bluuebunny/crossref_metadata_2025 huggingface dataset:
Velopharyngeal Function: Some Important Differences
Authors: Peterson Sally J.
Published: July 2014

Although there is some evidence of differences in velopharyngeal function depending upon the type of subject and the nature of the task, many speech pathologists base clinical practice on a single model of that function. This project investigated patterns of velopharyngeal function on blowing and speech tasks performed by normal subjects, subjects with velopharyngeal competency for speech in the presence of palatal pathologies, and subjects with velopharyngeal incompetency for speech. Lateral cinefluorographic films were taken of each subject performing the designated tasks; measurements of velar height and velopharyngeal opening were derived from the steady-state portion of each task. Subjects with velopharyngeal incompetency for speech showed patterns of velar height and velopharyngeal opening which substantiated previous research indicating that the closure mechanisms of these speakers probably are not the same as those of speakers with velopharyngeal competency. The results are discussed with regard to (1) historically recommended nonspeech “exercises” for improvement of velopharyngeal closure and (2) a proposal that it may be misleading to view the speaker with incompetency simply as a case of “less-than-normal” velopharyngeal function. Such a speaker may, in fact, manifest an entire complex of neuromuscular patterns which is dissimilar from that of the normal speaker.
Noncommunicative Functions of Language in Children
Authors: Rees Norma S.
Published: July 2014

The noncommunicative functions of language include the concept-formation function, the directive function, the magical function, and the function of establishing the self-image. These functions account for language that is not directed to a listener or does not communicate meaning or feeling. While current accounts of child language stress the communicative function, a review of sources in anthropology, philosophy, and child development reveals many examples of language serving noncommunicative functions. It is suggested that the child’s motivations for learning language include these noncommunicative functions as well as the traditional function of communicating meanings and feelings. Some implications of the noncommunicative functions of language for the study and treatment of children with language disorders are mentioned.
Differential Language and Neurologic Characteristics in Cerebral Involvement
Authors: Halpern Harvey , Darley Frederic L. , Brown Joe R.
Published: July 2014

Four groups of 10 patients, each group having a different neurogenic disorder of communication, were tested for impairment in 10 language categories. Five categories—auditory comprehension, adequacy of response, arithmetic, syntax, and naming—although impaired to some degree in all groups, did not sharply differentiate them. The most strongly differentiating disabilities in the four groups were aphasia—auditory retention span and fluency; apraxia of speech—fluency; confused language—relevance, reading comprehension, and writing of words to dictation; and general intellectual impairment—reading comprehension and auditory retention span (with preservation of relevance). The groups differed also in the onset and duration of the communication difficulty, and in the nature and locus of the neurologic problem.
Linguistic Analysis of Children’s Speech: A Comparison of Four Procedures
Authors: Longhurst Thomas M. , Schrandt Trudy A. M.
Published: July 2014

The use of four current linguistic procedures for assessing the development of children’s language was investigated. Clinicians need an accurate, reliable, and easily applied procedure to assess language performance that will enable them to prescribe treatment. Two subjects, one advanced and one delayed in language development, were chosen on the basis of their chronological age, mental age, and oral language skills. An examiner collected language samples from the two children and scored them according to instructions for the four procedures. The four procedures were then represented in similar tabular form to facilitate comparison. Each procedure was analyzed for its ease of application, interscorer reliability, ability to discriminate language differences between the two subjects, and ability to describe specifically the differences between the subjects. The procedures using a slot-filler (tagmemic) analysis appeared to handle the language samples most adequately. The authors believe that a renewed interest in basic structural linguistic concepts should prove valuable to the assessment of language development.
Oligodontia, Taurodontia, and Sparse Hair Growth—A Syndrome
Authors: Moller Karlind T. , Gorlin Robert J. , Wedge Barbara
Published: July 2014

That the speech clinician can play an important role in the identification and referral of clients with certain syndromes is exemplified in this case report. Speech and structural deviations in a client seen in the Osseo, Minnesota, Public Schools prompted referral to the University of Minnesota School of Dentistry. Although the structural deviations were of minimal significance for speech production, the combination of physical findings led to the diagnosis of a rare syndrome of oligodontia, taurodontism, and facial features of ectodermal dysplasia. The dental and genetic significance of these findings are discussed.
A Case Report of Speech and Language Training for a Two-Year-Old Laryngectomized Child
Authors: Peterson Harold A.
Published: July 2014

A three-stage speech and language training program is reported for a boy laryngectomized at 20 months of age. The goals of therapy were to teach esophageal sound productions, to teach articulation, and to give him practice in language expression. This therapy outline is offered for whatever value it may have in teaching other young laryngectomees.
Earmold Nomenclature: A Survey
Authors: Zachman Thomas A. , Lankford James E. , Hahn Lynn
Published: July 2014

