bluuebunny/crossref_metadata_2025 huggingface dataset:
Syntactic Skills of Spanish-Speaking Children With Low School Achievement
Authors: Gutierrez-Clellen Vera F.
Published: July 2014

This study compared the syntactic skills of Spanish-speaking children with low and average school achievement from kindergarten to fifth grade using oral narratives that were elicited with book and film retelling tasks. Both narrative tasks required the child to provide information that was presumably unknown to the listener and that could not be derived from the visual context. Results indicated that children who were performing below grade expectations (according to curriculum-based assessments) exhibited limited use of complex syntax and greater formulation difficulties in their narratives than their peers. There were no significant task differences in the use of complex language. The analysis of children’s syntactic performance in narratives provided information regarding language skills that appeared related to school achievement.
The Diagnostic Accuracy of Four Vocabulary Tests Administered to Preschool-Age Children
Authors: Gray Shelley , Plante Elena , Vance Rebecca , Henrichsen Mary
Published: July 2014

This study examined the empirical evidence for using four vocabulary tests (Peabody Picture Vocabulary Test-III [Dunn & Dunn, 1997], Receptive One-Word Vocabulary Test [Gardner, 1985], Expressive Vocabulary Test [Williams, 1997], Expressive One-Word Vocabulary Test-Revised [Gardner, 1990]) to screen or identify specific language impairment (SLI) in preschool-age children. Tests were administered to 31 4- and 5-year-old children with SLI and 31 age-matched controls with normal language (NL). All children spoke General American English. Despite moderate to strong inter-test correlations, no test was a strong identifier of SLI. The group with SLI scored lower than the NL group on each test; however, the individual scores of children with SLI typically fell within the normal range.

Vocabulary tests are frequently administered to determine whether a child’s language skills require further evaluation (screening), as a method of identifying SLI in children, or simply to describe aspects of language functioning. These purposes for administering a vocabulary test require various forms of empirical evidence in support of their use. Our data support construct validity for the four vocabulary tests examined, but do not support their use for identification purposes. Clinicians must apply a degree of sophistication in evaluating the evidence presented for test validity relative to the purposes for which the test will be administered. Unfortunately, although many test manuals offer inter-test correlations or statistically significant group differences as evidence of construct validity, they often omit data that would support common clinical uses, such as screening or identification.
Views of Facilitated Communication
Authors: Duchan Judith F.
Published: July 2014

Facilitated communication (FC) has generated considerable debate, with the main concern being whether the facilitators (often speech-language pathologists) are physically influencing what is being expressed by the communicator. FC has placed speech-language pathologists in an ethical bind, having to weigh the risks of denying their client the right to effective and efficient communication against the risk of using an approach that has not held up under the rigors of controlled scientific studies. The dilemma is further complicated by the different ways FC has been described. Those who describe it in social participation terms are more positive concerning its potential than those who see it in terms of information processing. In this article, views of FC are outlined. A way out of the dilemma is suggested through the development of clinical practice guidelines. Such guidelines should include protections of both clients and clinicians and should be built on both social participation and information processing views of FC.
Look Who's Pointing Now
Authors: Calculator Stephen N.
Published: July 2014

This article focuses on three factors related to the use of facilitated communication (FC), all of which constitute possible reasons for caution by speech-language pathologists who are considering this technique for individuals with severe communication impairments. First, problems with the theoretical bases of FC are discussed, especially those attributing the success of this method to its ability to target individuals' underlying difficulties with apraxia, word finding, and social-emotional challenges. A case is made that there is insufficient evidence to support claims that FC overrides such problems. The notion of the method unlocking communication and related skills from otherwise competent individuals is also questioned. Next, the subject of candidacy is discussed. Special attention is called to the absence of criteria for initiating, maintaining, modifying, and terminating this approach. Finally, outcomes of the method are summarized. Discrepancies between qualitative and experimental investigations are summarized, along with some possible explanations for these differences. Suggested parameters for evaluating individuals' uses of FC are discussed, along with the continuing need for speech-language pathologists to make informed decisions concerning the role FC will play in their interventions with individuals who exhibit severe communication impairments.
Family-Responsive Individualized Family Service Plans for Speech-Language Pathologists
Authors: Polmanteer Kathryn , Turbiville Vicki
Published: July 2014

Speech-language pathologists are the most frequent providers of services to infants and toddlers who have disabilities and their families. Because of this role, they are often involved with the family in the development of the individualized family service plan (IFSP). The Division for Early Childhood of the Council for Exceptional Children has developed a set of recommended practices for the development of the IFSP that reflects family-centered practices. This article describes those recommended practices and provides a summary of recent research examining their use in Kansas as an example of how they can be used as a component of program review. The authors also provide suggestions of how speech-language pathologists can apply recommended practices in developing family-centered IFSPs for young children with speech and/or language disabilities.
Evaluation of Children With Feeding and Swallowing Problems
Authors: Arvedson Joan C.
Published: July 2014

