scholarly journals A pilot study shows the positive effects of continuous airway pressure for treating hypernasal speech in children with infantile-onset Pompe disease

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yin-Ting Zeng ◽  
Wen-Yu Liu ◽  
Pao-Chuan Torng ◽  
Wuh-Liang Hwu ◽  
Ni-Chung Lee ◽  
...  
Keyword(s):  
Pompe Disease ◽  
Airway Pressure ◽  
Speech Intelligibility ◽  
Speech Therapy ◽  
Visual Analysis ◽  
Single Subject ◽  
Positive Effects ◽  
C Statistic ◽  
Hypernasal Speech ◽  
Intelligibility Score

AbstractChildren with infantile-onset Pompe disease (IOPD) demonstrate hypernasality. This study aimed to evaluate whether continuous positive airway pressure (CPAP) training may reduce hypernasality in children with IOPD. Five children with IOPD were enrolled in a single-subject experimental design of type A-B-A′. The intervention comprised an 8-week, 6-day-per-week regimen of CPAP training at home. Participants continued traditional speech therapy once per week throughout the 24-week study duration. The outcome measurements included the degree of hypernasality (DH), the percentage of consonants correct (PCC), and the speech intelligibility score (SIS). C-statistic analysis with an α of 0.05 was used along with visual analysis to assess speech changes. Three patients completed the study. During the CPAP training phase, the DH, PCC, and SIS were significantly improved compared with the baseline (p < 0.05). At the follow-up phase, both DH and SIS were improved compared with the baseline (p < 0.05), but the PCC had returned to the baseline level. CPAP training demonstrated effectiveness in reducing nasal sounds in IOPD patients. Further studies training younger children with normal hearing may help elucidate the persistence of the effects in children with IOPD.

scholarly journals Treating Hypernasal Speech in Children with Infantile-Onset Pompe Disease: Effectiveness of Continuous Positive Airway Pressure

2021 ◽  
Author(s):  
Yin-Ting Zeng ◽  
Wen-Yu Liu ◽  
Pao-Chuan Torng ◽  
Wuh-Liang Hwu ◽  
Ni-Chung Lee ◽  
...  
Keyword(s):  
Continuous Positive Airway Pressure ◽  
Pompe Disease ◽  
Airway Pressure ◽  
Speech Intelligibility ◽  
Speech Therapy ◽  
Visual Analysis ◽  
Positive Airway Pressure ◽  
Velopharyngeal Insufficiency ◽  
Intelligibility Score

Abstract Children with infantile-onset Pompe disease (IOPD) demonstrate hypernasality. This study aimed to evaluate whether continuous positive airway pressure (CPAP) training, effective in reducing hypernasality in subjects with velopharyngeal insufficiency, may reduce hypernasality in children with IOPD. Five children with IOPD were enrolled to partake in an 8-week, 6-day-per-week regimen of CPAP training at home, involving 8 week baseline, 8 week CPAP training, and 8 week follow-up outcome assessment combined with regular speech therapy once per week. The outcomes included the degree of hypernasality (DH), the percentage of consonants correct (PCC), and the speech intelligibility score (SIS). C-statistic analysis with an α of .05 (z ≥ 1.645) and visual analysis were used to assess speech changes. Three patients completed the study. During the CPAP training phase, the DH, PCC, and SIS were significantly improved compared with the baseline (p ≤ .05). At the follow-up phase, both DH and SIS were improved compared with the baseline (p ≤ .05), but the PCC had returned to the baseline level (p ≥ .05). CPAP training demonstrated effectiveness in reducing nasal sounds in IOPD patients. Further studies involving training younger children with normal hearing may help elucidate the persistence of the effects in children with IOPD.

scholarly journals Effect of Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) on Compensatory Articulation in Children With Cleft Palate/Lip

2019 ◽  
Vol 6 ◽  
pp. 2333794X1985141 ◽  
Author(s):  
Raúl Herreras Mercado ◽  
Kenneth Simpson ◽  
Kristen H. Bellom-Rohrbacher
Keyword(s):  
Cleft Palate ◽  
Speech Intelligibility ◽  
Cleft Lip ◽  
Sound Production ◽  
Cleft Lip And Palate ◽  
Speech Disorders ◽  
Outpatient Rehabilitation ◽  
Single Subject ◽  
Positive Effects ◽  
Cleft Palate Speech

