bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Effectiveness of Paraprofessionals and a Speech Clinician as Agents of Articulation Intervention Using Programmed Instruction
Authors: Costello Janis , Schoen Judith 
Published: July 2014

Abstract
Fifteen elementary-school children with functional θ/s substitutions were randomly divided into three experimental groups. All three groups received articulation intervention via Mowrer’s (1968) S-Pack program for correction of the frontal lisp. Five women were trained as paraprofessionals to administer the program to two groups of children. One group received videotaped instruction, the second group received audiotaped instruction, and the third group was administered the program live-voice by a professional speech clinician. Comparison of the results achieved by the paraprofessionals and the professional speech clinician revealed no significant differences. All of the children learned correct /s/ production equally well and rapidly. The implications of these results for the use of paraprofessionals and programmed instruction are discussed.
Testing the Receptive Language Skills of Severely Handicapped Preschool Children
Authors: Pecyna Paula M. , Sommers Ronald K. 
Published: July 2014

Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children.
Two norm-referenced tests—Test for Auditory Comprehension of Language (TACL,—age range 3 to 7 years) and Preschool Language Scale (PLS—age range 1 to 7 years)—and one criterion-referenced task, the Basic Two-Choice Object Discrimination Task (no age range specified)—were administered to nine severely handicapped preschool children. The purpose was not to compare the tests, which do not tap equivalent receptive language skills, but to study patterns of testing behavior and performance for each subject compared under test and retest conditions. Ratings were also assigned to each test and retest judging the degree to which results correlated with subjective estimates of each subject's receptive skills.
Overall, performance and behavioral ratings for subjects tended to be best for the Two-Choice Task and worst for the TACL. Results of the Two-Choice Task were consistently judged to reflect each subject's receptive skills most accurately. Factors which may have influenced subject performance and behavior are discussed.
Families' Perceptions of Early Intervention Services for Children With Hearing Loss
Authors: Harrison Melody , Dannhardt Margaret , Roush Jackson 
Published: July 2014

A national survey was distributed to families of preschool-age children who are deaf or hard of hearing in order to investigate parent's perceptions of family involvement in early intervention programs, as intended by the Individuals with Disabilities Education Act (formerly P.L. 99-457). Questions were organized into five categories: (1) the family's experiences with their early intervention program, (2) information provided by their early intervention program, (3) experiences in writing the Individualized Family Service Plan (IFSP), (4) demographic information concerning the family, and (5) demographic information concerning the child.
Surveys were returned from all geographic regions of the United States, representing parents from a wide variety of backgrounds. Results indicate that although an IFSP had not been developed by almost one-half of the respondents, those who responded reported overall satisfaction with their early intervention program.
Clinical Evaluation and Treatment of Vocal Disorders
Authors: Kereiakes Thomas J. 
Published: July 2014

The evaluation of clients with voice disorders is a complex and challenging problem because of the vast number of influences affecting normal laryngeal functioning. A careful and complete history often will indicate the underlying problem, and a physical examination will add to this information and confirm the diagnosis.
Newer technology, such as video strobolaryngoscopy, has taken knowledge of the larynx and treatment of laryngeal pathology to a new plane. The approach outlined in this article is one approach used to evaluate the client with an impaired voice. This approach is designed to efficiently gain the necessary information to make an accurate diagnosis and to allow an appropriate treatment plan to be designed.
Satisfaction With Standardized Language Testing
Authors: Huang Rei-Jane , Hopkins Joseph , Nippold Marilyn A. 
Published: July 2014

There is little documentation regarding which standardized tests of language development clinicians prefer and their degree of satisfaction with tests and the testing process. This study reports the results of a survey of 216 clinicians in a variety of work settings across the state of Oregon. Clinicians rated their degree of satisfaction with several factors associated with testing: time available for test administration and interpretation; funding available for purchasing tests; and psychometric properties of tests.
The findings indicated that approximately one-half of the respondents expressed neutrality regarding overall satisfaction, with the remaining clinicians almost evenly split between expressing some degree of dissatisfaction or satisfaction. School clinicians were significantly less satisfied than clinicians in clinic/hospital settings. Clinicians with caseloads greater than 40 expressed significantly greater dissatisfaction with tests and the testing environment. Clinicians also indicated the tests most commonly used with four age groups that covered the birth-to-19 years age range. Possible sources of clinician dissatisfaction are also explored.
Academic and Clinical Preparation and Practices of School Speech-Language Pathologists With People Who Stutter
Authors: Kelly Ellen M. , Martin Jane S. , Baker Kendra E. , Rivera Norma I. , Bishop Jane E. , Krizizke Cindy B. , Stettler Deborah S. , Stealy June M. 
Published: July 2014

