bluuebunny/crossref_metadata_2025_split huggingface dataset:
Toward a Model Clinical-Trials Protocol for Substantiating Hearing Aid User-Benefit Claims
Authors: Walden Brian E. 
Published: July 2014

It has been argued that there is a need to adopt a uniform core set of dependent measures and test conditions for use in manufacturer-sponsored clinical trials to substantiate hearing device user-benefit claims in FDA applications. A framework for developing a model protocol was presented, and a core set of dependent measures and test conditions was suggested that may serve as a springboard for discussion.
Given the state of the art, designing a protocol to evaluate hearing aid benefit requires that certain assumptions and compromises be made in defining this benefit and selecting test materials. The limitations of our knowledge and testing methods make it inevitable that the results of our efforts will not be perfect. The problems created by limited knowledge and methodology certainly are not unique to our discipline or to this endeavor. Although perfect prediction of everyday performance should be our goal, currently it cannot be our expectation. However, this should not deter us from our best attempt to reach our goal.
The clinical-trials protocol described in this paper has been used in two manufacturer-sponsored clinical trials conducted at Walter Reed Army Medical Center. Although there has been general satisfaction with this protocol on the part of both the manufacturer and the researchers who have conducted these trials, the potential to improve this protocol certainly exists. The laboratory measures included in the Walter Reed protocol depend on traditional "objective" measures of speech recognition. There are other potentially useful methodologies (e.g., subjective ratings of intelligibility, paired-comparison techniques), and other dimensions of user performance (e.g., sound quality, loudness growth) that are ignored.
Although the involvement of hearing researchers in manufacturer-sponsored clinical trials to substantiate user-benefit claims is relatively new, valuable experience has been gained in several clinical research laboratories. A collective effort on the part of manufacturers, researchers involved in this research activity, and government regulators, could lead to a model protocol that would benefit both hearing-impaired consumers and hearing instrument manufacturers.
Performance of Monolingual and Bilingual Speakers of English and Spanish on the Synthetic Sentence Identification Test
Authors: Lopez Susan M. , Martin Frederick N. , Thibodeau Linda M. 
Published: July 2014

Differences in the performance of adults with normal hearing were evaluated on the English and Spanish versions of the Synthetic Sentence Identification (SSI) test in the ipsilateral competing message (ICM) format. Previous work has shown that bilingual subjects perform significantly better on the Spanish version of the SSI at a –30 dB message-to-competition ratio (MCR). The previous investigators attributed this difference in performance to the existence of a greater number of pauses in the competing message of the Spanish version compared to the English version.
In the present study, seven bilingual speakers and ten monolingual speakers each of English and Spanish completed two conditions—the standard competing message (SC) and the competing message mixed with speech noise (SC+N)—in order to reduce or eliminate the effect of pauses on performance. Bilingual subjects’ scores in each language were not significantly different from monolingual subjects’ scores. Scores from bilinguals were significantly better in Spanish compared to English—even when speech noise was used to fill in the natural pauses present in the competing message at a –10 dB MCR. It is suggested that this performance difference may be a result of the unequal average number of syllables per stimulus sentence in the English and Spanish versions. However, further research will be needed to explore the impact that different language structures have on SSI performance.
Effects of Error Experience When Learning to Simulate Hypernasality
Authors: Wong Andus W.-K. , Tse Andy C.-Y. , Ma Estella P.-M. , Whitehill Tara L. , Masters Rich S. W. 
Published: July 2014

Purpose
The purpose of this study was to evaluate the effects of error experience on the acquisition of hypernasal speech.

Method

Twenty-eight healthy participants were asked to simulate hypernasality in either an
errorless learning
condition (in which the possibility for errors was limited) or an
errorful learning
condition (in which the possibility for errors was not limited). The nasality level of the participants' speech was measured with a nasometer and reflected by nasalance scores (in percentages). Errorless learners practiced producing hypernasal speech with a threshold nasalance score of 10% at the beginning, gradually increasing to a threshold of 50% at the end. The same set of threshold targets were presented to errorful learners but in a reversed order. Errors were defined by the proportion of speech with a nasalance score below the threshold. A retention test and a transfer test were administered.

