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Investigation of AAC Coursework Across Accredited Speech-Language Pathology Graduate Programs
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In: Student Research Symposium (2021)
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| 2 |
Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders
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| 3 |
Implicit Learning in Preschoolers with and Without Developmental Language Disorder
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In: Student Research Symposium (2021)
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| 4 |
Effects of speech cues in French-speaking children with dysarthria
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Abstract:
Background: Articulatory-excursion and vocal-intensity are reduced in many children with dysarthria due to cerebral palsy (CP), contributing to the children’s intelligibility deficits and negatively affecting their social participation. However, the effects of speech-treatment strategies for improving intelligibility in this population are understudied, especially for children who speak languages other than English. In a cueing study on English-speaking children with dysarthria, acoustic variables and intelligibility improved when the children were provided with cues aimed to increase articulatory-excursion and vocal-intensity. While French is among the top 20 most spoken languages in the world, dysarthria and its management in French-speaking children are virtually unexplored areas of research. Information gleaned from such research is critical for providing an evidence base on which to provide treatment. Aims: To examine acoustic and perceptual changes in the speech of French-speaking children with dysarthria, who are provided with speech cues targeting greater articulatory-excursion (French translation of “speak with your big mouth”) and vocal-intensity (French translation of “speak with your strong voice”). This study investigated whether, in response to the cues, 1) the children would make acoustic changes and 2) listeners would perceive the children’s speech as more intelligible. Methods & Procedures: Eleven children with dysarthria due to CP (six girls, five boys; ages 4;11 to 17;0 years; eight with spastic CP, three with dyskinetic CP) repeated pre-recorded speech stimuli across three speaking conditions (habitual, “big mouth,” and “strong voice”). Stimuli were sentences and contrastive words in phrases. Acoustic analyses were conducted. Sixty-six Belgian-French listeners transcribed the children’s utterances orthographically and rated their ease-of-understanding on a visual-analogue scale at sentence- and word-levels. Outcomes & Results: Acoustic analyses revealed significantly longer duration in response to the big-mouth cue at sentence-level and in response to both the big-mouth and strong-voice cues at word-level. Significantly higher vocal sound-pressure-levels (SPLs) were found following both cues at sentence- and word-levels. Both cues elicited significantly higher first-formant vowel frequencies and listeners’ greater ease-of-understanding ratings at word-level. Increases in percentage of words transcribed correctly and in sentence ease-of-understanding ratings, however, did not reach statistical significance. Considerable variability between children was observed. Conclusions & Implications: Speech cues targeting greater articulatory-excursion and vocal-intensity yield significant acoustic changes in French-speaking children with dysarthria. However, the changes may only aid listeners’ ease-of-understanding at word-level. The significant findings and great inter-speaker variability are generally consistent with studies on English-speaking children with dysarthria, although changes appear more constrained in these French-speaking children.
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Keyword:
Articulation disorders; Cerebral palsied children; Communicative disorders in children--Treatment; French language
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URL: https://doi.org/10.7916/d8-hcc5-d611
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| 8 |
Sekwencyjność terapii a sprawność komunikacyjna dziecka ze specjalnymi potrzebami edukacyjnymi ...
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| 9 |
Sekwencyjność terapii a sprawność komunikacyjna dziecka ze specjalnymi potrzebami edukacyjnymi ...
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| 11 |
Oral narrative intervention with children with autism spectrum disorder and language disorder
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Favot, Kate. - : Sydney, Australia : Macquarie University, 2019
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| 12 |
Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk
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In: Communication Sciences and Disorders Publications (2019)
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| 13 |
The Importance of Interprofessional Education to Develop Successful Interprofessional Collaborative Teams in Healthcare
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In: Senior Honors Projects (2019)
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| 14 |
Children with Autism in the Somali Population: Exploring the Inter-Relatedness of the Somali Immigrant and Refugee Experience Navigating Speech-Language Pathology Resources
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In: Undergraduate Research and Creative Opportunities (URCO) Grant Program (2019)
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| 15 |
“When do I get to see the dog?”: The communicative environment during animal assisted speech therapy sessions for adults with acquired cognitive-communicative disorders
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| 16 |
Differential Effects Of Contingent Positive And Negative Listener Response On The Percentage Of Syllable Disfluency Of Preschool Boys ...
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Floyd, Susan Ann. - : University of Southern California Digital Library (USC.DL), 2017
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| 17 |
Effects Of Audition And Vision On The Perception Of Selected Consonant-Vowel Syllables Under Conditions Simulating Hearing Loss ...
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| 18 |
Student Mindsets : Exploring the Undergraduate Research Classroom
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| 19 |
Clinical Supervision in a Medical Setting: A Preliminary Study About the Practices and Beliefs of Expert and Novice Clinician Supervisors
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In: Our House Articles, Posters, and Presentations (2017)
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