bluuebunny/crossref_metadata_2025_split huggingface dataset:
Syntactic comprehension in children with expressive language impairment*
Authors: Adams Catherine 
Published: November 2007

ABSTRACTTwo groups of language‐impaired children, an ‘expressive language impairment’ group and a ‘development dyspraxic’ group, aged between 4 and 6 years, were assessed on a set of test sentences designed to tap syntactic comprehension. Expressive language was profiled for both experimental groups. A control group completed the syntactic comprehension test only. The results indicate that children with apparently isolated defects of expressive syntax do, in fact, have subtle deficits of comprehension in comparison to age‐matched controls. The deficit can be detected in a syntactic decoding task. Comprehension strategies used by this group are examined. The ‘dyspraxic’ group did not perform significantly differently to controls.
Speech therapy and Parkinson's disease: A review and further data
Authors: Johnson J. A. , Pring T. R. 
Published: November 2007

ABSTRACTA review is undertaken of recent experimental studies of the effects of speech therapy offered to patients with Parkinson's disease. In contrast to earlier opinions based upon clinical impressions, the results of these studies indicate that the immediate gains from therapy measured within the clinical setting are readily detected, that these are perceived by patient's relatives and that there is reasonable evidence that benefits persist for some period after treatment. A further study is reported which tests the effects of a less intensive treatment regimen. This also gave positive results. Although questions remain regarding the most efficient form of treatment and the extent of its benefits outside the clinic, the existing results warrant greater optimism about the benefits of speech therapy offered to patients with Parkinson's disease.
The costs and benefits of providing early intervention to very young, severely hearing‐impaired children in the United States: The conceptual outline of a longitudinal research study and some preliminary findings
Authors: Rittenhouse Robert K. , White Karl , Lowitzer Chuck , Shisler Lenore 
Published: November 2007

ABSTRACTThis paper presents the conceptual framework for a newly instituted longitudinal research study into the costs and benefits of providing early intervention to very young, severely hearing‐impaired children in the USA and the results of one of the studies after 2 years of intervention. The research design employs randomised procedures, blind assessment and treatment verification. The overall project is part of a 20 experiment national study that addresses specific questions about the effects of early intervention on the psychological development of hearing‐impaired children. Those questions regard age‐at‐start, treatment intensity and programme variation. Two of the three experiments with hearing‐impaired children are still in developmental stages, whilst the third, a communication methods comparison, has been started. The preliminary findings of the third experiment (which include 2 years of intervention effects) are presented. Two groups of young, severely hearing‐impaired children between the ages of 18 months and 5 years (one an oral‐aural group and one called an English sign language group) have received 20 months of intervention in one or other of the groups. Their developmental progress has been measured using the Battelle Developmental Inventory, several specific English language measures and two family measures. Whilst both groups showed significant progress over intervention time on all measures, the performance differences between the two groups were not statistically significant in any of the psychological domains tested.
Developing intelligible signs with learning‐disabled students: A review of the literature and an assessment procedure
Authors: Grove Nicola 
Published: November 2007

ABSTRACTThe use of sign language as an augmentative medium of communication is a well‐established approach in working with client groups who are handicapped in their effective use of verbal language. However, students with physical and learning disabilities may continue to experience problems in making themselves understood, because of inaccuracies in sign production which may be considered as analogous to phonological errors in speech. It is suggested in this paper that the evaluation and remediation of sign production errors is most usefully approached through an understanding of the phonological structure of sign language. The paper presents a review of the literature concerning the development of (1) motor patterns involved in sign production, and (2) the four major parameters of handshape, location, movement and orientation, in hearing‐impaired and hearing children whose first language is sign, and in students with mental handicaps. A framework for assessing and monitoring sign production is suggested, and possible approaches to the development of intelligible signing are discussed. It is argued that the analysis and remediation of sign errors should always be related to the communication needs of the individual, rather than developed in isolation.
Coordination of sucking, swallowing and breathing in the newborn: Its relationship to infant feeding and normal development
Authors: Selley W. G. , Ellis R. E. , Flack F. C. , Brooks W. A. 
Published: November 2007

