bluuebunny/crossref_metadata_2025 huggingface dataset:
Probe Microphone Placement for Real Ear Measurement
Authors: Searchfield Grant D. , Purdy Suzanne C.
Published: July 2014

Probe microphone measurement systems allow determination of sound pressure level (SPL) within the external auditory meatus (EAM). EAM geometry and middle ear impedance contribute significantly to the acoustic properties of the EAM, and consequently sound pressure distribution along the EAM is not uniform. Accurate measurement of SPL at the tympanic membrane (TM) requires probe microphone placement within 6 to 8 mm of the TM. A method of probe placement using the acoustical properties of the EAM (Sullivan, 1988) was investigated in 6 adults. Sullivan's acoustic probe placement method was found to overestimate probe distance from the TM, but with minor modification the acoustic method could be used to place the probe so that real ear measurements accurately predicted SPL at the TM. The difference between TM SPL and SPL at probe position was compared for the acoustic method and a constant insertion depth (25 mm) method. More accurate estimates of TM SPL were obtained with the acoustic method.
The Efficacy of Auditory Integration Training
Authors: Zollweg William , Palm David , Vance Vere
Published: July 2014

The present study evaluates the efficacy of auditory integration training (AIT) in a population with multiple handicaps using a double blind experimental design. Thirty residents of a habilitation institute who had multiple handicaps received AIT over a 10-day period. Changes in hearing sensitivity and loudness tolerance, as measured audiometrically, and behavior, as measured by the Aberrant Behavior Checklist (ABC), were evaluated at discrete intervals from 1 week to 9 months post-AIT.

Post-AIT data were then compared to pre-AIT data to determine if changes occurred in either hearing or behavior that could be attributed to the experimental stimulus (AIT). We found no significant difference in hearing threshold or loudness tolerance following AIT. Slight improvement in behavior was seen in both the treatment group and the control group, suggesting that factors other than AIT were responsible for behavioral improvement.
A Varying Intensity Story Test for Simulated Hearing Loss
Authors: Martin Frederick N. , Champlin Craig A. , Marchbanks Tracey Parks
Published: July 2014

The use of a procedure that varies the intensity of critical portions of a story for purposes of quantifying the degree of pseudohypacusis was examined. Results indicated that this procedure can be used to identify normal hearing people who are asked to feign a hearing loss. It was found that, for most subjects, it was possible to determine that their true auditory thresholds were at least 30 dB below what they claimed as their voluntary (simulated) levels.
SIG 12 Perspectives Vol. 21, No. 4, December 2012
Authors: Binger Cathy , Kent-Walsh Jennifer
Published: July 2014

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SIG 15 Perspectives Vol. 17, No. 2, May 2012
Authors: Khayum Becky , Wieneke Christina , Rogalski Emily , Robinson Jaimie , O'Hara Mary
Published: July 2014

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SIG 10 Perspectives Vol. 15, No. 1, June 2012
Authors: Folkins John William , Behrman Alison , Self Trisha L. , Scudder Rosalind R.
Published: July 2014

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SIG 10 Perspectives Vol. 15, No. 2, October 2012
Authors: Solomon-Rice Patti , Yu Betty
Published: July 2014

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A Frequency-Response Procedure for Evaluating and Selecting Hearing Aids for Severely Hearing-Impaired Children
Authors: Gengel Roy W. , Pascoe David , Shore Irvin
Published: July 2014

This report describes a procedure for evaluating the physical characteristics of hearing aids and for selecting hearing aids for severely hearing-impaired children. Narrow bands of noise, centered at octave intervals between 0.25 and 4 kHz are used to determine the maximum linear output, maximum gain, and maximum volume setting for linear output of hearing aids. Based on these physical characteristics, aids are selected for test with a specific hearing-impaired child. The aim of the selection procedure is to find an aid which will fit the greatest possible extent of the frequency-intensity area of speech into the restricted auditory sensation area of the child.
Psychological Reactions to Hearing Loss
Authors: Rousey Clyde L.
Published: July 2014

Rehabilitation of the individual with a hearing loss is often complicated by psychological factors. Various defenses such as denial and projection are used to cope with affects arising from disruption in auditory intake. Such affects as mourning, shame, and lowering of self-esteem are often seen. The sexual symbolism associated with hearing allows understanding of some of the psychological reactions seen in patients.
Evaluation of Special Hearing Aids for Deaf Children
Authors: Erber Norman P.
Published: July 2014

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.
The Bases of Speech Pathology and Audiology: What Are Appropriate Models?
Authors: Schultz Martin C.
Published: July 2014

The clinical process can be characterized as the application of techniques according to some set of rules to bring about some permanent change in a patient. The set of rules used to guide the interaction arises from a model. Examples of some models, with the influences of their use, are given to generate some consideration and public discussion of appropriate models for speech and hearing.
Communication Boards for Cerebral-Palsied Children
Authors: McDonald Eugene T. , Schultz Adeline R.
Published: July 2014

