bluuebunny/crossref_metadata_2025 huggingface dataset:
Aural Acoustic-Immittance Measurements
Authors: Wilson Richard H. , Shanks Janet E. , Velde Therese M.
Published: July 2014

Bilateral measurements of the aural acoustic-immittance characteristics of the middle-ear transmission systems of 48 subjects were made with an acoustic-admittance meter. The measurements, including static acoustic-immittance, acoustic-reflex thresholds, and acoustic-reflex growth functions, were made using a 220-Hz probe. The contralateral reflex data for three pure tones (500, 1000, and 2000 Hz) and for broadband noise were acquired in 2-dB steps at sound-pressure levels from 84–116 dB (tones) and 66–116 dB (noise) during ascending- and descending-intensity level runs. For all acoustic-immittance measurements, right ear and left ear comparisons were made and found not to be significantly different. The individual subject data then were expressed as the absolute differences between ears. In this manner normative inter-aural immittance differences were defined. The peak static immittance data were analyzed in terms of median inter-aural differences and upper 80% cut-off values. The 80% range for normal immittance values were smaller for a within subject versus an across subject comparison. For acoustic-reflex thresholds, a disparity between ears of >10 dB was suggested as indicative of an abnormality in the auditory mechanism. Finally, the reflex-growth data indicated mean inter-aural absolute differences that ranged to .040–.043 acoustic mmhos (300–400 acoustic ohms) at the higher reflex activator sound-pressure levels.
Language Training in Natural and Clinical Environmexnts
Authors: Spradlin Joseph E. , Siegel Gerald M.
Published: July 2014

A persistent problem in programs designed to help children acquire language skills is how to promote generalization so that the child can use communication skills in the widest variety of appropriate situations. One solution is to embed the teaching in the natural environment and, perhaps, to use the parent as the teacher. For some families, however, this may not be a feasible arrangement, because of the nature of the child's problem, the characteristics of the environment, or some interaction. It may then be most appropriate to teach the child in a clinical or laboratory environment and to use a formal language training program. When such programs are implemented, there is often a problem in extending or generalizing the child's newly acquired skills. Careful consideration of the manner in which stimuli are presented, the kinds of responses that are required, and the way in which reinforcement is dispensed may help to solve the difficulty in moving from laboratory to natural settings.
Parent-Child Interactions in Normal and Language-Disordered Children
Authors: Lasky Elaine Z. , Klopp Kathleen
Published: July 2014

Interactions between young children and their parents or guardians are critical factors in child language acquisition. The purpose of this study is to describe verbal and nonverbal communication patterns that occur in parent-to-child and child-to-parent interactions with normally developing children and children with language disorders. Thirty verbal and nonverbal behaviors were analyzed from videotapes of mother-child interactions. As a group, the mothers of normally developing children did not differ from the mothers of children with language disorders in the frequency of use of verbal or nonverbal interactions or in the mean length of utterance. There were no significant differences between the groups of children in frequency of use of each interaction pattern. What was different was the number of significant relationships between measures of linguistic maturity of the normally developing children and their mother's interaction patterns that were not apparent for the language-disordered children and their mothers. Mothers' frequency of interactions as expansions, exact, reduction imitation, use of questions, answers, acknowledgements, providing information, total nonverbal behaviors, and use of nonverbal deixis all were related to some measures of the normal child's linguistic maturity. These relationships were infrequent with the language disordered group.
Peer Perceptions of Geriatrics Wearing Hearing Aids
Authors: Iler Karen L. , Danhauer Jeffrey L. , Mulac Anthony
Published: July 2014

This study investigated whether geriatric observers having varying amounts of experience with hearing aid users formed different initial impressions of their peers who were shown in three conditions of hearing aid use, and whether the size of the aid affected their ratings. Stimuli consisted of 36 photographic slides, three each of six men and six women shown wearing: (a) a body type hearing aid, (b) a post-auricular type aid, and (c) no aid. The stimuli were presented to 72 geriatric observers drawn from three groups: (a) 24 with no prior hearing aid experience, (b) 24 having some experience with a spouse, family member, or close friend who wore an aid, and (c) 24 who were hearing aid users. The observers rated the 12 geriatrics on a 16-item semantic differential. Factor analysis of the ratings resulted in three factors: achievement, personality, and appearance. Analyses of variance revealed that none of the three observer groups rated the geriatrics lower on any of the three factors when they were shown wearing hearing aids. These findings that these peer observers did not perceive a "hearing aid effect" for the geriatric hearing aid wearers.
A Home-Centered Instructional Communication Strategy for Severely Handicapped Children
Authors: Wulz Susan Vanost , Hall Maura K. , Klein M. Diane
Published: July 2014

Family involvement is an essential element of language intervention with severely handicapped children for several reasons. First, the parent-child interaction is the focus of normal language development, and can be a powerful impetus in language learning for handicapped children. Second, limited generalization and maintenance of skills often occur when they are acquired in environments that do not also teach the appropriate use of skills. Third, parents can be successful intervention agents and may generalize their skills to other interactions with their child.