ABSTRACTNon‐invasive, sensitive equipment was designed to record nasal air flow, the timing and volume of milk flow, intraoral pressure and swallowing in normal full‐term newborn babies artificially fed under strictly controlled conditions. Synchronous recordings of these events are presented in chart form. Interpretation of the charts, with the aid of applied anatomy, suggests an hypothesis of the probable sequence of events during an ideal feeding cycle under the test conditions. This emphasises the importance of complete coordination between breathing, sucking and swallowing. The feeding respiratory pattern and its relationship to the other events was different from the non‐nutritive respiratory pattern. The complexity of the coordinated patterns, the small bolus size which influenced the respiratory pattern, together with the coordination of all these events when milk was present in the mouth, emphasise the importance of the sensory mechanisms. The discussion considers (1) the relationship between these results, those reported by other workers under other feeding conditions and the author's (WGS) clinical experience, (2) factors which appear to be essential to permit conventional bottle feeding and (3) the importance of the coordination between the muscles of articulation, by which babies obtain their nourishment in relation to normal development and maturation.
Lingual activity in two speech‐disordered children's attempts to produce velar and alveolar stop consonants: Evidence from electropalatographic (EPG) data
Authors: Gibbon F. 
Published: November 2007

ABSTRACTResearch is accumulating to suggest that, in the process of phonological acquisition, children pass through a stage of producing subphonemic acoustic cues to distinguish target phonemic contrasts. These subtle, or covert, distinctions occur unnoticed by a transcriber, yet their existence is viewed as having potentially important theoretical and clinical implications. In this study, the technique of electropalatography (EPG) was used to investigate tongue placement in two speech‐impaired subjects (sisters), during their attempts to produce alveolar/velar stop contrasts, and their EPG printouts compared to those of a normal subject. Transcription of the impaired subjects' speech showed that, whilst one was able overtly to produce the contrast, the other was using the phonological process of alveolar backing, and so was judged not to have the contrast. However, contrary to the predictions made based on the auditory transcription, the EPG data revealed that both children were making similar, and clearly distinguishable, lingual‐palate contacts for the two places of articulation. Examination of the data revealed that the subject who was overtly producing the contrast was able to control the precise sequence of tongue movements necessary in the release phase of the two classes of stops. This critical stage in alveolar/velar stop production had not been mastered by the subject who was not producing a perceptible distinction. The clinical relevance of these findings is discussed.
Figurative language and reading comprehension in American deaf and hard‐of‐hearing children: Textual interactions
Authors: Rittenhouse Robert K. , Stearns Keith 
Published: November 2007

ABSTRACTThe limited evidence on figurative language in deaf children, as well as ‘professional intuitions’, has led those who teach them to conclude that reading comprehension will be significantly complicated by figurative language. However, there are disagreements among practitioners as to how best to manage figurative language when it appears in text. Generally, some sort of textual modification is made, although those for and against ‘simplified texts' are split on this issue. Those who favour them suggest either that complex vocabulary and syntax be reconstructed or that they be gradually introduced. However, reformulations are seldom standard nor are the figurative tropes such as metaphor, simile, personification etc. systematically introduced. Those against simplifed texts argue that the problem of figurative language control is not one of linguistic complexity, but one of cognitive processing: deaf children can grasp inferred or indirect meaning so long as the referential domain is made clear. Such comprehension comes by way of demonstration, practice and feedback and figurative language need not present a special problem. In this present study, 14 deaf and hard‐of‐hearing children and youths who had been randomly assigned to one of two groups were given an original story entitled ‘Peaches the Cat’ and asked to read it. One group read a literal version of the story and one group read a figurative version in which all textual answers to the question were masked with figurative phraseology. Both groups answered the questions above a chance level and the figurative version did not prove to be more difficult than the literal version. The two groups were comparable on hearing loss and on reading and language ability. Whilst the data were not viewed as conclusive, they did suggest that figurativeness embedded in stories need not interfere with reading comprehension in severely hearing‐impaired children. Teachers should focus attention on the teaching of figurative expressions (tropes) such as metaphor, simile, personification etc. rather than on the modification of textual materials.
The use of diacritics for visual articulatory behaviours
Authors: Woodard Marion 
Published: November 2007