Some cerebral-palsied children, because of severe motoric disability, are unable to develop functional speech. Often the greater their desire to communicate, the more tense they become, and the less successful are their attempts at speech. Unable to communicate, such children often become passive and dependent. They are denied the practice and experience necessary for the development of language abilities and effective social interaction. The early use of a communication board helps prevent many of these problems. The child should be evaluated physically to determine positions and movements which facilitate pointing. Intellectual and educational assessment are needed to determine board content. Content and physical layout are also discussed. Good clinical results are obtained with language boards. The children become more relaxed, and their oral responses and vocalizations increase. Phonics, vocabulary, reading, and other linguistic skills improve considerably when children are able to express their thoughts and feelings.
The Bases of Speech Pathology and Audiology: Evaluation as the Resolution of Uncertainty
Authors: Schultz Martin C.
Published: July 2014

This paper proposes that evaluation be viewed as a process for resolving uncertainty in the examiner, in accordance with the measurement and evaluation of uncertainty in information theory. Evaluation, then, can be considered a process of generating hypotheses (tentative evaluative outcomes) and manipulating their relative probabilities. The examination procedures serve as tests of these hypotheses so as to alter their relative probabilities. When the various observations reduce the viable hypotheses to a single one, the examiner concludes the evaluation.
Phonation Using the Tracheo-Esophageal Shunt after Total Laryngectomy
Authors: Zwitman Daniel H. , Calcaterra Thomas C.
Published: July 2014

A functional speech mechanism was created during laryngectomy in five patients. The method used involved construction of a shunt between the esophagus inferior to the superior esophageal constrictor and membranous portion of the trachea. Speech produced with the tracheo-esophageal shunt was highly intelligible and is functional after the nasal gastric tube is removed. Speech characteristics resemble closely those of superior esophageal speech. Pitch, intensity, and intelligibility were comparable to superior alaryngeal speech, and cinefluorographic analysis revealed that the pseudoglottis frequently used by esophageal speakers also was used by speakers with tracheo-esophageal shunts. Late stenosis has been the primary disadvantage; a new method to eliminate closure is being investigated. Since the tracheo-esophageal shunt can be used effectively in communication, further patient application and construction modifications are warranted.
Vibrotactile Stimulation: A Future Clinical Tool for Speech Pathologists
Authors: Telage Kal , Fucci Donald
Published: July 2014

This paper presents a rationale for using vibrotactile stimulation as a diagnostic instrument to assess oral-sensory deficits which may contribute to defective speech patterns. Recent research findings are summarized and discussed as they relate to current testing procedures, comparative clinical research, predictive articulatory development, and traditional speech therapy.
On the Echolalia of the Blind and of the Autistic Child
Authors: Fay Warren H.
Published: July 2014

Of the multiple manifestations of childhood echolalia, two are remarkably similar and unique from other types: echolalia of the autistic child and of a subpopulation of the infant blind. From case studies of the echoic blind a rationale is developed to account for these similarities and for the common bases of the behavior in both conditions. Among the variables examined are the human desire for communication, development of an audiovocal skill, arrested language development, profound difficulties in verbal comprehension and self-differentiation, consequences of sensory restriction from birth, and parental reactions to these handicaps. It is concluded that the direct effects of sensory restriction in the blind (and perhaps perceptual restriction in the autistic) tend to delay or preclude acquisition of the meaning and structure systems of language. Nevertheless, the quasisocial echoic behavior persists, reflecting the human drive to participate in communication by speech.
Preparation of a Disturbed Deaf Child for Therapy: A Case Description in Behavior Shaping
Authors: Garrard Kay R. , Saxon Samuel A.
Published: July 2014

This case report includes a description of a disturbed three-year-old deaf female and the treatment plan followed to prepare her for a hearing therapy program. Particular emphasis is given to the initial steps taken to train the speech pathologist and the patient’s mother in behavior modification. Graphs illustrating the patient’s progress are presented and described.
Responses of Infants and Young Children to Behavior Observation Audiometry (BOA)
Authors: Thompson Gary , Weber Bruce A.
Published: July 2014

One-hundred and ninety children, ranging from three to 59 months of age, were tested by behavior observation audiometry (BOA) in an attempt to formulate a guide for clinical interpretation of BOA thresholds. The results showed that BOA thresholds are influenced by chronological age. Children who could be tested by both BOA and play audiometry consistently demonstrated lower thresholds on the latter procedure.
The Speech Pathologist’s Role in Dealing with Obturator-Wearing School Children
Authors: Weiss Curtis E.
Published: July 2014