Training conducted in the home must be compatible with that environment: it should involve only those skills that are of immediate use in the home. The Instructional Communication Strategy described herein represents such a program. It is a synthesis of training strategies used with normal and handicapped children, and is applicable regardless of child's level of functioning, age, or handicapping condition.

This training model involves considerable modification in the role of speech-language pathologists dealing with the severely handicapped. The professional's skills are best utilized for assessment, program development, monitoring progress, and training specialized skills. The parents provide most of the direct training: however, professionals are also utilized for the child's maximum benefit.
Slope Characteristics of CID W-22 Word Functions in Elderly Hearing-Impaired Listeners
Authors: Beattie Randall C. , Warren Virginia
Published: July 2014

Some variables affecting the slope of monosyllabic word functions were investigated among subjects having mild-to-moderate sensorineural hearing loss. Slope is an important variable because it determines the intensity range and the step size that is likely to accurately and efficiently describe the function. Eighty-one ears from 60 elderly subjects were tested with the Auditec recording of the CID W-22 words. Slopes were computed between the 20 and 80% intelligibility points from the individual functions. The results indicated that the magnitude of hearing loss did not affect the slope of the intelligibility function. That is, slopes remained at approximately 3% per dB even though spondaic thresholds varied over a 45-dB range (15-60 dB HTL). The audiometric configuration was found to affect slope, although this relationship was weak (r=.30). As the audiogram progressed from flat to steeply falling, the slope decreased from about 3.5% per dB to 2.5% per dB. With subjects having flat and falling audiograms, slope was steeper for the 20-50% intelligibility segment (4.3% per dB) than for the 50-80% interval (2.9% per dB). These subjects also exhibited substantial differences in mean slope, depending on the procedure selected for computations. The mean of individual slopes was steepest (3.3% per dB), whereas the mean slope was only 2.4% per dB when computed from the function derived in the conventional manner by averaging intelligibility scores at fixed intensities.
Retinitis Pigmentosa and Progressive Hearing Loss
Authors: Karp Adrienne , Santore Frances
Published: July 2014

Much material has been written about the deaf-blind patient diagnosed as having Usher's syndrome, a pathologic condition involving hearing impairment and retinitis pigmentosa. Contrary to the accepted pattern of prelingual deafness in such cases, however, there are a number of patients who report a progressive, postlingual hearing loss associated with retinitis pigmentosa. These patients may suffer from a variation of classical Usher's syndrome. An attempt is made to verify this statement through presentation of case histories and audiologic findings. In addition, diagnostic and rehabilitative techniques employed in assisting patients with these dual impairments are offered.
Psychometric Principles in the Selection, Interpretation, and Evaluation of Communication Self-Assessment Inventories
Authors: Demorest Marilyn E. , Walden Brian E.
Published: July 2014

A variety of self-assessment inventories have been introduced in recent years for use with hearing-impaired patients. These instruments differ considerably, both conceptually and operationally. Audiologists, therefore, are faced with the task of selecting a test instrument that is appropriate to their patient population and testing purpose. This paper outlines the psychometric principles that guide the selection, interpretation, and evaluation of self-assessment inventories. The application of these principles to a specific clinical population is illustrated by three studies of the Hearing Performance Inventory (Giolas, Owens, Lamb, & Schubert, 1979) conducted at Walter Reed Army Medical Center (WRAMC).
Comparison of the Auditec and Rintelmann Recordings of the NU-6
Authors: Frank Tom , Craig Chie H.
Published: July 2014

Word discrimination scores were obtained for 30 normally hearing listeners using Auditec and Rintelmann recordings of the NU-6 presented at 60 and 70 dB SPL in quiet and in a background of multitalker noise at signal-to-noise (S/N) ratios of +12, +6, 0, and -6 dB. This was done to obtain normative data and to determine whether these two recordings of the same word lists were equivalent at conversational levels in quiet and in a noisy background. The word discrimination scores for each recording in quiet and at each S/N ratio were not significantly different when presented at 60 and 70 dB SPL. However, the word discrimination scores were significantly poorer as the S/N ratio became more severe, and the scores obtained with the Auditec recording were significantly poorer than those obtained with the Rintelmann recording at each S/N ratio. These differences between word discrimination scores using the Auditec and Rintelmann recordings were primarily attributed to the recorded level of the test word and secondarily attributed to carrier phrase and talker differences.
Frequency of Word Occurbence in Communication Samples Produced by Adult Communication Aid Users
Authors: Beukelman David R. , Yorkston Kathryn M. , Poblete Miguel , Naranjo Carlos
Published: July 2014