Speech-language pathologists in schools are increasingly being presented with children who have feeding and swallowing problems. These speech-language pathologists are in strategic positions to identify the problems, carry out an evaluation of feeding and swallowing skills, and determine the needs for medical team referral. Evaluation of children with feeding and swallowing problems is best carried out by speech-language pathologists in the context of a school-based team with links to a medically based team. This article focuses on guidelines for obtaining a history, carrying out a physical examination, and observing a typical meal. Team members in school settings make important contributions to considerations for instrumental assessments that are needed when making management decisions for children with suspected pharyngeal phase deficits.
Therapy for Children With Swallowing Disorders in the Educational Setting
Authors: Logemann Jeri A.
Published: July 2014

Many children of all ages with swallowing disorders now receive at least part of their swallowing therapy in the public schools. This article presents the various types of swallowing therapy available, including postural changes, sensory enhancements, changes in feeding processes, and exercise programs. Other therapy issues discussed include the relationship of the feeding process to swallowing therapy, the schedule of therapy, and maintenance programs as compared to therapy. Clinicians are also provided with a number of references for additional reading on therapy procedures.
The Benefits of Sound Field Amplification in Classrooms of Inuit Students of Nunavik
Authors: Eriks-Brophy Alice , Ayukawa Hannah
Published: July 2014

Purpose:
This pilot study investigated the potential benefits of sound field amplification for Inuit first and second language learners in a remote community of Nunavik, Northern Queébec. Hearing screening results showed that 26% of students attending the local school had hearing loss due to otitis media. The study used speech intelligibility and attending behavior measures, as well as interviews, to examine the appropriateness of sound field amplification in the multilingual and multilevel instructional contexts found in the classrooms of Nunavik.

Method:
Sound field amplification systems were installed in three representative classrooms for a period of 3 months. Speech intelligibility of Inuttitut syllables was compared in amplified versus non-amplified conditions for 10 students with hearing loss and 10 age-matched normal hearing peers. Observations of four categories of attending behaviors for a separate set of seven students were carried out prior to the installation of the systems and with the systems in place. Teacher and student comments were collected during the study and after the study was completed.

Results:
Results showed significant improvements in speech intelligibility scores for students with hearing impairment and normal hearing in the amplified condition. Total scores for on-task behavior improved for six of the seven students observed; all students demonstrated improvement in at least one category of attending behavior. Teacher and student comments identified numerous advantages of the amplification systems.

Implications:
Results point to the potential benefits of sound field amplification for multicultural populations that are similarly challenged by high rates of hearing loss, as well as for second language learners.
Children’s Use of Comprehension Strategies in Response to Relational Words
Authors: Edmonston Nellie K. , Thane Nancy Litchfield
Published: July 2014

Identifying children with deficits in relational word comprehension (e.g., spatial, temporal, quantitative, and dimensional words) is an important responsibility of clinicians serving a young population. Difficulties arise in obtaining accurate clinical assessments because children’s responses to relational words may be heavily influenced by factors other than semantic understanding, such as comprehension strategies children use before they have full understanding of word meanings. Unless the influence of such strategies is taken into account, we may overestimate or underestimate a child’s level of comprehension. In this paper we focus on the potential effects of children’s comprehension strategies on responses to relational words and discuss methods for taking these strategies into account during assessment.
Toward a Psycholinguistic Approach to Acquired Neurogenic Language Disorders
Authors: Caplan David
Published: July 2014

This article describes acquired neurogenic language disorders in terms of impairments of psycholinguistically defined processors that activate the major classes of linguistic representations in the usual tasks of language use. It contrasts this approach with traditional clinical approaches to aphasia and provides a brief description of assessment methods that can be used to identify the psycholinguistic impairments found in clients.
Vocabulary Selection for Augmentative Communication Systems
Authors: Morrow Deanna R. , Mirenda Pat , Beukelman David R. , Yorkston Kathryn M.
Published: July 2014

The vocabulary size, vocabulary characteristics, and informant reactions associated with three different methods of vocabulary selection for augmentative communication and three different types of informants were compared. Six school-aged children with severe communication disorders and physical disabilities served as student subjects. For each subject, three adult informants (primary caregiver, teacher, and speech-language pathologist) completed three vocabulary selection tools (blank page, categorical inventory, and vocabulary checklist). Informants also were asked to complete a questionnaire in order to document their reactions to using the various tools. Results indicated that the vocabulary checklist yielded more words than did the blank page or the categorical tools. For half of the subjects, the parents contributed more words than the speech-language pathologist or teacher; for the other half of the subjects, the speech-language pathologist contributed more words than the parent or the teacher. Commonality among the list of words and implications for clinical applications and future research are addressed.
Differential Treatment of Phonological Disability in Children With Impaired Hearing Who Were Trained Orally
Authors: Abraham Suzanne
Published: July 2014