The role of speech pathologists in the schools in dealing with an increasing number of obturator-wearing children is discussed. This role requires knowledge regarding the wearing of and caring for an obturator, criteria for selecting an obturator, methods of assessing obturator fit, and reasons for referring for reassessment and adjustment. Knowledge and experience in these areas can result in more efficient and effective speech therapy as well as in fewer children needing pharyngoplasty.
A Language-Delayed Child at Adolescence
Authors: Weiner Paul S.
Published: July 2014

There appears to be an almost complete lack of published data on the functioning of language-delayed children beyond the preschool and primary years. As a first step in filling this gap, a 16-year-old boy, first seen at age four because of his severe language difficulties, was reexamined. Measures of his speech and language, intelligence, reading achievement, and personal-social adjustment provided evidence of continuing deficits in the major language-related areas: speech and language, verbal intelligence, and reading. These deficits seem to have had adverse effects on his communication, educational achievement, and social adjustment. Questions suggested by the findings are presented.
A Method for Quantification and Description of Clinical Interactions with Aurally Handicapped Children
Authors: Prescott Thomas E. , Tesauro Patricia A.
Published: July 2014

A system is presented that can be reliably used to objectively describe and quantify the events of a clinician-parent-child remedial session. Scoring procedures, sequence identification, and ratio identification and calculation are described. The system can be used to provide parents and clinicians information about their interactions with the child as well as to analyze the effects of the treatment sessions on the child’s performance.
Hearing Aid Evaluation Methods: Some Underlying Assumptions
Authors: Chial Michael R. , Hayes Claude S.
Published: July 2014

Basic assumptions and inferences underlying hearing aid evaluation procedures are discussed. A model of hearing aid e valuation incorporating these assumptions and inferences is presented. Problems associated with obtaining valid electroacoustical measurements of hearing aids as well as valid psychoacoustic measurements, aided and unaided, are discussed. Implications for the future study of aided listening are included.
A Spondee Recognition Test for Young Hearing-Impaired Children
Authors: Cramer Kathryn D. , Erber Norman P.
Published: July 2014

Ten spondaic words recorded on Language Master cards were presented monaurally, through insert receivers, to 58 hearing-impaired children to evaluate their ability to recognize familiar speech material. The subjects ranged in age from five to nine years, and their average pure-tone thresholds (500-1000-2000 Hz) ranged in hearing level from 52 to 123 dB (ANSI, 1969). The children were tested individually, on consecutive days, until their performance stabilized—which required from four to 10 sessions. They indicated their responses by pointing to labeled picture cards. Spondee recognition scores were bimodally distributed, with clusters of scores of 0–65% and 66–100%, respectively. In general, pure-tone averages better than 93 dB HTL were associated with spondee scores from 66 to 100%, while pure-tone averages poorer than 103 dB HTL corresponded to spondee scores from 0 to 65%. However, no close relation between pure-tone thresholds and spondee recognition scores was found for average hearing levels between 93 and 103 dB. Recognition scores varied as a function of repeated testing in three general ways: stable performance, steadily improving performance, or inconsistent performance.
Stuttering Therapy: The Relation between Changes in Symptom Level and Attitudes
Authors: Andrews Gavin , Cutler Jeffrey
Published: July 2014

The measurement of change in attitude has been a difficult and neglected aspect of treatment. Erickson constructed a scale to measure communication attitudes that distinguish stutterers from nonstutterers. The validity and reliability of the Erickson scale over repeated measures was assessed by administering it to a control group of 25 nonstutterers on two occasions and to a group of 25 stutterers on three occasions during a therapy program: before treatment, after the instatement of fluency, and after transfer to everyday conversation. An analysis of the items led to the deletion of those not suitable for repeated administration. The resultant 24-item scale was shown to be a more valid and reliable measure of change in the communication attitudes of stutterers. The rate of change was compared with the changes in the level of stuttering. After stuttering stopped, the stutterers' scores did not equal those of the nonstutterers until they experienced speaking outside therapy. A follow-up study confirmed these results. After the removal of symptoms by behavior therapy, attitude change was only partial, and it was not until the patients completed a program of supervised experience that their attitudes changed to normal.
A Clinical Procedure for Evaluating Auditory Localization
Authors: Bienvenue G. R. , Siegenthaler B. M.
Published: July 2014

Auditory localization is an important aspect of general hearing ability, yet there is no generally accepted, routine clinical procedure for measuring this function. A test is presented in which the patient is seated in the center of an array of seven loudspeakers. His task is to identify which loudspeaker is the source of a recorded speech signal for each of 21 test items. This procedure was evaluated by testing a group of normal-hearing subjects once with both ear canals open and with one ear canal occluded. The occlusion of the ear canal induced a sufficient interaural threshold difference in the subjects that a reduction in auditory localization ability could be expected. The procedure discriminated well between unoccluded and occluded conditions. It shows promise for clinical use and warrants further clinical investigation.
A Spondee List for Determining Speech Reception Threshold without Prior Familiarization
Authors: Conn Marjorie , Dancer Jess , Ventry Ira M.
Published: July 2014