The diversity of earmold specifications and nomenclature used by the manufacturers often makes it confusing and difficult to obtain an earmold with the characteristics necessary for the amplifying system. Eight earmold manufacturers were surveyed to determine whether or not they were in compliance with standard nomenclature proposed by the National Association of Earmold Manufacturers in 1970. The results show that the manufacturers do not appear to be following the NAEL proposal. A recommendation for the possible solution of the problem is presented.
A Treatment for Apraxia of Speech in Adults
Authors: Rosenbek John C. , Lemme Margaret L. , Ahern Margery B. , Harris Elizabeth H. , Wertz Robert T.
Published: July 2014

Principles of therapy for the apraxic adult are discussed. An eight-step task continuum, consistent with these principles, to restore volitional-purposive communication is presented. Three case histories of patients with severe apraxia of speech and mild-to-moderate aphasia demonstrate the application of the principle and the procedure.
Language Therapy in Childhood Schizophrenia: A Case Study of a Monitoring and Feedback Approach
Authors: Yudkovitz Elaine , Rottersman Judy
Published: July 2014

This paper presents one schizophrenic child’s progress in a two-year communication therapy program based on auditory monitoring and feedback. The goal of such a program is to open the auditory channel to promote the development of awareness in the child of his own communication errors and to develop the awareness of his auditory environment requisite to cognitive and linguistic development. Developments in his auditory monitoring behavior are traced through his changing responses to specific therapy tasks, through the modification of particular language errors, including tangentiality, and through the changes observed in his auditory awareness and accessibility, in and outside therapy.
A Language Training Program for Nonverbal Autistic Children
Authors: McLean Linda P. , McLean James E.
Published: July 2014

This paper describes a nonspeech language training program for nonverbal autistic children. The two children who completed the program were able to respond differentially to a limited number of social transactions by placing the appropriate plywood word symbols to describe the events on a slant tray. Interexperimenter and intersetting generalization were demonstrated, as was retention of the trained responses.
The Rules of Early Stuttering
Authors: Bloodstein Oliver
Published: July 2014

Brief samples of the speech of six stuttering children, aged three to six years, are analyzed on the basis of a conceptual model of stuttering as tension and fragmentation in speech. The hypothesis is advanced that while the older stutterer tends to fragment words, the early phase of stuttering is characterized chiefly by fragmentation of whole syntactic structures such as sentences, coordinate and subordinate clauses, verb phrases, noun phrases, and prepositional phrases. This is suggested by the predominance of repetitions of words and other large fragments, by their occurrence at the beginnings of syntactic structures, and by their absence from the ends of such structures. The young stutterer’s frequent tendency to stutter on pronouns and conjunctions is related to the model, and the prediction is made that the loci of early stuttering will not prove to be influenced directly by word-bound factors such as initial sound, word length, or word frequency.
Brief-Tone Audiometry with Normal and Deaf School-Age Children
Authors: Barry S. Joseph , Larson Vernon D.
Published: July 2014

Ten normal children and 10 deaf children with cochlear losses were tested on a brief-tone audiometric task at 500, 1000, 2000, and 4000 Hz using a modified method of limits. The normal children yielded similar values of temporal integration at all test frequencies, and the results approached closely the theoretical values anticipated on the basis of Zwislocki’s theory. With the exception of the data obtained at 500 Hz, the mean values of temporal integration associated with the deaf group were only about one-third the magnitude of those yielded by their normal counterparts. The results conformed neatly to what is considered to be typical of the performance of a group of individuals exhibiting cochlear pathology. There was little or no overlap between the distributions of the individual values of temporal integration recorded for the normal and the deaf groups. A possible future application of brief-tone audiometry is suggested.
Onset, Prevalence, and Recovery from Stuttering
Authors: Young Martin A.
Published: July 2014

A critical review of research and opinion concerning age of onset, prevalence, and recovery from stuttering indicates some inconsistency among findings: the reported recovery rates may be too high, although all data sources had limitations.
Central Auditory Deficits and Temporal-Lobe Lesions
Authors: Speaks Charles , Gray Thomas , Miller Joanne , Rubens Alan B.
Published: July 2014

