Perception of Distorted "R" Sounds in the Synthesized Speech of Chlldren and Adults

1983 ◽  
Vol 26 (4) ◽  
pp. 516-524 ◽  
Author(s):  
Donald J. Sharf ◽  
Ralph N. Ohde
Keyword(s):  
Speech Language Pathology ◽  
Graduate Level ◽  
Point Scale ◽  
Synthesized Speech ◽  
Language Pathology ◽  
High Degree

Adult and Child manifolds were generated by synthesizing 5 X 5 matrices of/Cej/ type utterances in which F2 and F3 frequencies were systematically varied. Manifold stimuli were presented to 11 graduate-level speech-language pathology students in two conditions: (a) a rating condition in which stimuli were rated on a 4-point scale between good /r/and good /w/; and (b) a labeling condition in which stimuli were labeled as "R," "W," "distorted R." or "N" (for none of the previous choices). It was found that (a) stimuli with low F2 and high F3 frequencies were rated 1.0nmdas;1.4; those with high F2 and low F3 frequencies were rated 3.6–4.0, and those with intermediate values were rated 1.5–3.5; (b) stimuli rated 1.0–1.4 were labeled as "W" and stimuli rated 3.6–4.0 were labeled as "R"; (c) none of the Child manifold stimuli were labeled as distorted "R" and one of the Adult manifold stimuli approached a level of identification that approached the percentage of identification for "R" and "W": and (d) rating and labeling tasks were performed with a high degree of reliability.

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

The Diagnostic Conference Planning Questionnaire for Speech-Language Pathology

1990 ◽  
Vol 21 (2) ◽  
pp. 118-119 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Role Expectations ◽  
Hierarchy Of Needs ◽  
Speech Language Pathology ◽  
School Settings ◽  
Maslow's Hierarchy Of Needs ◽  
Unresolved Conflict ◽  
Degree Of Satisfaction ◽  
Language Pathology ◽  
Personal Needs ◽  
High Degree

This article presents a tool developed to increase professional effectiveness in supervisory conferencing in speech-language pathology based on the dual areas of role expectations for clinicians and personal needs as derived from Maslow's hierarchy of needs. The conferencing tool is a structuring device for recognizing the needs of the supervisee, stating problems, and agreeing on objectives. Users of the conferencing tool expressed a high degree of satisfaction with conferences and their conferences contained few expressions of unresolved conflict. The tool is appropriately designed for use in the school settings.

Stimulability Measures and Dynamic Assessment of Speech Adaptability

2012 ◽  
Vol 19 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Amy M. Glaspey
Keyword(s):  
Speech Production ◽  
Dynamic Assessment ◽  
Preschool Age ◽  
Traditional Practices ◽  
Speech Language Pathology ◽  
Point Scale ◽  
Language Pathology ◽  
Over Time

Stimulability has a long history in the field of speech-language pathology. The purpose of this article is to show different procedures that have been used over time and how stimulability methodologies are variable across clinicians. Global correction, phoneme-based, and dynamic assessment of speech adaptability approaches are presented. These measures are illustrated using a case sample of a preschool-age girl with severe phonological disorder. Furthermore, dynamic assessment of speech adaptability is highlighted as a newer strategy that encompasses stimulability and expands traditional practices in the diagnostic and treatment phases of intervention. A 15-point scale is used to document a child’s ability to adapt speech production when given a systematic presentation of cues and linguistic environments.

scholarly journals A Pedagogical Note: Use of Telepractice to Link Student Clinicians to Diverse Populations

2016 ◽  
Vol 8 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Stacy Gallese Cassel ◽  
Amy J. Hadley
Keyword(s):  
Pilot Project ◽  
Comfort Level ◽  
Speech Language Pathology ◽  
Training Experience ◽  
Preschool Students ◽  
Degree Of Satisfaction ◽  
Language Pathology ◽  
The University ◽  
University Training ◽  
High Degree

Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation.  This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience.  To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations. 

Current Issues: RiteCare Family Autism Camp at Radford University: An Innovative Clinical Education Model for Speech-Language Pathology Students

2010 ◽  
Vol 20 (2) ◽  
pp. 59-63
Author(s):  
Elizabeth Lanter ◽  
Diane Millar ◽  
Patricia Rossi
Keyword(s):  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Training Programs ◽  
Autism Spectrum ◽  
Speech Language Pathology ◽  
Graduate Level ◽  
Children With Asd ◽  
Language Pathology ◽  
Education Model

The “unique learning style and social communication challenges” experienced by children with autism spectrum disorders (ASD) necessitate that speech-language pathologists (SLPs) receive education specific to this disability (American Speech-Language-Hearing Association [ASHA], 2006a, p.18). Graduate training programs often provide this education through classroom instruction and clinical education (also referred to as clinical teaching or supervision). Clinical education has a long-standing tradition in the field of speech-language pathology and is considered “an essential component in the education of students” (ASHA, 2008a, p. 1). This article presents a description of clinical education experience, specific to serving children with ASD, that is offered to graduate level speech-language pathology students at Radford University. The RiteCare Family Autism Camp, hosted by the Department of Communication Sciences and Disorders, provides graduate level clinical training in a model of service delivery amendable to many best practices when serving this population, such as intensive services, a partnership with parents, development of social communicative competence through the use of peer mediators, and a focus on literacy. This article describes the role of the SLP working with ASD and the RiteCare camp and seeks to inspire other graduate speech-language pathology training programs to consider an intensive, family-based day program for children with ASD as a clinical education model for its speech-language pathology students.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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