The purpose of this investigation was to select a list of spondees from the CID W-1 spondee word list that eliminates the need for familiarization but produces spondee thresholds equivalent to those obtained with familiarization. Forty-eight subjects with normal hearing responded to familiarized and unfamiliarized spondee words at their familiarized spondee threshold levels. Spondee words that were correctly identified most often without prior familiarization or whose correct response rates were least altered by familiarization were selected for the final list. Seventeen words were selected from the criteria of the present study; two of these words were excluded from the final list since they did not fall within the recommended 4-dB range. The 15 remaining spondee words without familiarization produced spondee thresholds equivalent to the entire CID W-1 list with familiarization in a direct comparison of the two lists in 20 subjects with normal hearing.
Therapeutic Approaches to Apraxia
Authors: Dabul Barbara , Bollier Betty
Published: July 2014

Although identifying descriptions of apraxia are numerous in recent literature, few articles present guidelines for apraxia therapy. In this paper, several therapeutic techniques for apraxia are introduced and discussed. Sequencing of speech sounds is recognized as the apraxic patient’s most characteristic problem. Rapid repetition of consonant plus /α/, build-up of speech sounds into syllables, and word attack by phone and syllable are all recommended for the purpose of improving sequencing. Facilitation techniques are discussed for the acquisition of articulatory postures. Case histories are presented to illustrate the therapy approach.
Method: Melodic Intonation Therapy for Aphasia
Authors: Sparks Robert W. , Holland Audrey L.
Published: July 2014

Melodic intonation therapy (MIT), a method developed to assist the adult aphasic regain verbal communication, is presented with step-by-step procedures and suggestions. Also described is the type of patient for whom the technique appears most successful.
The Grammatic Closure Subtest of the ITPA: A Comparative Study of Black and White Children
Authors: Arnold Karen South , Reed Lauren
Published: July 2014

This study investigated the performance of black children and white children on the grammatic closure subtest of the Illinois Test of Psycholinguistic Abilities. Ninety-six children, who were attending kindergarten, second, and fourth grades, were examined. They were equally divided for sex, race, and grade placement. Results indicated that kindergarten children, regardless of race and sex, performed similarly; however, black children of both sexes did significantly poorer than white children in higher grades. When allowances were made for some black English responses, however, all children in each age-group performed similarly. Implications for diagnostic applications are discussed.
Articulation Functions and Test-Retest Performance of Normal-Hearing Children on Three Speech Discrimination Tests: WIPI, PBK-50, and NU Auditory Test No. 6
Authors: Sanderson-Leepa Mary E. , Rintelmann William F.
Published: July 2014

This study investigates the performance of normal-hearing children on three types of speech discrimination tasks: (1) a multiple-choice, closed-message set test requiring no verbal response, the WIPI; (2) an open-message set test constructed for use with children, the PBK-50; and (3) a standardized, open set test for adults, Northwestern University Auditory Test No. 6 (NU-6). Versions of these tests tape-recorded by a single male talker were administered to 60 normal-hearing children, divided equally between the ages three-and-one-half, five-and-one-half, seven-and-one-half, nine-and-one-half, and 11-and-one-half years. The number of tests and sensation levels administered varied by age. The WIPI test yielded the highest discrimination scores, the PBK-50 was intermediate, and the NU-6 was most difficult. A small number of items on the WIPI test accounted for a large percentage of the errors. For three-and-one-half year olds, the WIPI appears to be the instrument of choice. For children aged five-and-one-half years, both the WIPI and the PBK-50 appear to be appropriate clinical tools. Children aged seven-and-one-half scored similar to children aged nine-and-one-half on the WIPI and to children aged nine-and-one-half and 11 and-one-half on the PBK-50 and NU-6. Test-retest differences were small on all three tests.
The Occurrence of Disfluencies in Language-Disordered School-Age Children
Authors: Hall Penelope K.
Published: July 2014

Language-disordered school-age children may suddenly become excessively disfluent during the course of articulation and language remediation. This report describes two such clients and discusses relationships between language acquisition and fluency. Suggestions for clinical management are included.
Relationships between Comfortable Loudness Levels for Speech and Speech Discrimination in Sensorineural Hearing Loss
Authors: Posner Judd , Ventry Ira M.
Published: July 2014

The primary purpose of this study was to investigate the relationship between the sensation level selected as most comfortable for loudness and intelligibility, and the sensation level at which maximum speech discrimination is obtained. An articulation function was generated at five sensation levels for 45 subjects with sensorineural hearing loss. Speech discrimination scores were also obtained at sensation levels corresponding to most comfortable loudness levels for loudness and intelligibility. Results indicated that most comfortable loudness, at least under the conditions of the present study, does not appear to be the level at which maximum speech discrimination is obtained. Therefore, the use of comfortable loudness as a single sensation level for testing a subject’s maximum discrimination is not recommended at this time.
Treatment and Generalization Effects in an Experimental Treatment for a Stutterer Using Contingency Management and Speech Rate Control
Authors: Ingham Roger J. , Packman Ann
Published: July 2014

