approximately 70%) followed the acquisition sequence of the positive-pole concept being acquired prior to negative-pole concept. The implication of these findings is that concept instruction should begin with the positive-pole concept, followed by the negative-pole concept. Additional suggestions for how best to provide effective concept instruction are included.
Acoustic Reflectometry versus Tympanometry in Pediatric Middle Ear Screenings
Authors: Holmes Alice E. , Jones Muir Katherine C. , Kemker F. Joseph
Published: August 2014

The acoustic reflectometer, a diagnostic tool for detecting middle ear effusion, allows for noninvasive testing that is not affected by cerumen, crying, or client cooperation. This study assessed the predictive accuracy, sensitivity, and specificity of acoustic reflectometry versus tympanometry in the middle ear screenings for 357 children. Results were analyzed according to sex, age, and sensorineural hearing status. Intratest reliability was highly significant and the device was easily used with difficult-to-test clients. While positive predictive accuracy and specificity rates were excellent , sensitivity rates were extremely poor. It was concluded that the acoustic reflectometer is a poor screening device for standard hearing screenings. The lower prevalence of middle ear effusion found in the normal population greatly affected the device's sensitivity or ability to detect diseased ears. The percentage of ears with middle ear effusion that would go undetected undermines the tool's utility for standard school hearing screenings.
Effect of FM Auditory Trainers on Attending Behaviors of Learning-Disabled Children
Authors: Blake Ruth , Field Barbara , Foster Cecelia , Platt Felice , Wertz Patricia
Published: August 2014

The study investigated the effect of FM auditory trainer use with learning-disabled students in the classroom. It was hypothesized that attention would improve when the noise level decreased. Four specific attending behaviors were studied to determine the effectiveness of the FM system in small and large group classroom situations. The results of this study demonstrated that learning-disabled children wearing FM auditory trainers improved their attending behavior.
Social Skills Training Using a Collaborative Service Delivery Model
Authors: Dodge Ellen Pritchard , Mallard A. R.
Published: August 2014

The purpose of this article is to outline the procedures for developing a 9-week, communication skills program for use in the elementary classroom. Called the
Communication Lab
, this program emphasizes social skills training and the importance of using good communication skills in the learning process. This article outlines how to develop the lab and provides a step-by-step procedure for teaching each concept.
Effective Collaboration at Central Elementary School
Authors: Borsch Jennifer Chisler , Oaks Ruth
Published: August 2014

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.
Materials for Use in Vocal Hygiene Programs for Children
Authors: Pindzola Rebekah H.
Published: August 2014

Practical suggestions, homemade materials, and commercially available resources for use with children in vocal intervention are shared in this clinical exchange.
Future Watch
Authors: Montgomery Judith K. , Herer Gilbert R.
Published: August 2014

Past trends leading to the present can be studied systematically to determine where a society may be in the future. Such an assessment of social, technological, economic, environmental, and political trends also allows alternative futures to be considered and pursued. This article reviews major trends that have an impact on everyone in the United States and, specifically, relates this larger perspective to the practices of speech-language pathologists and audiologists in our schools.

Speech-language pathologists and audiologists are provided with trend information to help them understand the forces that soon will bear upon us, including social trends involving the elderly, baby boomers, women in the workforce, health care, and education; technology trends of genetic/molecular biology, computers, and virtual reality; economic trends of a global economy and an information-based society; and political trends of decentralization and modes of participation by people. From such an overview, many may wish to consider developing alternative futures to pursue within their practices.
Strategies for Treating Elementary School-Age Children Who Stutter
Authors: Healey E. Charles , Scott Lisa A.
Published: August 2014

The speech-language pathologist plays a critical role in the treatment of the elementary school-age child who stutters. The purpose of this article is to describe a model of service delivery for these children that emphasizes the integration of fluency-shaping and stuttering modification approaches. Procedures and techniques of previously published programs are supplemented with suggestions by the present authors. The treatment program is divided into three phases. Phase I is a description of procedures used to have the child understand and identify fluency and stuttering. Phase II involves a discussion of techniques for the instruction and integration of fluency-shaping and stuttering modification procedures. In Phase III, transfer and maintenance of speech improvement procedures are described briefly.
Intervention for Children With Hearing Impairment in General Education Settings
Authors: Brackett Diane
Published: August 2014