Communication samples generated by five nonspeaking adults using Canon Communicators were collected for 14 consecutive days. Samples were analyzed to determine frequency of word occurrence. A core vocabulary of the 500 most frequently occurring words was analyzed further to determine spelling level and proportion of complete communication samples represented by subsets of the core vocabulary list. The 500 core vocabulary words represented 80% of the total words in the combined communication samples for the 5 subjects. Of all messages generated by the subjects, .33% could be communicated in their entirety using words from the core vocabulary list. The communication of the remaining messages required one or more words in addition to the core vocabulary. The spelling grade level of the words in the core vocabulary list did not exceed the seventh grade. The implications of the results for designing and customizing communication aids and for potential user training are discussed.
Pragmatic Assessment
Authors: Gallagher Tanya M. , Craig Holly K.
Published: July 2014

The present study examined the pragmatic role of a frequently repeated utterance, "it's gone," within the multiple context conversational interactions of a 4-year-old specifically language-impaired boy. The data indicate that the phrase was an interactive access strategy to engage his partners in a nonexistence/disappearance game, a frequent type of early mother-child interaction. The assessment and intervention implications of these data are discussed.
Effects of Modeling and Corrected Practice on Generative Language Learning of Preschool Children
Authors: Goldstein Howard
Published: July 2014

A simultaneous treatments design was used to compare the effects of modeling and corrected practice on generative language acquisition of six preschool children. New syntactic forms used to describe agent-action and agent-action-object stimuli were taught concurrently. All six children learned both new syntactic forms. However, generative language learning was accomplished more efficiently with corrected practice, irrespective of the number of words or the linguistic complexity of utterance forms. When modeling was not effective initially, instructing two children to start talking like the model resulted in rapid observational learning. It is suggested that descriptive researchers may have prematurely discounted the possible role of corrected practice in the enhancement of language learning. This analog study indicates that corrected practice should provide a more efficient approach for establishing generalized syntactic responding, at least initially, in language intervention programs.
Nature and Boundaries of Phonologic Categories
Authors: Leonard Laurence B. , Brown Barbara L.
Published: July 2014

This paper presents a detailed examination of an unusual phonologic pattern reflected in the speech of a language-impaired child. The most salient characteristic of this child's speech was the use of [s] in final position of all words except those containing final oral or nasal bilabials. Her pattern seemed best described as reflecting only two canonical forms for word production, CVC and CVCVC, and a dominant word-final category possessing a family resemblance structure with [s] as the prototype. Training was instituted to increase the number of appropriate categories in the child's phonologic system. Training on word-final [f] and [d] was successful. However, training on [d] seemed to result in the creation of a second category with family resemblance structure. The clinical and theoretical implications of this child's phonologic pattern are discussed.
Vowel Confusions of Hearing-Impaired Listeners under Reverberant and Nonreverberant Conditions
Authors: Nabelek Anna K. , Letowski Tomasz R.
Published: July 2014

The effects of reverberation on the perception of vowels and diphthongs were evaluated using 10 subjects with moderate sensorineural hearing losses. Stimuli were 15 English vowels and diphthongs, spoken between/b/and/t/and recorded in a carrier sentence. The test was recorded without and with reverberation (T = 1.2 s). Although vowel confusions occurred in both test conditions, the number of vowels and diphthongs affected and the total number of errors made were significantly greater under the reverberant condition. The results indicated that the perception of vowels by hearing-impaired listeners can be influenced substantially by reverberation. Errors for vowels in reverberation seemed to be related to the overestimation of vowel duration and to a tendency to perceive the pitch of the formant frequencies as being higher than in vowels without reverberation. Error patterns were somewhat individualized among subjects.
Some Effects of FM-System Coupling on Hearing Aid Characteristics
Authors: Hawkins David B. , Schum Donald J.
Published: July 2014

A variety of electroacoustic characteristics was measured on four hearing aids and then repeated with the hearing aids connected to two different FM systems via three coupling methods: direct input, neck loop, and silhouette inductor. The measurements included frequency response, harmonic distortion, noise levels, input-output functions, and FM receiver volume control wheel taper curves. Omnidirectional and directional FM microphones were compared in a classroom environment, and minor changes in hearing aid-silhouette coupling were investigated. Large differences were found in some frequency response comparisons, with no single coupling method providing consistently better agreement with the hearing aid alone response. With the exception of the silhouette inductor, distortion and noise levels were similar for the hearing aids and FM-hearing aid combinations. Differences in the input-output functions between the hearing aids and the FM systems were observed. Some FM-hearing aid combinations produced very nonlinear FM receiver volume control wheel taper curves. The output level of a broadband noise in a classroom was reduced when a directional FM microphone was compared to the omnidirectional version. The results indicate that it cannot be assumed that the electroacoustic characteristics of a personal hearing aid are preserved when it is connected to an FM system.
Oral Structural and Neuromuscular Characteristics in Children with Normal and Disordered Articulation
Authors: Dworkin James Paul , Culatta Richard A.
Published: July 2014