The capacity of auditory pathways from the weak ear (ear with the suppressed score in a dichotic listening test) to transmit speech information to the cortical processing areas was examined on 10 patients with unilateral temporal-lobe lesions. Three lines of evidence were developed to suggest that auditory pathways from the weak ear and speech information presented to the weak ear are not completely suppressed during dichotic stimulation. Speech in the weak ear frequently interacts with competing speech information in the strong ear causing contrasting articulatory features from the two ears to be blended into a single rsponse. Two models of unilateral central auditory deficits are discussed: ipsilateral-suppression and transmission-line.
A Biofeedback Treatment for Stuttering
Authors: Hanna Richmond , Wilfling Franz , McNeill Brent
Published: July 2014

Auditory feedback of laryngeal muscle tension was found to reduce stuttering dramatically in an exploratory study of a single patient. Amplitude of EMG signals was similarly reduced. Apparently, the therapeutic effect of biofeedback cannot be attributed to masking, distraction, or suggestion.
The Communication Game: Dump and Play
Authors: Muma John R.
Published: July 2014

Communication entails much more than formulating a linguistic code to map underlying intents. It entails the utilization of a role-taking attitude in reconciling communicative obstacles that arise from significant speaker-listener discrepancies in form or code, reference or representation, and license or acceptability. Young children communicate in a “talk to” fashion that essentially is issuing or dumping messages. As role-taking attitudes become acquired, communicative efforts change from merely dumping messages to active resolution of communicative obstacles in an effort to achieve the message of best fit for a particular situation.
Imitation and Language Development: Issues and Clinical Implications
Authors: Rees Norma S.
Published: July 2014

The relationship between imitation and language learning is of both theoretical and clinical interest. While current psycholinguistic accounts give imitation only a limited role in language learning, learning theorists and others continue to refer to imitation as a major factor in the child’s acquisition of language. Clinicians deal with imitation in modeling procedures as well as in counseling parents about how to promote children’s language development. A review of theory and research on the nature and development of imitation reveals wide variation in terminology, definitions, and explanations. The clinical use of imitation procedures have greater significance for the acquisition of communication skills than for the development of linguistic structure.
Diagnostic Report Writing
Authors: Pannbacker Mary
Published: July 2014

This article reviews purposes and types of diagnostic reports and provides guidelines for report writing. Report writing varies greatly depending upon the examination itself and the clinician’s style of reporting. Such variation is acceptable as long as professional standards are maintained. The basic guidelines of report writing are: (1) the organization should provide for easy retrieval of specific information; (2) the terms and categories should be free of ambiguity; and (3) only terms in common use by professionals should be used. Lack of uniformity, bad writing, inappropriate terminology, and overstatements are the basic problems of report writing that may be overcome through practice, study of sample reports, and courses in report writing.
Transfer of /r/ Across Contexts
Authors: Elbert Mary , McReynolds Leija V.
Published: July 2014

This study was designed to determine if training on any one specific /r/ allophone would result in transfer to other /r/ allophones without specific training. Twelve grade school children who were unable to imitate correctly the /r/, /ɝ/, and /ɚ/ allophones in 40 stimulus items during baseline served as subjects. A multiple baseline was used; six subjects served as controls while six were trained, after which the first six were trained. Each subject received training on a randomly assigned syllable representing a specific allophone of /r/. After training, generalization to the untrained /r/s was assessed. Since most subjects increased the number of correct responses to items in several allophonic categories regardless of the specific allophone taught, the different allophones of /r/ may be members of the same response class rather than independent of one another.
Hearing Assessment with Young Children
Authors: Fulton Robert T. , Gorzycki Pamela A. , Hull Wilma L.
Published: July 2014

This study evaluates the efficacy and reliability of auditory stimulus-response control training and assessment procedures with young children (nine to 25 months). The problems encountered in training stimulus-response control are discussed. Results indicate that reliable intertest data can be obtained from young children using stimulus-response control procedures.
Prediction of Most Comfortable Loudness Levels in Hearing Aid Evaluation
Authors: Shapiro Irving
Published: July 2014

Most comfortable loudness levels (MCLs) are used to determine the gain required in hearing aids. The relationship between MCL and the midpoint between pure-tone threshold and threshold of discomfort was evaluated to see if the MCL could be predicted from the midpoint values. The range of differences between midpoint and MCL precluded making such predictions.
A Case Against Teflon Injection to Lower Vocal Pitch
Authors: Zwitman Daniel H. , Calcaterra Thomas C.
Published: July 2014

A patient with severe hoarseness was seen three months after Teflon injection of both vocal folds had been performed elsewhere to lower an abnormally high pitch. Pitch analysis utilizing voice spectrography revealed no significant drop in fundamental frequency. The hoarseness is presumed to have resulted from disparate glycerin absorption, inflammatory changes of the folds, and asynchronous vibration of the folds. Vocal fold injection to increase fold thickness and lower pitch is not a simple technique and is not advised until all parameters have been thoroughly studied.
Communication Problems in Hearing Children of Deaf Parents
Authors: Schiff Naomi B. , Ventry Ira M.
Published: July 2014