Students with hearing impairments who are educated in classes with normally hearings peers represent the majority of children with hearing impairment. With hearing losses ranging from mild to profound, they require services to optimize their use of residual hearing and reduce the secondary effects of hearing loss, such as communication deficits and academic delays. For most of these students, the speech-language pathologist will be the on-site specialist in hearing responsible for designing a collaborative rehabilitation/education plan that addresses all deficit areas and for assisting in its implementation in the classroom.
Ears On, Voice On, Hands On—Right On! Workshop Activities
Authors: McDougald Dan
Published: August 2014

Workshops are an opportunity to promote collaboration for the benefit of students. This clinical exchange describes five participatory workshop activities that may be used when offering a communication workshop. The activities include: second/foreign language simulation, speech reading, language/learning disabilities simulation, and one that’s even butter. Together with other approaches, these activities can help ensure understanding, retention, and application of the ideas and information presented at workshops.
Targeting Temporal Processing Deficits Through Fast ForWord®
Authors: Veale Tina K.
Published: August 2014

In the past 3 years, new computer-based language intervention models have been introduced into the communication sciences arena. The most prominent of these, the FastForWord® program (Scientific Learning Corporation, 1998), is an outgrowth of research that characterizes the relationship between language-learning impairment and temporal processing abilities. This article highlights the research history leading up to this innovation, describes the therapeutic protocol and client selection processes, discusses the pros and cons of clinical applications, and suggests future research directions relative to this new brand of language therapy.
Language Sample Analysis in Spanish-Speaking Children
Authors: Gutiérrez-Clellen Vera F. , Restrepo M. Adelaida , Bedore Lisa , Peña Elizabeth , Anderson Raquel
Published: August 2014

The purposes of this article are (a) to discuss issues related to the selection and development of language assessment procedures for children who speak Spanish and English based on spontaneous language samples and (b) to show how available procedures can be applied to research and clinical aims with these children. Sociolinguistic influences in the language performance of Spanish-speaking children, including patterns of language shift, differences in the amount of exposure to each of a bilingual's languages, and contextual effects of different language-learning environments, are discussed. Methodological issues and effects of codeswitching and dialect are examined concerning use of the Developmental Assessment of Spanish Grammar (DASG), mean length of response in words (MLR-w), mean length of terminable unit (MLTU), and mean length of utterance in morphemes (MLU-m). Measures of Spanish grammar with diagnostic potential are proposed. Clinical suggestions for the language assessment of Spanish-speaking children with different levels of English proficiency and research implications are discussed.
Evaluación del Habla y Tratamiento para Pacientes con Fisura Palatina
Authors: Kuehn David P. , Henne Lisa J.
Published: August 2014

Este compendio fue escrito a raíz de una misión que se llevó a cabo para la intervención de fisuras labiales y palatinas. Dicha misión se llevó a cabo en Villahermosa, Méjico, entre el 4 y el 9 de febrero del ano 2001. Se realizaron cirugías al labio o al paladar de cincuenta ninos, a razón de diez ninos por día. El propósito de este informe, disponible tanto en inglés como en espanol, es de servir como guía práctica y sucinta de los aspectos fundamentales de la evaluación y el tratamiento de trastornos del habla producidos por la fisura palatal. Existen fuentes más detalladas y comprensivas sobre este tema que han sido resenadas por D. P. Kuehn y K. T. Moller (2000).
Imitation of Suprasegmental Patterns by Non-Native Speakers of English
Authors: Haak Nancy Jeanne , Darling Rieko Marie
Published: August 2014

Speakers with limited English proficiency (LEP) usually produce a combination of articulation errors and differences in the prosodic patterns of English. There are abundant measures of articulation, but few objective measures of prosodic performance. The Tennessee Test of Rhythm and Intonation Patterns (TRIP) was selected as a potential measure for distinguishing the prosodic patterns of native and non-native English. First, the TRIP was given to 12 native speakers of Asiatic languages and 12 native speakers of English. The performances of the two groups did not differ significantly, suggesting that the TRIP was not a definitive measure of prosodic differences in English. Second, a group of listeners was asked to identify native versus non-native English speakers based only on selected stimuli from the TRIP and a short sentence of comparable length. The listeners were significantly better able to identify native and non-native speakers when listening to the sentence than when listening to the TRIP items. Clinical application of this information in working with LEP clients is discussed.
Simultaneously Treating Stuttering and Disordered Phonology in Children
Authors: Conture Edward G. , Louko Linda J. , Edwards Mary Louise
Published: August 2014

