bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Development of a New Era of Speech-Language Pathology in Greece
Authors: Tsoukala Marinella , Tziorvas Rebecca 
Published: July 2014

Speech-language pathology services in Greece continue to expand, and it is an exciting time to be a speech-language pathologist within the existing structure. The role of speech-language pathologists in Greece has changed over the years from therapist, to include educator, advocate, and politician.
The many tasks facing speech-language pathologists in Greece have been difficult ones. It has taken patience and persistence to educate the general public about communication disorders and the role of speech-language pathologists in treating these problems. It has also been arduous to convince the government to recognize our profession and its value within the community.
We believe that by the establishment of a speech-language department at a Greek university, our profession will be fortified and renewed. The development of a university-based training program will aid in the creation of posts in educational and hospital settings, as well as bridge the gap that exists between the current number of speech-language pathologists and the number of people requiring treatment. Furthermore, the creation of a university department will allow for much needed research within the Greek community. In particular, it may aid in the gathering of normative data and the standardization of tests for the Greek population.
The path in establishing speech-language pathology education and services in Greece is a long one, but through our commitment and our energetic and earnest approach, we hope to reach our goals.
Sounds of Zimbabwe
Authors: Wolf-Schein Enid G. , Afako Ruth , Zondo J. 
Published: July 2014

The purpose of this paper is threefold. It attempts to acquaint the reader with the languages of the African country of Zimbabwe, point out the status of the profession of speechlanguage pathology in that country, and introduce a tool that has been developed to expand knowledge about the Zimbabwean child's speech development.

The
Sounds of Zimbabwe: Phonological Analysis and Assessment
is a tool that can be used as a screening test to quickly identify a pupil's phonological errors or to maintain a detailed ongoing record of developing speech sounds. It contains forms including the basic sounds of English, Ndebele, and Shona, illustrative words, and space to write in the names of stimulus pictures to help an assessor individualize the material for use with a variety of populations. It was developed with the help of the majority of individuals in Zimbabwe concerned with the area of speech-language pathology. The purpose is to provide a practical tool that will allow individuals familiar with the language under consideration to obtain a large pool of information about speech development and deviations. It also can be used to document differences among speakers of various dialects that in Zimbabwe are far more independent than regional dialects in the United States and Canada.

This area of phonological assessment and analysis, as it relates to the child's development of speech and the errors that may occur, is an area of clinical and research inquiry which began a half century ago in North America, but is only beginning now in Zimbabwe. Although speech-language pathologists in Zimbabwe may have access to the variety of normative speech-sound data derived from "correct phoneme" studies that involved children between the ages of 3 and 8 years in the United States (Preisser, Hodson, & Paden, 1988, p. 125), such information cannot, and should not, be relied on as an accurate representation of development of English in Zimbabwe and certainly would not translate to the native languages.
Beginning studies in Zimbabwe will focus on speech sound emergence and use, and identify broad error patterns beginning as soon as 15 to 18 months or earlier if possible. Because the tool is easily administered, it should be possible to study a number of children longitudinally. It also should be useful in formative evaluation of progress when articulation treatment is conducted that can provide an added dimension to the study of the languages.
Internal Marketing for the Established Audiology Practice
Authors: Hampton Dennis 
Published: July 2014

There has been a dramatic increase in the number of audiologists providing direct services to people with hearing impairments in both private practice and institutional settings. Marketing has become—or should become— an important part in the planning and management of any audiology practice.
This paper outlines several marketing activities aimed at a practice's present client group. This population, or market segment, is the most cost-effective and responsive market segment available. Many of the marketing activities described also represent long-term quality care.
Flexibility in Frequency Response Shaping and Signal Processing With Analog Hearing Aids
Authors: Preves David A. 
Published: July 2014

Mainly because of packaging size limitations, most amplifiers for in-the-ear (ITE) and in-the-canal (ITC) hearing aids have performed linear processing and had a class A output stage. Recent advances in the miniaturization of analog semiconductor technology have made it possible to package much more sophisticated signal processing circuitry and push-pull and class D output stages in ITE and ITC hearing aids.
These advancements have been used in hearing aids to improve sound quality, enhance the speech signal to emphasize weak consonants, provide increased flexibility in frequency response shaping, and reduce the amplification of undesired noise. Although digital programmability offers increased flexibility in hearing aid fittings, in most programmable hearing aid designs it is the analog portion of the circuit rather than the digital portion that performs the signal processing functions.
Although "true" digital signal processing holds promise for further dramatic improvements in hearing aid performance, the capabilities of analog electronics are just beginning to be exploited. Through advances in low-voltage CMOS circuitry, analog ITE and even ITC hearing aids are now being made with multiband amplifiers that have relatively steep filter slopes.
These small, nonprogrammable hearing instruments are essentially master hearing aids for frequency response shaping that require only a few potentiometers and an ordinary screw-driver for adjustment. Consequently, analog circuitry should not be totally abandoned as yet in favor of digital circuitry.
Interspeaker Variability in Hard Palate Morphology and Vowel Production
Authors: Lammert Adam , Proctor Michael , Narayanan Shrikanth 
Published: July 2014

