bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluation and Treatment of Resonance Disorders
Authors: Kummer Ann W. , Lee Linda
Published: July 2014

Resonance disorders can be caused by a variety of structural abnormalities in the resonating chambers for speech, or by velopharyngeal dysfunction. These abnormalities may result in hypernasality, hypo- or denasality, or cul-de-sac resonance. Resonance disorders are commonly seen in patients with craniofacial anomalies, particularly a history of cleft palate. The appropriate evaluation of a resonance disorder includes a speech pathology evaluation, and may require a video-fluoroscopic speech study or nasopharyngoscopy assessment. Treatment may include surgery or the use of prosthetic devices, and usually speech therapy. Given the complexity of these disorders in regard to evaluation and treatment, the patient is best served by an interdisciplinary craniofacial anomaly team.
The Promises and Pitfalls of Language Sample Analysis as an Assessment Tool for Linguistic Minority Children
Authors: Stockman Ida J.
Published: July 2014

Language sample analysis (LSA) is often viewed as a nonbiased procedure for identifying language delay among linguistic minorty children. This article offers a critical discussion of LSA’s use as an identification tool. Its advantages and disadvantages are reviewed. The concept of a minimal competency core is introduced as a potential criterion-referenced procedure for screening African American preschool children. The clinical utility of such an approach is discussed in terms of the research and educational issues that should be addressed.
Dynamic Assessment
Authors: Lidz Carol S. , Peña Elizabeth D.
Published: July 2014

This article describes the dynamic assessment model, an alternative approach to the diagnostic assessment of young children. This model is adaptable for use by all members of the multidisciplinary team. Specific adaptation as a diagnostic measure for speech-language pathologists working with preschool Latino children has been successful in differentiating language differences from language deficiencies. The article describes the research and offers two case illustrations to demonstrate application of this adaptation.
Norm-Referenced Test Interpretation in the Diagnostic Process
Authors: Merrell Andrew W. , Plante Elena
Published: July 2014

This study examines the extent to which norm-referenced tests can assist in addressing two independent clinical questions within the diagnostic process. "Is there a language impairment?" and "What are the specific areas of deficit?" Children’s performance on two tests, the Test for Examining Expressive Morphology and the Patterned Elicitation Syntax Test, was examined from the perspective of each question. For the first question, a discriminant analysis using 40 preschool children (20 with specific language impairment [SLI], and 20 with normally developing language) revealed 90% sensitivity and 95% specificity for each test. For the second question, an item analysis revealed inconsistent pass/fail rates and low point-to-point agreement for the performance of children with SLI on items targeting the same morphosyntactic structure across tests. Given their high discriminant capacity, but inconsistent item-level performance, the results demonstrate that norm-referenced tests can be appropriate diagnostic tools for one diagnostic purpose but inappropriate for addressing another.
Metapragmatic Awareness of Explanation Adequacy II
Authors: Gottschalk Molly E. , Prelock Patricia A. , Weiler Ernest M. , Sandman David
Published: July 2014

Kaufman, Prelock, Weiler, Creaghead, and Donnelly (1994) showed that third-grade students improved in metapragmatic awareness immediately following training. However, training is only effective if it results in long-term changes. The present study reexamined 24 of the original 32 students in the Kaufman et al. study 6 months following intervention. Two groups of students, those who had participated in a collaborative, classroom-based communication skills unit (CSU) and those who had not, were asked to rate the adequacy of explanations modeled on videotape by children solving math problems and to provide a justification for their ratings.

Results showed that students who had received training 6 months earlier maintained their understanding of the inadequacy of providing only the
answer
when explaining math problems. Some change also occurred for the untrained students, in that their understanding of the inadequacy of providing only the
answer
improved from third to fourth grade. Their level of understanding, however, did not surpass and was typically less than that of students who had received training. Results of the current study lend further support to training metapragmatic skills in the classroom, where students can apply their knowledge to enhance their academic and social learning.
Difference Versus Deficit in Child African American English
Authors: Seymour Harry N. , Bland-Stewart Linda , Green Lisa J.
Published: July 2014