The efficacy of differential treatment of phonological disability was studied in children with moderate to severe sensorineural hearing impairments who presented with both phonetic and phonemic error types. Two treatments were administered to four subjects aged 5:0 to 10:5 with prelinguistic hearing impairment who had been trained orally. Phonetic treatment was modeled in accord with an articulation approach using syllable imitation. Phonemic treatment was modeled in accord with a phonological approach using meaningful minimal contrasts. Phonetic targets were consonant singletons; phonemic targets were phonological processes. Within each treatment, one target was trained; the other served as a control. Results indicated a tendency toward improved target production in training and generalization with phonemic treatment. Individual subject differences in training and in generalization were evident for the phonetic treatment. No between-treatment differences in training were found. However, between-treatment differences in generalization were significant. Clinical issues and implications of the findings are discussed.
Increased Postoperative Posterior Pharyngeal Wall Movement in Patients With Anterior Oral Cancer
Authors: Fujiu Masako , Logemann Jeri A. , Pauloski Barbara Roa
Published: July 2014

Anterior bulging of the posterior pharyngeal wall (PPW) and its contact with the base of the tongue (BOT) is an essential element of the pharyngeal stage of swallowing. Postoperative changes in the extent of anterior bulge of the PPW during the pharyngeal swallow were documented in 11 oral cancer patients who underwent surgical resections of the anterior tongue and/or floor of the mouth. Seven subjects demonstrated approximately a 30% or more increase in anterior bulge of the PPW during liquid and/or paste swallows at 3 months postoperatively relative to their preoperative values. The other four subjects demonstrated no change or a decrease in anterior bulge of the PPW postoperatively. No notable increase or decrease in anterior bulge of the PPW was observed between the 3- and 6-month postoperative evaluations of the six subjects whose 6-month post-operative data were available. PPW bulge tended to increase more in subjects with poor oropharyngeal swallow efficiency, which was likely to be related to greater extent of tongue resection. These results suggest the potential for compensatory movement of the PPW when the BOT is positioned more anteriorly, and a possible treatment approach to increasing PPW contraction in dysphagic individuals with reduced BOT-to-PPW contact during the pharyngeal swallow.
The Application of Laboratory Formulas to Clinical Voice Management
Authors: Verdolini Katherine , Titze Ingo R.
Published: July 2014

In this paper, we discuss the application of mathematical formulas to guide the development of clinical interventions in voice disorders. Discussion of case examples includes fundamental frequency and intensity deviations, pitch and loudness abnormalities, laryngeal hyperand hypoadduction, and phonatory effort. The paper illustrates the interactive nature of theoretical and applied work in vocology
Comprehension Assessment of a Child Using an AAC System
Authors: Sutton Ann , Gallagher Tanya
Published: July 2014

This study explored the utility of two tasks for assessing past-tense comprehension of a child (SA) with severe physical impairments using an AAC system, and two chronologically age-matched children with normal speech and language development. One task, the Discourse Task, assessed comprehension by calculating the children's frequencies of contingent past-time responding within conversations with their mothers. The other task, the Nonsense-Enactment Task, assessed comprehension of past-tense "ed" affixation using nonsense verb stimuli. Data comparisons indicated that SA was as responsive and comfortable within the Nonsense-Enactment Task as were her chronologically age-matched peers. Subject performance differences within the Discourse Task reflected discourse use differences among the mothers, and limitations in the response opportunities and response options available in SA's AAC system compared to spoken discourse. When appropriate adjustments for these differences were made, SA and the comparison subjects demonstrated similar levels of past-tense comprehension. Clinical implications are discussed.
The Effect of Personalized Cueing on Long-Term Naming of Realistic Visual Stimuli
Authors: Freed Donald B. , Marshall Robert C.
Published: July 2014

Associative learning techniques have been used successfully to teach word pair lists to subjects with brain damage. However, these techniques have not been used systematically to improve naming of complex visual stimuli such as might be found in aphasia therapy. This study examined the effect of an associative learning procedure, personalized cueing, on long-term naming of 40 realistic stimuli by 10 subjects with aphasia and 10 subjects without brain damage. The results showed that subjects without brain damage had significantly higher levels of naming accuracy than subjects with aphasia; however, subjects with aphasia were able to recall approximately 50% of the trained stimuli on both the 1-week and 30-day post-training probes. These results show that subjects with aphasia are able to use personalized cueing to learn effectively the names of items pictured in realistic visual stimuli and that the effects of training can be durable over time.
The Communicative Informativeness and Efficiency of Connected Discourse by Adults With Aphasia Under Structured and Conversational Sampling Conditions
Authors: Doyle Patrick J. , Goda Amy J. , Spencer Kristie A.
Published: July 2014