ABSTRACTSThis paper proposes the use of a set of symbols related to the International Phonetic Alphabet (IPA) and diacritics for the description and notation of articulatory behaviours which can be perceived visually, but which have no effect on the perceived auditory quality of phonemes produced. It is suggested that the use of such symbols will clarify clinical analysis of speech patterns. Examples of clinical usage are given.Cet article propose l'utilisation d'un ensemble de symboles en rapport avec l'Alphabet Phonétique International (IPA) et de symboles diacritiques pour la description et l'annotation des comportements articulatoires qui peuvent être perçus visuellement mais qui n'ont pas d'effet sur la qualité auditive perçue des phonèmes prononcés. Il nous semble que l'utilisation de ces symboles permettra des analyses cliniques plus claires. Des exemples d'utilisation sont donnés.Dieser Artikel bespricht die Anwendung eines Symbolensystems, das mit dem internationalen, phonetischen Alphabet (IPA) verwandt ist, zusammen mit diakritischen Zeichen für die Beschreibung und Bezeichnung artikulatorischen Verhaltens, das visuell wahrgenommen wird, das aber keinen Einfluß auf die auditiv wahrgenommene Qualität des gesprochenen Phonems ausübt. Es wird vorgeschlagen, daß die Anwendung solcher Symbole die Sprechparameteranalyse deutlicher macht. Beispiele der klinischen Anwendung werden gegeben.
Augmentative communication systems taught to cerebral‐palsied children — A longitudinal study. III. Teaching practices and exposure to sign and symbol use in schools and homes
Authors: Udwin Orlee , Yule William 
Published: November 2007

ABSTRACTSA longitudinal study of augmentative communication training with 40 language‐impaired, cerebral‐palsied children examined the teaching practices adopted in schools, and the extent to which teachers and parents used the augmentative systems with the children. The study found limited exposure to sign and symbol training in formal teaching sessions and in other school settings, and teachers made relatively few attempts to foster spontaneous use of the systems and generalisation outside of formal training settings. Exposure to augmentative communication in the children's homes was equally limited, and a significant number of parents expressed reservations about the value of the systems for their children. These findings may at least partly account for the children's limited progress in sign and symbol acquisition and use over an 18‐month period, which was documented in two earlier reports.Une étude longitudinale sur les méthodes d'amélioration des capacités de communication, menées sur 40 enfants atteints de paralysie cérébrale avec des troubles du langage, a examiné les méthodes d'apprentissage adoptées dans les écoles, et jusqu'à quel point les professeurs et les parents utilisaient ces méthodes avec ces enfants. L'étude a montré que le recours à l'apprentissage des signes et des symboles était limité dans les enseignements formels et dans les autres cadres scolaires, et que les professeurs faisaient relativement peu de tentatives pour favoriser une utilisation spontanée de ces systèmes ni pour favoriser une généralisation en dehors des séances formelles. La pratique de ces méthodes pour augmenter les capacités de communication dans le milieu familial était également limitée, et un nombre important de parents ont émis des réserves sur la valeur de ces systèmes pour leurs enfants. Ces résultats peuvent expliquer en partie les progrès limités des enfants dans l'acquisition et l'utilisation des signes et des symboles, sur la période de 18 mois, qui avait fait l'objet de deux rapports antérieurs.In einer Längschnittstudie des augmentativen Trainings bei 40 sprachbehinderten Kindern mit zerebraler Kinderlähmung, untersuchten wir die Unterrichtspraxis in den Schulen, und inwieweit die Lehrer und Eltern mit den Kindern diese augmentative Technik benutzten. Im formellen Unterricht und in anderen Schulsituationen fanden wir eine begrenzte Anwendung der Zeichen und Symbole, und die Lehrer versuchten relativ wenig eine spontane, oder allgemeinere Anwendung der Systeme ausserhalb der formellen Unterrichtsstunden aufzubauen. Die Anwendung augmentierter Kommunikation bei den Kindern zu Hause war gleichfalls beschränkt. Eine bedeutsame Anzahl der Eltern beweifelten den Wert dieser Technik für ihre Kinder. Dieser Befund könnte ein Grund dafür sein, warum die Kinder im Zeitraum von 18 Monaten nur beschränkte Fortschritte beim Erwerb der Zeichen und Symbole machten ‐ wie wir in zwei Berichtenbereits beschrieben haben.
Sentence processing deficits: A replication of therapy
Authors: Nickels Lyndsey , Byng Sally , Black Maria 
Published: November 2007