We propose that shared features (noncontrastive) between African American English (AAE) and Standard American English (SAE) may be more diagnostically salient than features not shared (contrastive) when identifying children of AAE language backgrounds with language disorders. The syntax of child speakers of AAE with language disorders (LD) and child speakers of AAE without language disorders (NLD) were compared. Syntactic features were transcribed from conversational language samples of seven LD and seven NLD children, and these features were classified according to their overlapping relationship with SAE. Shared features between AAE and SAE were designated as "noncontrastive" and features not shared as "contrastive". The production of several noncontrastive linguistic features were significantly different between groups, whereas group differences were nonsignificant for all contrastive features, with the exception of the past tense /ed/ morpheme.
Collecting Outcomes Data in Schools
Authors: Gallagher Tanya M. , Swigert Nancy B. , Baum Herbert M.
Published: July 2014

The definition of treatment outcomes, its interpretive limitations, and the need for this type of information are discussed. The activities of the American Speech-Language-Hearing Association’s (ASHA’s) Task Force on Treatment Outcomes and Cost-Effectiveness and the development of the National Outcomes Measurement System for Speech-Language Pathology and Audiology (NOMS) are reviewed, with an emphasis on the NOMS: K-12 (Education) component. How outcomes data can be used and the challenges its collection presents in school settings are also discussed.
Checks and Balances
Authors: Apel Kenn
Published: July 2014

Kamhi (1999) suggests that clinicians may choose to use an intervention approach "because it works" rather than relying on their theory of language learning. This suggestion spawned a number of concerns, including who the scientists in our field are, whether our professional definition of language is used in our language theories and intervention approaches, and what we say the "best" intervention is. In this article, these issues are discussed as discrepancies, along with some suggestions for addressing these gaps, in order to integrate science into all of our professional endeavors.
Second Chances
Authors: Apel Kenn , Swank Linda K.
Published: July 2014

The case of a 29-year-old university student is used to discuss impairments in decoding skills in older students. Factors are reviewed that contribute to decoding unfamiliar words, such as phonological awareness skills, quality of visual orthographic images, type of decoding strategy used, and morphological awareness skills. The assessment and intervention procedures used with this student highlight the application of current literature when developing assessment and intervention programs for students from middle school and high school to the university level. Additionally, the need is emphasized to recognize and work with the special emotional needs of older students with reading impairments.
What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders?
Authors: Singer Bonnie D. , Bashir Anthony S.
Published: July 2014

In this article, executive functions and selfregulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD.
When "Emily Dickinson" Met "Steven Spielberg"
Authors: Donahue Mavis L. , Szymanski Carol M. , Flores Christine Wujek
Published: July 2014

Current research and theory on social information processing is used to frame the peer interactions of "Emily Dickinson," a 16-year-old girl with a long history of oral language problems and social isolation, but strong interests in literacy. In ongoing assessment that prioritized authentic and ecologically valid data collected in classroom settings, the Crick and Dodge (1994) model was used to guide an analysis of Emily’s social-cognitive abilities and disabilities during peer interaction. These observations revealed that Emily had evolved a social schema that strategically recruited her strong literacy interests and skills to initiate and mediate social interaction with peers. This suggests that literacy curricula may be a valuable site for assessing and scaffolding social/communication problem-solving in students with language disabilities.
Clinical Issues in Central Auditory Processing Disorders
Authors: Keith Robert W.
Published: July 2014

Speech-language pathologists are often faced with the need to assess and treat the suspected auditory processing problems of children with language and learning difficulties. This article discusses central auditory processing disorders (CAPDs). Included are a discussion of background information, a current definition of CAPDs, a general discussion of test battery approaches following suggestions made by the American Speech-Language- Hearing Association (ASHA) Task Force on Central Auditory Processing Consensus Development (1996), and various approaches to intervention with persons identified as having a CAPD. Finally, there is brief discussion of remaining questions to be answered. The article attempts to examine various controversies related to all aspects of CAPDs and increase the reader's awareness of current issues concerning this disorder.
Serving Students With Dysphagia in the Schools? Educational Preparation Is Essential!
Authors: Power-deFur Lissa
Published: July 2014

Speech-language pathologists employed in public schools are increasingly being faced with serving students with dysphagia because schools are serving students who may have previously been served in health care or institutional facilities. Students with significant health problems, severe disabilities, or orthopedic impairments may require the services of a school team—a team that may not include any person with adequate training in swallowing evaluation and treatment. Speechlanguage pathologists should not provide services to students with dysphagia without pursuing continuing education to acquire the necessary knowledge and skills. To do so would compromise the speech-language pathologist's ethical standards, jeopardize the student's health, and create undue liability for the school division.
Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching
Authors: Palincsar Annemarie Sullivan , Collins Kathleen M. , Marano Nancy L. , Magnusson Shirley J.
Published: July 2014

Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article was conducted for the purpose of closely studying the engagement and learning of students who have learning disabilities as they participate in a particular approach to guided inquiry called Guided Inquiry supporting Multiple Literacies (GIsML). Questions guiding the research included (a) What are the opportunities and challenges that GIsML instruction presents students with special needs? (b) How do students with special needs respond to these opportunities and challenges? and (c) What hypotheses emerge from the data that will usefully guide subsequent research investigating the means of mediating students’ participation in GIsML for the purpose of enhancing their engagement and learning?