PurposeDifferences in vocal tract morphology have the potential to explain interspeaker variability in speech production. The potential acoustic impact of hard palate shape was examined in simulation, in addition to the interplay among morphology, articulation, and acoustics in real vowel production data.MethodHigh-front vowel production from 5 speakers of American English was examined using midsagittal real-time magnetic resonance imaging data with synchronized audio. Relationships among hard palate morphology, tongue shaping, and formant frequencies were analyzed. Simulations were performed to determine the acoustical properties of vocal tracts whose area functions are altered according to prominent hard palate variations.ResultsSimulations revealed that altering the height and position of the palatal dome alters formant frequencies. Examinations of real speech data showed that palatal morphology is not significantly correlated with any formant frequency but is correlated with major aspects of lingual articulation.ConclusionCertain differences in hard palate morphology can substantially affect vowel acoustics, but those effects are not noticeable in real speech. Speakers adapt their lingual articulation to accommodate palate shape differences with the potential to substantially affect formant frequencies, while ignoring palate shape differences with relatively little acoustic impact, lending support for acoustic goals of vowel production.
Introducing the Newborn Hearing Screening Training Curriculum
Authors: Winston Randi 
Published: July 2014

AbstractAlthough hospital based universal newborn hearing screening programs have been implemented in the majority of hospitals in the country, state Early Hearing Detection and Intervention (EHDI) programs and hospitals face the ongoing challenge of ensuring that all screening staff are properly trained and competent. Inadequately trained screening staff jeopardizes the integrity and efficiency of the early identification and intervention process. Over the past 2 ½ years, a team of experts dedicated to newborn hearing screening, represented by The EAR Foundation of Arizona (EFAZ) and the National Center for Hearing Assessment and Management at Utah State University (NCHAM), collaborated on a project to develop a competency based, multi-media training curriculum to meet hospitals’ training needs. The goal was to provide a consistent and comprehensive training solution to help hospitals achieve an improved standard of care to babies and families through efficient screening practices. A draft version was piloted and evaluated in 10 EHDI state programs. Feedback from 70 hospitals was incorporated. This document will discuss considerations and methods used for development and an overview of the curriculum content.
Outcomes for Children With HL: Effects of Age of ID, Sign Support, and Auditory Prosthesis
Authors: Nittrouer Susan 
Published: July 2014

Abstract

The purpose of the project reported here was to examine the effects of three independent variables on developmental outcomes for children with hearing loss (HL): age of identification of hearing loss, whether or not spoken language input was supported with signs and whether children used hearing aids (HAs) or cochlear implants (CI). Children with and without hearing loss were tested multiple times between 12 and 48 months of age, at their 6-month birthdays. Dependent variables were selected to examine all aspects of child development: receptive and expressive language, psychosocial components of personality, deleterious behaviors, adaptive behaviors, parental language style, and levels of parenting stress. Results support several main findings:

None of the independent variables had any significant effect on any dependent variable unrelated to language.

Mean levels of all language skills were delayed for all groups of children with HL, even those children identified at birth with only moderate losses that could be appropriately aided with HAs.

For children with losses identified at birth, the use or nonuse of signs to support spoken language input did not affect language outcomes in the long run.

Within the restricted range examined here, age of identification did not affect language outcomes, if children were not getting sign support; children with late-identified hearing loss receiving sign support were more delayed on all language measures than other children with HL.

Regarding prosthesis, some experience using HAs was associated with better outcomes, even if children eventually received CIs.

A parental language style that involved being very verbally responsive to the child's communicative attempts was strongly associated with positive language outcomes.
Erratum
Authors: Burdin L. Gray 
Published: July 2014

March 3, 1941.
As an addendum to a recent article of mine in the “Journal” (“A Survey of Speech Defectives in the Indianapolis Primary Grades,” September, 1940) the assumption was present that the situation revealed was as of the publication date.
Since the data was gathered for this survey (1937), the Indianapolis Public Schools have rightfully set about to correct this need. The present director of Speech Correction is Miss Esther Glaspey, a well-trained speech pathologist. Her progressive remedial speech program in the Indianapolis Public Schools has met with hearty approbation.
Individual Speaker Influence on Relative Intelligibility of Esophageal Speech and Artificial Larynx Speech
Authors: Kalb Marti Butell , Carpenter Mary A. 
Published: July 2014

