A Device to Mark Inaudible Behaviors on Audio Recordings

1987 ◽  
Vol 18 (3) ◽  
pp. 238-240
Author(s):  
Edward A. Shirkey ◽  
Ruben D. Kelly
Keyword(s):  
Speech And Language ◽  
Audio Tape ◽  
Speech Language Pathologists ◽  
Audio Recordings

A need exists for speech-language pathologists to have convenient and inexpensive ways to record, on audio tape, occurrences of important inaudible speech- and language-related behaviors. The device described below can be used to mark occurrences of such events.

Creating a Culturally-Responsive Speech and Language Program in a Tribal Community

2016 ◽  
Vol 1 (14) ◽  
pp. 69-80 ◽  
Author(s):  
Sarah Ross
Keyword(s):  
Culturally Responsive ◽  
Historical Context ◽  
Tribal Community ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Tribal Communities ◽  
Culturally Based

This article describes the development of a culturally responsive speech and language program for the Confederated Tribes of the Grand Ronde Community (CTGR) of Oregon. The historical context that served as a foundation for the speech and language program is first discussed. Next, a description of what constitutes a culturally-based program is presented. The specific culturally responsive attributes of the CTGR program are then elucidated followed by recommendations for speech-language pathologists (SLPs) desiring to create Tribal speech and language programs. In addition, insights presented in the article can provide guidance, more generally, for SLPs who currently serve Tribal communities through existing programs.

scholarly journals The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know

2020 ◽  
Vol 51 (4) ◽  
pp. 939-954
Author(s):  
Carol Moxam
Keyword(s):  
English Language ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Spelling Development ◽  
Spelling Intervention ◽  
Shared Goal ◽  
Collaborative Working

Purpose Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their explicit understanding of the link between language, speech, and spelling. Method In this tutorial, I describe how verbal and written speech and language skills are inextricably linked and key to spelling development and progress. I will (a) discuss the complexities of spelling in the English language; (b) describe the links between language, speech, and spelling; and (c) propose a linguistically informed approach to spelling intervention. Conclusion SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.

scholarly journals Nasalance during use of pharyngeal and glottal place of production

CoDAS ◽  
2014 ◽  
Vol 26 (5) ◽  
pp. 395-401 ◽  
Author(s):  
Ariany Fernanda Garcia ◽  
Viviane Cristina de Castro Marino ◽  
Maria Inês Pegoraro-Krook ◽  
Thais Alves Guerra ◽  
José Roberto Pereira Lauris ◽  
...  
Keyword(s):  
Speech Language Pathologists ◽  
Group 4 ◽  
Significant Difference ◽  
Audio Recordings ◽  
Group 3 ◽  
Glottal Stop ◽  
Group 1

Purpose:This study obtained nasalance scores during use of compensatory articulation (CA) and compared nasalance between groups with and without hypernasality and with and without CA.Methods:Speech samples were obtained from 43 individuals with and without velopharyngeal dysfunction during repetition of 20 phrases originating 860 audio recordings and their respective nasometric values. After excluding 143 recordings due to low quality, the remaining 717 samples were rated by three speech language pathologists (SLPs), independently, for presence or absence of hypernasality and CA. Nasalance scores for the 553 samples rated with 100% agreement among the SLPs were grouped according to the auditory-perceptual ratings: Group 1 (G1) - included samples without hypernasality and without CA (n=191); Group2 (G2) - included samples with hypernasality and without CA (n=288); Group 3 (G3) - included samples with hypernasality and with pharyngeal fricative (n=33); Group 4 (G4) - included samples with hypernasality and with glottal stop (n=41).Results:Analysis of variance (ANOVA) revealed significant difference nasalance scores which were significantly higher for G2, G3, and G4 (p<0.0001) when compared to G1. The use of pharyngeal fricative (G3), particularly during /f/ (p=0.0018) and /s/ (p=0.0017) productions resulted in nasalance scores significantly higher than scores found for G2.Conclusion:Significantly higher nasalance values where identified during use of pharyngeal fricative.

scholarly journals Defusing practices as mitigation in speech and language intervention

2014 ◽  
Vol 11 (3) ◽  
Author(s):  
Christina Samuelsson ◽  
Charlotta Plejert ◽  
Jan Anward
Keyword(s):  
Language Impairment ◽  
Special Form ◽  
Figurative Language ◽  
Language Intervention ◽  
Bad News ◽  
Speech And Language ◽  
Audio Recordings ◽  
Video And Audio ◽  
And Function