Measuring communicative informativeness under conversational discourse conditions is perhaps the most valid means of determining the interpersonal verbal communication abilities of adults with aphasia. Nevertheless, the data derived from such analyses are expensive to collect and subject to unknown sources of variability. In this study, samples of connected discourse were obtained from 20 subjects with aphasia under structured and conversational sampling conditions to determine the extent to which they were related on measures of communicative informativeness. Results revealed that subjects produced significantly greater percentages of informative words [i.e., correct information units (Nicholas & Brookshire, 1993)] under conversational discourse conditions, but that the percentage of correct information units produced during structured discourse tasks could be used to predict performance under conversational conditions with a high degree of accuracy.
Behavioral and Pharmacological Treatment of Lexical-Semantic Deficits in a Single Patient With Primary Progressive Aphasia
Authors: McNeil Malcolm R. , Small Steven L. , Masterson Robert J. , Fossett Tepanta R. D.
Published: July 2014

In the context of a hybrid multiple-baseline design, this study demonstrated the positive effects of a behavioral + pharmacological (dextroamphetamine) treatment for lexical-semantic deficits in an individual with primary progressive aphasia (PPA). Behavioral treatment entailed application of a cuing hierarchy to predicative adjectives in order to facilitate lexical retrieval. Treatment was effective for both antonym and synonym adjectives, although extended practice was required to achieve criterion. Generalization to nontreated adjectives, verbs, and prepositions was observed, and maintenance was difficult to disambiguate from the progressive nature of the disease. It was proposed that the mechanisms of activation and inhibition were responsible for improved performance. Differential effects between behavioral and behavioral + pharmacological treatment were not observed.
Comprehensibility of Dysarthric Speech
Authors: Yorkston Kathryn M. , Strand Edythe A. , Kennedy Mary R.T.
Published: July 2014

This paper describes the concept of comprehensibility and how it is an important construct in the assessment and treatment of dysarthric speech. Intelligibility and comprehensibility are differentiated in terms of their definition, measurement, and approaches to treatment. Specifically, comprehensibility is defined within the World Health Organization model of chronic disease as a factor in disability affecting speech performance in physical and/or social contexts. The literature related to comprehensibility of dysarthric speech is reviewed. Clinical approaches to improving comprehensibility, including issues of candidacy, intervention planning, and treatment approaches, are discussed.
Maximum Output Intensity of the Audiokinetron
Authors: Rankovic Christine M. , Rabinowitz William M. , Lof Gregory L.
Published: July 2014

The Audiokinetron is a device that processes music for earphone presentation to patients undergoing auditory integration training, a treatment for individuals with autism and other developmental disabilities. Intensity levels produced by the Audiokinetron were measured under realistic listening conditions with a KEMAR manikin substituted for a patient. Average levels at the eardrum were 110 dB SPL when the device was adjusted to the highest setting employed by a local, trained AIT practitioner and 118 dB SPL at the maximum setting of the device. These levels are potentially harmful to hearing and warrant further safety studies of AIT instruments and protocols.
Comments on "Comments"
Authors: Marshall Robert C.
Published: July 2014

Wertz suggests that we will probably continue to treat clients with aphasia in the early postonset period. I hope he's right and that my view of managed care as a runaway train is an overreaction. The comments and feedback from clinicians that I have talked with suggest otherwise (Marshall, 1994, 1995). Managed care is not coming; it's already here. In the current climate, the worse decision may be no decision. In the absence of the proof that Wertz rightfully calls for, we need to make the best of what we have.
The Relationship Between Degree of Audible Struggle and Judgments of Childhood Disfluencies as Stuttered or Not Stuttered
Authors: Armson Joy , Jenson Sarah , Gallant Diane , Kalinowski Joseph , Fee E. Jane
Published: July 2014

This study investigated whether degree of audible struggle can be used to categorically distinguish childhood stuttered disfluencies from normal disfluencies. Twenty-nine first-year graduate students in communication disorders listened, on two occasions, to 100 disfluent utterances provided by 10 preschool-aged children. Fourteen listeners judged whether each utterance was stuttered or not stuttered, and 15 listeners used a 7-point scale to rate the degree of struggle heard in each utterance. Binary logistic regression analysis indicated that as the perception of degree of struggle increased, so did the likelihood that the disfluent production would be judged as stuttered (
p
< 0.00001). For those utterances having high agreement regarding disfluency classification, average ratings of struggle were found to categorically distinguish between stuttered and nonstuttered classes of disfluency. It is suggested that a rating scale for degree of struggle may be a useful clinical tool for diagnosing childhood stuttering. Further study is needed to more fully explore the potential applications of such a tool.
Assessing Children's Knowledge of Multiple Meaning Words
Authors: Johnson Carla J. , Ionson Margaret E. , Torreiter Sonya M.
Published: July 2014