An experimental treatment program for an adult stutterer, using contingency management and rate control procedures, is described. During laboratory sessions, a combination of both procedures resulted in maintained stutter-free speech within a target speech rate range. Bidaily recordings of the subject’s speech across all non-laboratory speaking situations, preceding and throughout the laboratory treatment, revealed no correspondence between laboratory and nonlaboratory speech behavior. Some positive and negative findings from this study are considered with respect to contingency management of stuttering.
Disorders of Nonverbal Communciation
Authors: Starkweather C. Woodruff
Published: July 2014

The idea that nonverbal communication can be disordered is explored, and several types of nonverbal communication disorders are described. The characteristics of these disorders and a number of possible explanations for their acquisition are offered. Finally, suggestions for therapeutic procedures are made.
Self-Perception of Speaking Pitch Levels
Authors: Haskell John A. , Baken R. J.
Published: July 2014

The literature has noted that speakers often perceive their own speaking pitch levels differently than listeners perceive them. However, little information is available regarding the specific characteristics of such perceptual differences. Speaking pitch level self-perception was explored in a group of 11 young adult males who served both as talkers and listeners. As a talker, each subject judged his own speaking pitch level in the process of speaking (live judgments) and during taped replay (taped judgments). The subjects' self-rankings in these two tasks and the rank order of taped voices as judged by listeners were compared to fundamental frequency rankings for the voices. The results indicated that the subjects judged their own taped voices in the same way that the listeners judged them, and the judgments corresponded to fundamental frequency rankings. During the live judgments, the subjects avoided extreme self-rankings, preferring to rank themselves closer to an average pitch level. The findings may have clinical significance in the remediation of certain voice disorders.
Elicitor Effects on the Language Obtained from Young Language-Impaired Children
Authors: Olswang Lesley B. , Carpenter Robert L.
Published: July 2014

Language samples are typically obtained during speech and language evaluations by the speech-language pathologist to assess the level of expressive language development of young children. These samples are assumed to be accurate representations of the children’s language skills. This study examines the effects of the elicitor on the language obtained from three- to six-year-old language-impaired children in a clinical setting. A corpus of nonimitated utterances was collected in 25 min from each of the nine subjects under two conditions: mother as elicitor and clinician as elicitor. The corpus of language collected under each condition was examined using the following measures: (1) numeric-number of utterances; (2) lexical-vocabulary type-token ratio: (3) grammatic-mean length of utterance, (4) percentage of one-morpheme utterances, (5) percentage of two-morpheme utterances, (6) percentage of three- or more morpheme utterances, (7) proportion of grammatical morphemes per utterance (8) semantic-percentage occurrence of semantic categories, and (9) type-token ratio for each of the 13 semantic categories. The data analysis revealed that the elicitor affected the number of utterances collected in a specific time period, but neither the lexical, grammatic, nor semantic aspects of the utterances were affected. The results state practical implications for evaluation procedures used in a clinical setting.
A Follow-Up Study of Children with Articulation and Language Disorders
Authors: Hall Penelope K. , Tomblin J. Bruce
Published: July 2014

Thirty-six subjects, 18 language-impaired and 18 articulation-impaired children, were followed up with respect to communication skills and educational performance 13 to 20 years after their initial contact with the Speech and Hearing Clinic. According to their parents, nine language-impaired subjects continued to exhibit communication problems as adults, compared to only one of the articulation-impaired subjects. Standardized educational testing conducted while the subjects were in elementary and secondary schools indicated that the language-impaired group consistently achieved at a lower level than the articulation-impaired group, particularly in reading. Differences between the groups were also exhibited in the types of postsecondary education attempted by the subjects. Clinical, educational, and research implications of these results are discussed.
A Comparison of Three Methods for Obtaining Articulatory Responses
Authors: DuBois Elaine M. , Bernthal John E.
Published: July 2014

This study compared speech-sound productions of 18 children with articulation errors obtained with three different speech-sampling methods. The same 20 stimulus words were elicited by each of three sampling methods: (1) Continuous Speech Task, (2) Modeled Continuous Speech Task, and (3) Spontaneous Picture-Naming Task. Subjects performed differently on each of the speaking tasks. Statistical treatment of the mean score data revealed that significantly more errors were elicited with the Continuous Speech Task than with the Modeled Continuous Speech Task or the Spontaneous Picture-Naming Task. In addition, significantly more errors were elicited with the Modeled Continuous Speech Task than the Spontaneous Picture-Naming Task. The Continuous Speech Task required the greatest amount of time to administer, followed by the Modeled Continuous Speech Task, and finally the Spontaneous Picture-Naming Task.
Syntactic Maturity of Spontaneous Speech and Elicited Imitations of Hearing-Impaired Children
Authors: Geers Ann E. , Moog Jean S.
Published: July 2014