The purpose of this article is to describe treatment designed to simultaneously treat disordered phonology and stuttering in children who exhibit both disorders and to compare changes in stuttering that result from this treatment to changes observed in treatment designed for children who exhibit stuttering but not disordered phonology. Subjects were eight monolingual, English-speaking children: 4 boys who exhibited both stuttering and disordered phonology (mean age=69.7 months) and who participated in a stuttering-phonology (SP) treatment group, as well as 3 boys and 1 girl who exhibited only stuttering (mean age=71.5 months) and who participated in a stuttering (S) treatment group. Both treatment groups met weekly in 1-hour group treatment sessions for one calendar year. Results indicate that stuttering behavior changed appreciably for 2 of the children in the SP treatment group and for 3 children in the S group. In addition, 3 of the children in the SP group made appreciable changes in their phonological processes. Findings are taken to suggest that simultaneously treating childhood stuttering and disordered phonology is both feasible and effective, but there remains a need for further refinement in the methods used to treat the two disorders when they co-occur in children.
Computer-Assisted Instruction for Learning Developmental Sentence Scoring
Authors: Hughes Diana L. , Fey Marc E. , Kertoy Marilyn K. , Nelson Nickola Wolf
Published: August 2014

The increasing availability of computer-assisted instruction is enabling both practicing clinicians and students in training to learn new analysis procedures or to relearn old ones. This study compared a classroom-based tutorial (CBT) method and a computer assisted instruction (CAI) method for learning a grammatical language analysis procedure,
developmental sentence scoring
(DSS). Subjects were 55 graduate students, who heard an introductory lecture and took a pretest, and were then randomly assigned to one of two groups. Students in the CBT group met with an instructor who provided explanations and corrective feedback for practice exercises for 5 weeks. Students in the CAI group used self-paced software to practice scoring the same practice exercises, with corrective feedback provided by the computer tutorial. Analysis of post-test scores revealed no significant differences between the CBT and CAI groups in scoring accuracy. Students in both groups performed at near-ceiling levels, regardless of pretest scores. This is good news for instructors who wish to devote class time to other critical language treatment issues but still wish their students to learn a valuable clinical procedure. Practicing clinicians who wish to learn DSS, or refresh DSS scoring skills learned earlier in preprofessional training programs, may also find the CAI method valuable.
A Clinical Screening Procedure for Assessing Consonant Cluster Production
Authors: Powell Thomas W.
Published: August 2014

This paper describes a 64-item clinical screening task designed to assess the accuracy of children's consonant cluster productions. This procedure is designed to help speech-language pathologists develop intervention programs to improve children's production of clusters by facilitating the identification of error patterns. Once such patterns have been identified, individualized treatment programs designed to maximize generalization may be developed.

The task was administered to 100 4- and 5-year-old subjects to assess the technical adequacy of the procedure. Internal consistency reliability of the task was high, and the procedure was also shown to assess an appropriately diverse array of word-initial and word-final consonant clusters. Finally, the construct validity of the task was supported by factor analytic procedures.
Inservice Training in Speech-Language Pathology
Authors: Sommers Ronald K. , Caruso Anthony J.
Published: August 2014

Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservice training of fluency disorders appeared to be related to lower preferences of speech-language pathologists to treat these disorders. Characteristics of effective inservice programs to enhance and upgrade speech-language pathologists' knowledge and skills were identified.
The Preschool Speech Intelligibility Measure
Authors: Morris Sherrill R. , Wilcox Kim A. , Schooling Tracy L.
Published: August 2014

Documenting changes in speech intelligibility across time is an important but difficult task for speech-language pathologists. This study reports on the development and initial testing of the Preschool Speech Intelligibility Measure (PSIM), a single-word, multiple-choice intelligibility measure. The PSIM is adapted from the Assessment of Intelligibility of Dysarthric Speech (Yorkston & Beukelman, 1981) and is designed to plot changes in children's speech intelligibility across time. This instrument is offered as an addition to the existing array of available speech intelligibility measures.
Speech Production and Speech With a Phrenic Nerve Pacer
Authors: Hoit Jeannette D. , Shea Steven A.
Published: August 2014