The primary purpose of this study was to determine whether there were any signs of structural and/or neuromuscular aberrations in the speech mechanisms of children who were previously diagnosed as having "functional" articulation disorders. These children were compared with a group of normally articulating children. Results of in-depth oral mechanism examinations revealed no significant differences between these groups on any of the measures made. The clinical implications of such findings are discussed.
A Microcomputer-Based Wearable Biofeedback Device to Improve Transfer of Treatment in Parkinsonian Dysarthria
Authors: Rubow Rick , Swift Edie
Published: July 2014

Achieving transfer of treatment outside the clinic is a problem for almost all individuals with speech disorders but has been particularly difficult in the treatment of patients with Parkinsonism. Given this situation and the frequency of vocal intensity problems in this population, we developed a wearable biofeedback device that could provide a patient with information about speech intensity outside the clinic. Auditory-perceptual and acoustic analyses were performed on audiotaped samples of reading and spontaneous speech recorded in the clinic pre- and posttreatment and at 10- and 20-week follow-ups. Visual feedback of intensity was integrated with auditory cues from a microcomputer that was then worn outside the clinic. The results indicated that the subject did transfer a substantial portion of clinic improvement to the outside environment while wearing the feedback device and suggest the utility of a microcomputer-based wearable device for assessing treatment effects as well as for improving transfer.
Using the Miniature Linguistic System in Teaching Syntax
Authors: Bunce Betty H. , Ruder Kenneth F. , Ruder Charlotte C.
Published: July 2014

Two language-delayed children received comprehension instruction on preposition-object phrases using a miniature linguistic system format to structure generalization. Results indicated generalization not only to untreated two-word combinations, but also to comprehension of four-word phrases. In addition, there was some generalization of production of two- and four-word structures.
Continuous Speech Sampling for Phonologic Analyses of Speech-Delayed Children
Authors: Shriberg Lawrence D. , Kwiatkowski Joan
Published: July 2014

Five conditions for sampling the continuous speech of speech-delayed children were defined and compared. Conditions differed on variables associated with examiner behavior and stimulus materials. All sampling conditions were administered in randomized order by two examiners who each tested 6 children. The obtained speech samples were compared for productivity, intelligibility, representativeness, and reactivity. The general findings of few significant differences associated with sampling conditions support the validity of continuous speech sampling for phonologic analyses of speech-delayed children. Protocols for the five conditions are provided, and guidelines for efficient speech sampling are suggested.
Auditory Brainstem Responses in a Case of High-Frequency Conductive Hearing Loss
Authors: Gorga Michael P. , Reiland Jan K. , Beauchaine Kathryn A.
Published: July 2014

Click-evoked auditory brainstem responses were measured in a patient with high-frequency conductive hearing loss. As is typical in cases of conductive hearing loss, Wave I latency was prolonged beyond normal limits. Interpeak latency differences were just below the lower limits of the normal range. The Wave V latency-intensity function, however was abnormally steep. This pattern is explained by the hypothesis that the slope of the latency-intensity function is determined principally by the configuration of the hearing loss. In cases of high-frequency hearing loss (regardless of the etiology), the response may be dominated by more apical regions of the cochlea at lower intensities and thus have a longer latency.
Effects of Mild and Moderate Hearing Impairments on Language, Educational, and Psychosocial Behavior of Children
Authors: Davis Julia M. , Elfenbein Jill , Schum Robert , Bentler Ruth A.
Published: July 2014

An extensive psychoeducational evaluation was administered to 40 hearing-impaired children to investigate the effects of degree of hearing impairment, age, and other factors on intellectual, social, academic, and language behavior. Although children varied greatly in performance, hearing loss of any degree appeared to affect psychoeducational development adversely, leading to the conclusion that even minimal hearing loss places children at risk for language and learning problems.
Subcortical Crossed Aphasia
Authors: Sapir Shimon , Kokmen Emre , Rogers Paul J.
Published: July 2014

A 74-year-old, right-handed woman suffered acute aphasia and left hemiplegia secondary to a cerebral infarction in the right cerebral hemisphere. The lesion was located deep in the parietal lobe and extended to the posterior limb of the internal capsule and the head of the caudate nucleus. The patient's aphasia was characterized by severe impairment in auditory and visual comprehension and auditory retention span, as well as by anomia, agraphia, and dyscalculia. She showed rapid recovery from her aphasia, with residual deficits in writing, naming, calculation, and memory.
Responses to Requests for Clarification in Linguistically Normal and Language-Impaired Children
Authors: Brinton Bonnie , Fujiki Martin , Winkler Erika , Loeb Diane Frome
Published: July 2014