Fifty-two children who had deaf parents and were thought to have normal hearing were evaluated for speech, hearing, and language problems. Standardized tests, audiological evaluations, and informal conversation and play techniques were used. Of the 52 children of deaf parents, less than half were considered to be developing speech and language normally and 12% had previously undiagnosed hearing loss. The prevalence of speech and language problems and hearing losses is higher in this population than in the population at large. The children appeared to be using two systems to communicate, one with hearing people and one with the deaf. Of the children having some speech and language difficulty, approximately half had problems that were not associated with other known physiological or environmental factors that might affect speech and language. Although there were no children of intelligible mothers who had speech and language problems, there were children developing normally who had parents whose speech intelligibility was poor. Contrary to indications in the literature, speech and language problems did not disappear after the children entered school. A large number of school-age children as well as preschoolers appeared to be having speech and language problems. The amount of time spent with hearing adults during the preschool years or the presence of older normal-hearing and -speaking siblings did not seem related to speech and language difficulty. However, when an elder sibling had speech and language difficulty, the younger siblings tended to have similar problems. The relationship between sign and oral language development is ambiguous, but there is no indication that the use of sign language deters oral language development. In view of the high incidence of communication problems in this population, annual audiological evaluations and counseling of deaf parents concerning aspects of hearing loss and normal language development are recommended. The problems encountered in providing therapy are discussed.
Imitation: A Closer Look
Authors: Prutting Carol A. , Connolly Jane E.
Published: July 2014

This paper explores the effectiveness of elicited imitation in clinical assessment and remediation procedures. A critical review of the literature dealing with the role of elicited imitation in language acquisition as well as the use of elicited imitation clinically is presented. Conclusions drawn from the review indicated that the effectiveness of employing elicited imitation for assessment and remediation purposes is not clearly defined.
Word Retrieval of Aphasic Adults
Authors: Marshall Robert C.
Published: July 2014

This study determined (1) the types of word retrieval behaviors employed by aphasic adults in conversation and (2) the degree to which identified behaviors were successful in prompting production of intended words. Five retrieval behaviors—delay, semantic association, phonetic association, description, and generalization—were identified. It was possible to organize the retrieval behaviors of 18 aphasic subjects in a hierarchical order of efficiency. Use of a particular behavior and the success with which it facilitated production of an intended word appeared strongly related to severity of aphasia. Findings again bring to focus the significance of the associational processes to the problem of word retrieval in aphasia.
Writing in Aphasia Rehabilitation: Cursive vs Manuscript
Authors: Boone Daniel R. , Friedman Harold M.
Published: July 2014

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.
Programmed Instruction
Authors: Costello Janis M.
Published: July 2014

This report presents a description of the principles of programmed instruction and an explanation of the major components of a program. No attempt is made to review or critique all available speech and language programs, but certain programs are discussed in some detail in order to illustrate adequate and inadequate application of programming principles.
Electrophysiologic Response Audiometry: State of the Art
Authors: Skinner Paul , Glattke Theodore J.
Published: July 2014

Electrophysiologic response audiometry (ERA) is based upon recording neuroelectric potentials from sites extending from the cochlea to the cortex. These recordings rely on the use of averaging computers to extricate desired neuroelectric responses from the ongoing background electrical activity of the human auditory system and brain. The different neuroelectric responses are distinguished by response latency, response waveform, and probable site of origin. Responses which occur within the latency range of 1 to 5 msec originate from the cochlea and auditory nerve. Responses in the 4- to 8-msec latency range have the brain stem as their origin. Responses with latencies from about 8 to 50 msec presumably arise from the upper brain stem and primary projection areas. Responses with a fast waveform include those with latencies between 1 and 50 msec. Slow wave responses from about 50 to 300 msec originate as a secondary discharge from the primary cortical projection areas and surrounding secondary and association areas. The longest latency potentials (300 msec) are slow shifts that appear to arise from the prefrontal and secondary or association areas of the cortex. These response classes are discussed in terms of their clinical utility for threshold estimation and diagnostic value.
Visual Reinforcement of Head-Turn Responses in Infants Under 12 Months of Age
Authors: Moore John M. , Wilson Wesley R. , Thompson Gary
Published: July 2014

