bluuebunny/crossref_metadata_2025_split huggingface dataset:
Communication aids provision 1983–1986
Authors: Rowley C. M. , Stowe J. , Bryant J. , Chamberlain M. A. 
Published: November 2007

ABSTRACTIn 1983, a study was undertaken to document aspects of communication aids provision. Two national surveys (one of manufacturers and the other of district speech therapists), were carried out (Phase I), and then a prospective year's study, based on Phase 1 data, set up in nine selected districts (Phase 2). Data on 32 new adult users of 39 communication aids were gathered and various findings summarised: (1) the need to ensure maximum compatibility between user and aid through thorough assessment, the involvement of both user and carer, training in aid usage and regular monitoring by the therapist; (2) the extent of use is not important, rather the importance placed on the degree of use by the user; (3) the need to promote more extensive clinical trials of communication aids; (4) a wider training for speech therapy students in the new technology and then post‐college opportunities to keep abreast of current developments. Regarding policy, the usefulness of a loan bank is proven, together with the need for easier access to funding. Further, direct referral procedures help to ensure speedy, effective provision.
Compensatory articulation in a subject with total glossectomy
Authors: Morrish Elizabeth C. E. 
Published: November 2007

ABSTRACTThe study examines the intelligibility, articulation and acoustic features of the vowels and plosives of a male subject (GS) who has undergone total glossectomy. Overall the subject was found to be between 58 per cent and 65 per cent comprehensible according to stringent auditory tests. Videotape analysis and EMG confirmed that GS makes all plosive consonants biblabially, although he introduces extra lip protrusion to distinguish ‘alveolar’ from ‘bilabial’ articulations. However, individual plosives were not well recognised. Vowel production was investigated using videofluoroscopy. GS was observed to be effectively constricting his vocal tract in the pharyngeal region by compensatory use of the epiglottis and the grafted flap which re‐lined the floor of the mouth. Acoustically GS displays a greatly reduced vowel space from normal. The study shows that compensatory articulatory strategies are available to the glossectomee and that perception of his speech is facilitated by the large amount of redundancy in normal speech. The conclusion is that glossectomy does not necessarily prevent the recovery of functional speech of sufficient intelligibility to allow social rehabilitation of the glossectomy patient.
Surgical voice restoration following laryngectomy: the tracheo‐oesophageal fistula technique (Singer‐Blom)
Authors: Perry Alison 
Published: November 2007

ABSTRACTSurgical voice restoration, as described by Singer and Blom, provides a valid means of restoring speech after laryngectomy. It is an endoscopic technique to surgically create a tracheo‐oesophageal fistula or ‘puncture’ into which is later fitted a voice prosthesis. A controlled midline puncture is created endoscopically under general anaesthetic and stented with a 14 French gauge catheter that extends from the trachea into the oesophagus and stomach for at least 48 hours.Results in the primary series, i.e. those given voice restoration at the time of initial laryngectomy, have been exceptionally good (94 per cent successful at 3 months postsurgery). The success rates in the secondary series, i.e. those receiving a tracheo‐oesophageal ‘puncture’ months, or years, postlaryngectomy, have been less good (79 per cent at 3 months). This paper examines the reasons for those failures and indicates ways of improving the selection of patients for this procedure.
What shall we do with ‘medial’ sounds?
Authors: French Ann 
Published: November 2007

ABSTRACTPhonological analysis in speech therapy clinics has traditionally been carried out by examining consonants in three word positions: initial, medial and final. More recent techniques, however, suggest a two‐pronged approach in which the occurrence of consonants is studied with regard to their position both in whole words and in the syllables making up these words. This study looks at the approach taken by three current procedures for phonological analysis to the traditional ‘word‐medial’ consonant or consonant sequence. The theoretical basis of one of these approaches is then examined, and phonological data from a normally developing 3‐year‐old is used to assess its descriptive validity. It is concluded that, for the child described, a sequence of two or more consonants in word‐medial position can be divided into syllable‐final and syllable‐initial consonants in a principled manner. When only a single consonant occurs in this position, the decision is more difficult and these consonants are described simply as intervocalic. It is suggested, however, that the correct approach to medial consonants and consonant sequences may vary from child to child, and that this has implications for the management of phonologically disordered children.
Clarification requests of normal and language‐impaired children
Authors: Hargrove Patricia M. , Straka Elizabeth M. , Medders Emily G. 
Published: November 2007