This study compared the conversational repair strategies employed by language-impaired and normal children in response to a stacked series of requests for clarification. Ten linguistically normal and 10 language-impaired children were sampled from each of the following age levels, 4:10–5:10, 6:10–7:10, and 8:10-9:10, resulting in a total of 60 subjects. Each subject was asked to describe a series of action pictures for an examiner who was seated behind a screen. At regular intervals, the examiner responded to the child's description by initiating a repair sequence. Each sequence consisted of three different neutral requests for clarification("Huh?" "What?", and "I didn't understand that.") and the subject's response to each request. Although all subjects appeared to recognize the obligatory nature of the neutral clarification requests employed, differences were observed in the repair strategies used by normal and language-impaired children. In addition, impaired and younger normal subjects had greater difficulty responding appropriately as the stacked sequence progressed.
Developing Assertiveness during Employment Interviews with Young Adults Who Stutter
Authors: Schloss Patrick J. , Espin Christine A. , Smith Maureen A. , Suffolk Debra R.
Published: July 2014

Assertiveness training procedures have been demonstrated to be effective in working with a variety of clinical populations. Persons who stutter represent a group for whom assertiveness skills may be particularly useful. The present study evaluated the effectiveness of an assertiveness training program that included instruction, modeling, behavior rehearsal, feedback, social reinforcement, and homework. Dependent variables included putting the employer at ease, corrective feedback for interrupting, responding to pejorative statements, and acknowledging positive employer behaviors. The results indicated substantial increases in the target behaviors as well as improvements in subjective ratings of baseline and posttraining interviews. A collateral benefit was a sizable posttraining decrease in the amount of stuttering. These results are discussed with reference to future research isolating the influence of assertiveness skills on stuttering.
The UCSF Tracking Training of Speech Procedure Reception Adult for Evaluation and by Hearing-Impaired
Authors: Owens Elmer , Raggio Marcia
Published: July 2014

A tracking procedure that emphasizes practical coping strategies for hearing-impaired patients, along with practice in responding to other cues in the perception of connected speech, is described in detail in the course of its use with one subject. The subject's tracking scores before and after training illustrate the potential value of the procedure both as an evaluative measure and as a training tool. The organization of the materials and the design of the training protocol allow for a wide range of practice activities in tracking, including the use of nonverbatim as well as verbatim responses.
Development of the Communication Profile for the Hearing Impaired
Authors: Demorest Marilyn E. , Erdman Sue Ann
Published: July 2014

The rehabilitative needs of hearing-impaired adults depend On the degree of communication handicap experienced and on many other factors (environmental, behavioral, emotional, and attitudinal) that contribute to communication problems. The Communication Profile for the Hearing Impaired (CPHI) is a 145-item self-assessment inventory for adults. Its 25 scales encompass four areas: Communication Performance, Communication Environment, Communication Strategies, and Personal Adjustment. The inventory was developed at Walter Reed Army Medical Center and pilot tested over a 3-year period on 827 patients who attended the Aural Rehabilitation Program at the Army Audiology and Speech Center. The rationale and methods used to develop the CPHI are discussed, and normative data for the Waiter Reed population are presented.
Language-Impaired 4-Year-Olds
Authors: Bishop D. V. M. , Edmundson A.
Published: July 2014

In a prospective, longitudinal study, 87 language-impaired children were assessed at the ages of 4, 4½, and 5½ years on a battery of language measures. In 37% of children, who were termed the "good outcome group," the language disorder had resolved by the age of 5½ years so that children were indistinguishable from a control group. If one restricted consideration only to those 68 children whose nonverbal ability was within normal limits, the figure rose to 44%. Outcome for individual children (good or poor) could be predicted with 90% accuracy on the basis of test measures obtained at 4 years. The best predictor was ability to tell back a simple story to pictures. The one language measure that did not relate to outcome was phonological competence.
Mother-Child Interaction in Preverbal Children with Down Syndrome
Authors: Fischer Martin A.
Published: July 2014

The social-communicative transactions between 5 preverbal children with Down syndrome and their mothers were compared with those of 5 developmentally matched nonretarded child-mother dyads. Although overall similarities were evidenced, between-group differences were observed in the percentage of child-initiated social-communicative signals used and in the levels of contingent maternal responsiveness.
Theory and Science in Communication Disorders
Authors: Siegel Gerald M. , Ingham Roger J.
Published: July 2014

The role of theory and of science for communication disorders is discussed. It is argued that communication disorders is a unique discipline, committed to the understanding and remediation of disordered communication, but that it is also fully invested in the theories and paradigms that inform all of behavioral science, and so it is inappropriate to expect it to generate its own theories. Theory contributes to research and to therapy in communication disorders, and we discuss the ways in which our discipline can make rational use of theory for both enterprises.
An Objective Method for Prediction of Tracheoesophageal Speech Production
Authors: Lewin Jan S. , Baugh Reginald F. , Baker Shan R.
Published: July 2014