The research was conducted using an array of ethnographic methods. The findings were summarized in a set of claims concerning the engagement and learning of these students. Finally, cases of individual students were constructed to illustrate these claims. The article concludes with the case of one fourth-grade student as he engaged in a program of study investigating why objects float and sink. The case revealed (a) the ways in which, in the context of guided inquiry, the student achieved a number of positive outcomes; (b) how his learning problems, principally with regard to print literacy, revealed themselves in his activity; and (c) how contextual features served to enhance and deter his engagement and learning, as well as the engagement and learning of others.
Children With Language Impairment in Cooperative Work Groups: A Pilot Study
Authors: Brinton Bonnie , Fujiki Martin , Montague Elizabeth C. , Hanton Julie L.
Published: July 2014

Purpose:
This pilot study examined the manner in which the individual social-behavioral profiles of children with language impairment (LI) influenced their ability to work within cooperative groups.

Method:
Six children with LI each participated in four different cooperative work groups. In each of these groups, the child with LI interacted with two typically developing children (for a total of 48 different typical children). Groups were structured to make it possible for the child with LI to play a meaningful role in the interactions (e.g., assignment of specific roles). The success of each of these interactions was evaluated to determine the extent to which all of the children participated and worked together toward a joint goal. Social profiles of each of the children with LI were obtained using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). The success of the collaborative work of each triad was then considered in light of the child’s social profile.

Results:
The success of the individual interactions was highly variable from child to child. However, the social profile of the child with LI appeared to be a good predictor of the child’s ability to work with other members of the triad toward a joint goal.

Clinical Implications:
In facilitating cooperative groups, teachers and speech-language pathologists need to consider the social profiles, as well as the language levels, of children with LI who participate. Children who show withdrawn behaviors may need support to help them become more responsive to their partners. Children with LI who show withdrawn as well as aggressive behaviors may need a variety of accommodations, including specific intervention designed to help them understand the value of working with others.
Typical and Atypical Language Development in Infants and Toddlers Adopted From Eastern Europe
Authors: Glennen Sharon , Masters M. Gay
Published: July 2014

In the November 2002 issue of
AJLSP
, the article, "Typical and Atypical Language Development in Infants and Toddlers Adopted From Eastern Europe," by Sharon Glennen and M. Gay Masters, contained errors in Table 3 (p. 105). Under the heading
Expressive Vocabulary
, the +/–

SD

values for ages 22–24 months should have been
8.6–126.66
and the values for ages 25–27 months should have been
12.25–110.93
.

We regret any inconvenience or confusion that this misprint may have caused.
Remediating Unintelligible Utterances of a Child With a Mild Hearing Loss
Authors: Gordon-Brannan Mary , Hodson Barbara W. , Wynne Michael K.
Published: July 2014

An individualized phonological cycles remediation plan was designed and implemented for a highly unintelligible 4-year-old child with an unusual hearing loss. At the age of 6:3 (yrs:mos), the client was fit with hearing aids that were worn during remediation sessions and also during speech-practice periods at home. Phonological deviation percentage-of-occurrence scores decreased markedly during the 2-year period of phonological remediation, and the associated severity level changed from severe to mild. Phonological assessment percentage-of-occurrence scores and specific remediation target patterns and phonemes for each cycle are presented and discussed. Intelligibility measures are also provided for spontaneous connected speech samples recorded at the onset and at the time of dismissal from the phonology clinic.
A Simplified Clinical Procedure for the Acquisition of Photoglottographic Waveforms From Children and Adults
Authors: Doyle Philip C. , Fraser Stephen C.
Published: July 2014