Results
Relative to errorful learners, errorless learners displayed fewer errors and a higher mean nasalance score during acquisition. Furthermore, errorless learners outperformed errorful learners in both retention and transfer tests.

Conclusion
The results suggest that errorless learning is more effective than errorful learning in acquiring a novel speech motor task that involves manipulation of the nasality level of speech.
The Relationship Between Perceived Supervisory Roles, Working Alliances, and Students’ Self-Efficacy in Speech-Language Pathology Practicum Experiences
Authors: Cassidy Corey Herd 
Published: July 2014

Purpose:To examine Anderson’s Continuum Model of Supervision with respect to the field of speech-language pathology, clinical supervision, and the inter-relationships between the Model and perceived supervisory roles, working alliances, and change in students’ self-efficacy (SE).Methods:Graduate students enrolled in initial practicum (N = 117) completed pre-post semester sets of the Generalized Self-Efficacy Scale, Student Profile, Supervisor Rating Form, and Supervisor Working Alliance Inventory. Descriptive demographic information was derived from the Student Profile. Data were analyzed by utilizing a series of parametric statistics for assessing the relationships between variables.Results:Significant positive change in student reports of SE occurred between the beginning and end of the semester (effect size d = 1.547). Relationships were established between change in student SE and supervisor roles (F[5,11]= 8.13, p < 01) and between working alliances and supervisor roles (F[10,220]= 2.56, p <.01). A structural equation model revealed that student demographics had an effect (18.8%) on the relationship between change in students’ SE and independent study constructs.Conclusion:48% of students perceived supervisors to emphasize the Consultant role of clinical supervision; these students also demonstrated greatest perceived change in SE. Although supervision roles within Anderson’s Model relate to effective training of speech-language pathology students, the order in which these roles are presented should not be assumed based on practicum level, but should instead match each student’s individual needs.
Wideband Power Reflectance and Power Transmittance as Tools for Assessing Middle-Ear Function
Authors: Jeng Patricia S. , Allen Jont B. , Miller Judi A. Lapsley , Levitt Harry 
Published: July 2014

Abstract
Hearing screening programs using otoacoustic emissions can have high false positive rates, due to temporary middle-ear and outer-ear disorders. This is especially the case for newborns, infants, and young children. Standard tympanometry is limited, uncomfortable, and unreliable in young ears. By incorporating wideband acoustic power flow measurements into hearing screening (using the same equipment), middle-ear and outer-ear disorders can be detected, thus allowing for rescreening rather than more expensive audiological referrals. Wideband acoustic power flow is described in detail and four case examples are provided for adults and children.
A Follow-Up Study of the CROS Hearing Aid
Authors: Aufricht Hedda 
Published: July 2014

A recent development in hearing aids, the contralateral routing of signals (CROS), makes it possible to provide amplification for persons with unilateral hearing loss. In 1967, a CROS eyeglass hearing aid was placed on government contract and made available to veterans. To study the efficiency of the CROS, a follow-up questionnaire was sent to 60 male veterans who had been fitted with this aid. All had demonstrated unilateral hearing losses, and the mean threshold for the speech frequencies (500–2000 Hz) in the good ear was 24 dB. The 54 replies (90%) indicated that 85% wore the aid, liked it, and derived benefit from it; 15% neither liked nor wore the aid. The CROS appeared to be most helpful in listening to conversational speech and at work, and most disturbing in a noisy environment. The complaints about the aid fell into major categories: 33% objected to its poor fit and construction and 11% were disturbed by speech distortion.
The CROS aid has been a useful addition to the hearing-aid stock at the clinic reported here. It has expanded the program by providing amplification to veterans who could not be fitted with the conventional stock of aids.
Erratum: Predicting Hearing Loss from the Acoustic Reflex
Authors: Jerger James , Burney Phillip , Mauldin Larry , Crump Betsy 
Published: July 2014