Comparisons were made of the relative intelligibility of esophageal and artificial larynx speech. Care was taken to minimize the variable effects of individual speaker characteristics. For example, rather than relying solely on data comparisons between groups of different speakers, contrasts were also made between sample from subjects who could use both means of alaryngeal speech.
Fifteen proficient male laryngectomized speakers were selected. Five used only esophageal speech, five used only artificial larynx speech, and five produced both forms of speech. Recordings were made while the subjects read 50 PB (Phonetically Balanced) words embedded in a carrier phrase and were transcribed by 30 naive listeners. Differences in intelligibility between esophageal and artificial larynx speech resulted when data comparisons were based on different speaker groups. However, differences were not evident when data from the same speakers were compared. The results were interpreted to highlight the possible influence of individual speaker characteristics, rather than differences between communication methods.
Long-Term Effects on Speech of Chronic Cerebellar Stimulation in Cerebral Palsy
Authors: Wolfe Virginia I. , Ratusnik David L. , Penn Richard D. 
Published: July 2014

Chronic cerebellar stimulation (CCS) of the anterior lobe is undertaken for relief of motor dysfunction in cerebral palsy, but the long-term effect on speech and voice has been uncertain. The present study evaluated speech before cerebellar stimulation and between one year and two years, seven months following stimulation in nine patients with congenital cerebral palsy and one patient with traumatic brain damage.
Severity of dysarthria was not significantly altered as assessed by a panel of listeners. No patient demonstrated deterioration in speech. Only two of the 10 patients showed small positive changes in the majority of parameters evaluated including rate, articulation, and voice.
Profiles of Children with Severe Oral Language Disorders
Authors: Luick Anthony H. , Kirk Samuel A. , Agranowitz Aleen , Busby Robert 
Published: July 2014

The major purpose of this study is to determine whether children assigned to classes for severe oral language handicaps in California by a multidisciplinary diagnostic team exhibit a characteristic ITPA performance profile or a number of distinct profiles. A factor analysis and a cluster analysis was made on the scores of 237 children.
It was found that on the factor analysis the results showed a clear auditory-vocal factor and a visual-motor factor. All five tests in the visual-motor channel were superior to the five tests in the auditory-vocal channel. Within the auditory-vocal channel the lowest scores were in auditory association and grammatical closure. Ninety-seven percent of the oral language handicapped children had the lowest scores on these two subtests. It appears from these results that the major deficit of children assigned to severe oral language classes is a deficit in the central organization process, formerly referred to as "central aphasia, or inner language".
Encoding of New versus Old Information by Autistic Children
Authors: McCaleb Peggy , Prizant Barry M. 
Published: July 2014

Research and literature on communication problems of autistic individuals have identified specific pragmatic deficiencies. This preliminary study focused upon describing autistic children's verbal performance in regard to the pragmatic ability of encoding new versus old information. Four autistic children with MLUs of 1.96–2.82 were videotaped on two occasions in interactions with their teachers or speech-language pathologists. All of the subjects' referential utterances, including referential echolalic utterances, were categorized as the encoding of new or old information. Two prominent means that speakers used for encoding new versus old information were examined: the encoding of new information through single-word utterances (i.e., a lexicalization strategy) and the use of contrastive stress to highlight new information in multiword utterances.
The results revealed that the 4 subjects did encode new information through lexicalization in single-word utterances and through contrastive stress in multiword utterances. However, the subjects encoded old information almost as frequently as they encoded new information. The encoding of a new action or state change was marked relatively infrequently by the subjects, and they consistently produced repetitions of previously encoded information when they failed to offer new information to their listeners. The results are discussed in reference to cognitive processing patterns of autistic individuals.
Visual Training and Correction of Articulation Disorders by Use of Dynamic Palatography
Authors: Michi Ken-Ichi , Suzuki Noriko , Yamashita Yukari , Imai Satoko 
Published: July 2014

The dynamic palatograph is an electrical apparatus that generates a visual display of constantly changing palatolingual contact as a function of time, using an artificial palatal plate with affixed electrodes. This paper describes a technique of speech therapy incorporating dynamic palatography for a cleft palate patient. The patient, a 6-year-old Japanese girl with a repaired unilateral cleft lip and palate, had been judged to demonstrate articulation disorders involving contact of the tongue with the hard palate or alveolus following surgical improvement of velopharyngeal function. Prior to therapy the tongue tended to contact the hard palate more posteriorly than normal. After therapy with the dynamic palatograph, palatolingual contact was normal in comparison with average speakers.
Our findings suggest that the facility of constant visual indication of tongue posture to the clinician and patient during corrective speech therapy using dynamic palatography may expedite results with cleft palate patients in the speech clinic when implemented in a carefully structured treatment plan.
Comparison of Nonspeaking and Speaking Mentally Retarded Adults' Clarification Strategies
Authors: Calculator Stephen N. , Delaney Dianne 
Published: July 2014