A phrenic nerve pacer is a neural prosthesis used by some individuals with ventilatory insufficiency. This report provides a description of the phrenic nerve pacer and contains a case study of a young man in whom speech production during phrenic nerve pacing was examined and contrasted to that during mechanical (positive-pressure) ventilation. Results revealed that the physical mechanisms used to produce speech and the resultant speech output differed under these two ventilatory conditions. Listener judgments indicated that speech produced with a phrenic nerve pacer was strongly preferred over that produced with a mechanical ventilator, primarily because it was more continuous and contained fewer and shorter pauses. This continuity was due, in part, to a conservation-of-air strategy employed by the speaker. These observations have important clinical implications for speech-language pathologists responsible for enhancing spoken communication skills in clients requiring ventilatory support.
The Relationship Between Objective Measures and Listeners’ Judgments of the Communicative Informativeness of the Connected Discourse of Adults With Aphasia
Authors: Doyle Patrick J. , Tsironas Dina , Goda Amy J. , Kalinyak Michelene
Published: August 2014

In this study, the connected discourse of 25 adults with aphasia was rated on the dimension of “informativeness” by 11 unfamiliar listeners using a direct magnitude estimation (DME) procedure. These ratings were subsequently compared to objective measures of communicative informativeness to determine the strength of their relationship. The results indicated that the objective measures were strongly correlated with listeners’ judgments of informativeness and that overall severity of aphasia did not fully account for listeners’ judgments.
The Speech-Language Pathologist
Authors: Carneol Susan Oliff , Marks Susan M. , Weik LuAnn
Published: August 2014

Velocardiofacial syndrome (VCF) is a genetic condition involving palate abnormalities, cardiac anomalies, characteristic facies, and learning disabilities. This autosomal dominant malformation pattern is one of the most common syndromes associated with clefting (Shprintzen, Goldberg, Young, & Wolford, 1981), yet it can easily go undiagnosed. Velopharyngeal inadequacy is one of the key features. Because of the high incidence of speech, voice, and language disorders found in this population, the speech-language pathologist plays an integral role in the diagnosis of the syndrome and assists in management decisions related to medical and/or educational issues.

The purposes of this paper are to: (a) inform the reader of the expanding phenotype of velocardiofacial syndrome, (b) inform the reader of the ramifications of an accurate and early diagnosis, and (c) highlight the role the speech-language pathologist plays in the diagnosis of this genetic syndrome. This will be accomplished with a review of current literature and a case study presentation of a family with VCF who was evaluated at the Masters Family Speech and Hearing Center and Cleft Palate Center at Children’s Hospital of Wisconsin.
An Interactive Taxonomy of Mothers and Children During Storybook Interactions
Authors: Rabidoux Paula C. , MacDonald James D.
Published: August 2014

The purpose of the present study was to investigate the social construction of interactions between mothers and children with a variety of developmental disabilities during storybook interactions. The study used interpretive methods to describe the participation of 20 preschool children and mothers in storybook interactions in terms of their interactive and communicative participation. Data were collected via home videotapes of mothers and children engaged in storybook interactions with novel (unfamiliar) storybooks for 15- to 30-minute interaction samples. Mothers were also interviewed concerning their beliefs and practices concerning early communication and literacy. Findings yielded an emerging interpretive taxonomy for observing and conceptualizing the social milieu of adults and children during storybook interactions that may be useful for enhancing communication and emergent literacy learning. The taxonomy may also be useful clinically to help parents and clinicians develop interaction styles that facilitate interaction and communication in emergent literacy contexts.
What Audiologists Must Know About Cerumen and Cerumen Management
Authors: Roeser Ross J. , Roland Peter
Published: August 2014

The Legislative Council of the American Speech-Language-Hearing Association recently accepted several scope of practice statements, including one concerned with external auditory canal examination and cerumen management by audiologists (Asha, 1992). Now that cerumen management is encompassed within the scope of practice of audiology, audiologists must know about cerumen—its physiology and pathophysiology, its effect on the practice of audiology, and its management. The purpose of this paper is to review the physiology and pathophysiology of cerumen production and to describe a procedure proven safe and effective for managing cerumen.
Changes in Hearing Sensitivity Following Portable Stereo System Use
Authors: Pugsley Steven , Stuart Andrew , Kalinowski Joseph , Armson Joy
Published: August 2014

Changes in hearing sensitivity following portable stereo system (PSS; Sony Walkman Model WM-AF605 with Sony Semiaural Headphones Model MDR-A21L) use were investigated. Test-retest differences (TRDs) in audiometric thresholds at eight frequencies (250, 500, 1000, 2000, 3000, 4000, 6000, & 8000 Hz) were obtained from 15 young adults before and after one hour of PSS exposure at their preferred listening levels.