This article describes the development and use of a simplified clinical procedure for the acquisition of photoglottographic (PGG) waveforms. Using this method, five normal children (6–12 years of age) and five normal young adults (21–34 years of age) were assessed. Evaluation of this simplified PGG acquisition method revealed that PGG waveforms were obtained without difficulty from all 10 subjects. The method outlined is safe and simple for use with children and adults, as well as time-effective. These findings suggest that utilization of PGG in the clinical setting is quite feasible when the current procedure is employed. Additionally, issues pertaining to the effectiveness and feasibility of using this method as a standard clinical procedure for diagnostic purposes are discussed.
Development and Assessment of a Scale Addressing Communication Needs of Patients With Laryngectomies
Authors: Blood Gordon W.
Published: July 2014

This article deals with the development and assessment of the Self-Evaluation of Communication Experiences After Laryngectomy (SECEL), a 35-item scale developed to address the communication needs of patients with laryngectomies. In the initial stages of development of SECEL, 431 patients with laryngectomies participated. Scale development, factor structure, and data reduction are discussed. Statistical analyses revealed three factors representing General, Environment, and Attitude Subscales. The final version of the SECEL was administered to another 102 patients with laryngectomies to determine validity and reliability measurements. The scale provides a useful measure of adjustment related to communication experiences of patients with laryngectomies.
Language Disorders in the Preschool Years
Authors: Leonard Laurence B.
Published: July 2014

To sum up, developments in the area of preschool language disorders will center on both early identification and intervention. Current research methods that examine infants’ ability to process language might be refined to the point where they can serve as a means of identifying likely language problems in infants in the first year of life. Future language intervention activities might well benefit from research focusing on the prosodic contours of the young child’s language input, the relationships that hold among subunits of the grammar, and the role of autobiographical memory in children’s developing knowledge about themselves.
Diagnostic Accuracy of Two Tests of Preschool Language
Authors: Plante Elena , Vance Rebecca
Published: July 2014

The
Clinical Evaluation of Language Fundamentals-Preschool
(CELF-P) and the
Structured Photographic Expressive Language Test-Preschool
(SPELT-P) were administered to 20 children developing normally and 20 children with specific language impairment in order to assess the tests' diagnostic accuracy. For both tests, the group with normal language scored near the mean of the normative group. The group with specific language impairment scored a standard deviation or more below the normal group mean for each test. Discriminant analyses resulted in statistically significant group differences for both tests. In addition, the discriminant analysis resulted in fair to good (80% or better) diagnostic accuracy in differentiating between the subjects with normal language and the subjects with language impairment. However, the cutoff scores that maximized diagnostic accuracy differed greatly between tests. The findings argue against the common clinical practice of applying one cutoff score across tests to identify an impairment. The data illustrate that the use of a predetermined cutoff score inevitably leads to poorer diagnostic accuracy than one that is empirically derived.
The Performance of Younger and Older Adults With Retardation on a Series of Language Tasks
Authors: Fujiki Martin , Brinton Bonnie
Published: July 2014

Three experiments were performed with groups of persons with mild to moderate levels of retardation between the ages of 20 to 36 and 55 to 77 years. The ability of these subjects to perform language tasks with heavy processing demands was examined. These tasks included following syntactically complex directions, recalling facts from an expository passage (fact recall), and retelling a narrative passage (story recall). The abilities of subjects in the two groups were examined and performance was compared. It was found that the performance of the subjects did not differ on two of the three tasks. The younger subjects performed significantly better than the older subjects on only the fact recall task.
Expanding the Repertoire of Tools and Techniques for Assessing the Communication Skills of Infants and Toddlers
Authors: Crais Elizabeth R.
Published: July 2014

In recent years, professionals and families alike have expressed dissatisfaction over the tools and techniques used to evaluate and assess the communication skills of infants and toddlers (Campione, 1989; Crais, 1992a, 1993; Neisworth & Bagnato, 1992; Wetherby & Prizant, 1992). These dissatisfactions are often the result of a number of features that characterize many standardized tools and the limitations inherent in their use. In addition, ideas related to the ecological framework within which assessment should take place have altered our thinking about both the context and procedures employed. This article discusses several of the issues related to the growing dissatisfaction with current assessment tools and provides an overview of tools and techniques developed within the last several years that address some of these issues.
Repetition of Self-Generated Utterances in Conduction Aphasia
Authors: Odell Katharine H. , Bonkoski Jill , Mello Jennifer
Published: July 2014