Objective. This investigation researched the effectiveness of the PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) method to address compensatory articulation errors in children with cleft palate. Design. Single-subject AB multiple baselines across participants and behaviors. Setting. Pediatric outpatient rehabilitation department in a local hospital in a metropolitan city. Participants. The investigation consisted of 3 participants (ages = 4:4 to 12:8) born with bilateral complete cleft lip and palate. All participants underwent several reconstructive surgeries to repair their lips and palates. Interventions. The PROMPT treatment was provided for 45 minutes 3 times a week for 4 weeks (3 weeks for Participant 2). Main Outcome Measure. Therapy sessions addressed anterior lingual speech motor phonemes across 3 tiers (syllables, words, and phrases). Results. Direct visual observation of data obtained throughout this investigation indicate potential positive effects and significant correlation between improvements in sound production at 3 tiers and the implementation of the PROMPT technique. Speech intelligibility was judged by 3 blinded listeners who were unfamiliar with children with speech disorders or with cleft palate speech. All listeners identified and judged improvement in overall speech intelligibility over the course of this investigation. Listeners examined speech samples selected from sessions 3, 6, 9, and 12. Conclusion. The findings in this investigation provide a potential relationship on the effectiveness of the PROMPT method and attainment of accurate speech productions in children with cleft palate producing compensatory articulation errors, resulting in improvement in overall speech intelligibility.

Prosthetic Rehabilitation of Velopharyngeal Incompetence

2017 ◽  
Vol 7 (2) ◽  
pp. 71-76
Author(s):  
Pratik Agarwal
Keyword(s):  
Speech Intelligibility ◽  
Speech Therapy ◽  
Treatment Options ◽  
Prosthetic Rehabilitation ◽  
Velopharyngeal Incompetence ◽  
Novel Approach ◽  
Hypernasal Speech ◽  
Impaired Speech ◽  
Nasal Regurgitation ◽  
Proper Movement

ABSTRACT Velopharyngeal (VP) dysfunction takes place when palatopharyngeal valve is unable to perform its own closing due to a lack of tissue or lack of proper movement. Insufficiency induces nasal regurgitation of liquids, hypernasal speech, nasal escape, disarticulations, and impaired speech intelligibility. Treatment options include surgical correction, prosthetic rehabilitation, and speech therapy, though optimal results often require a multidisciplinary approach. This case report describes a novel approach for rehabilitation of a patient with soft palate defect (VP incompetence). How to cite this article Agarwal P, Dhawan P, Madhukar P, Tandan P. Prosthetic Rehabilitation of Velopharyngeal Incompetence. Int J Prosthodont Restor Dent 2017;7(2):71-76.

scholarly journals Treating Speech Movement Hypokinesia in Parkinson's Disease: Does Movement Size Matter?

2018 ◽  
Vol 61 (11) ◽  
pp. 2703-2721 ◽  
Author(s):  
Elaine Kearney ◽  
Brandon Haworth ◽  
Jordan Scholl ◽  
Petros Faloutsos ◽  
Melanie Baljko ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Visual Feedback ◽  
Speech Intelligibility ◽  
Speech Therapy ◽  
Primary Outcome Measure ◽  
Single Subject ◽  
Working Space ◽  
Tongue Movements ◽  
Size Matter

PurposeThis study evaluates the effects of a novel speech therapy program that uses a verbal cue and gamified augmented visual feedback regarding tongue movements to address articulatory hypokinesia during speech in individuals with Parkinson's disease (PD).MethodFive participants with PD participated in an ABA single-subject design study. The treatment aimed to increase tongue movement size using a combination of a verbal cue and augmented visual feedback and was conducted in 10 45-min sessions over 5 weeks. The presence of visual feedback was manipulated during treatment. Articulatory working space of the tongue was the primary outcome measure and was examined during treatment and in cued and uncued sentences pre- and posttreatment. Changes in speech intelligibility in response to a verbal cue pre- and posttreatment were also examined.ResultsDuring treatment, 4/5 participants showed a beneficial effect of visual feedback on tongue articulatory working space. At the end of the treatment, they used larger tongue movements when cued, relative to their pretreatment performance. None of the participants, however, generalized the effect to the uncued sentences. Speech intelligibility of cued sentences was judged as superior posttreatment only in a single participant.ConclusionsThis study demonstrated that using an augmented visual feedback approach is beneficial, beyond a verbal cue alone, in addressing articulatory hypokinesia in individuals with PD. An optimal degree of articulatory expansion might, however, be required to elicit a speech intelligibility benefit.