ABSTRACTThis report describes the verbal and non‐verbal clarification requests that normal and language‐impaired children emit when faced with sentences that are difficult to understand. The experiment involved 13 language‐impaired children and 13 children with normally developing language who were matched by their level of receptive vocabulary. The results indicated that children with normal language and children with impaired language have the capacity to provide feedback regarding their failure to understand verbal messages. Language‐impaired children generally are not as sophisticated as their normal peers and tend to emit non‐specific clarification requests.
Assessment of language disorders after right hemisphere damage
Authors: Bryan K. L. 
Published: November 2007

ABSTRACTA set of tests was developed to examine areas of language previously described as involving right hemisphere processing. These tests were constructed to be simple to administer and clinically useful. The tests included metaphorical comprehension, the understanding of inferred meaning and humour. A discourse analysis was also performed to investigate whether any language deficits were evident in more functional communication. Testing for aphasia was carried out using the Western Aphasia Battery. Groups of subjects with left or right cerebral hemisphere damage and a group of normal subjects were assessed.The results showed that the right hemisphere damaged subjects were impaired as compared to the control subjects on all of the language tests. However, they were not significantly different on the aphasia test.These results indicate that subtle language problems can occur after right hemisphere damage and these are apparent in functional communication (as assessed by discourse analysis). It is suggested that these language problems particularly concern inability to utilise linguistic information in context. It is further suggested that these language difficulties may account for some of the apparent social and emotional problems following right hemisphere damage.
An investigation into non‐fluency in Down's syndrome*
Authors: Willcox Amanda 
Published: November 2007

ABSTRACTPrevious studies of the non‐fluencies noted in Down's syndrome individuals have failed to take account of the linguistic age and competence of the subjects. The hypothesis of this study was that, if the language age of Down's syndrome subjects were delayed in comparison to chronological age, more insight might be gained if their non‐fluencies were considered as normal non‐fluency, a phenomenon observed in normally developing children at an early language age. The non‐fluencies of five Down's syndrome subjects were examined in relation to those of five developmentally normal subjects with equivalent language ages. The non‐fluencies in the Down's group shared some characteristics with those of the normal children, but were different in other ways. It was felt to be more appropriate to consider their non‐fluencies in relation to their language deficit and to the non‐fluencies noted in language‐impaired children. The findings thus add weight to the hypothesis of deviant language development in Down's syndrome.
Speech therapy for psychogenic voice disorder: A survey of current practice and training
Authors: Elias A. , Raven R. , Butcher P. , Littlejohns D. W. 
Published: November 2007

ABSTRACTA survey of speech therapists in the United Kingdom showed that they usually undertook the treatment of psychogenic voice disorders. Their pre‐qualification education had provided advice that was usually reflected accurately in the experience they gained in practice, though during their education about a third had lacked any opportunity to treat or observe psychogenic voice disorders. The appropriate duration of treatment appears to be in doubt. At present, speech therapists acquire many of the psychological skills required for treatment after qualification. There is a substantial need for post‐qualification courses, although more practical instruction on psychological treatment might advantageously be incorporated in initial education.
Differential naming difficulties in elderly dysphasic subjects and subjects with senile dementia of the Alzheimer type
Authors: Stevens S. J. 
Published: November 2007

ABSTRACTThis paper reports the results of a study in which elderly dysphasic subjects, and elderly subjects with senile dementia of the Alzheimer type (SDAT) were asked to name two representations of familiar objects. These were presented as coloured photographs, and as black and white line drawings. The results show that, although patients with SDAT perform better overall, there is a significant difference in their ability to name drawings compared to photographs. Analysis of the errors made by both subject groups shows significant differences, especially with regard to errors of visual misperception. The implications of these differences are discussed.
Autism, Asperger's syndrome and semantic‐pragmatic disorder: Where are the boundaries?
Authors: Bishop D. V. M. 
Published: November 2007

ABSTRACTThe diagnostic criteria for autism have been refined and made more objective since Kanner first described the syndrome, so there is now reasonable consistency in how this diagnosis is applied. However, many children do not meet these criteria, yet show some of the features of autism. Where language development is impaired, such children tend to be classed as cases of developmental dysphasia (or specific language impairment) whereas those who learn to talk at the normal age may be diagnosed as having Asperger's syndrome. It is argued that rather than thinking in terms of rigid diagnostic categories, we should recognise that the core syndrome of autism shades into other milder forms of disorder in which language or non‐verbal behaviour may be disproportionately impaired.
Conversational characteristics of children with semantic‐pragmatic disorder. I: Exchange structure, turntaking, repairs and cohesion
Authors: Adams C. , Bishop D. V. M. 
Published: November 2007