ABSTRACTSThis paper describes the replication of a therapeutic programme originally used by one of the authors, Byng (Cognitive Neuropsychology, 1988, 5, 629–676) to remediate a specific sentence processing deficit. Our patient is shown to have similar although not identical deficits to those of one of the patients (JG) described in that programme. Sentence comprehension and production both improved as a result of therapy. The pattern of results observed gave further insights into both the nature of the patient's deficit and the mechanism of therapy.Cet article décrit la réplique d'un programme thérapeutique utilisé originellement par l'un des auteurs, Byng (Cognitive Neuropsychology, 1988, 5, 629–676), pour soigner une déficience spécifique dans le traitement de phrases. Il a été démontré que notre patient avait des déficiences semblables, bien que non identiques, à celles du sujet (JG) étudié précédemment. La compréhension et la production de phrases se sont améliorées grâce à la thérapie. L'observation des résultats a permis de dégager des éléments complémentaires, aussi bien sur la nature de la déficience du patient que sur le fonctionnement de la thérapie.Wir beschreiben die Wiederholung eines Therapieprograms, das ursprünglich von einer der Autorinnen, Byng (Cognitive Neuropsychology, 1988, 5, 629–676), zur Behandlung eines spezifischen Satzverarbeitungsdefizits entwickelt wurde. Unser Patient zeigt Defizite, die ähnlich, aber nicht identisch zu denen, des im anderen Program beschriebenen Patienten JG sind. Als Folge der Therapie verbesserten sich sowohl das Satzverständnis, als auch die Satzproduktion. Die Art der Ergebnisse ermöglichte eine weitere Einsicht sowohl in die Art des Defizits des Patienten, als auch in das Therapieverfahren.
Clinical education: The supervisory process
Authors: McGovern M. A. , Dean E. C. 
Published: November 2007

AbstractsThis investigation of the supervisory process was designed to extend the first author's (MMcG) previous work that had resulted in categories for analysis of clinical competence in student therapists. The supervisory interactions between five students and their clinicians were video‐taped and analysed. Participants' perceptions of the dyad were rated using visual analogue scales. The findings indicated that clinicians' verbal comments could be assigned to the categories previously identified. A further analysis of three of these categories revealed that seven interview strategies were used by the clinicians in the process of supervision. Supervisors appeared to be more accurate in estimating the extent of students' participation in the conference whereas students tended to make a more realistic estimation of the level of positive feedback. Pointers for future research are suggested.Cette recherche à propos des méthodes d'encadrement a été conçue pour compléter le travail précédent du premier auteur, qui avait aboutit à des catégories d'analyse pour les compétences cliniques des étudiants orthophoniste. L'interaction entre 5 étudiants et les cliniciens responsables de l'encadrement de chacun d'eux a été filmé et analysé. Les impressions des deux parties de ces paires ont été notées avec des échelles analogues visuelles. Les résultats ont montré que les commentaires parlés des cliniciens pouvaient être répartis en fonction des catégories précédemment établies. Une analyse plus poussée de trois de ces catégories a révélé que sept stratégies d'entretien étaient utilisées par les cliniciens dans leur méthode d'encadrement. Les cliniciens se sont révélés plus précis dans leur estimation de l'importance de la participation des étudiants, alors que les étudiants semblaient faire une estimation plus réaliste du niveau de rétroaction positive. Des points à approfondir sont suggérés.Diese Untersuchung des Verfahrens für die Aufsicht von Sprachtherapiestudenten sollte die bisherige Arbeit einer der Autorinnen (MMcG), die zur Aufstellung von Kategorien zur Analyse der klinischen Kompetenz geführt hatte, weiterentwickeln. Die Studie besteht aus einer Analyse von Videoaufnahmen der Interaktionen zwischen fünf Studenten und den für sie verantwortlichen Klinikern. Die Wahrnehmungen der Teilnehmer der Austausche wurde mit Hilfe visuell analoger Skalen bewertet. Die Resultate deuteten darauf hin, dass die verbalen Äusserungen der Kliniker den vorher festgestellten Kategorien zugeordnet werden konnten. Eine weitere Analyse von drei dieser Kategorien zeigte, dass die Kliniker sieben von diesen Interviewstrategien im Aufsichtsverfahren benutzten. Die Aufsichtspersonen konnten anscheinend den Grad der Teilnahme der Studenten an der Besprechung genauer einschätzen, während die Studenten den Grad des positiven Feedbacks realistischer einschätzen konnten. Eine Richtung für weitere Forschung wird angedeutet.
Semantic‐pragmatic disorder: A right hemisphere syndrome?
Authors: Shields Jane 
Published: November 2007