Verbal repetition performance was analyzed in four individuals with conduction aphasia. Comparisons at the sentence level included novel versus self-generated, conceptually chained utterances, and spontaneous, narrative utterances versus their repetition. No significant differences were found; however, repetition of self-generated utterances was superior to novel utterances for most subjects. For three speakers, repetition of their own utterances did not show decline relative to spontaneous speech. Error analysis of original and repeated productions showed that speakers produced more instances of preliminary speech efforts and word and sound level errors in repetition. Discussion includes comments on assessment and treatment implications.
Effects of Intraoral Prostheses on Speech in Oropharyngeal Cancer Patients
Authors: Colangelo Laura A. , Pauloski Barbara Roa , Logemann Jerilyn A. , Stein David W. , Beery Quinter C. , Heiser Mary Anne , Cardinale Salvatore
Published: July 2014

This study investigates specific articulatory problems and compromised speech intelligibility associated with and without the use of an intraoral prosthesis in 13 surgically treated oropharyngeal cancer patients. Ten patients had tonsil and varying amounts of posterior tongue, tongue base, and soft palate resected. Three other patients had soft palate resected with no involvement of oral tongue or tongue base. Three types of intraoral prostheses were employed. One type was a maxillary reshaping/lowering prosthesis, the second type was a soft palate obturator, and the third type was a combined maxillary reshaping/lowering and soft palate obturator prosthesis. Review of the individual cases in relation to improvements in articulation and conversational understandability revealed mixed success with prosthesis usage in the group of 10 patients with posterior resection. In the group of three patients with soft palate resection, however, two patients benefitted from use of obturators. The results identify the need for some criteria in patient selection for intraoral prosthetic rehabilitation. However, in view of the individuality of each patient case in terms of surgical deficit, patient characteristics, and varied prosthodontic/speech-language pathologist teams, it is impossible to develop prescriptions for prosthodontic construction based on surgical deficit alone.
The Contributions of Phonatory Volume and Transglottal Airflow to the S/Z Ratio
Authors: Trudeau Michael D. , Forrest L. Arick
Published: July 2014

This investigation tested two underlying premises of the s/z ratio. Interpretation of the ratio rests on the assumptions of equal phonatory volumes in producing both consonants and of increased airflow for /z/ due to glottal lesions. This investigation measured both volume and airflow produced by 25 women and 7 men with glottal lesions (nodules, polyps, and leukoplakia). ANOVA results indicated that equivalent volumes were used and that airflow was not significantly different for /s/ and /z/. This latter finding raises questions of the validity of the ratio's use in screening the voice for glottal lesions.
Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology
Authors: Wagner Barry T. , Hess Carla W.
Published: July 2014

Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.
The Speech-Associated Attitude of Children Who Do and Do Not Stutter and the Differential Effect of Age
Authors: Vanryckeghem Martine , Brutten Gene J.
Published: July 2014

Fifty-five Flemish children, ages 6 to 13, who stuttered and 55 who did not were the subjects of a two (group) by eight (age) factorial investigation of their response to a Dutch translation of the Communication Attitude Test (C.A.T.). The main effect results confirmed previous C.A.T. findings that, as early as age 6, children who stutter exhibit significantly more in the way of a negative speech-associated attitude than their peers do. In addition, the between-group difference in attitude diverged with age. The C.A.T. scores increased for those who stuttered and decreased for the normally fluent children. These data suggest that the attitude of the two groups of children was differentially affected by their speech-related experience history. It follows from this, and the other findings of the study, that the attitude toward speech of children who stutter warrants early clinical consideration and attention.
Supraglottal Hyperadduction in an Individual With Parkinson Disease
Authors: Countryman Stefanie , Hicks Jennifer , Ramig Lorraine Olson , Smith Marshall E.
Published: July 2014

Recent treatment for voice problems associated with idiopathic Parkinson disease has primarily focused on increasing reduced vocal loudness and improving true vocal fold hypoadduction, common voice deficits observed in these individuals. This study presents an individual with reduced vocal loudness and supraglottic hyperadduction accompanying Parkinson disease and the outcome following a course of the Lee Silverman Voice Treatment (LSVT). Posttreatment observations included increased vocal loudness, decreased supraglottic hyperadduction, and improved intonation and overall voice quality when compared with pretreatment observations. These results suggest that in this individual, supraglottic hyperadduction was due to a secondary compensatory behavior resulting from mild true vocal fold hypoadduction that responded positively to adduction therapy (LSVT). This study also demonstrates the use of a continuum of observations ranging from functional ratings to physiological measures to evaluate the impact of intensive voice treatment and identify mechanisms underlying treatment-related change in an individual with Parkinson disease.
Parent-Child Joint Book Reading
Authors: Kaderavek Joan N. , Sulzby Elizabeth
Published: July 2014

Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.
Discourse Comprehension in Huntington’s and Parkinson’s Diseases
Authors: Murray Laura L. , Stout Julie C.
Published: July 2014

This study compared the discourse comprehension abilities of patients with Huntington’s disease (HD) or Parkinson’s disease (PD) to those of age-matched control participants with no brain damage. Results from the Discourse Comprehension Test (Brookshire & Nicholas, 1993) indicated that patients with HD and PD, even those with mild or no dementia, are at risk for discourse comprehension difficulties: Although the patients with HD and PD adequately perceived main information, they had problems processing detailed or implied information. Correlational findings suggested a strong relationship between HD and PD patients’ general cognitive decline and their discourse comprehension difficulties. Suggestions are provided for assessing and treating the discourse comprehension abilities of patients with HD and PD.
After-School Talk: The Effects of Materials Sent Home From Preschool
Authors: Marvin Christine A. , Privratsky Amy J.
Published: July 2014

This study explored the effects of a commonly used approach for bridging school-home experiences for young children. Child-focused materials such as remnants from recent school events, toys, or child-produced art products traveled home with children as they left their preschool programs. The after-school talk between 10 typically developing 4-year-old children and their parents was analyzed using a one-sample, repeated measure design to note the children’s use of initiations, time referents, and references to school-related activities. Spontaneous speech samples were tape-recorded as the children greeted their parents after school, rode home with parents in the family car, and engaged in routine after-school activities at home. In the present study, although initiations and references to past events were no more frequent in either condition, the children’s speech contained significantly more references to recent school activities when the children carried home child-focused materials than when they did not. The influence of child-focused materials is discussed relative to (a) the contextual factors that influence young children’s conversational abilities and (b) young children’s ability to converse with parents about activities experienced without the parent at child-care or preschool programs.
A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting
Authors: Throneburg Rebecca N. , Calvert Lynn K. , Sturm Jennifer J. , Paramboukas Alexis A. , Paul Pamela J.
Published: July 2014

The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without the SLP’s involvement. Results indicated the collaborative model was more effective for teaching curricular vocabulary to students who qualified for speech or language services than a classroom-based model (teacher-SLP independent) or a traditional pull-out model. The findings for students who were not enrolled in speech or language services indicated the collaborative and classroom-based models increased vocabulary skills to a significantly greater degree than receiving only regular instruction from the classroom teacher. The results are congruent with the theoretical advantages of the collaborative model reported in the literature and support the use of integrated service delivery models for intervention in the school setting.
Comments on Yaruss, LaSalle, and Conture (1998)
Authors: Cordes Anne K.
Published: July 2014

In summary, Yaruss et al. have contributed to the literature a set of “recommendation categories” that were based on retrospective analyses of minimal information from children who might have stuttered, gathered originally by student clinicians in one training clinic who were entirely unaware that their data would be used to develop recommendations for other children in other clinics. These categories and recommendations might have led to inaccurate decisions about a significant minority of the children involved in this study (Yaruss et al.’s Footnote 1), but “suggested treatment recommendations” are nevertheless presented as “useful for clinicians to consider” (p. 73).

Given some indications that delaying treatment for children who stutter may reduce the effectiveness of any eventual treatment (R. J. Ingham & Cordes, 1999), the decision not to recommend treatment after an initial stuttering evaluation is an important one. The evidence used to support such a decision should be strong, developed from well-designed, carefully executed, and conservatively interpreted studies. Yaruss et al. (1998) presented some information for clinicians to consider, and other relevant information has been presented in other recent forums (e.g., Curlee & Yairi, 1997, and commentaries). I suggest only that clinicians might also want to consider that the literature on stuttering assessment and diagnosis is already full of data-based information and some relatively carefully developed recommendations (see Adams, 1980; Costello & R. J. Ingham, 1984; Culatta & Goldberg, 1995; Curlee, 1993; J. C. Ingham & Riley, 1998; Ryan, 1992). It is critical to note, as well, that essentially all of these sources would recommend treatment for more children sooner than the recommendations presented by Yaruss et al. would do. The phrase “evidence-based treatment” has become popular in the time since Yaruss et al.’s (1998) article was published; the point for children who stutter, and for all of our other clients, is that all of our decisions and recommendations should always
The Acquisition of Fricatives and Affricates: Evidence From a Disordered Phonological System
Authors: Miccio Adele W. , Ingrisano Dennis R.
Published: July 2014