Knowledge of multiple meaning words is important for oral and written communication. This research concerned the assessment of such knowledge. Elementary school children with language-learning difficulties (N=32) defined multiple meaning words presented in two test formats, one that included context and one that did not. Presentation of a target meaning in a sentence context significantly aided definitional performance, but benefits of context were more evident for some meanings and words than for others. Performance in defining individual meanings correlated strongly with patterns of item difficulty established in a previous study of written meaning recognition. Implications are considered for assessment, intervention, and future research concerning knowledge of multiple meaning words.
Assessing the Communication of African American One-Year-Olds Using the Communication and Symbolic Behavior Scales
Authors: Roberts Joanne E. , Medley Lynn P. , Swartzfager Janet L. , Neebe Eloise C.
Published: July 2014

This article describes the use of the Communication and Symbolic Behavior Scales (CSBS) to profile the communication, social, and symbolic abilities of African American 1-year-olds. The CSBS was administered to 93 African American infants at 1 year of age. Results indicated that this sample's CSBS scores were generally similar to those reported in the standardization sample with adequate levels of internal consistency for most scales. Few gender differences occurred. These data support the use of the CSBS to assess the communication skills of African American infants.
Clinical Assessment of Swallowing and Prediction of Dysphagia Severity
Authors: Daniels Stephanie K. , McAdam Colleen P. , Brailey Kevin , Foundas Anne L.
Published: July 2014

Dysphagia with aspiration is prevalent in acute stroke; however, noninvasive clinical screening assessments to identify patients at risk of developing aspiration are limited. This study was undertaken to determine whether risk factors detected in the clinical examination approximated the videofluoroscopic swallow study (VSS) in identification of dysphagia severity. Six clinical features—dysphonia, dysarthria, abnormal volitional cough, abnormal gag reflex, cough after swallow, and voice change after swallow—were assessed by means of an oropharyngeal evaluation and a clinical swallowing examination. Clinical assessments and VSS were completed on consecutive stroke patients (
n
=59) within 5 days of hospital admission. The VSS was scored on a scale of 0 to 4 (0=normal, 1=mild, 2=moderate, 3=moderate-severe, 4=severe dysphagia). Results showed that the presence of at least 2 of the 6 clinical features consistently distinguished patients with moderate to severe dysphagia from patients with mild dysphagia/normal swallowing. These data demonstrate that this clinical dysphagia screening tool can provide objective criteria for the need for VSS in acute stroke patients.
Language and Play Development in Toddlers With Cleft Lip and/or Palate
Authors: Scherer Nancy J. , D'Antonio Linda
Published: July 2014

The relationship between play gesture performance and language milestones was examined for 6 children with cleft lip and/or palate at 20, 24, and 30 months of age. Standardized measures of language development, language samples, and a play gesture protocol were administered and analyzed at each assessment. Results showed language delays for several of the children with cleft palate and displayed a complex relationship between play and language development. The results show parallels between single object use and vocabulary development as well as sequential play gestures and structural aspects of language use. Data from this study demonstrated slow play gesture and language development for children with cleft palate only.
Linguistic Influences on the Emergence of Written Word Decoding in First Grade
Authors: Swank Linda K.
Published: July 2014

This longitudinal investigation examined the linguistic influences on the emergence of written word decoding in a group of typically developing first-grade children. Sixty children were administered tasks that measured phonological, morphological, syntactic, and semantic abilities as well as literacy and alphabet knowledge during the first quarter of their kindergarten year. Subjects were then given measures of written word decoding in the fourth quarter of the first-grade year.

Fixed-order regression analyses indicated that the phonological and orthographic factors contributed the most variance to written word decoding. A meaning factor also contributed significant variance to written word decoding. This latter finding challenges previous research that identifies phonological and orthographic variables as the sole influence on written word decoding. It is argued that, in teaching written word decoding skills, a focus on only form (i.e., phonological and orthographic knowledge) to the exclusion of meaning may result in less efficient decoding and subsequently may result in less competent reading comprehension.
Accountability Measures Employed by Speech-Language Pathologists in Private Practice
Authors: Trulove Bonnie Brock , Fitch James L.
Published: July 2014

This study examined the accountability practices of speech-language pathologists employed in private practice. A second issue was the examination of speech-language pathologists' attitudes toward accountability. A stratified random sample of 1,000 speech-language pathologists in private practice, selected by ASHA from a database, served as participants. The participants were asked to complete and return a questionnaire concerning the use of various accountability methods and their attitudes toward accountability. Results of this study suggest that the traditional methods of accountability in which the speech-language pathologist is trained are frequently used by most respondents. Respondents' attitudes toward accountability were found to be varied. Implications for use of the information obtained in this study are identified along with suggestions for improvement of accountability in the field of communication disorders.
Communicative, Social/Affective, and Symbolic Profiles of Young Children With Autism and Pervasive Developmental Disorders
Authors: Wetherby Amy M. , Prizant Barry M. , Hutchinson Thomas A.
Published: July 2014