ABSTRACTConversational samples were obtained from 57 children aged from 8 to 12 years with specific language impairment, and 67 control children aged from 4 to 12 years. Fourteen of the language‐impaired children fitted the clinical description of semantic‐pragmatic disorder. It was found that exchange structure, turntaking, conversational repair and use of cohesive devices could be assessed with adequate inter‐rater and test‐retest reliability. Children with semantic‐pragmatic disorder produced more initiations than other children. Some of these children also violated turntaking rules by interrupting the conversational partner to an unusual degree. Use of cohesion was normal for children with semantic‐pragmatic disorder, but limited in other language‐impaired children. Analysis of conversations may be more useful than conventional language tests for identifying linguistic abnormalities in children with semantic‐pragmatic disorder.
What colour are the alligators?* A critical look at methods used to assess communication skills in adults with learning difficulties
Authors: Dormandy Klara , van der Gaag Anna 
Published: November 2007

ABSTRACTThis paper describes the assessment of communication skills in 120 adults with severe to moderate learning difficulties. Each subject was assessed on the Communication Assessment Profile (CASP), a new communication assessment procedure for use with this client group. Qualitative and quantitative comparisons were made between three different methods of assessment used in CASP. These included observational assessment, elicited conversation and a structured language task. The relative usefulness of each method was evaluated, and the implications for communication assessment outlined.
Communication disorders: Planning a service to meet the needs
Authors: Enderby Pam , Davies Philip 
Published: November 2007

ABSTRACTThis paper reviews the size of the speech and language‐disabled population in the United Kingdom by client groups and attempts to determine (1) those for whom speech therapy might be appropriate, (2) what pattern and level of speech therapy is appropriate and (3) how many speech therapists are required to provide this pattern and level of speech therapy. It is concluded that under present patterns of speech therapy provision, approximately 26 qualified speech therapists may be required per 100 000 population. However, it is argued that speech therapy may be trying to do too much and may be venturing into areas in which little, if anything, is known about its effectiveness. In conclusion, the paper argues that solutions to the current problems of speech therapy provision must come from the demand and the supply sides of the speech therapy service. The importance of treatment evaluation and further knowledge about patterns of spontaneous recovery are also discussed.
Teacher‐pupil talk: Integrated vs segregated environments for children with severe learning difficulties
Authors: Conti‐Ramsden Gina , Taylor Janet 
Published: November 2007

ABSTRACTThe present study aimed to investigate the linguistic environment of children with severe learning difficulties attending nursery school. Teacher‐pupil talk with three normal language learners and five children‐with severe learning difficulties was examined in segregated and integrated settings. A cognitively based dialogue system analysis was used to ascertain the style and level of teacher and pupil interactions. Results revealed that teachers are able to adjust their speech when interacting with children of differing abilities but they do so by assuming a dominating role in dialogue through initiation and the use of obliges.
Constraint questions: How can they be taught to children with special needs?
Authors: Mann‐Mandelbaum Susan E. 
Published: November 2007

ABSTRACTThe current study was designed to determine whether efficient question‐asking strategies can be taught to children who do not display them spontaneously. The relative efficacy of two different teaching techniques was compared to determine which would increase the quality of question asking. This study is descriptive in nature. Twenty‐eight students served as subjects. The treatment took place during a 28‐day time period and consisted of a pre‐test, two teaching sessions and a post‐test session, each 14 days apart. An array of 25 pictorial objects and animals was used to stimulate constraint questions, which are more efficient than hypothesis questions for information seeking. A major finding in this investigation was that 6‐year‐old children with special needs could be taught to ask constraint questions and generalise this strategy using a self‐evaluative teaching method. The number of constraint questions asked increased significantly using this method in comparison to the modelling teaching method. The findings of this study contribute to a better understanding of the relationship between teaching methods and cognitive‐linguistic strategy development.
The remediation of conduction aphasia via sentence repetition: A case study
Authors: Kohn Susan E. , Smith Katherine L. , Arsenault Joan Kelly 
Published: November 2007

ABSTRACTRepetition is viewed typically as a primary deficit in conduction aphasia. Consequently, repetition is considered to be a target of treatment, as opposed to an approach to treatment for this syndrome. However, our experience with a conduction aphasic who had greater speech fluency in repetition than in conversation encouraged us to develop a treatment programme based on sentence repetition. The treatment programme has three components: (1) a pre‐/post‐test of sentence repetition; (2) the treatment component, in which a new set of sentences is introduced each week in outpatient therapy for daily repetition; (3) analysis of verbal picture description prior to and following treatment as an independent language measure. The patient CM participated in 2 months of sentence repetition treatment, after which he displayed improvement in both sentence repetition and picture description. The reasons for such improvement and the general utility of the treatment programme are discussed.
Impressions of parkinsonian patients from their recorded voices
Authors: Pitcairn Thomas K. , Clemie Susan , Gray John M. , Pentland Brian 
Published: November 2007