In the February 1974 issue, the article by James Jerger, Phillip Burney, Larry Mauldin, and Betsy Crump, “Predicting Hearing Loss from the Acoustic Reflex,” contains several errors. Incorrect values appear in the two columns of Table 3 (p. 16) labeled “Predicted Mild-Moderate” and “Predicted Severe.” The corrected table follows:
In Table 6 (p. 17), the value given for moderate errors under the “Number of Ears” heading should read 370, instead of 369.
Electroacoustic Performance Characteristics of FM Auditory Trainers
Authors: Freeman Barry A. , Sinclair J. Stephen , Riggs Donald E. 
Published: July 2014

This study investigated the electroacoustic performance characteristics of FM auditory trainers. Experiment one was designed to answer two interrelated questions. First, what are the differences in the electroacoustic performance of FM auditory trainers between the FM and EM modes? Second, is the method for evaluating electroacoustic performance of hearing aids also appropriate for assessing the response characteristics of FM auditory trainers? The purpose of the second experiment was to assess the effect that taper of the volume control dial had on performance of these trainers.
The study found that, with certain cautions, the ANSI S3.22-1976 procedures for assessing a hearing aid could be applied to the measurement of FM trainers. There were performance differences, however, between the auditory trainers when set to the FM and EM transmission modes. Thus, the electroacoustic assessment of FM units in both the EM and FM modes of operation is needed to assess their performance fully.
The Use of Communication Boards in a Residential Setting
Authors: Calculator Stephen , Dollaghan Christine 
Published: July 2014

This study examines the use of communication boards by seven nonspeaking, nonambulatory, severely mentally retarded students (all functioning at an early preoperational level cognitively) interacting with their teachers in a residential classroom setting. The authors present a method by which the spontaneous use of communication boards can be assessed as to actual functionality in meeting the students' communicative needs. The students' reliance on and success with their communication boards were analyzed relative to nonboard modes (e.g., gestures and vocalizations).
Analysis of videotaped nonspeaking student-teacher interactions revealed that these students rarely used their communication boards despite their severe inability to convey messages by any other means. Use of the communication boards rather than alternate modes neither increased the likelihood of success nor decreased the ambiguity of student messages. Communication boards thus appeared to add little to the communicative competence of these students in interacting with their teachers. These findings are discussed in terms of the need to assess nonspeaking persons' use of augmentative systems outside the speech-language pathology setting, in order to begin to identify, explain, and treat communication breakdowns arising from interactions between nonspeaking persons and those with whom they attempt to interact in their daily living experiences.
A Comparison of the Reaction Times of Stutterers and Nonstutterers to Items on a Word Association Test
Authors: Adams Martin R. , Dietze Doris A. 
Published: July 2014

Reaction times to words judged as neutral or as connoting joy, guilt, depression, fear, or aggression were measured in 30 male stutterers between 18 and 45 years of age and in a matched group of 30 normal speakers. Reaction time was utilized as the index of affective disturbance.
Stutterers had significantly greater mean latency for all words, and especially for certain affect-connoting items, particularly those pertaining to guilt.
The Effect of Situational Difficulty on Stuttering
Authors: Lerman Jay W. , Shames George H. 
Published: July 2014

Twenty subjects, previously diagnosed as stutterers, were interviewed concerning their feelings and anticipations about entering into four speaking situations varying in degree of difficulty. The following measures were derived from each subject’s interview: a Discomfort-Relief Quotient; frequency of stuttering; and number of words spoken in an interview.
Results suggested that there was very little difference in the DRQ’s derived from the interview in about three of the four speech situations; a positive correlation did not exist between the degree of anxiety and the frequency of stuttering in an interview; a significant relationship was not present between the number of words verbalized by the stutterer in his anticipation to a situation and the level of anxiety as measured by the DRQ; and situational participation did not significantly affect subsequent DRQ’s.
The Social Status of Speech-Handicapped Children
Authors: Marge Dorothy Kunsevilch 
Published: July 2014