Research on children with autism and pervasive developmental disorders (PDD) has identified deficits and differences in social-communicative and related symbolic abilities. This includes a limited range of communicative functions, limited ability to use conventional preverbal and verbal means of communicating, lack of pretend play, and limited use of shared positive affect and eye gaze to regulate communicative interactions. However, most previous research has studied older preschool and school-age children and has measured one aspect of social skills. This study examined developmental profiles of two groups of young children with atypical language development using the Communication and Symbolic Behavior Scales (CSBS; Wetherby & Prizant, 1993). One group had been diagnosed with PDD (APA, 1994) and the second group had developmental language delays where the diagnosis of PDD had been ruled out. The results indicated that CSBS profiles of the group with PDD reflected a distinct pattern of relative strengths and weaknesses that was substantially different from the other group on 15 of the 22 CSBS scales. Significant differences were found in the clusters of communicative functions, gestural communicative means, reciprocity, social/affective signaling, and symbolic behavior. The younger children in the PDD group showed results similar to the older children, with more pronounced deficits in vocal and verbal means. Correlational findings indicate three clusters of impairments involving joint attention, symbolic play, and social/affective signaling. The implications of these findings are discussed in regard to earlier identification and intervention planning.
Increasing the Recruitment and Retention of Historically Underrepresented Minority Students in Higher Education
Authors: Saenz Terry Irvine , Wyatt Toya A. , Reinard John C.
Published: July 2014

There is a need for more bilingual and/or minority speech-language pathologists to serve an increasingly diverse population. To recruit and retain minority students, faculty in university training programs should increase their awareness of minority students’ needs and expectations. This paper reviews the literature pertaining to the factors relating to minority students’ success in higher education and reports the results of a survey designed to assess students’ perceptions of factors related to academic success. It also delineates how faculty of the Department of Communicative Disorders at California State University, Fullerton, used these results to improve the recruitment and retention of minority students. Because there is a dynamic relationship between faculty, students, and institutional requirements, other communicative disorders departments are encouraged to use this survey to better understand and respond to their students’ needs.
Spoken Language and Written Expression—Interplay of Delays
Authors: Lewis Barbara A. , O’Donnell Becky , Freebairn Lisa A. , Taylor H. Gerry
Published: July 2014

Children with histories of early phonology disorders were assessed at school age for both spoken language and written expression skills. Results showed that children with a history of a phonology disorder performed more poorly on writing tasks than siblings developing normally. Children with histories of phonology disorders + additional language disorders performed more poorly on writing tasks than children with histories of phonology disorders alone. Spoken language abilities, as measured by the CELF-R, best predicted written expression skills for both groups of children with phonology disorders. However, measures of the semantic and syntactic capacity of spoken language abilities did not correlate with corresponding aspects of written expression.
A Comparison of Early Literacy Skills in Children With Specific Language Impairment and Their Typically Developing Peers
Authors: Boudreau Donna M. , Hedberg Natalie L.
Published: July 2014

Although children with language impairments often experience difficulties learning to read and write, very little research has examined early developing skills in this population. In this project, preschool children with specific language impairment and peers matched for age, gender, and socioeconomic status were compared on measures of language, processing, and print-related skills. Results revealed that the children with language impairments performed more poorly than typical peers on tasks measuring knowledge of rhyme, letter names, and concepts related to print. Despite poorer performance of the group with SLI on narrative measures of linguistic structure, recall of information, and total events included, no significant differences were observed on inclusion of components identified as critical to overall plot line. Findings suggest that difficulties extend across early developing skills known to be important for both decoding and comprehension.
Physical Examination of the Abdominal Wall by the Speech-Language Pathologist
Authors: Hixon Thomas J. , Hoit Jeannette D.
Published: July 2014

A protocol is presented for use by the speech-language pathologist in conducting a physical examination of the abdominal wall. Structural and performance observations are used to reveal the nature and degree of possible abdominal wall dysfunction. A worksheet is offered to guide the examiner.
Increasing the Print Focus of Adult-Child Shared Book Reading Through Observational Learning
Authors: Ezell Helen K. , Justice Laura M.
Published: July 2014

An instructional strategy for increasing adults’ verbal and nonverbal references to print while reading to typically developing 4-year-old children was evaluated. Also investigated were the effects of adults’ use of references to print on children’s verbal interactions with print. Using a pretest-posttest control group design, 24 female graduate students in speech-language pathology or audiology were matched on their amount of previous clinical experience with young children and were assigned to an experimental or control group. Those in the experimental group viewed a brief video that demonstrated the use of three verbal references (comments, questions, and requests) and two nonverbal references to print (tracking and pointing to print). Results indicated that both groups showed few references to print at pretest. However, the experimental group used all five reference types significantly more often than the control group at posttest. In addition, the proportion of children’s verbal utterances referring to print significantly increased for those children reading with adults who had received instruction. Clinical implications are discussed.
Otoacoustic Emissions
Authors: Glattke Theodore J. , Kujawa Sharon G.
Published: July 2014