The effect of complex visual reinforcement (animated toy animal) on auditory localization responses of infants below 12 months of age was studied. Sixty infants served as subjects and each subject received 30 presentations of complex noise at suprathreshold level. After each response to an auditory signal, one-half of the infants (experimental group) received complex visual reinforcement and the other half (control group) received no reinforcement. The experimental and control groups were further subdivided into three age groups: four months, five and six months, and seven to 11 months. Visual reinforcement produced significantly more responses (head turn) than no reinforcement for the two older age groups. There was no significant difference between the experimental and control conditions at four months of age.
Bedtime Soliloquies and Linguistic Competence in Autism
Authors: Baltaxe Christiane A M. , Simmons James Q.
Published: July 2014

This study investigates the linguistic competence of an autistic child by means of her bedtime soliloquies. It suggests the usefulness of such monologues as a diagnostic tool and addresses the question of the interrelationship between echolalia and language development. Three bedtime soliloquies of an eight-year-old echolalic autistic child are analyzed along the dimensions of echolalia versus prepositional speech, types of ungrammatically produced, and analysis of connected discourse. The results are compared with those of a normal child reported earlier in the literature. The present analysis demonstrates the difficulties in the judgment of prepositional versus echolalic speech. The types of ungrammaticality were found to be useful indicators of apparent differences between the acquisition process in the normal and the autistic child. They revealed that the autistic child may use specific linguistic strategies only minimally utilized by the normal child. The discourse analysis points up additional differences as well as similarities in the way the autistic subject organizes her utterances in connected discourse. It also shows that the autistic child has specific but limited linguistic competence. It is hypothesized that the autistic subject acquires more functional, useful language by a process of gradually breaking down echolalic patterns. In terms of therapy, these findings would support the use of echolalia as a basis for language training.
Children’s Perception of Nasal Resonance
Authors: Blood Gordon W. , Hyman Melvin
Published: July 2014

The purpose of this study was to investigate children’s perception of nasal resonance in other children. A total of 120 elementary-school-aged children listened to four female children’s voices with normal resonance to severe hypernasality and responded to a total of 20 questions. All children responded negatively to severe hypernasality in other children. The findings indicate that hypernasality warrants correction.
Effects of Sophistication on Four Tests for Nonorganic Hearing Loss
Authors: Monro Deborah A. , Martin Frederick N.
Published: July 2014

Three groups of 15 normal-hearing subjects were asked to simulate a hearing loss in one ear. Each subject was then tested on four measurements often used in determining the presence of pseudohypacusis (a comparison of the SRT to the pure-tone average, ascending vs descending pure-tone tests, the Stenger test, and pure-tone delayed auditory feedback). Results showed that as practice and sophistication on each of the procedures increased, there tended to be more improvement in the subjects' ability to “beat” some of the tests than others.
EMG Feedback and Recovery of Facial and Speech Gestures Following Neural Anastomosis
Authors: Daniel Billie , Guitar Barry
Published: July 2014

A case report is presented of an attempt to increase muscle activity during non-speech and speech activities through surface electromyographic feedback. The subject, a 25-year-old male, had a surgical anastomosis of the seventh cranial to the twelfth cranial nerve five years prior to the initiation of this therapy. The right side of the face was immobile. Frequency analogs of muscle action potentials from the right lower lip during pressing, retraction, eversion, and speech were presented to the subject. His task was to increase the frequency of the tone thereby increasing muscle activity. The subject made substantial improvement in the gestures listed above. Electrodes also were placed in various infraorbital positions for an upper lip lifting task. This gesture was unimproved. Pre- and posttherapy independence of facial gestures from conscious tongue contraction was found. Possible explanations were proposed for (1) increases of muscle activity in the lower lip, (2) lack of change of MAPs in the upper lip, (3) independence of the facial muscle activity from conscious tongue contraction, and (4) effectiveness of this feedback training.
The Aural-Overload Test: Twenty Years Later
Authors: Humes Larry E.
Published: July 2014

This paper reviews the underlying theory, the psychophysical test procedure, and the clinical applications of the aural-overload test. Clinical applications include (1) the delineation of persons susceptible to acoustic trauma, (2) the evaluation of postexposure damage to the auditory system, (3) assistance in site-of-lesion testing, and (4) the assessment of loudness recruitment. The relationship between aural-overload thresholds and speech-discrimination scores for normal and pathological ears is also discussed.
Effect of Lisping on Audience Evaluation of Male Speakers
Authors: Mowrer Donald E. , Wahl Priscilla , Doolan Susan J.
Published: July 2014