One-hundred-fifty-seven Indiana school speech-language pathologists responded to a survey regarding their educational and clinical preparation and their current clinical practices with people who stutter. Respondents described and evaluated the quantity and quality of their academic coursework and clinical experiences, as well as their current clinical procedures for diagnosing and treating stuttering. Speech-language pathologists also estimated their clinical competence with their clients who stutter at two junctures in their careers: (a) following completion of academic/clinical training, and (b) currently.
Respondents reported receiving insufficient academic and clinical preparation to work with people who stutter. In addition, nearly half of those surveyed reported that their current clinical skills are inadequate for managing stuttering. Findings are interpreted as confirming and extending the growing body of literature that documents the need for the improvement and expansion of educational and clinical opportunities in stuttering for speech-language pathologists in training and those in professional practice.
Communication Assessments of Individuals With Limited Hearing
Authors: Maxwell Madeline M. 
Published: July 2014

Communicative competence is not a matter of selecting a sentence and applying it to some use. Nor is competence a single dimension: It is a matter of interacting in socially coordinated ways with other people in some purposive behavior. Language fits a purpose and fits the people interacting. Assessment of the communication of children who are deaf has often resulted in frustrating lists of various kinds of linguistic elements, but little sense of how a child communicates. A better approach might focus on communicative competence.This article presents a framework of assessment that has been derived from descriptive studies of the communication of individuals who are deaf. The frame-work attends to the shifting demands of the speaker and hearer roles in an interaction, the meanings that emerge from the interaction, and the action that ensues. The frame-work is followed up with some discussion of the organizational structures appropriate for comprehensive assessments and for ongoing teaching and therapy.
The Interactional Dimensions of Language Therapy
Authors: Kovarsky Dana , Duchan Judith F. 
Published: July 2014

This article distinguishes between adult- and child-centered intervention practices according to five interrelated dimensions of therapy context: the event, the agenda, the interactional lead, evaluation, and repair. To illustrate how these five dimensions could potentially manifest themselves during interaction, clinicians were asked to engage a child of their own choosing in both adult- and child-centered intervention.
The present discussion focuses on a turn-by-turn analysis of an excerpt from one of the child-centered language therapy sessions. Analysis reveals that simply doing away with three-part quiz question sequences, eliminating explicit verbal evaluations of a child's communicative performance, and changing the function of repair does not necessarily result in a more child-centered interaction. To evaluate the child-centeredness of intervention, one must understand the communicative relationships between speakers as they manifest themselves during ongoing sequences of interaction that are embedded in therapeutic events.
Working With Educational Interpreters
Authors: Seal Brenda C. 
Published: July 2014

Increasing numbers of students who are deaf or hard of hearing are being educated in their local schools. Accommodations frequently made for these students include the provision of educational interpreting services. Educational interpreters serve to equalize the source language or source communication mode (usually spoken English) with a target language or target mode (either sign language, cued speech, or oral transliterating). Educational interpreters' expertise in sign language or cued speech will likely exceed that of speech-language pathologists, whose expertise in speech and language development and in discourse demands of the classroom will likely exceed that of the educational interpreters.
This article addresses the mutual needs of speech-language pathologists and educational interpreters in providing services to their students. Guidelines supported by recent research reports and survey data collected from interpreters are offered to speech-language pathologists as ways to improve the working relationships with educational interpreters in three areas: (a) evaluating a student's communication skills, (b) establishing treatment goals and intervening to meet those goals, and (c) providing inservice workshops to teachers about educational interpreting services.
Scaffolds for Learning to Read in an Inclusion Classroom
Authors: Silliman Elaine R. , Bahr Ruth , Beasman Jill , Wilkinson Louise C. 
Published: July 2014

Purpose:This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study—one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers’ discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD).Method:Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined.Results:Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children.Clinical Implications:In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.
Validation of Facilitated Communication
Authors: Calculator Stephen N. , Hatch Elizabeth R. 
Published: July 2014

This study reports the results of an attempt to validate a young adult's use of facilitated communication. The individual, Philip, had made allegations of sexual abuse against his father. These allegations were conveyed to two facilitators, one a special education teacher and the other an instructional aide. A comprehensive battery of procedures was developed and then administered to examine the likelihood that Philip could have authored the allegations. Results of the assessment failed to support Philip's possessing the necessary communication skills to have authored the allegations. Charges against his father were subsequently dismissed.
While findings of this investigation cannot be generalized beyond Philip, the procedures and accompanying rationale may be useful to other examiners who are engaged in validation activities with facilitated communicators. Implications and proposed guidelines for testing the validation of this method of communication are presented.
Intelligibility/Severity Measurements of Prekindergarten Children’s Speech
Authors: Gordon-Brannan Mary , Hodson Barbara Williams 
Published: July 2014