This study investigated: (1) the relative social position of third grade speech-handicapped children as perceived by their peers and teachers, and (2) attitudes of parents of normal-speaking and speech-handicapped children toward individuals with oral communicative disorders.
The study population was comprised of 197 public school third grade children, their teachers, and their parents.
The social status of the speech-handicapped tended to be lower than that of the normal-speaking children in certain interpersonal relationships. The parents' questionnaires revealed that mothers of normal-speaking children did not differ greatly in attitude toward speech disorders than mothers of speech-handicapped children.
The Effects of Simultaneously Punishing Stuttering and Rewarding Fluency
Authors: Martin Richard R. , Siegel Gerald M. 
Published: July 2014

Two adult, male stutterers read orally for eight experimental sessions separated by at least one week. Stuttering frequency was continuously recorded during all sessions. After stuttering frequency stabilized, the subject was introduced to the response-contingent verbal stimuli. For two sessions, a wrist strap was attached during the time the verbal stimuli were presented. In subsequent sessions the strap was attached, but no verbal stimuli were delivered.
The findings were: (a) Presentation of response-contingent verbal stimuli resulted in a decrease in stuttering frequency. (b) Removal of the verbal stimuli was followed by an increase in stuttering frequency to base-rate level. (c) The wrist strap functioned as an effective discriminative stimulus. After it was paired with the verbal stimuli for a period of time, attachment of the strap alone resulted in decreased stuttering frequencies in several different experimental environments.
Prosody in Stuttering Adaptation
Authors: Wingate M. E. 
Published: July 2014

Sixteen young adult male stutterers read a 207-word passage five times in succession under two conditions. In one condition the passage was exactly the same in all five readings. In the second condition the same passage was punctuated in five different ways, thus requiring an altered pattern of expression in each reading.
Adaptation was significantly diminished in the second condition. The results are interpreted as supporting a two-factor explanation of stuttering adaptation: (a) a general organismic adaptation to the situation, and (b) increasing familiarity with the prosody of the passage.
Disturbances in the Perception of Auditory Sequence in Children with Minimal Cerebral Dysfunction
Authors: Aten James , Davis James 
Published: July 2014

Three nonverbal and seven verbal recorded tests were administered to a group of 21 children with minimal cerebral dysfunction and learning difficulties, and to a comparison group of normal children.
Neurologically impaired children were significantly deficient in performance on all three nonverbal tests and on backward-digit span, serial noun span, multisyllabic word repetition, scrambled sentence arrangement, and oral sequential accuracy. Perseverative behavior and bizarre responses were displayed by the experimental group as performance demands increased. Temporal ordering difficulties and reduced attention are seen to contribute to psycholinguistic problems in language learning.
Stimulus, Response, and Observer Variables in the Auditory Screening of Newborn Infants
Authors: Ling Daniel , Ling Agnes H. , Doehring Donald G. 
Published: July 2014

Behavioral responses of 144 healthy neonates to actual and simulated presentations of three different high-frequency sounds of 85 dB SPL were studied. Stimuli were a narrow-band noise centered at 2000 Hz, a narrow-band noise centered at 3150 Hz, and a pure tone increasing and decreasing in frequency between 2000 and 4000 Hz. A masking noise which prevented knowledge of stimulus events was presented to one member of each observer pair.
Results indicated that an observer’s judgments of infant behavior may be significantly influenced by knowledge of stimulus events. More responses were observed with the narrow-band noise centered at 2000 Hz; the most frequently observed responses were strong whole-body movements. A decrement in response strength tended to occur with repeated stimulation. Neither positive nor false positive responses were related to sex, anomalies, gestation period, birth weight, age at test, or body temperature. The inherent complexities of infant screening are discussed in relation to a signal detection paradigm.
Lip and Jaw Coarticulation for the Phoneme /æ/
Authors: Amerman James D. , Daniloff Raymond , Moll Kenneth L. 
Published: July 2014