ABSTRACTThe voices of patients suffering from Parkinson's disease change in various ways. This paper sets out to examine the effect of these changes on the impressions made on listeners, and to try to see what vocalic and prosodic features account for these impressions. Tape recordings from segments of interviews with 4 patients, and 4 control subjects with ischaemic heart disease, were played to 16 naive listeners. These listeners were asked to rate their impressions of these voices on 15 dimensions of personality. There were significant differences on most of the dimensions, despite the fact that there were no differences between the two groups on such scales as Beck's depression inventory and the mood adjective check list. The parkinsonian patients were seen to be cold, withdrawn and anxious, not to relate well to the interviewer and to be enjoying the interview less than the controls. These ratings are very similar to those previously reported for the same patients, using silent video recordings only. The voice recordings were analysed along various dimensions of prosody. The factors which were different between the groups included the frequency and type of pauses in speech and the range or variability of the fundamental frequency. The implications of this exploratory study for intervention are discussed.
Abnormal vowel patterns in phonological disorder: Some data and a hypothesis
Authors: Reynolds Joseph 
Published: November 2007

ABSTRACTThis article examines the vowel systems of a group of phonologically disordered children who show abnormalities in their vowel patterns. The conclusions emerging from the analysis of disordered speech are presented, along with examples from the data. It is argued that there are relatively common context‐free processes of simplification of the vowel system in the data, and that these represent natural changes that may occur in normal development. Other less common processes may be idiosyncratic, and indicate some measure of disordered development. Some difficulties with vowels may relate to difficulties in the consonant system, or to difficulties with prosodic or paralinguistic features. Variability is an important part of the data, relevant to understanding the disorder and the process of development. It is hypothesised that the proposed framework will be relevant to clinical decision‐making.
Language development at 3 years in pre‐term children of birth weight below 1000 g
Authors: Grunau Ruth V. E. , Kearney Sheila M. , Whitfield Michael F. 
Published: November 2007

ABSTRACTLanguage development at 3 years of pre‐term children born below 1000 g birth weight was compared with full‐term controls matched for social background. The pre‐term group used less complex expressive language and showed lower receptive understanding, auditory memory and verbal reasoning. Language outcome was related to intraventricular haemorrhage but not to global indication of postnatal illness such as number of days on the ventilator. Average verbal intelligence in environmentally low risk, extremely low birth weight children is an insufficient indicator of complex language functioning.
Preliminary results from using the Panjabi adaptation of the Aphasia Screening Test
Authors: Mumby Katharyn 
Published: November 2007

ABSTRACTThe Panjabi adaptation of the Aphasia Screening Test (AST) has been used with a small group of stroke patients and the preliminary results are reported. All the patients are described and their test results plotted. Observations are made about the test procedure, with recommendations for its further use.
The use of hypnosis in speech therapy: A questionnaire study
Authors: Macfarlane Freya K. , Duckworth Martin 
Published: November 2007

ABSTRACTSpeech therapists trained in the use of hypnosis were asked to identify the client groups with whom hypnosis was used and the main benefits of hypnosis in the management of these clients. Thirty‐six (42%) of the questionnaires produced usable data. The majority of respondents use hypnosis in the treatment of voice or fluency disorders although hypnosis is used in the treatment of acquired neurological disorders too. Respondents were less inclined to use hypnosis with children than with adults. The major use of hypnosis in fluency and voice disorders is as a means of achieving relaxation and of encouraging self‐esteem in the client. Of respondents 87% use autohypnosis. Problems encountered in the use of hypnosis and autohypnosis are explored. The results suggest that a closer examination of the purpose and efficacy of hypnosis is called for.
Augmentative communication systems taught to cerebral palsied children — A longitudinal study. I. The acquisition of signs and symbols, and syntactic aspects of their use over time
Authors: Udwin Orlee , Yule William 
Published: November 2007

ABSTRACTA longitudinal study of augmentative communication training with 40 language‐impaired, cerebral palsied children examined the acquisition of Blissymbols and Makaton Vocabulary signs and syntactic aspects of their use over an 18‐month period. The children made measurable gains in these areas over time, but progress was very slow and they continued to show severe limitations in the repertoires of signs/symbols they acquired and in the average number, length and complexity of utterances they produced in semi‐structured conversational settings. Possible reasons for these findings are discussed with reference to subject and system characteristics, and the teaching practices adopted in the schools. Comparisons between the Bliss and signing groups suggest that neither augmentative system facilitated greater progress in sign/symbol acquisition and use than the other. However, there was wide variability in performance among the children within each group.