Otoacoustic emissions are low-intensity sounds that are produced in the cochlea and transmitted through the middle ear apparatus to the ear canal. They can be detected and extracted from the background noise in the ear canal through the use of a sensitive microphone and selective filtering or averaging techniques. The technical aspects of emission recording are very similar to those associated with the detection and capture of auditory evoked potentials. Emissions provide an acoustic link to a physiological window through which we can view the auditory periphery using frequency-specific stimuli that are presented at low and moderate intensities. The window provides an opportunity to examine cochlear activity that occurs prior to stimulation of the nervous system.

Tonal emissions occur spontaneously in approximately 40% of people who have normal thresholds for pure-tone stimuli. SOAE and other types of emissions may be influenced by both ipsilateral and contralateral stimuli. One form of interaction results in suppression of the emission, and the tuning patterns associated with suppression of emissions by ipsilateral stimuli have characteristics that are similar to tuning patterns associated with single cochlear hair cells and individual neurons of the auditory nerve. These findings and other lines of evidence support the conclusion that an emission having tonal characteristics is produced from a very restricted region of the cochlear partition.

Emissions may be evoked by brief click or tonal stimuli, and by continuous tonal stimuli, in virtually all individuals who have normal pure-tone thresholds and uncompromised middle ear systems. The EOAE are compromised by conditions that compromise the function of the cochlea, and they hold promise as tools that might be employed in screening for hearing loss. Preliminary findings suggest that screening employing TEOAE produces a yield that is similar to that produced by screening programs based on auditory brainstem responses. Emissions may offer advantages over current screening methods because of the ease with which they can be recorded and their apparent independence from neurological influence.

Many questions regarding the origin and nature of emissions remain unanswered, but they appear to offer great sensitivity to the status of the auditory periphery. DPOAE provide an opportunity to scan the cochlear partition from base to apex with frequency-specific stimuli, and give the examiner a detailed view of the status of the end organ. The study of DPOAE holds great promise in refinement of site of lesion identification. It is exciting to witness the development of a tool to help clinical examiners probe the function of the previously inaccessible cochlea.
Real Ear Sound Pressure Levels Developed by Three Portable Stereo System Earphones
Authors: MacLean Gail L. , Stuart Andrew , Stenstrom Robert
Published: July 2014

Differences in real ear sound pressure levels (SPLs) with three portable stereo system (PSS) earphones (supraaural [Sony Model MDR-44], semiaural [Sony Model MDR-A15L], and insert [Sony Model MDR-E225]) were investigated. Twelve adult men served as subjects. Frequency response, high frequency average (HFA) output, peak output, peak output frequency, and overall RMS output for each PSS earphone were obtained with a probe tube microphone system (Fonix 6500 Hearing Aid Test System). Results indicated a significant difference in mean RMS outputs with nonsignificant differences in mean HFA outputs, peak outputs, and peak output frequencies among PSS earphones. Differences in mean overall RMS outputs were attributed to differences in low-frequency effects that were observed among the frequency responses of the three PSS earphones. It is suggested that one cannot assume equivalent real ear SPLs, with equivalent inputs, among different styles of PSS earphones.
Assistive Devices for Classroom Listening
Authors: Lewis Dawna E.
Published: July 2014

FM systems are the most common assistive listening devices used in classrooms by students with hearing loss. The benefits provided by these devices have resulted in an expansion of their use to extend beyond individuals with severe-to-profound hearing loss to individuals with minimal, conductive, and fluctuating hearing loss, as well as individuals with normal hearing who have additional learning problems. The first section of this article addresses current needs of audiologists working with FM systems as classroom listening devices. The remainder focuses on electroacoustic implications of various design features and coupling configurations used with FM systems.
Audiologic Findings in Hyperacusic and Nonhyperacusic Subjects
Authors: Brandy William T. , Lynn James M.
Published: July 2014

This study compared pure-tone threshold data, acoustic reflex threshold data, and loudness growth data for a group of 25 hyperacusic male subjects vs. a group of 13 nonhyperacusic male subjects. Pure-tone thresholds and acoustic reflex thresholds were obtained in 5-dB steps, using revised Hughson-Westlake procedures. Loudness growth functions were obtained with a fractionation (method of adjustment) procedure whereby the subjects doubled loudness, using a 1-dB step attenuator.