AbstractsFollowing right hemisphere lesions, adults' speech can become copious and inappropriate, with abnormal prosody, and they may be unable to comprehend metaphor or humour. Their symptoms resemble those of children with semantic‐pragmatic language disorder, who use fluent, grammatically complex language, but with poor sensitivity to the communicative situation. The hyperlexia found in some of these children reflects an underlying cognitive problem in integrating semantic information with knowledge of the world. Both groups of patients fail to comprehend inferential meaning or to make use of paralinguistic features. It is hypothesised that the disorders of communication and cognition found in semantic‐pragmatic language disorder may be linked to right hemisphere dysfunction, but this has yet to be confirmed by research.A la suite de lésions de l'hémisphère droit, la parole d'adultes peut devenir désordonnée et mal à propos, avec une prosodie anormale, et il arrive aussi que ces adultes soient incapables de comprendre les métaphores ou l'humour. Leurs symptômes ressemblent à ceux d'enfants avec des troubles du langage sémantico‐pragmatique, qui utilisent avec aisance un language complexe grammaticalement, mais avec peu de sensibilité à la situation de communication. L'hyperlexie trouvée chez certains de ces enfants reflète un problème cognitif sousjacent lié à l'intégration d'informations sémantiques avec des connaissances du monde. Les deux groupes de patients n'arrivent pas à comprendre les raisonnements inférentiels ou à utiliser des traits paralinguistiques. L'hypothèse suivante est suggérée: les troubles de la communication et de la cognition trouvés dans les troubles du langage sémantico‐pragmatique peuvent être liés à un dysfonctionnement de l'hémisphère droit, mais des recherches complémentaires sont nécessaires pour étayer ce point de vue.Nach Läsionen der rechten Hemisphäre können die Sprechäusserungen von Erwachsenen wortreich und unpassend werden, mit abnormer Prosodie. Unter Umständen sind sie unfähig, Metaphoren oder Humor zu verstehen. Ihre Symptome sind denen von Kindern ähnlich, die unter einer semantisch‐pragmatische Sprachstörung leiden und eine fliessende, grammatisch komplexe Sprache benutzen, aber mit geringem Feingefühl für die kommunikative Situation. Die Hyperlexie, der man bei manchen dieser Kinder begegnet, lässt ein grundliegendes, kognitives Problem biem Integrieren der semantischen Information mit ihren Kenntnissen der Umwelt erkennen. Bei beiden Patientengruppen fehlt das Verständnis für ableitbare Bedeutung oder die Anwendung paraliguistischer Eigenschaften. Wir stellen die Hypothese vor, dass Störungen der Kommunikation und der Kognition, die man bei der semantisch‐pragmatischen Sprachstörung findet, mit der Dysfunktion in der rechten Hemisphäre verbunden seien, aber dies muss erst noch durch weitere Forschung bestätigt werden.
Speech control in persistent tardive dyskinesia: A case study
Authors: Ferguson Alison 
Published: November 2007

ABSTRACTSThis case study presents the results of a speech control technique successfully used by a patient who developed persistent tardive dyskinesia as a side effect of the long‐term use of prescribed medication.Cette étude présente les résultats d'une technique de maîtrise du langage parlé utilisée avec succès par un malade qui avait contracté une diskinésie tardive persistente comme effet secondaire de l'utilisation à long terme de médicaments sous ordonnance.In dieser Einzelfallstudie werden die Ergebnisse einer von einem Patienten erfolgreich angewandten Sprechkontrollmethode dargestellt. Der Patient hatte als Seiteneffekt der langfristigen Verschreibung einer Medikation eine tardive Dyskinesie entwickelt.