The timing and coarticulation of jaw lowering and lip retraction was investigated. Meaningful sentences containing sequences of up to four consonants preceding the vowel /æ/ were constructed, and high speed cinefluorographic films were made of four subjects speaking all sequences at normal production rates and effort levels.
Curve fitting indicated that the lips and jaw do not behave as second-order mechanical systems responding to a step-function of muscle driving force. Lip retraction was a poor estimate of lip spreading, being small in amount, and variable in starting points. The jaw never achieved target values, and a majority of lip targets were undershot. Articulator target positions based on sustained, isolated phoneme productions are probably not realistic.
Jaw displacement and less consistently, lip retraction, extended over two and, in several cases, three consonants preceding /æ/. This result might have been extended had the /s/ phone not been contradictory to one or both gestures.
Extensive incoordination of lips and jaw in achieving target positions simultaneously and in starting at like time points was observed. The data were related to several models of articulation.
Auditory Training and Speech Discrimination
Authors: Bode Daniel L. , Oyer Herbert J. 
Published: July 2014

Thirty-two adults with sensorineural hearing loss participated in a short-term auditory training program. The listeners were assigned to one of four matched groups which were equivalent in pure-tone sensitivity, speech-reception threshold, PB discrimination in quiet and in noise, intelligence, age, education, duration of loss, sex, and hearing-aid use. Each group responded during training to a different combination of listening condition (S/N varied or S/N-constant) and speech material (closed-set or open-set response formats).
Statistically significant increase in auditory discrimination was shown on the W-22 and Rhyme tests, while the increase revealed by the Semi-Diagnostic test was not significant. Results indicated that the two listening conditions were equally effective. Similarly, the two types of training material brought about equivalent increases in overall speech discrimination.
Trends suggested that open-set and closed-set training each had most effect on the respective type of speech discrimination. In addition, improvement in auditory discrimination was associated with those individuals who were oldest, with those who had highest intelligence, and with those who responded to training material at the most intense presentation level. Finally, listeners who reported the most hearing handicap also tended to show the greatest loss in speech reception and in speech discrimination in noise.
An Experimental Treatment with Two Preschool Stuttering Children
Authors: Martin Richard R. , Kuhl Patricia , Haroldson Samuel 
Published: July 2014

An experimental treatment was conducted with two stuttering children. Each child conversed with a “talking” puppet for a number of 20-minute sessions. Baserates of stuttering frequency were established. Treatment consisted of a “time-out” procedure during which the puppet was not visible and did not talk with the child for 10 seconds contingent on each stuttering. Generalization, carry-over, and follow-up sessions were conducted.
The stuttering frequencies of both children reduced essentially to zero during the treatment sessions, and remained at that low frequency throughout generalization, carry-over, and follow-up sessions.
Stuttering Identification
Authors: Martin Richard R. , Haroldson Samuel K. 
Published: July 2014

Fifteen-second samples of speech were recorded from 20 adult stutterers. The samples were played to two groups (I and NI) of unsophisticated observers. The 18 observers in the NI Group were instructed to underline any word that was stuttered. The 18 observers in the I Group also were instructed to underline stuttered words, but these observers were given a "standard definition" of stuttering (Wingate, 1964): repetition of a sound, syllable, or one-syllable word; silent or audible prolongation; or both.
On the average, observers who were given a definition of stuttering marked more words as stuttered than observers who were told only to mark stutterings. In addition, the observers for whom stuttering was defined also displayed significantly more variability in terms of the average number of words underlined. Both interobserver and intraobserver agreement were significantly higher for the NI Group than the I Group observers. The data from this and other identification studies were used to support the suggestion that the identification of stuttering is a threshold phenomenon.