This study describes the acquisition of the entire fricative and affricate sound classes by a child with a disordered phonological system and other co-occurring conditions. Pretreatment, the participant, age 5;3 (years; months), produced homorganic stops for all fricatives and affricates. Two fricatives, /v/ and /z/, were taught one at a time in the word-initial position, first by imitation and then in minimally paired words to test hypotheses regarding the generalization of the features [continuant] and [strident] across word positions and sound classes. The 26-week treatment followed cognitive-linguistic principles and resulted in reorganization of the sound system to include the fricative and affricate sound classes.
Effects of Pallidal Stimulation on Speech in Three Men With Severe Parkinson’s Disease
Authors: Solomon Nancy Pearl , McKee Amy S. , Larson Katherine J. , Nawrocki Michael D. , Tuite Paul J. , Eriksen Sharon , Low Walter C. , Maxwell Robert E.
Published: July 2014

This project examined the effects of pallidal stimulation and medication on speech in three men with severe Parkinson’s disease. Two participants had bilateral pallidal stimulation and one had unilateral stimulation contralateral to a prior pallidotomy. Measures included general motor function, auditory perceptual characteristics of speech, intelligibility, inter-pause speech rate, and speech aerodynamics. All three participants had improved motor function (better mobility, reduced tremor and dyskinesia), but responses for speech varied widely. The participant with a prior unilateral pallidotomy and contralateral pallidal stimulation had alleviation of painful facial-mandibular dystonia so that he was more willing and better able to talk. One participant developed marked hypophonia postoperatively from a presumed pallidotomy or chronic stimulation effect as this result was not altered by deactivating the bilateral stimulators. The third participant dεmonstrated improved overall speech characterized by reduced vocal strain and tremulousness in the medication-on condition when the stimulators were activated. In the medication-of condition, he developed abnormal speech dysfluencies with bilateral pallidal stimulation, but this impairment was eliminated with medication or when the stimulators were deactivated. Careful exploration of speech sequelae after pallidal stimulation is essential to develop risk/benefit data for future neurosurgical candidates.
Multiple Oppositions
Authors: Williams A. Lynn
Published: July 2014

A multiple opposition approach to phonological intervention is described as an alternative contrastive approach for the treatment of severe speech disorders in children. The development and theoretical constructs of this approach are presented within the context of a clinical case study. The multiple opposition approach is based on the premise that the
systemic
level of phonological organization is essential in the description and intervention of disordered sound systems. Phonological descriptions identify phoneme collapses, which are viewed as phonologic strategies developed by the child to accommodate a limited sound system relative to the full adult system of the ambient language. Intervention is then directed systemically across the child’s entire rule, or collapse, by using larger treatment sets of multiple oppositions rather than by one contrast at a time.
Multiple Oppositions: Case Studies of Variables in Phonological Intervention
Authors: Williams A. Lynn
Published: July 2014

The multiple oppositions approach (Williams, 1992; 2000) was incorporated as the beginning point of intervention for 10 children who exhibited moderate-to-profound phonological impairments. Several variables that potentially affect phonological change were examined in a longitudinal case study of these children. Different models of intervention (multiple oppositions, minimal pairs, and naturalistic speech intelligibility training) were incorporated within different structures of treatment (vertical, horizontal, and cyclical) using a model of phonologic learning that was based on a developmental structuring of intervention. This nontraditional research paradigm is proposed as a possible bridge to link the science and practice of clinical research. Specifically, the clinical reality of providing intervention to children from their initial treatment to discharge provides a broader perspective of treatment efficacy while also serving as a foundation for future areas of more controlled investigations of specific variables.
Probe-Tube Microphone Measures of Vent Effects With In-the-Canal Hearing Aid Shells
Authors: Stuart Andrew , Stenstrom Robert , MacDonald Odilia , Schmidt Mark P. , MacLean Gail
Published: July 2014

The acoustic effects of three different configurations of vented in-the-canal (ITC) hearing aid shells were investigated. Real-ear sound pressure level measures (200–2000 Hz) were obtained from unvented and vented ITC shells from 12 adult subjects. In general, with increasing vent size, an increase in the amount of low-frequency reduction and an upward shift in vent kneepoints and vent-associated resonance occurred. The use of venting may be considered clinically for low-frequency reduction in ITC hearing aid frequency responses.
Development of Phonetically Balanced Phrase Lists Typical of Communication in Noisy Work Environments
Authors: Cluff Gordon L. , Pavlovic Chaslav V. , Overson Gary J.
Published: July 2014