Two language measures, designed for normal-hearing children, were applied to a sample of 52 severely and profoundly hearing-impaired children between four and 15 years of age. The Developmental Sentence Analysis (Lee, 1974) was used to assess their spontaneous language and the Carrow Elicited Language Inventory (Car-row, 1974a) to assess imitated language. The correlation between scores on the two measures was similar to that found by Carrow (1974b) for normal children (r = .75). However, there was little relation between either measure and reading achievement in hearing-impaired children. A subsample of children retested one year later showed those who remained in a school for the deaf showed greater improvement in their ability to imitate while those who had been integrated into schools with normal-hearing children improved most in spontaneous language. Over half of the hearing-impaired subjects scored below normal hearing three-year-olds on both measures. Caution is advised, however, in applying these norms to hearing-impaired children. The spontaneous language of these children differed from that of younger hearing children who received similar overall scores in the normative sample. The hearing-impaired subjects tended to use more mature constructions but used fewer correct structures per utterance.
Some Observations in a Case of Acoustic Neuroma
Authors: Silman Shlomo , Gelfand Stanley A. , Chun Tong
Published: July 2014

The subject was a 47-year-old male with a moderate asymmetrical sensorineural hearing loss that initially presented cochlear signs except for positive stapedius reflex results. Over the course of only five weeks, he developed the audiological constellation of retrocochlear involvement. The retrocochlear results were confirmed by the removal of an acoustic tumor. The results highlight the importance of audiological monitoring and reflex measures in the identification of acoustic neuromas. Several observations provide insight into the apparent relationship between loudness and the stapedius reflex. The findings are discussed with reference to a proposed extension of Borg’s recent theory that elevated reflex thresholds and reflex decay reflect differing degrees of the eighth nerve destruction.
Interpersonal Communication Skills of Speech-Language Pathology Undergraduates: The Effects of Training
Authors: Volz Helen B. , Klevans Deborah R. , Norton Sally J. , Putens Deborah L.
Published: July 2014

Interpersonal communication skills of 55 speech-language pathology students, who had participated in one of three 16-hour training programs, were assessed during a coached-client interview in which the students served as clinicians. No meaningful differences in verbal responses were found among groups. Less than 20% of all the students' responses were considered facilitative. A follow-up investigation of students' responses in therapy sessions at the end of their first clinical practicum yielded no significant differences among groups. The nonverbal behaviors of all three groups were generally adequate and essentially similar. Findings indicating that students in other human services curricula demonstrated a greater frequency of facilitative responses following skill training, led to a study of the comparative pretraining skill levels of the two populations. The few significant differences found did not account for the wide differences in posttraining skill levels.
Psychometric Characteristics of the WISC-R Performance Scale with Deaf Children
Authors: Hirshoren Alfred , Hurley Oliver L. , Kavale Kenneth
Published: July 2014

The WISC-R Performance Scale was administered to 59 prelingually deaf children; The internal consistency reliability of four of the subtests and the Performance IQ were assessed and found to be similar to the reliability reported by Wechsler (1974) with the standardization sample. Two aspects of criterion-related validity were computed. Concurrent validity as demonstrated by the correlation with the Hiskey-Nebraska Test of Learning Aptitude was found to be adequate. Predictive validity as defined by the correlation with achievement test results was also computed. Statistically significant correlations were found for six of the eight achievement areas. Implications for use are discussed.
Erratum: Physical and Physiological Constraints on the Use of Bone-Conduction Speech Audiometry
Authors: Barry S. Joseph , Gaddis Sherry
Published: July 2014

In the May 1978 issue of this journal, the article by S. Joseph Barry and Sherry Gaddis (“Physical and Physiological Constraints on the Use of Bone-Conduction Speech Audiometry”) contains an error. On page 222, the line that reads “Zero-dB for bone conducted speech corresponded to 64.7 dB re 1 N” should read “Zero-dB for bone conducted speech corresponded to 64.7 dB re 1 μN.”
Mirror, Mirror on the Wall…?
Authors: Pflaster Gail
Published: July 2014

This study was designed to determine the value of using a mirror for speech teaching. Data derived from manner, place, voicing, and blend errors produced by 27 hearing-impaired children while imitating consonant-vowel syllables under three conditions (audition alone, audition plus direct vision, audition plus vision using a mirror) were analyzed to determine whether the use of a mirror enhanced or detracted from the accuracy of their responses relative to the other two conditions; whether different types of errors were made under any of the conditions; and whether error types under each condition were related to age or hearing level. Although more place errors occurred under the auditory condition, the difference between the numbers of errors made under the two auditory-visual conditions was not significant. The use of a mirror neither enhanced nor detracted from the accuracy of responses of subjects in this study. This finding cast doubt upon the value of using a mirror as a general aid in speech teaching.
Echolalia: Issues and Clinical Applications
Authors: Schuler Adriana L.
Published: July 2014