Intelligibility/severity measurements were obtained for 48 prekindergarten children with varying levels of phonological proficiency/ deficiency. The measure used as the “standard” was percentage of words understood (i.e., orthographically transcribed correctly) in continuous speech in a known context by unfamiliar trained listeners. The children were divided into four groups based on the percentage of words understood from their continuous speech samples. The ranges of intelligibility for each group were: (a) 91–100% for children with “adult-like” speech; (b) 83–90% for children in the “mild” category; (c) 68–81% for children with moderate intelligibility/speech involvement; and (d) 16–63% for the 12 children in the “severe” (i.e., least intelligible) category. When the percentages of the children in the severe group were excluded, the range of the top three groups combined was 68–100% and the mean was 85%. For a child 4 years of age or older, any percentage of words understood in connected speech that falls below 66% (2 standard deviations below the mean) may be a potential indicator of speech difficulty.
In addition, data were obtained from the 48 children to determine the correlations between the standard measure and the following intelligibility/severity measures: (a) imitated sentences, (b) imitated words, (c) listener ratings of intelligibility, and (d) phonological deviation averages. All five measures, including the standard measure, investigated in this study were strongly intercorrelated. Multiple regression analysis results yielded a prediction model that included listener ratings and imitated sentences measures. Results of multivariate analysis of variance (MANOVA), univariate analysis, and post-hoc Bonferroni tests indicated that differences between all pairs of groups were significant for the listener rating measure based on the continuous speech sample. For the percentage of words understood in continuous speech samples, the differences between all pairs of groups, except between the adult-like and mild groups, were also significant. The only group that differed significantly from the other three groups for all five measures was the severe group.
Functional Speech Disorders and Personality: A Decade of Research
Authors: Bloch Ellin L. , Goodstein Leonard D. 
Published: July 2014

This paper summarizes and evaluates the research literature published between 1958 and 1968, relating measured personality and adjustment to the functional (non-organic) speech problems of articulation, delayed speech, voice, and stuttering. For each of these disorders, a review and evaluation of the research is presented on the personality and adjustment of (1) children suffering from that disorder; (2) their parents; and, where appropriate, (3) adults with that disorder. Methodological and conceptual problems are discussed in the context of the studies.
The literature reviewed has yielded few conclusive findings and few new perspectives regarding the role of personality variables in the four major functional speech disorders. The methodological and conceptual inadequacies of most studies have been striking, and steady research efforts have yielded no firm evidence that differentiates speech-defective persons and their parents from normal speakers and their parents in terms of general adjustment or broadly identifiable personality patterns. It would be profitable to concentrate future research on specific within-group variables, such as improvement in therapy, rather than to continue the present focus.
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.
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).
Further Studies of Nonverbal Learning and Aphasia
Authors: Tikofsky Ronald S. , Reynolds Gale L. 
Published: July 2014

This research study follows a previous paper on the performance of adult aphasics tested with a modified form of the Wisconsin Card Sorting Task. It investigates the effects of varying the order of presentation of the three sorting concepts or problems on the overall task-learning rate, the percentage of error responses and the percentage of perseverative error. It is found that varying the order of the concepts does not effect the task difficulty, as measured by these indices.
Statistical and interpretative analyses of the data also investigate the nature of performance improvement patterns. It is found that any significant improvement is due to the elimination of nonperseverative errors, while the proportion of perseverative responses remains fairly constant. The aphasics' inability to generalize problem solution methods and possible techniques for reducing perseveration, in addition to an evaluation of this task as an aphasia research instrument, are discussed.
Evaluation of Methods of Estimating Sub-Glottal Air Pressure
Authors: Kunze Luvern H. 
Published: July 2014

The following measures were simultaneously recorded as each of 10 adult male subjects phonated vowels at a variety of frequency and intensity levels: (a) intraesophageal pressure sensed by a small balloon inserted into the esophagus, (b) intratracheal pressure sensed by a hypodermic needle inserted into the trachea, and (c) lung volume recorded by a respirometer.
The study tested the validity of obtaining subglottal air pressure: (a) through the direct use of intra-esophageal pressure values, (b) through the use of the drop in intra-esophageal pressure which results when phonation is interrupted with the vocal folds abducted, and lung volume held constant, and (c) through the use of intra-tracheal pressure values. Results suggest that method (b) provides a valid estimate of subglottal pressure under conditions of sustained phonation, while method (c) provides a valid and reliable measure during sustained phonation and during connected speech where changes being recorded occurred at syllabic rates. Under no experimental conditions did method (a) provide a valid estimate of subglottal pressure.
Some Implications of Binaural Signal Selection for Hearing Aid Evaluation
Authors: Heffler Allan J. , Schultz Martin C. 
Published: July 2014

Clinical techniques for evaluating binaural hearing aids have been inconclusive. This paper offers some explanations of shortcomings in present approaches, concentrating upon several characteristics to be included in an adequate clinical procedure. These are the presence of competing sound; S/N ratios permitting measurable increases in discrimination from advantageous listening conditions; elimination of localization and sidedness effects; and the requirement of long duration signals with credit for partial responses.
The study was an approach on normal-hearing individuals under several S/N ratios, with occlusion of one ear as an experimental variable. Listening was accomplished under homophasic and antiphasic conditions for each combination of the other conditions.
Results demonstrated significant differences among the listening conditions and the results have been rationalized in schema for testing binaural hearing aids under various hearing-loss circumstances. Applications to auditory training are discussed.