Expectancy and Heart Rate as Predictors of the Speech Performance of Stutterers

Three adult stutterers who displayed a preexperimental pattern of consistent expectation and occurence of stuttering were studied in a single-subject design. Multiple linear regression analyses led to the conclusion that cognitive (signalled) expectancy was predictive of stuttering for two of the subjects. The third subject evidenced essentially no relationship between signalled expectancy and disfluent performance. For two subjects, neither mean heart rate nor heart rate variability was predictive of speech performance. For the third subject, mean heart rate was predictive but heart rate variablity was not. For two subjects, there was essentially no relationship between the measured physiologic variables and cognitive expectancy. However, for the third subject both mean heart rate and heart rate variability were significantly predictive of cognitive expectancy. These results suggest that adult stutterers should not be viewed as a homogeneous group with respect to preutterance activity that is either cognitive or physiologic. The relationship between preutterance heart rate, heart rate variability, and expectancy responses and between these preutterance variables and subsequent stuttering appears to be individualistic.

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The Relationship Between Stimulability and Phonological Acquisition in Children With Normally Developing and Disordered Phonologies

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0804.347 ◽

1999 ◽

Vol 8 (4) ◽

pp. 347-363 ◽

Cited By ~ 42

Author(s):

Adele W. Miccio ◽

Mary Elbert ◽

Karen Forrest

Keyword(s):

Multiple Baseline ◽

Single Subject ◽

Single Subject Design ◽

Phonological Acquisition ◽

Phonological Disorders ◽

Learning Patterns ◽

Subject Design ◽

Relationship Of ◽

The Relationship ◽

Treatment Aspect

The relationship between stimulability and phonological acquisition was investigated in eight children, four with phonological disorders who were aged 3;10 (years;months) to 5;7 and four with normally developing phonologies who were aged 3;6 to 4;1. Children with disordered phonologies received treatment on one nonstimulable fricative. A multiple baseline, across subjects, single-subject design was used for experimental control of the treatment aspect of this study. Children with normally developing phonologies were examined at the beginning of the study and upon termination of treatment for the children with disorders. These data were obtained to determine the relationship of stimulability to normal acquisition. In both cases stimulable sounds underwent the most change and stimulability was related to the learning patterns observed. This study supports the hypothesis that nonstimulable sounds are least likely to change without treatment. The results also suggest that stimulability for production of a sound may signal that it is being acquired naturally.

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Collaborating with Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention

Child Development Research ◽

10.1155/2011/835941 ◽

2011 ◽

Vol 2011 ◽

pp. 1-10 ◽

Cited By ~ 10

Author(s):

Angel Fettig ◽

Michaelene M. Ostrosky

Keyword(s):

Functional Assessment ◽

Challenging Behaviors ◽

Intervention Strategies ◽

Multiple Baseline ◽

Single Subject ◽

Single Subject Design ◽

Subject Design ◽

Study Results ◽

The Relationship ◽

Levels Of Support

The relationship between a functional assessment-based parent intervention and preschoolers' challenging behaviors was examined in the current study. A single subject design with a multiple baseline across 2 parent-child dyads was implemented. The researchers collaborated with parents to design the FA-based interventions and parents received varying levels of support throughout the study. Results indicate that parents were able to implement the functional assessment-based interventions, and these interventions effectively reduced children's challenging behaviors. In addition, parents continued implementing the intervention strategies following termination of the intervention, and children's challenging behaviors remained low.

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Heart Rate and Heart Rate Variability Correlate with Clinical Reasoning Performance and Self-Reported Measures of Cognitive Load

Scientific Reports ◽

10.1038/s41598-019-50280-3 ◽

2019 ◽

Vol 9 (1) ◽

Cited By ~ 3

Author(s):

Soroosh Solhjoo ◽

Mark C. Haigney ◽

Elexis McBee ◽

Jeroen J. G. van Merrienboer ◽

Lambert Schuwirth ◽

...

Keyword(s):

Heart Rate ◽

Heart Rate Variability ◽

Cognitive Load ◽

Cognitive Processing ◽

Clinical Reasoning ◽

Single Item ◽

Intrinsic Cognitive Load ◽

Positive Correlations ◽

The Relationship ◽

Mean Heart Rate

Abstract Cognitive load is a key mediator of cognitive processing that may impact clinical reasoning performance. The purpose of this study was to gather biologic validity evidence for correlates of different types of self-reported cognitive load, and to explore the association of self-reported cognitive load and physiologic measures with clinical reasoning performance. We hypothesized that increased cognitive load would manifest evidence of elevated sympathetic tone and would be associated with lower clinical reasoning performance scores. Fifteen medical students wore Holter monitors and watched three videos depicting medical encounters before completing a post-encounter form and standard measures of cognitive load. Correlation analysis was used to investigate the relationship between cardiac measures (mean heart rate, heart rate variability and QT interval variability) and self-reported measures of cognitive load, and their association with clinical reasoning performance scores. Despite the low number of participants, strong positive correlations were found between measures of intrinsic cognitive load and heart rate variability. Performance was negatively correlated with mean heart rate, as well as single-item cognitive load measures. Our data signify a possible role for using physiologic monitoring for identifying individuals experiencing high cognitive load and those at risk for performing poorly during clinical reasoning tasks.

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