Current methods of esophageal air insufflation testing to predict postoperative tracheoesophageal speech success lack procedural objectivity and rely on subjective interpretation of the voice production results. A range of intraesophageal pressure measurements was obtained prior to tracheoesophageal (TE) puncture in each of 27 laryngectomized patients in an attempt to predict TE speech outcome. Postoperatively, three levels of speech production were identified. Fluent speakers, nonfluent speakers, and nonspeakers demonstrated low, intermediate, and high intraesophageal pressures, respectively. Patients with intermediate and high preoperative pressures did not achieve fluent speech without myotomy. This technique offers a reliable, objective preoperative indication of expected TE speech fluency.
Children with a History of Acquired Aphasia
Authors: Cooper Judith A. , Flowers Charles R.
Published: July 2014

Fifteen children and adolescents with a history of acquired aphasia were administered a battery of language and academic tests, 1–10 years postonset. As a group, these children performed significantly more poorly than non-brain-injured subjects on the language measures, with deficits in word, sentence, and paragraph comprehension; naming; oral production of complex syntactic constructions; and word fluency. One particular language deficit or cluster of deficits did not characterize the group as a whole. For individual brain-injured subjects, language deficits ranged from no or only mild impairment to significant language deficits. All brain-injured subjects were functional verbal communicators at the time of the study; that is, all were oral and primarily used grammatical sentences as their means of communication. Academic difficulties were characteristic of this population. Two thirds of the brain-injured group were receiving academic assistance of some kind at the time of the study. Poor performance on arithmetic calculations was typical. The brain-injured group was heterogeneous with regard to age at onset, etiology, extent of damage, length of recovery, and outcome profiles. Careful and comprehensive assessment of a range of language and academic abilities is essential to adequately identify needs and appropriate intervention strategies for this population.
Language-Impaired Children's Awareness of Inadequate Messages
Authors: Meline Timothy J. , Brackin Susan R.
Published: July 2014

Inasmuch as past research supports the notion that language-impaired children are deficient in their performance on some metalinguistic/metacommunicative tasks, we hypothesized an expected deficiency on a language awareness task requiring judgments of message adequacy. To test our hypothesis, we chose 45 subjects, 15 specific language-impaired school-age children with 15 age-mates and 15 younger controls. Our procedure involved two lifelike stories each depicting a speaker and a listener. Within the context of each story, the speaker makes a request. However, the speaker's message is too general. Therefore, the speaker's intention is not understood. Subjects were classified as speaker-blamers or listener-blamers on the basis of responses to examiner queries. Language-impaired and the younger normally developing children were predominantly listener-blamers, whereas age-mates were speaker-blamers. The results are discussed in terms of a cognitive framework for metalinguistic/metacommunicative problem solving. In addition, clinical implications are addressed.
Error Analysis and Passage Dependency of Test Items from a Standardized Test of Multiple-Sentence Reading Comprehension for Aphasic and Non-Brain-Damaged Adults
Authors: Nicholas Linda E. , Brookshire Robert H.
Published: July 2014

Ahasic and non-brain-damaged adults were tested with two forms of the Nelson Reading Skills Test (NRST; Hanna, Schell, & Schreiner, 1977). The NRST is a standardized meaure of silent reading for students in Grades 3 through 9 and assesses comprehension of information at three levels of inference (literal, translational, and higher level). Subjects' responses to NRST test items were evaluated to determine if their performance differed on literal, translational, and higher level items. Subjects' performance was also evaluated to determine the passage dependency of NRST test items—the extent to which readers had to rely on information in the NRST reading passages to answer test items.

Higher level NRST test items (requiring complex inferences) were significantly more difficult for both non-brain-damaged and aphasic adults than literal items (not requiring inferences) or translational items (requiring simple inferences). The passage dependency of NRST test items for aphasic readers was higher than those reported by Nicholas, MacLennan, and Brookshire (1986) for multiple-sentence reading tests designed for aphasic adults. This suggests that the NRST is a more valid measure of the multiple-sentence reading comprehension of aphasic adults than the other tests evaluated by Nicholas et al. (1986).
Communication Breakdowns in Normal and Language Learning-Disabled Children's Conversation and Narration
Authors: MacLachlan Barbara G. , Chapman Robin S.
Published: July 2014

The frequency and type of communication breakdowns occurring in the speech of 7 language learning-disabled children (LLD), aged 9:10–11:1 (years:months), were examined in two conditions, conversation and narration, and compared to a group of 7 normal peers matched for chronological age and 7 peers matched for mean length of communication unit in conversation. Types of communication breakdowns examined included stalls, repairs, and abandoned utterances. The LLD group incurred a significantly greater rate of communication breakdowns per communication unit in narration than conversation compared to control group differences. Mean length of communication unit was also significantly greater in narration than conversation for the LLD group compared to controls. For all groups, across both speech sample conditions, longer communication units contained more breakdowns than shorter ones. The groups did not differ in the types of breakdowns. Communication unit length and the nature of the narrative task may account for the increased dysfluencies in LLD children's speech.
Variations in Aphasic Language Behaviors
Authors: Glosser Guila , Wiener Morton , Kaplan Edith
Published: July 2014