Echolalic behaviors have been reported within the context of various pathologies but have remained poorly defined. Consequently, it is not easy to determine whether and to what extent normal repetition can be separated from pathological echoing. Hence, it is unclear whether the occurrence of echolalic behavior may be useful for differential diagnostic purposes. Also, much room is left for controversies about the clinical management of echolalic behavior. This article reviews the various conditions associated with echolalia and the role of repetitions in normal language behavior. Suggestions are made in terms of the various dimensions along which echolalic behavior should be assessed, as well as of the desirability of particular intervention techniques.
A Comparison of the NU-6 and W-22 Speech Discrimination Tests for Assessing Sensorineural Hearing Loss
Authors: Orchik Daniel J. , Krygier Karen M. , Cutts Betty P.
Published: July 2014

The Auditec recordings of the CID W-22 and NU-6 word lists were administered to 30 adults having sensorineural hearing losses. Speech discrimination scores for both tests were obtained at 16, 24, and 32 dB sensation level. Results suggest that both tests differentiate sensorineural-impaired subjects from normal listeners, although scores were significantly better for the W-22 word lists at all sensation levels. Implications for the clinical use of these measures are discussed.
A Systematic Investigation of Measurement Parameters of Acoustic-Reflex Adaptation
Authors: Givens Gregg D. , Seidemann Michael F.
Published: July 2014

Acoustic-reflex adaptation was assessed in 49 normal ears. Acoustic reflexes were elicited by the use of contralateral stimulation at four frequencies and five sensation levels. The results displayed the effects of stimulus frequency and sensation level on the amount of acoustic-reflex adaptation. Suggestions are presented for clinical procedures for obtaining contralateral acoustic reflex adaptation measures.
An Operant Procedure for Improving Vocabulary Definition Performances in Developmentally Delayed Children
Authors: Cottrell Ann W. , Montague Jim , Farb Joel , Throne John M.
Published: July 2014

This report describes a training program in which operant procedures were used to improve the identification and definition of selected vocabulary words in three developmentally delayed children. Generalization from the training words was well established, as determined by responses to untrained vocabulary performance words. The results of this procedure suggest its application with other developmentally delayed children.
Effects of Conductive Hearing Loss
Authors: Ventry Ira M.
Published: July 2014

This paper reviews the empirical evidence implicating conductive hearing impairment as a causal agent in learning disability, language dysfunction, and central auditory problems. From this review one can conclude that there are few, if any, valid data linking conductive hearing impairment to any of these problems. Suggestions for improving research in this area conclude the article.
Tongue Strength
Authors: Dworkin James P. , Culatta Richard A.
Published: July 2014

Maximum protrusive tongue strength was measured for two experimental groups of 35 normal speaking children and 21 children with frontal lisping, anterior tongue thrusting during swallow, and open-bite malocclusion, and a control group of 85 children with normal speech and occlusion who did not thrust their tongues during swallow. No significant differences in tongue strength were found among these groups. The findings were interpreted to support the view that tongue strengthening exercises recommended by some authors for the correction of tongue thrusting or associated frontal lisping may be superfluous.
Listener Agreement on Articulation Errors of Four- and Five-Year-Old Children
Authors: Norris Marylee , Harden Joyce R. , Bell Dorothy M.
Published: July 2014

This study reported differences in agreement among four experienced listeners who analyzed the articulation skills of 97 four- and five-year-old children. Mean agreement percentages based on the identification of only misarticulated sounds were contrasted with mean percentages of agreement for decisions made on both correct and incorrect articulations of each sound for the entire population. In addition, the weighted average of the modal category of agreement for the specification of error type for misarticulated responses was determined for each sound tested over all subjects. Differences in agreement for evaluations of all responses, for error responses only, and for specifications of error types were calculated and reported by place and manner of articulation, voicing characteristics, and syllabic function. Place and manner of articulation revealed differences of agreement, whereas voicing and syllabic function contributed little to agreement or disagreement.
Activating Articulation Skills through Theraplay
Authors: Kupperman Phyllis , Bligh Sally , Goodban Marjorie
Published: July 2014

Speech Theraplay, a method of remediation for children with articulation disorders, is described. The approach is based on parent-child interactions that are postulated to activate articulation acquisition. These interactions between parent and child were duplicated and intensified in the clinical setting. Target phonemes were embedded into spontaneous interactive play, both in isolation and in meaningful exchange. The results of a six-week study indicate improvement in the articulation abilities of six children with this method.
The Elicited Language Inventory and the Influence of Contextual Cues
Authors: Nelson Lauren K. , Weber-Olsen Marcia
Published: July 2014