Values for the 95% confidence levels representing critical differences in test-retest auditory thresholds for the eight test frequencies were generated from a control group of 15 young adults. Experimental subjects' TRDs, when compared to the critical TRDs, failed to display a decrease in hearing sensitivity after one hour of PSS use. It is suggested that PSS use at preferred listening levels, following an exposure time of one hour, may not contribute to a significant impairment in hearing sensitivity.
Evaluation of Hardwire Personal Assistive Listening Devices
Authors: Dempsey James J. , Ross Mark
Published: August 2014

A large number of personal amplifiers have recently become available commercially. These devices have not been classified as hearing aids by the FDA and are therefore not subject to the FDA rules and regulations governing the sales of hearing aid devices. In this investigation, several of these personal amplifiers were evaluated to determine potential benefits and problems for each device. The devices were evaluated electroacoustically and, also, subjectively by a group of adults with sensorineural hearing loss. The results of the electroacoustic evaluation revealed very sharply peaked frequency responses. The subjective evaluations revealed tremendous variability, with some preferences for power and low-frequency amplification. Clinical implications of these results and suggestions for further research are provided.
Automated Methods of Assessing Hearing Aid Performance in Listeners With Impaired Hearing
Authors: Fortune Todd W.
Published: August 2014

The methods that have been described, although still under development, are intended to demonstrate that the issues of sound quality, speech intelligibility, and loudness may be addressed in a clinical setting in a reasonable amount of time. Being automated, these methods are relatively time-efficient, and may become more so as they are refined. Being database oriented, these methods make it easy to monitor individual clients over time, and also provide an efficient way to evaluate the success rate of individual circuits across listeners with similar hearing losses. Individually, these techniques provide only some of the information that may indicate whether a particular fitting may succeed. Taken together, these behavioral methods will provide a great deal of both subjective and objective information that will help the dispenser not only decide which of several hearing aids may be best for a user, but also how a given instrument may be adjusted to provide the maximum benefit. By including the formal assessment of sound quality, speech intelligibility, and loudness in the hearing aid evaluation, the needs of the user are more likely to be met, and the degree of satisfaction achieved is likely to be higher than if the evaluation consists solely of matching the real ear insertion response to a prescribed target.
Impact of "Standard" Earmold on RECD
Authors: Ricketts Todd A. , Bentler Ruth A.
Published: August 2014

Output from a moderate-gain behind-the-ear hearing aid was measured in HA-1 and HA-2 couplers. For the HA-1 coupling, a standard full-shell earmold with #13 tubing throughout was used. The results suggest that when this earmold configuration is used, the gain and output assumed from HA-2 specifications may not be realized in the higher frequency region. Questionnaires sent to all U.S. earmold manufacturers indicated that only one of those manufacturers considered a “standard” earmold to be one incorporating a “horn” effect in the canal portion of the mold; over 70% of the manufacturers reported inserting tubing to the end of the canal portion as a standard procedure. Measures of real-ear-to-coupler differences (RECD) should be obtained with consideration for this earmold effect.
Efficacy in Accent Modification Services: Quantitative and Qualitative Outcomes for Korean Speakers of American English
Authors: Fritz Dana R. , Sikorski Lorna D.
Published: August 2014

Instructors of accent modification programs find few long range efficacy studies that they can use to critically examine the effectiveness of their training programs. Fewer still limit the language background variables of the study participants that might yield interesting information about specific instructional strategies and targets. This long term study examines outcomes data from 167 Korean men and women who participated in the MU (University of Missouri) Accent Modification and Pronunciation Program (AMP) from 2006-present. Quantitative data will include pre- and post- measures using the Sentence Intelligibility Test (Yorkston, Beukelman, & Tice, 1996), the POEC Screen Online (Sikorski, 2009), and qualitative data will include information obtained through surveys of individuals who have completed the MU AMP program. The authors discuss multisensory methods used in this program to effect positive change in adult English as a Second Language (ESL) oral skills.
SIG 4 Perspectives Vol. 22, No. 1, May 2012
Authors: Pollard Ryan
Published: August 2014

Sorry, this activity is no longer available for CEUs. Visit the SIG 4 page on the
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to see available CE activities.

Use the CE questions PDF here as study questions to guide your Perspectives reading.
SIG 15 Perspectives Vol. 18, No. 1, January 2013
Authors: Smith Pamela A. , Mason-Baughman Mary Beth
Published: August 2014

Sorry, this activity is no longer available for CEUs. Visit the SIG 15 page on the
ASHA Store
to see available CE activities.