Naturalistic Speech-Generating Device Interventions for Children With Complex Communication Needs: A Systematic Review of Single-Subject Studies

2018 ◽  
Vol 27 (3) ◽  
pp. 1073-1090 ◽  
Author(s):  
Cindy Gevarter ◽  
Claudia Zamora
Keyword(s):  
Systematic Review ◽  
Visual Analysis ◽  
Future Research ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Positive Effects ◽  
Home Based ◽  
Minimum Requirements ◽  
Practical Guidelines ◽  
Communication Needs

Purpose This article presents a systematic review that aimed to synthesize single-subject–design studies that have examined naturalistic interventions for teaching the expressive use of speech-generating devices (SGDs) to children with complex communication needs. Specifically, this review describes what intervention strategies are most commonly applied in studies with positive effects and minimal methodological flaws and examines the populations and outcomes for which these strategies have been effective. Method A systematic approach was used to qualitatively code variables of interest to this review. Results were summarized via both visual analysis and effect size methods, and a certainty of evidence methodology was adopted to describe the quality of the evidence. Results Thirty-two unique studies met inclusion criteria, with 19 having consistent positive results and meeting minimum requirements for certainty of evidence. Although studies used a variety of titles to describe intervention packages (e.g., milieu teaching, interaction strategies), certain strategies were common across studies. These included (a) creating and capturing communication opportunities via methods such as time delay and questioning; (b) providing feedback via methods such as reinforcement of requests, praise, or expansions; (c) prompting (verbal, physical, gestural); (d) modeling; and (e) training communication partners. Conclusions Findings regarding these intervention components help to provide practical guidelines for naturalistic SGD intervention. Limitations of the current body of research (e.g., need to include more home-based studies and more intermediate to advanced SGDs, need to critically analyze the most critical intervention components) provide suggestions for future research. Supplemental Material https://doi.org/10.23641/asha.6615332

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

IMPLEMENTASI MODEL TASK-CENTERED PADA RESPONDEN YANG MEMILIKI GANGGUAN KEJIWAAN SKIZOAFEKTIF, POST-PARTUM PSYCHOSIS DAN BABYBLUES SYNDROME DI KOTA BANDUNG

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Umi Salamah
Keyword(s):  
Standard Deviation ◽  
Action Research ◽  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Positive Emotion ◽  
Visual Analysis ◽  
Single Subject ◽  
Cognitive Behavior ◽  
Single Subject Design ◽  
Subject Design

Abstract Task-Centered Models include Cognitive-Behavior Therapy (CBT) and Task-Centered Therapy begins with light Cognitive Therapy  focuses on thoughts, next Behavioral Therapy focus on act and reward application. Behavioural therapy also as a preface into task-centered therapy as conditioning. Comorbid symptoms of anxiety, aggression, and depression are target of changes. Using methods of action research, with Single Subject Design with pattern model of A-B at one baseline period (control) and two intervention period (treatments phase). The purpose of this study is to proof main hypothesis H1 = Task-Centered Models can reduce symptoms of anxiety, aggression and depression of  respondent Y or H0 = Task-Centered Models can not reduce symptoms of anxiety, aggression and depression of respondent Y. Related with research setting, qualitative analysis of the research subjects should also be included. Hypothesis is tested by using the formula of 2 standard deviation (2 SD), visual analysis within and between conditions. Test result shows that the entire hypothesis is accepted  with  and fulfill criterias of visual analysis significant. Its concluded that intervention effectiveness define by motivation, participation and discipline,parent commitment is vital for therapy that demands action and consistency, maintaining cognitive of respondent are essential for reducing stressors of recurrence through recreational activity and positive emotion building.Key words: Psychiatric Social Worker, Psychiatric Disorder, Cognitive-Behavior Therapy, Task- Centered TherapyAbstrak Model Task-Centered meliputi Cognitive-Behaviour Therapy (CBT) dan Terapi Berpusat Tugas (Task-Centered), dimulai oleh Terapi Kognitif ringan yang fokus pada pikiran, kemudian Terapi Behavioral fokus pada kegiatan (tindakan) tujuan dan penentuan bentuk imbalan (rewards). Terapi Behavioural menjadi pengantar terapi berpusat-tugas yang bersifat conditioning. Gejala penyerta anxiety (kegelisahan), aggression (agresifitas), dan depression (depresi) merupakan target perubahan. Pilihan metode penelitian yaitu penelitian tindakan (action research) dengan Desain Subjek Tunggal (Single Subject Design) dengan pola A-B dalam satu periode baseline (kontrol) dan dua periode intervensi (treatment phase). Tujuan penelitian ini adalah untuk membuktikan hipotesis utama; H1= task-centered model dapat menurunkan gejala anxiety, aggression dan depression responden Y atau H0= task-centered model tidak dapat menurunkan gejala anxiety, aggression dan depression responden Y. Berkaitan dengan setting penelitian, penjelasan kualitatif cukup penting untuk dilakukan. Secara kuantitatif, pengujian hipotesis dilakukan dengan menggunakan rumus 2 standard deviation (2 SD) dan analisis visual dalam kondisi. Berdasarkan hasil pengujian, diperoleh hasil bahwa hipotesis diterima ( ) dan memenuhi kriteria signifikansi dalam analisis visual. Kesimpulan penelitian adalah efektifitas intervensi ditentukan motivasi, peran serta dan tingkat kedisiplinan, komitmen orangtua penting dalam terapi yang menuntut aksi dan konsistensi responden, penekanan kognitif responden menurunkan stressor kekambuhan melalui kegiatan rekreatif dan positive emotion building.Kata kunci: Pekerja Sosial Medis Setting Kesehatan Mental, Gangguan Kejiwaan, Terapi Kognitif-Behavior, Terapi Berpusat Tugas

Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli

2020 ◽  
pp. 1-11
Author(s):  
Kakia Petinou
Keyword(s):  
Autism Spectrum Disorder ◽  
Speech Intelligibility ◽  
Speech Sound ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Clinical Implementation ◽  
Intervention Protocol ◽  
Expressive Phonology

<b><i>Objectives:</i></b> The study focused on promoting expressive phonological skills in 1 Greek-speaking child with autism spectrum disorder (ASD) and comorbid speech sound disorder (SSD). Based on the phonological neighborhood density framework, it was hypothesized that the experimental manipulation through clinical implementation of phonologically overlapping stimuli would yield positive expressive phonology gains relevant to ASD. <b><i>Participant and Methods:</i></b> A multiple-baseline single-subject design was implemented. Three baseline sessions measured expressive phonology variables. Sixteen biweekly 30-min intervention sessions were carried out for a period of 2 months. Dependent variables included phonetic inventory size, proportion of consonants correct, occurrences of phonological processes, and percentage of whole word matches elicited via specific word probe stimuli. The Intelligibility in Context Scale was completed by the child’s teacher prior to the initiation of intervention and at a follow-up session. Experimental stimuli were grouped together in phonologically dense cohorts. <b><i>Results:</i></b> Comparison between pre-test and post-test measures revealed expressive phonology gains across all measured variables. Follow-up session results showed generalization of expressive phonology gains on untreated targets. <b><i>Conclusions:</i></b> Significant expressive phonology gains were achieved through the implementation of phonologically similar word stimuli within a systematic intervention protocol with the implementation of specific word-level variables. The findings supported this treatment approach for a child with ASD and SSD, while providing evidence for the phonological density advantage from a cross-linguistic perspective.

Imaging Journeys of Recovery and Learning: A Participatory Arts-Based Inquiry

2018 ◽  
Vol 29 (6) ◽  
pp. 833-845
Author(s):  
Briege Casey ◽  
Margaret Webb
Keyword(s):  
Mental Health ◽  
Personal Development ◽  
Visual Analysis ◽  
Self Esteem ◽  
Mental Health Recovery ◽  
Positive Effects ◽  
Mental Health Support ◽  
Health Support ◽  
Participatory Arts ◽  
The Relationship

The relationship between processes of mental health recovery and lifelong learning is an area of increasing international interest. Experiences of transformation, positive effects on self-esteem, self-insight, and empowerment have been identified regarding both endeavors. Recognition of these benefits has stimulated collaborative development of educational programs in personal development, self-efficacy, and recovery principles. The importance of evaluating this educational provision has been emphasized; however, there has been little detailed exploration of students’ experiences and perceptions of recovery and learning in the context of recovery education programs. In this article, we present a participatory arts-based inquiry with 14 women, including mental health service users, who undertook a recovery training program to support their roles as mental health support workers in Ireland. Participatory visual analysis revealed three recurring themes; the interrelatedness of learning and recovery journeys, knowledge as a source of stability and rescue and the need for resilience in learning and recovery.

scholarly journals Layanan Penguasaan Konten Dengan Teknik Sosial Modeling Untuk Mengurangi Perilaku Off Task Peserta Didik

2017 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
Martina Rohama ◽  
Esty Aryani Safithry
Keyword(s):  
Visual Analysis ◽  
Single Subject ◽  
Single Subject Design ◽  
Control Data ◽  
Experimental Control ◽  
Content Mastery ◽  
Subject Design ◽  
Modelling Techniques ◽  
Social Modelling ◽  
Academic Year

The purpose of this study was to determine the effectiveness of content mastery services with social modelling techniques to reduce off-task behaviour of Islamic students. The design of this study uses Single Subject Design (SSD) with multiple large cross variables. The subjects in this study were 5 class II MI HIdayatul students in the 2015/2016 academic year indicated as students who were off task behaving tending to be high and moderate, each of which was identified from the rubric of freedom of observation, intervention, and experimental control. Data analysis uses visual analysis by paying attention to changes in levels and trends.

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