In the present paper, speech and language intervention was investigated in order to explore the use and function of defusing practices. Defusing practices may be viewed as a special form of mitigation. In previous research, including studies on clinical interaction, mitigation has been described mainly as devices used in order to reduce the unwelcome effects of an utterance, or reduce the discomfort of bad news. Defusing practices, however, appear to serve somewhat different functions, which are examined here. Data comprises video and audio recordings of eight intervention sessions with children with language impairment (LI), and six intervention sessions with adults with aphasia, The analysis revealed the following kinds of defusing practices: circumscriptions/figurative language, diminutive words, words like ‘try’ or ‘test’, placing the problem outside of the patient, collective pronouns, diminishing the speech and language pathologist’s own competence, encouragement, and references to well-known phenomena. If speech and language therapists (SLPs) are made aware of the practice and function of defusing, they may make conscious use of these practices in order to reduce face-threatening situations in intervention

Facilitating Reading Development with Speech- and Language-Impaired Children

1981 ◽  
Vol 12 (2) ◽  
pp. 100-106
Author(s):  
Kenneth G. Shipley ◽  
Stephen C. McFarlane
Keyword(s):  
Reading Skills ◽  
Reading Development ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Impaired ◽  
School Aged Children ◽  
Impaired Children

Because reading is a language-based skill and many communicatively handicapped youngsters experience difficulties with it, speech-language pathologists have important roles in assisting with reading development for these children. Our knowledge about language and requisite skills for reading may benefit these children in developing reading skills. Speech-language pathologists' roles may be direct or indirect, and may be with preschool or school-aged children. Suggestions are offered for use in speech-language sessions and with teachers or parents.

Tailoring Effective Behavior Management Strategies for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Jason C. Chow ◽  
Kathleen N. Zimmerman ◽  
Reed Senter
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Evidence Based ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Activity Schedules ◽  
Visual Activity ◽  
Behavior Specific Praise ◽  
And Behavior ◽  
Effective Behavior

Purpose Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement. Method After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice. Conclusions Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.

Phonological Assessment and Treatment of Bilingual Speakers

1998 ◽  
Vol 7 (2) ◽  
pp. 49-60 ◽  
Author(s):  
Mehmet Yavas ◽  
Brian Goldstein
Keyword(s):  
United States ◽  
The United States ◽  
Demographic Changes ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Services ◽  
Phonological Disorders ◽  
Bilingual Speakers ◽  
Assessment And Treatment ◽  
Sound Patterns

Given the demographic changes currently taking place in the United States, speech-language pathologists increasingly are being asked to provide speech and language services to bilingual speakers. The acquisition of more than one language presents unique challenges to speech-language pathologists in the assessment of and intervention for phonological disorders. This paper provides speech-language pathologists information about common and uncommon phonological patterns across a variety of languages, the influence of the sound patterns of one language on another, and guidelines for assessment and intervention.

Acquired Auditory Verbal Agnosia and Seizures in Childhood

1978 ◽  
Vol 43 (2) ◽  
pp. 176-184 ◽  
Author(s):  
Judith A. Cooper ◽  
Peggy C. Ferry
Keyword(s):  
Clinical Features ◽  
Diagnostic Evaluation ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
First Report ◽  
Neurological Findings ◽  
Specific Syndrome ◽  
Language Evaluations

The syndome of acquired aphasia with associated seizures in children has been known since the first report in 1957. Since then, 42 cases have been reported. This paper presents a review of these cases and discusses clinical features of three additional children in whom the specific syndrome of auditory verbal agnosia was identified. Presenting features, medical and neurological findings, and results of detailed psychometric and speech and language evaluations are discussed. The syndrome should be suspected in any child who develops loss of previously acquired language, preceded, accompanied, or followed by seizures. Joint diagnostic evaluation and therapeutic planning by neurologists, speech-language pathologists, and teachers are recommended.

Using What You Have: Training Teacher Assistants as Speech-Language Assistants

2009 ◽  
Vol 10 (1) ◽  
pp. 19-22
Author(s):  
Lisa Keane ◽  
Laura Rogers
Keyword(s):  
Language Impairments ◽  
School Administrator ◽  
Broward County ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Teacher Assistants ◽  
Improvement Plan ◽  
Speech Language Pathologist ◽  
Training Teacher ◽  
Quality Programs

Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload management, and improved the student / SLP ratio. In order to maintain consistency and fidelity of the SLA Model, specific requirements were established. Consideration of the S/L Assistant Model for a school requires that the school administrator and SLP review caseload, workload, and budget factors to determine the needs of the students. There are limitations to the responsibilities of an S/L assistant that must be taken into consideration as well. Training of the S/L assistant includes a variety of activities, readings, and observations along with verification of competencies.

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