The existing speech corpora are of limited value in assessing the combined effects of hearing loss, hearing protection, and noise on speech intelligibility in the work place. One reason for this is the differences between the acoustic characteristics typical of the elevated vocal effort in the work place and those typical of the normal vocal effort used in recording various existing speech corpora. The other reason for the limited value of the existing tests is related to the differences in nonacoustic factors (linguistic structure, predictability of the messages, etc.) between the available speech corpora and the actual messages used in the work place. In this study a speech test designed for use in industrial work places has been developed. The test material consists of eight 20-phrase lists. The lists are phonetically balanced and of approximately equal difficulty. The variability among lists is greatest at very low sensation levels and decreases progressively as the sensation level increases.
Forty Years of Audiology in Israel
Authors: Bergman Moe , Hildesheimer Minka
Published: July 2014

A broad spectrum of audiology programs and services has been developed in Israel over the past 40 years. Tel Aviv University awards bachelor’s and graduate degrees in audiology and speech-language pathology. There is a national licensing program for audiologists and speech-language pathologists who have earned at least a baccalaureate degree and have completed one year of service under the supervision of a senior professional. Well-equipped medical center clinics in the major geographic areas are easily accessible from all parts of the country. Privately operated audiology clinics and offices are run by licensed audiologists, and hearing aid dispensing establishments are staffed mostly by licensed audiologists. An organized national hearing screening program begins with infants and young children in well-baby clinics. Special education programs emphasize integration of children with severe and profound hearing loss in regular classrooms, and volunteer service centers provide supplementary habilitation and social and cultural experiences for such children. Hearing conservation programs for the retired population are carried on in community health maintenance centers for the older adult. Industrial and military hearing conservation programs have been established. Israeli scientists and clinicians engage in both basic and clinical research, and Israel’s professional organizations organize periodic local, national, and international meetings, facilitating significant interaction and collaboration with colleagues and organizations abroad.
Summary Report on the Sixth International Congress on Noise as a Public Health Problem
Authors: Suter Alice H.
Published: July 2014

Although many of the papers at this congress were reiterations of previous work, or at least variations on the same theme, there were a number of new and exciting findings. Examples of these were the papers on the role of cochlear efferents in noise-induced hearing loss by the French researchers Pujol and Puel, the work of Al-Masri and his colleagues on underwater hearing thresholds, the work of Edworthy on warning signals, the sleep study by Ollerhead, and the Munich Airport study by Hygge
et al
. One cannot help but notice that the majority of the presentations, especially the most innovative and important ones, were given by non-U.S. researchers. This is also true of the activities in the international standards arena. It is quite clear that the United States has taken a back seat in noise effects research and regulation. Greater involvement and support by ASHA would be useful, but without federal government interest and support, the situation is unlikely to change.
Preserved Hearing Following Vestibular Schwannoma Surgery
Authors: Bauch Christopher D. , Olsen Wayne O. , Beatty Charles W. , Ebersold Michael J.
Published: July 2014

Audiologic test results were reviewed for 30 patients whose hearing was preserved following eighth nerve tumor surgery. Speech reception thresholds, 4,000-Hz thresholds, acoustic reflexes, and ABR wave I absolute latencies were generally unchanged or poorer following surgery; word recognition scores were essentially unchanged. By contrast, ABR waves III and V, and the I–III and I–V interpeak intervals, were generally improved postoperatively, including several patients who had clear waves following surgery despite absent preoperative responses. The improved ABR tracings likely indicate increased neural synchrony due to reduced pressure on the cochlear nerve following surgery, whereas the reduced hearing sensitivity probably reflects cochlear damage coincident to the surgery.
Speech Perception in Noise by Children for Whom English Is a Second Language
Authors: Crandell Carl C. , Smaldino Joseph J.
Published: July 2014

Appropriate classroom acoustics and academic achievement of children is known to be correlated. To date, however, there remains a lack of research concerning the importance of classroom acoustics for children for whom English is a second language (ESL). This investigation examined the speech perception of 20 children whose native language is English and 20 ESL children under commonly reported classroom signal-to-noise ratios (SNR). Sentence perception was assessed by the Bamford-Koval-Bench Standard Sentence Test. Multibabble was used as the noise competition. Results indicated that the ESL children's performance was significantly poorer across most listening conditions. In addition, perceptual differences between the two groups increased as the SNR became less favorable. These data will be discussed with respect to the educational management of ESL children.