Contextual Influences and Response to Intervention: Critical Issues and Strategies

Author(s):  
Amy L. Reschly ◽  
Melissa Coolong-Chaffin ◽  
Sandra L. Christenson ◽  
Terry Gutkin
1998 ◽  
Vol 41 (6) ◽  
pp. 1282-1293 ◽  
Author(s):  
Jane Mertz Garcia ◽  
Paul A. Dagenais

This study examined changes in the sentence intelligibility scores of speakers with dysarthria in association with different signal-independent factors (contextual influences). This investigation focused on the presence or absence of iconic gestures while speaking sentences with low or high semantic predictiveness. The speakers were 4 individuals with dysarthria, who varied from one another in terms of their level of speech intelligibility impairment, gestural abilities, and overall level of motor functioning. Ninety-six inexperienced listeners (24 assigned to each speaker) orthographically transcribed 16 test sentences presented in an audio + video or audio-only format. The sentences had either low or high semantic predictiveness and were spoken by each speaker with and without the corresponding gestures. The effects of signal-independent factors (presence or absence of iconic gestures, low or high semantic predictiveness, and audio + video or audio-only presentation formats) were analyzed for individual speakers. Not all signal-independent information benefited speakers similarly. Results indicated that use of gestures and high semantic predictiveness improved sentence intelligibility for 2 speakers. The other 2 speakers benefited from high predictive messages. The audio + video presentation mode enhanced listener understanding for all speakers, although there were interactions related to specific speaking situations. Overall, the contributions of relevant signal-independent information were greater for the speakers with more severely impaired intelligibility. The results are discussed in terms of understanding the contribution of signal-independent factors to the communicative process.


2008 ◽  
Vol 9 (3) ◽  
pp. 116-121
Author(s):  
Janet L. Proly

Abstract Response to Intervention (RTI) implementation is becoming more widespread due to the references of RTI components in the Federal Regulations. But everyone is not at the same level of understanding about RTI and its implementation. This article will answer several questions. What is RTI? Why are we hearing more and more about RTI? How are states implementing RTI components? How can the speech-language pathologist help in RTI implementation in the presence or absence of a specific RTI infrastructure? How is Florida Proceeding with RTI implementation? Are there any new resources available for principals and other educators who might want to learn more about RTI?


1978 ◽  
Vol 23 (11) ◽  
pp. 863-864
Author(s):  
DENNIS UPPER

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