The social consequences of adult listeners' first impression of lisping were evaluated in two studies. Five adult speakers were rated by adult listeners with regard to speaking ability, intelligence, education, masculinity, and friendship. Results from both studies indicate that listeners rate adult speakers who demonstrate frontal lisping lower than nonlispers in all five categories investigated. Efforts to correct frontal lisping are justifiable on the basis of the poor impression lisping speakers make on the listener.
Absolute Thresholds for Frequency-Modulated Signals: Effects of Rate, Pattern, and Percentage of Modulation
Authors: Barry S. Joseph , Resnick Steffi B.
Published: July 2014

Absolute monaural thresholds for continuous unmodulated and frequency-modulated signals were determined for five normal-hearing subjects using the method of adjustment. Three carrier signals (250, 1000, and 4000 Hz) were modulated at rates of 2 and 20 times per sec using frequency deviations of ±5, 10, and 20%, and both ramp and sinusoidal modulation. Thresholds measured at the slower modulation rate were 5 to 10 dB lower than those measured for unmodulated signals at the two higher test frequencies. Suggestions are presented as to how the clinician may minimize the possible discrepancy between modulated and unmodulated signals using currently available warble-tone equipment.
I Don’t Understand What You Mean by Comprehension
Authors: Rees Norma S. , Shulman Marsha
Published: July 2014

Current clinical approaches to the assessment of language comprehension in children are characaterized by the measurement of “receptive” knowledge of lexical items and syntactic structure. A more comprehensive approach would go beyond measuring the child’s ability to comprehend the literal meaning of sentences to include two other aspects of obtaining information from spoken utterances: presupposition and inference and illocutionary acts. A selected review of clinical instruments measuring language comprehension that are in current use is presented, revealing-that these tests of vocabulary, basic concepts, and comprehension of syntactic structure are limited to the literal-meaning aspect of spoken messages. Tests of intelligence and reading skills for children and tests for adult aphasia include more complex comprehension items that require linguistic integration and inference. There are no tests that measure the listener’s ability to determine the speaker’s illocutionary intent. An integrated approach to the measurement of language comprehension is not available in the form of clinical tests.
Glomus Tumor of the Middle Ear: Origin, Symptomatology, and Treatment
Authors: Bratt Gene W. , Bess Fred H. , Miller Gale W. , Glasscock Michael E.
Published: July 2014

The glomus tumor is considered to be the most common of all tumors that involve the middle ear. This report defines the glomus tumor and discusses the symptomatology of the tumor with respect to the various developmental courses it may follow. Forty clinical cases of glomus tumor are reviewed, with emphasis upon the incidence of the tumor and its symptoms, including the audiological manifestations noted in this series of cases. Current medical management of the glomus tumor recommends surgical removal of the lesion when possible; however, irradiation and embolization of the tumor may also be considered when its invasion into surrounding structures has been extensive. The pathology and its treatment may have marked temporary or permanent effects upon the hearing of the patient, and the importance of ongoing audiological management is therefore emphasized.
Hearing Performance Inventory
Authors: Giolas Thomas G. , Owens Elmer , Lamb Stanford H. , Schubert Earl D.
Published: July 2014

The Hearing Performance Inventory (HPI) was developed to assess hearing performance in problem areas experienced in everyday listening. It consists of six sections: (1) Understanding Speech, (2) Intensity, (3) Response to Auditory Failure, (4) Social, (5) Personal, and (6) Occupational. A self-report response style is used. Sentences were written to describe a number of listening situations covering a variety of talker characteristics and communication processes. The development, current status, and clinical implications of the HPI are presented.
Articulation Norms Used by Practicing Speech-Language Pathologists in Oregon
Authors: Stewart Susan Roach , Weybright Glenn
Published: July 2014

Recent investigations of childrens' developing articulation abilities indicate substantially earlier ages for speech-sound acquisition as compared to traditional norms. Speech-language pathologists in Oregon were asked which developmental norms they used when assessing articulation development. The majority refer to Templin's 1957 investigation instead of more recent norms. Those respondents who did not use developmental norms reported other factors and sources as useful references when determining articulation status. Clinical implications of these findings are discussed.
A Computer-Based Therapy for the Treatment of Aphasic Subjects with Writing Disorders
Authors: Seron Xavier , Deloche Gérard , Moulard Geneviève , Rousselle Martine
Published: July 2014

A computer-controlled rehabilitation for aphasics with writing impairments is presented. Subjects were asked to type words under dictation. Each time a letter was typed in its correct position, it was displayed on a screen. If the contrary, the error was not displayed, thus avoiding visual reinforcement of false choices. This method of rehabilitation has proved efficient as concerns typewriting. More importantly, some learning transfer to handwriting was observed at the completion of experimental training. The results showed a significant reduction in the number of misspelled words as well as in the erroneous choice and serial ordering of letters. The stability of the observed improvement is discussed in relationship to variables such as the time elapsed since brain damage and the type of writing difficulty.
Audiologic Management of Head and Neck Carcinoma Patients
Authors: Glazer Diane C.
Published: July 2014