This study reports intraindividual variations in the semantic and syntactic complexity of language and in the linguistic errors produced by mildly and moderately impaired aphasic and nonneurologically impaired control subjects in different communication contexts. Aphasic patients, compared to control subjects, evidenced as many, if not more, linguistic variations in response to changing communication requirements. In conditions that restricted visual contact between speaker and listener, aphasic patients produced fewer communicative gestures and more complex verbalizations. Verbal complexity and language errors also varied significantly with different contents of communication. Measures of verbal complexity and errors in verbal communications were found to vary independently across different communication contexts, contents, and tasks. These findings demonstrate that despite their linguistic impairments, aphasic patients show appropriate and predictable linguistic changes in response to nonlinguistic social contextual variables.
Fluharty Preschool Speech and Language Test
Authors: Simmons Johnny O.
Published: July 2014

The Fluharty Preschool Speech and Language Screening Test was examined in terms of construct validity. Analysis of the test was based on results of 260 preschool children, aged 3–6. Although age differentiation was moderately demonstrated—as was the need for separate language subtests—results for internal consistency, discriminant analysis, and item difficulty analysis raised questions as to the usefulness and appropriateness of many test items. The test as a whole was not found to be racially biased; however, individual test items may be.
Patterns of Language Comprehension Deficit in Abused and Neglected Children
Authors: Fox Lynn , Long Steven H. , Langlois Aimée
Published: July 2014

The similarity between factors associated with child abuse/neglect and those associated with language disability suggests that maltreated children are a population at risk for language problems. This study investigated the performance of three groups of abused/neglected children and a matched group of nonmaltreated subjects on three tests of language comprehension. Results revealed significant differences among groups for all measures. Severely neglected children obtained the lowest scores on all tests; the abused children consistently obtained lower scores than the controls; and generally neglected children showed the smallest difference in performance from the control group. These findings suggest a model for understanding relationships between abuse/neglect and language disability
Apraxia of Speech
Authors: Dworkin James Paul , Abkarian G. G. , Johns Donnell F.
Published: July 2014

This investigation describes a treatment program for an adult patient with apraxia of speech. The program was composed of a series of physiologic (nonspeech) and phonetic (articulatory) tasks that began with oroneuromotor control activities and progressed to consonant-vowel (CV) syllable, word, and sentence drills. All activities were paced by a metronome. Detailed descriptions are provided about the (a) nature of the specific treatment steps,(b) sequence of steps followed, (c) criteria used for progression within and between steps, (d) actual number of trials and time required to reach criteria for each step, and (e) steps that were especially easy or difficult to master. A multiple probe design employed to test program efficacy revealed that (a) all tasks in the treatment program were successfully acquired, (b) control of all treatment behaviors was maintained, and (c) carry-over from treated to nontreated behaviors did not occur. Results confirmed that the program positively affected the patient's performance. Suggestions are offered outlining possible modification of the treatment steps so as to yield similar results with greater clinical efficiency.
A New Perspective in Evaluating Clinical Effectiveness The UWO Clinical Grading System
Authors: Johnson Carla J. , Shewan Cynthia M.
Published: July 2014

To improve assessment of the performance of speech-language pathology students in clinical practicum, faculty and students in the Department of Communicative Disorders at the University of Western Ontario developed a new evaluation instrument, the UWO Clinical Grading System (UW0-CGS). This article reports on the development and field-testing of the UWO-CGS and includes estimates of the instrument's intrasupervisor and intersupervisor reliability. Results of content-related, construct-related, and criterion-related investigations are reported to support the inference that the UWO-CGS is a valid measure of the clinical effectiveness of student speech-language pathologists.
Surface EMG and Related Measures in Normal and Vocally Hyperfunctional Speakers
Authors: Redenbaugh Margaret A. , Reich Alan R.
Published: July 2014

Surface electromyographic (EMG) signals were detected from the laryngeal area of 7 normal and 7 vocally hyperfunctional speakers during rest, two resisted-force maneuvers, vowel production, and connected speech. Vowel fundamental frequency, absolute and relative period perturbation, laryngeal-palpation ratings, and harshness ratings were acquired as well. The two groups differed significantly on all EMG measures except those associated with the resisted-force maneuvers, the vowel EMG-to-rest EMG ratio, and the speech EMG-to-rest EMG ratio. Moderately high correlations were evident between selected clinical measures and speech EMG values.
A Classical Conditioning Procedure for the Hearing Assessment of Multiply Handicapped Persons
Authors: Lancioni Giulio E. , Coninx Frans , Smeets Paul M.
Published: July 2014