The Elicited Language Inventory (ELI) (Carrow, 1974b) was administered in standardized fashion and in a modified procedure with contextually supported cues to eight language-delayed and eight normal-speaking children in Brown's (1973) Stage II of morphological development. Additionally, grammatical morpheme use under the two ELI presentation conditions was compared with use of the same morphemes in spontaneous speech for two language-delayed and two normal-speaking subjects. Results of both comparisons favored modified use of the ELI with contextually cued items when sampling children's expressive speech. A significantly greater number of morphemes was imitated and provided in obligatory contexts under modified ELI conditions. Significantly fewer total errors were produced by all subjects when ELI items were presented with contextual cues. Moreover, children's performance on contextually cued ELI items was a significantly better predictor of their grammatical morpheme use in spontaneous speech than performance on the standard version of the ELI. Except for total errors, subject group differences were not significant; however, the older language-delayed children performed consistently better than the stage-matched normal-speaking children on all imitative response measures.
Adductor Spastic Dysphonia as a Sign of Essential (Voice) Tremor
Authors: Aronson Arnold E. , Hartman David E.
Published: July 2014

Adductor spastic dysphonia may not be one disorder but a voice sign of several different neurologic and psychiatric syndromes. This study evaluates whether rhythmic voice arrests, often components of "spastic dysphonia," are signs of essential tremor, a neurologic disorder. Data on 22 patients originally diagnosed as having spastic dysphonia, who had tremor-like or rhythmic voice arrests, were compared with data on two groups of patients who had essential (voice) tremor. The frequency of voice arrests on vowel prolongation in the group labeled spastic dysphonia was compared with the frequency of voice tremor in the groups with essential tremor. The median frequencies of 5.7, 5.0, and 5.5 Hz were not significantly different among the three groups. Patients in all three groups had tremor in other parts of the body, other scattered neurologic signs, and histories of life stress associated with the onset of their voice disorders. Although the results do not prove conclusively that the patients diagnosed as having spastic dysphonia in this study actually had essential tremor, the similarities to that disorder strongly suggest a linkage.
Tennessee Test of Rhythm and Intonation Patterns
Authors: Koike Kazunari J. M. , Asp Carl W.
Published: July 2014

The Tennessee Test of Rhythm and Intonation Patterns (T-TRIP) is a three-part suprasegmental test with 25 test items. The test items consisted of the nonsense syllable /ma/ that was spoken and recorded with different rhythm and intonation patterns. Ten three-year-olds and 10 five-year-olds imitated the pattern they heard. The five-year-olds scored significantly better than the three-year-olds. The T-TRIP appears sensitive to differences between groups of different ages.
Characteristics of Hearing-Impaired Children in the Public Schools
Authors: Shepard Neil T. , Gorga Michael P. , Davis Julia M. , Stelmachowicz Patricia G.
Published: July 2014

Survey questionnaires eliciting incidence information about degree and type of hearing loss, educational placement, use of amplification, and other demographic data were completed by audiologists in 13 of the 15 Area Education Agencies in Iowa in an attempt to describe the characteristics of hearing-impaired children in public-school settings. The information revealed patterns of hearing loss related to age and sex, use of hearing aids, and classroom placement that may be useful in planning support services for this population.
Communication Efficiency of Dysarthric Speakers as Measured by Sentence Intelligibility and Speaking Rate
Authors: Yorkston Kathryn M. , Beukelman David R.
Published: July 2014

In an effort to quantify communication efficiency, speaking rates and intelligibility scores were obtained from a normal speaking adult and 13 dysarthric speakers representing a wide range of severity. Speakers were audio recorded as they read words and sentences. A panel of judges transcribed all recordings and subjectively ranked a randomly selected sample from each speaker according to "communication efficiency." The following measures were obtained for each speaker: word and sentence intelligibility, speaking rate, rates of intelligible and unintelligible speech and a numerical ranking of communication efficiency. Results indicated that speaking rate and speech intelligibility are not closely correlated. By plotting measures that incorporate intelligibility and rate, one can rank speakers similarly to subjective rankings of communication efficiency, and distinguish mildly dysarthric from normal speakers. The addition of intelligibility and rate measures to supplement other assessment procedures in the evaluation of dysarthric speakers is discussed.
Progressive Hearing Loss in Children
Authors: Reilly Katherine M. , Owens Elmer , Uken Dennis , McClatchie Adeline Clingan , Clarke Ronnie
Published: July 2014

A sample of 20 children monitored for progressive hearing loss combined with 25 progressive loss cases were obtained. The effects of hearing aid use on progressive loss were examined in the context of etiology and other factors, particularly the time relations between hearing aid application and the period of progression. Results indicated a limited role played by hearing aids in progressive hearing loss. Hearing aid use was not implicated in 31 (69%) of the progressive loss subjects, questionably implicated in nine (20%), and probably implicated in five (11%). In the identification and monitoring of progressive hearing loss, it is unwise to conclude that hearing aid use is the cause of the deterioration without considering all other plausible factors.