Hearing impairment occasionally accompanies head and neck carcinoma. This report reviews the underlying causes of the hearing loss and the specific communication needs of such patients. In addition, audiologic case management is discussed with reference to audiologic assessment, counseling, and use of amplification.
Auditory Perceptual Impairments in Children with Specific Language Disorders
Authors: Lubert Nancy
Published: July 2014

This article reviews the literature on auditory perceptual impairments in children with language disorders. It is suggested that, rather than a higher-order cognitive or "linguistic" deficit, the underlying deficit in childhood language disorders is a perceptual one. The perceptual impairment may consist of a deficiency in detecting acoustic features in the speech wave that normally cue certain phonemes. Support for this hypothesis comes from clinical observations and experimental studies of aphasic adults as well as language-disordered children. The most consistent finding of the studies with language-disordered children has been that they have difficulty making perceptual judgments of the order of rapid sequences of brief sounds, such as synthetic speech and non-speech stimuli. However, these children perceive the sequences more accurately if the duration of the stimuli or the inter-stimulus intervals are extended. This suggests a "rate-specific" auditory perceptual deficit in language-disordered children for rapid acoustic information, such as the distinctive acoustic features of speech sounds. Treatment and future research implications are discussed.
Short- and Long-Term Outcome in an Intensive Treatment Program for Adult Stutterers
Authors: Howie Pauline M. , Tanner Susan , Andrews Gavin
Published: July 2014

A three week intensive treatment program for adult stutterers is described. This treatment has evolved from an original program developed by Ingham and Andrews (1973) using speech prolongation techniques, gradual shaping of speech rate to normal and systematic transfer of skills acquired in the clinic to real life situations. Immediately after intensive treatment, stuttering was virtually eliminated and speech rate and attitudes toward communication were normalized. There was no substantial deterioration in these treatment effects when clients were evaluated in the clinic after two months in the Maintenance Phase of treatment. Speech and attitude measures collected outside the clinic 12-18 months after intensive treatment showed lasting overall improvement in most clients, although some deterioration in fluency from immediate post-intensive treatment levels had occurred in 40% of clients. Covertly collected data supported this finding. Possible causes of relapse and likely solutions are discussed.
Articulation Therapy Using Distinctive Feature Analysis to Structure the Training Program
Authors: Ruder Kenneth F. , Bunce Betty H.
Published: July 2014

These case reports describe the rationale and procedures for structuring an articulation therapy program on the basis of distinctive feature analysis of the child's articulation problems. Results of the speech therapy program described in these case reports illustrate the effectiveness and efficiency of using distinctive feature analysis to structure and guide articulation therapy. The report further points out that a therapist need not greatly alter the traditional approach to utilize distinctive feature analysis as an integral part of the overall articulation therapy program.
Speech Style Modifications of Language-Impaired Children
Authors: Fey Marc E. , Leonard Laurence B. , Wilcox Kim A.
Published: July 2014

Six language-impaired children, each having a mean length of utterance (MLU) greater than 3.0, were observed in dyadic interactions with (1) normal-language children of similar chronological ages and (2) normal-language children who were younger but exhibited similar MLUs. Eight measures analyzing overall sentence complexity, sentence form, and features of discourse were used to compare the subjects' linguistic behaviors in the two conditions. Across conditions, the subjects made changes in their speech that were consistent with the speech style modifications made by normal-language children observed in earlier interaction studies. Lower Mean Pre-Verb Length, a greater degree of conversational assertiveness, and a higher frequency of Internal-State Questions were characteristic of the subjects in the MLU-matched conditions as compared to the age-matched condition. Diagnostic and therapy considerations are discussed in view of these findings.
Selection of Children with Specific Language Deficits
Authors: Stark Rachel E. , Tallal Paula
Published: July 2014

A standard approach to the selection of children with specific language deficit was devised. The approach was based on a current definition of specific language deficit that depends heavily on exclusion criteria. Children with known language deficit who had hearing impairment, cognitive deficit, neurologic deficit, or emotional or behavioral disorder were excluded. Both the exclusion criteria and the criteria dealing with required extent of language impairment were specified in considerable detail. A total of 132 language-impaired children aged 4–8 1/2 years were assessed. Criteria for selection of a matched group of normal-language children were also specified. The language-impaired children were referred to the project by speech and language clinicians in accordance with a set of broadly defined criteria. Contrary to expectations, less than one third of the children from this group met the more precisely defined criteria employed in the project. In addition, those who were selected did not form a homogeneous group but showed considerable variation in expressive versus receptive language and in articulation skill. The selection approach and its effectiveness for the purposes of clinical research and intervention studies are discussed.
The Functions of Immediate Echolalia in Autistic Children
Authors: Prizant Barry M. , Duchan Judith F.
Published: July 2014