The present study evaluated the viability of a classical conditioning procedure with an air puff as unconditioned stimulus for the hearing assessment of multiply handicapped children and adolescents. All subjects were also exposed to operant conditioning, which consisted of a modified visual reinforcement audiometry (VRA) procedure or involved edible reinforcement contingent on a reaching response (for blind subjects). The findings indicate that the classical conditioning procedure was successful with 21 of the 23 subjects, whereas operant conditioning succeeded with 15 of the subjects. Thresholds obtained with classical conditioning were mostly equal to or within 10 dB of those obtained with operant conditioning and also matched previously available hearing estimates. These findings seem to suggest that the classical procedure can be a useful behavioral alternative for audiological assessment.
A Comparison of Symbol Transparency in Nonspeaking Persons with Intellectual Disabilities
Authors: Mirenda Pat , Locke Peggy A.
Published: July 2014

This investigation compared the transparency of 11 different types of symbols representing objects with 40 nonspeaking subjects who experienced various degrees of intellectual disability. The subjects included a number of individuals with physical impairments or autism in addition to mild, moderate, or severe mental retardation. The symbol sets included: nonidentical objects, miniature objects, identical colored photographs, nonidentical colored photographs, black-and-white photographs, Picture Communication Symbols (PCS), Picsyms, Rebus, Self-Talk, Blissymbols, and written words. Statistical analyses indicated that real objects were more readily recognized than were any of the symbol sets and that Blissymbols and written words were more difficult than were any of the other sets. In addition, the results suggest the existence of a hierarchy of difficulty at the object (noun) level for the symbol sets assessed. The results are discussed in terms of their implications for selecting an initial symbol set for nonspeaking individuals. In addition, some suggestions for using the assessment protocols in clinical practice are presented, along with future research implications.
Facilitating Word-Finding Skills of Language-Impaired Children
Authors: McGregor Karla K. , Leonard Laurence B.
Published: July 2014

Two language-impaired children and their controls participated in a preliminary study designed to examine the effects of treatment on word-finding skills. The 2 children participated in activities designed to improve the elaboration and/or retrieval of the training words, whereas their controls received a therapeutic regimen that did not target word-finding skills. Treatment effects were apparent, with the greatest gains associated with activities focusing on both elaboration and retrieval. Although the findings were promising, several procedural details complicated interpretation of the data.
Final Consonant Repetition
Authors: Camarata Stephen M.
Published: July 2014

A case of final consonant repetition in the speech of a normal child is presented. It is argued that this production pattern is the result of a convergence of phonological factors, including phonetic constraints and cognitively based rule generation, rather than a pathologic process. Final consonant repetition is discussed relative to natural languages and other cases of rule generation in normal children and relative to earlier cases examining this pattern in terms of models of dysfluency. Additionally, the clinical ramifications of the findings are discussed.
Familial Aggregation in Specific Language Impairment
Authors: Tallal Paula , Ross Randal , Curtiss Susan
Published: July 2014

Self-report data from the families of children participating in the San Diego Longitudinal Study of specific developmental language impairment were used to assess familial aggregation in the disorder. Families of impaired children reported higher rates of affected first-degree relatives than did families of matched controls. Significantly higher incidence of maternal and paternal childhood language and/or learning disabilities, as well as sibling disability rates, were reported. The extent to which famtiial aggregation reflects genetic or environmental influences in specific language disorders remains to be determined.
A Comparison of Audiometric Test Methods for 2-Year-Old Children
Authors: Thompson Marie , Thompson Gary , Vethivelu Susan
Published: July 2014

Visual reinforcement audiometry (VRA), visual reinforcement operant conditioning audiometry (VROCA), and play audiometry were compared in terms of conditionability and number of responses obtained prior to habituation on normal 2-year-old (24–27 months) children. Results indicated that a higher percentage of children could be conditioned to VRA than to either VROCA or play audiometry. Results also indicated that for children who could be conditioned, the play audiometry group showed more responses prior to habituation than were obtained from the other two groups.
Modeling versus Modeling Plus Evoked Production Training
Authors: Weismer Susan Ellis , Murray-Branch Jamie
Published: July 2014

The effectiveness of two language intervention procedures, modeling versus modeling plus evoked production, was compared using a single-subject alternating treatments design. Four language-disordered children (5:5–6:11) participated in the study, consisting of four baseline sessions and 10–14 training sessions. There was no marked difference in the effectiveness of the modeling procedure and the modeling plus evoked production procedure as measured by performance on generalization probes following each training session. In fact, the highest levels of accuracy attained under the two training procedures were quite comparable. There was a tendency, however, for the modeling plus evoked production treatment to result in a slightly more stable pattern of acquisition for 3 of the subjects. Although steps were taken to minimize multiple-treatment interference, the possibility of these effects must be considered, and caution should be taken in interpreting these findings to mean that these two intervention methods would produce equivalent results when administered independently.