Use the CE questions PDF here as study questions to guide your Perspectives reading.
Bekesy Audiometry in Functional Hearing Loss: A Case Study
Authors: Ventry Ira M.
Published: August 2014

A case study is presented to illustrate some of the advantages and disadvantages of Bekesy audiometry in functional hearing loss. The major advantage of Bekesy audiometry is the insights it may provide into the listening strategies employed by patients with functional hearing loss. The disadvantages are the false-negative and false-positive rates associated with its use in identifying patients with functional hearing loss and the special equipment that is required. The value of other clinical measures that can be used for identification purposes is also discussed. These measures include the spondee-threshold pure-tone average relationship, the Spondee Error Index, and false-alarm responses. Finally, several suggestions are offered for future clinical research on Bekesy audiometry in functional hearing loss.
A Speech Aid for Velopharyngeal Incompetency
Authors: Lubit Erwin C. , Larsen Robert E.
Published: August 2014

This paper presents a clinical procedure for the use of the LPE palatal exerciser in the treatment of velopharyngeal incompetency. Background information is given on the causes, and the surgical and prosthetic means of treating, this problem. The differences in the two types of LPE exercisers and the criteria for their use are discussed. Instructions for the patient’s use of the exerciser are given. The physical changes in the oropharyngeal area that the LPE can produce are described and demonstrated with cephalometric speech roentgenograms of four patients.
The Respirometer as a Diagnostic and Clinical Tool in the Speech Clinic
Authors: Beckett Ralph L
Published: August 2014

Many extremely valuable respiratory air volume and airflow measures can be made with a high degree of validity and reliability using present day conventional respirometers within the speech clinic. Several specific measures derived from recent studies of vital capacity and phonatory airflow can be applied to patients referred to the speech clinic for problems involving respiration or voice. Normative data derived from previous research studies help to confirm clinical impressions concerning pathology. Such data also help the clinician to evaluate the results of ongoing therapy. The respirometer is an economical device for gathering such data; it is capable of measuring not only static vital capacity, but also sustained timed phonations. Respirometric measurements can be used as a part of the diagnostic and prognostic armamentarium.
Conversion from Asai to Esophageal Speech
Authors: Marshall Robert C.
Published: August 2014

This case report highlights the problems involved and the clinical procedures used in teaching esophageal speech to a laryngectomee who had used Asai speech for three years. Results suggest that the laryngectomee who elects to have his Asai fistula surgically removed can readily be taught esophageal speech.
A Phonological Analysis of the Spontaneous Language of a Four-Year-Old, Hard-of-Hearing Child
Authors: West Jacqueline J. , Weber Jack L.
Published: August 2014

This paper presents a linguistic analysis of the phonological system of a four-year-old, hard-of-hearing girl. The purpose is to clarify what phonological structures the child used and thereby to demonstrate the efficacy of a linguistic analysis. The phonetic structure of nonintelligible utterances was analyzed separately from the phonemic analysis of the intelligible, or so-called comparative, data. For the latter, specific phonemes were termed “fairly well established” when the child used a number of appropriate allophones, although these same allophones may have appeared in other classes, and “not established” when allophones were not appropriately used. This categorized the state of the child’s phonemic development. For example, in manner of articulation only the stop/resonant contrast was present; in place of articulation, only the gross labial/nonlabial distinction was consistent. An important discovery from the noncomparative data was that [w] and [?] were used as coarse phonetic representatives of possible syllabic or syntactic configurations. Therapy is suggested for more firmly establishing stop/resonant contrasts, teaching the concept of frication, and encouraging further development of primitive linguistic stages.
Programming for the Antecedent Event in Therapy
Authors: Hedrick Dona Lea , Christman Mary Ann , Augustine Lloyd
Published: August 2014

This paper suggests the importance of systematic planning of the antecedent event in speech and language therapy with children. Two processes in this planning are described: data collection from the communicative environment and procedural decisions of modality and cuing.
Speech After Laryngo-Esophagectomy with Colon Transplant
Authors: Wertz Robert T. , Keith Robert L. , DeSanto Lawrence W.
Published: August 2014

Laryngo-esophagectomy was performed with a colon transplant to replace the excised esophagus. The patient did not develop functional “colonic” speech but does function adequately using an artificial larynx. Cineradiologic evidence reveals that the transplanted segment of colon permits development of a pseudoglottis to produce sound. He was capable of injecting air and forming the pseudoglottis, but he interfered with the production of colonic voice by retropositioning his tongue to close the hypopharynx.