This research was intended to discover how immediate echolalia functioned for autistic children in interactions with familiar adults. Four echolalic children were videotaped at school and at home, in both group and dyadic interactions in natural situations such as lunchtime, family activities, and play activities in school. After conducting a multilevel analysis (of over 1,000 utterances) of verbal and nonverbal factors, response latency, and intonation, it was discovered that immediate echolalia is far more than a meaningless behavior, as has been previously reported. Seven functional categories of echolalia were discovered and are discussed in reference to behavioral and linguistic features of each category. It is argued that researchers who propose intervention programs of echo-abatement may be overlooking the important communicative and cognitive functions echolalia may serve for the autistic child.
Systematic Sound Preference as a Characteristic of Phonological Disability
Authors: Weiner Frederick F.
Published: July 2014

Systematic sound preference was described as a common phonological process seen in young children with unintelligible speech. In its classic form, sound preference occurred when an entire class of sounds was replaced by one sound. Sound preference most commonly occurred in the word-initial position and affected fricatives more frequently than any other manner category. In cases where sound preference did not affect all members of a manner of production, it affected the voiceless and/or non-labial sounds.
A Study of the Voicing Distinction Associated with Omitted, Word-Final Stops
Authors: Weismer Gary , Dinnsen Daniel , Elbert Mary
Published: July 2014

This study examined the possibility that children who omit word-final stops as a clinical entity may preserve the voicing contrast of those omitted stops by differential durations of the preceding vowel. Data bearing on this hypothesis were obtained by constructing a speech sample in which the voicing of word-final stops was systematically manipulated and by having three children produce these utterances under controlled conditions. Acoustic measures of vowel durations showed that for all word-final stops in both isolated words and words in sentence-final position that were judged unanimously by three transcribers to be omitted, two of the children produced vowel durations that were clearly sensitive to the voicing characteristic of the (omitted) final stop. The third child failed to show a consistent difference in vowel duration dependent on the voicing of the final stop. A phonological analysis of spontaneous speech samples showed that the two children who produced the reliable vowel duration difference also showed clear phonetic evidence of medial stops when the form containing the omitted final stop was inflected. The third child, however, omitted stops in both inflected and noninflected forms. These results are discussed in terms of the conditions that may be necessary for a child to use differential vowel durations to mark the voicing of omitted, word-final stops.
Phonological Processes Which Characterize Unintelligible and Intelligible Speech in Early Childhood
Authors: Hodson Barbara Williams , Paden Elaine Pagel
Published: July 2014

Phological systems of 60 "essentially unintelligible" children between the ages of three and eight years and 60 normally-developing "intelligible" four-year-olds were analyzed and compared. All of the unintelligible children evidenced liquid deviations, cluster reduction, stridency deletion, stopping, and assimilation. Liquid deviations were demonstrated by some of the intelligible children, however, the majority produced liquids approximately, and few demonstrated any examples of cluster reduction, stridency deletion, or stopping. Most of the unintelligible children used one or more of the following processes: final consonant deletion; fronting of velars; backing; syllable reduction; prevocalic voicing; glottal replacement. The intelligible four-year-olds rarely utilized any of these latter processes, but postvocalic devoicing, substitutions of /f v s z/ for /θ/ or /ð/, and vowelization of postvocalic or syllabic /l/ were common in their speech samples.
Ataxic Dysarthria
Authors: Yorkston Kathryn M. , Beukelman David R.
Published: July 2014

Treatment programs of four improving ataxic dysarthric speakers are reviewed. Treatment sequences were based on two overall measures of speech performance—intelligibility and prosody. Increases in intelligibility were initially achieved by control of speaking rate. A hierarchy of rate control strategies, ranging from a rigid imposition of rate through rhythmic cueing to self-monitored rate control is discussed. As speakers improved their monitoring skills, a compromise was made between intelligibility and rate. Normal prosodic patterns were not achieved by the ataxic speakers due to difficulty in precisely coordinating the subtle fundamental frequency, loudness and timing adjustments needed to signal stress. Three of the four subjects were taught to use only durational adjustments to signal stress. In this way, they were able to achieve stress on targeted words consistently and minimize bizarreness which resulted from sweeping changes in fundamental frequency and bursts of loudness. The need for further clinically oriented research is discussed.