Results suggest that loudness growth was significantly different for the hyperacusic subjects compared to the nonhyperacusic subjects, but no significant differences in pure-tone thresholds or acoustic reflex thresholds were observed. When the hyperacusic group was divided into subgroups, however, the endocrine disorder subgroup had significantly lower acoustic reflex thresholds compared to the other subgroups of hyperacusic subjects. No other significant differences among the subgroups were noted.
Control and Prevention of Disease Transmission in Audiology Practice
Authors: Ballachanda Bopanna B. , Roeser Ross J. , Kemp Robert J.
Published: July 2014

Epidemiological studies have clearly demonstrated that diseases such as cytomegalovirus (CMV), hepatitis B (HBV), herpes simplex, and acquired immune deficiency syndrome (AIDS), as well as others, are on the increase. Because of this factor, and because of expanded scope of practice and increased awareness, there is growing general concern and interest among audiologists about infectious diseases and their control and prevention. In addition, audiologists are in need of specific measures to prevent disease transmission to themselves, their patients, and others, such as their families. This tutorial is intended to assist audiologists in recognizing the importance of disease control and prevention (contracting and/or spreading diseases) in their practice. Procedures to help prevent disease transmission in audiology practice are provided.
ABR Indices
Authors: Bauch Christopher D. , Olsen Wayne O. , Pool Angela F.
Published: July 2014

ABR absolute latencies and interpeak intervals were reviewed for 684 non-tumor ears and 75 eighth-nerve tumor ears having various degrees of high frequency hearing loss. For non-tumor ears, the percentage of abnormal absolute latencies for waves I, III, and V increased rather systematically as hearing loss increased, whereas absolute latencies for eighth-nerve tumor ears were largely abnormal regardless of hearing loss. Interpeak intervals were normal for most of the non-tumor ears, but the I–III and I–V intervals were abnormal for most of the tumor ears. The most sensitive index for otoneurologic assessment was a combination of abnormal wave V interaural latency differences or I–V interpeak interval, and the most specific criterion was the I–V interpeak interval. Tumor size influenced sensitivity of most ABR indices.
Characterization of Problem Solving in Audiology
Authors: Tharpe Anne Marie , Biswas Gautam
Published: July 2014

Characterizing diagnostic problem solving by students, intermediates, and experts may facilitate an understanding of how to help students attain required diagnostic skills. Studies in other specialties characterize experts as spending more time and effort in understanding a problem before they begin to solve it. That is, at the beginning of a problemsolving episode, experts work to limit the problem space. On the other hand, novices often plunge immediately into the solution process. In order to learn more about diagnostic problem-solving in audiology, a computer-based environment,
Simon Says
©, was used to assist in the collection of problem-solving data. The results of two experiments revealed that accurate diagnosis in audiology appears to be related to the ability to set up patient problem contexts by analyzing presenting symptoms and history information and using the more focused context to interpret test data.
The Use of Large Group Assistive Listening Devices With and Without Hearing Aids in an Adult Classroom Setting
Authors: Noe Colleen M. , Davidson Stephanie A. , Mishler Pamela J.
Published: July 2014

During a hearing loss management workshop, 10 listeners with normal hearing sensitivity and 18 listeners with sensorineural hearing loss compared four group assistive listening devices (ALDs)—FM, induction loop, infrared, and soundfield amplification—to no system. Listeners with hearing loss were tested using the ALDs alone and using the ALDs inductively coupled to personal in-the-ear (ITE) hearing aids. Significant improvements in word recognition ability with the FM, induction loop, and infrared systems were noted in listeners with normal hearing and with all ALD systems in listeners with hearing loss, as compared to performance with no system. Listeners with hearing loss performed better and preferred using the FM, induction loop, and infrared systems with headsets, but preferred the soundfield amplification system with their hearing aids. Both groups of listeners preferred the FM system over other systems in terms of performance, comfort, and ease of use.
Statistical Power in Stuttering Research
Authors: Jones Mark , Gebski Val , Onslow Mark , Packman Ann
Published: July 2014

In the April 2002 issue, in the Jones et al. article, an incorrect journal title appeared in the References list for the Hoenig & Heisey entry on p. 254. The correct version of the entry appears below.

Hoenig, J. M., & Heisey, D. M.
(2001). The abuse of power: The persuasive fallacy of power calculations for data analysis.
The American Statistician, 55
(1), 10–24.
SIG 12 Perspectives Vol. 21, No. 1, April 2012
Authors: Frost Lori , McGowan Joy Silverman
Published: July 2014

Sorry, this activity is no longer available for CEUs. Visit the SIG 12 page on the
ASHA Store
to see available CE activities.

Use the CE questions PDF here as study questions to guide your Perspectives reading.
SIG 11 Perspectives Vol. 22, No. 1, March 2012
Authors: Baggs Terry
Published: July 2014

Sorry, this activity is no longer available for CEUs. Visit the SIG 11 page on the
ASHA Store
to see available CE activities.

Use the CE questions PDF here as study questions to guide your Perspectives reading.