Interactions between speaking and nonspeaking persons using communication boards have frequently been found to be plagued by conversational breakdowns. Previous investigators, drawing upon anecdotal evidence, have painted a scenario in which the nonspeaker confuses the listener by transmitting an ambiguous message, the listener then requests clarification, the nonspeaker fails to clarify, and the discourse is abruptly terminated.
The present study examined 5 speaking and 5 nonspeaking moderately-severely mentally retarded subjects' responses to their Listeners' requests for clarification. An informal conversational format was used to evoke 40 possible repairs from each subject. Few differences were noted with respect to the ways in which speaking and nonspeaking subjects revised or failed to revise their messages. Both groups were highly responsive to their listeners' requests for clarification; subjects rarely ignored or changed the topic of discourse following these listener requests. However, unlike previous reports of nonretarded normally developing language-disordered children operating at comparable mental and linguistic levels, these speaking and nonspeaking subjects generally repeated their ambiguous messages rather than revising them. The results indicated the need to develop techniques for teaching speaking and nonspeaking retarded adults alternate methods of repairing conversational breakdowns.
The Effect of Increment Size on Short Increment Sensitivity Index Scores
Authors: Sanders Jay W. , Simpson Mary E. 
Published: July 2014

The Short Increment Sensitivity Index (SISI test) was given with three increment magnitudes, 1.00 dB, 0.75 dB, and 0.50 dB, to a group of 24 normal hearing subjects and to a group of nine subjects with cochlear lesion hearing loss. The presence of cochlear pathology in the latter group was supported by the results of loudness balance tests of recruitment.
The SISI test distinguished the cochlear pathology ear from the normal ear more consistently with the 1.00 dB increment than with either of the two smaller increment magnitudes investigated. The major conclusion of the study is that the SISI test should be continued with the 1.00 dB increment originally proposed.
Differential Sensitivity to Duration of Acoustic Signals
Authors: Ruhm Howard B. , Mencke Eugene O. , Milburn Braxton , Cooper William A. , Rose Darrell E. 
Published: July 2014

Experiments were conducted to assess differential sensitivity to acoustic signal duration under various combinations of reference duration, sensation level, and signal frequency, and to determine whether hearing impairment, ostensibly due to cochlear pathology, affects such discrimination.
The absolute DL (difference limen) was linear as a function of reference duration at both 10 dB and 50 dB sensation levels in normal subjects and in those with presumed cochlear pathology. When a 10 dB SL signal was used, the mean absolute DL increased at the rate of 2.63 msec per 100-msec increase in reference duration. A concomitant increase of 2.38 msec per 100-msec increase in reference duration was observed when a 50 db SL signal was employed. Neither the signal frequency nor the presence of sensorineural hearing loss affected the duration DL, whereas a sensation level effect was exhibited by both types of subject. A smaller limen was obtained at 50 dB SL than at 10 dB SL.
Visual and Auditory Sequence Learning in Hearing-Impaired Children
Authors: Furth Hans G. , Pufall Peter B. 
Published: July 2014

Two hearing impaired groups, one diagnosed as deaf, the other as aphasic, at two age levels, CA 6–7 and CA 10–11, with 8 subjects in each group, were compared to a control hearing group of 16 subjects at each age level. All subjects were given four paired-associate tasks: a visual discrete task with six associations (DPA) and three 2- to 6-sequence tasks with combinatory sequences as stimuli; one sequence task showed visual stimuli in simultaneous presentation (SIM), another in successive (SUC), and a third presented auditory successive sequences (AUD).
The main results indicated no differences between aphasic and deaf except that the younger aphasics were poorer on AUD. The younger hearing-impaired were equal to controls on DPA, but poorer on SUC and AUD. For all groups SIM and for controls also AUD was easier than SUC.
Stuttering and Word Length
Authors: Wingate M. E. 
Published: July 2014

Fourteen young adult male stutterers read two lists of words, one list consisting of one-syllable word pairs, the second list consisting of two-syllable words phonetically equivalent to word pairs in the first list.
Results show a significantly higher frequency of stuttering on two-syllable words. The findings are related to other data which bear on the relationship of stuttering to word length, grammatical category, context, and suprasegmental features of speech.
Effects of Alterations of Prosodic Features on the Sequencing Performance of Aphasic Children
Authors: Stark Joel , Poppen Roger , May Michael Z. 
Published: July 2014

Eight aphasic and eight normal children were studied to determine whether alterations in prosodic features of auditory stimuli would enhance their sequencing ability.
Five of the aphasic children had difficulty with sequences of three. The results indicated that their sequencing difficulty is largely due to forgetting the first item in the sequence. When the initial item was stressed, recall of the entire sequence was enhanced. When other features of the sequence were altered, recall was disrupted. These effects were not observed in the normal group.