Modifying Electroglottograph-Identified Intervals of Phonation

1992 ◽  
Vol 35 (3) ◽  
pp. 495-511 ◽  
Author(s):  
Merrilyn L. Gow ◽  
Roger J. Ingham
Keyword(s):  
Short Duration ◽  
Adult Male ◽  
Spontaneous Speech ◽  
Speaking Rate ◽  
Computer Assisted ◽  
Single Subject ◽  
Biofeedback System ◽  
Speech Naturalness

Single-subject experiments were conducted with an adolescent and an adult male who stutter to assess the effect on stuttering of changing the frequency of phonation intervals that were within prescribed duration ranges during spontaneous speech. Electroglottograph-identified intervals of phonation were measured using a computer-assisted biofeedback system. Both subjects demonstrated that their stuttering could be controlled by modifying the frequency of phonation intervals within short duration ranges. The experimental effects not only replicated earlier findings but were demonstrated to be independent of changes in speaking rate, or alterations to other intervals of phonation, and produced little disruption to speech naturalness. The theoretic implications of these findings are discussed.

Measurement and Modification of Speech Naturalness during Stuttering Therapy

1985 ◽  
Vol 50 (3) ◽  
pp. 261-281 ◽  
Author(s):  
Roger J. Ingham ◽  
Mark Onslow
Keyword(s):  
Rating Scale ◽  
Spontaneous Speech ◽  
Intensive Treatment ◽  
Speaking Rate ◽  
Single Subject ◽  
Target Level ◽  
Therapy Program ◽  
Point Rating Scale ◽  
Transfer Procedures ◽  
Speech Naturalness

This paper describes two studies that illustrate the utility of listener ratings of speech naturalness for measuring and modifying speech naturalness during a stuttering therapy program. The program involved 5 adolescent stutterers who were receiving an intensive treatment incorporating a prolonged speech procedure. In Study A, a clinician used a 9-point rating scale to score the speech naturalness of 1-rain speaking samples each stutterer made at intervals over the course of the program. The results demonstrated predictable trends in speech naturalness during the program, but they also showed that natural sounding speech is not a predictable outcome of a procedure that removes stuttering, controls speaking rate, and exposes clients to transfer procedures. In Study B, 3 of the 5 stutterers participated in single subject experiments partway through their therapy program. These experiments were designed to assess the effect of regular feedback of speech naturalness ratings on the stutterer's spontaneous speech. The results showed that each subject's speech naturalness ratings could be modified toward a target level of speech naturalness.

Stutterers' Self-Ratings of Speech Naturalness

1989 ◽  
Vol 32 (2) ◽  
pp. 419-431 ◽  
Author(s):  
Roger J. Ingham ◽  
Janis Costello Ingham ◽  
Mark Onslow ◽  
Patrick Finn
Keyword(s):  
Rate Control ◽  
Speaking Rate ◽  
Single Subject ◽  
Speech Sounds ◽  
Therapy Program ◽  
Speech Naturalness

Using single-subject experiments with 3 adult stutterers, this study evaluated the effects of instructions to stutterers to rate and modify how natural their speech sounds on experimenters' ratings of speech naturalness, stuttering frequency, and speaking rate. The study also included an investigation of the reliability of stutterers' and listeners' naturalness ratings. The stutterers were partway through a therapy program using prolonged speech or rate control. Results showed the stutterers could modify their speech so that their naturalness ratings increased or decreased. These changes were independent of stuttering or speaking rate. Experimenter ratings of speech naturalness were unchanged in conditions where stutterers judged their speech to sound more natural, but paralleled the stutterers' ratings when they judged their speech to sound more unnatural. An attempt to see if stutterers differed in their ratings of how natural their speech sounded or felt showed differences for one stutterer. Reratings of randomized session recordings by experimenters and independent judges showed that their ratings were highly reliable. When the same randomized session recordings were rerated by the stutterers (1 and 3 months after the experiment), their judgments of changes in their speech naturalness, which were not found in the experimenters' ratings, remained consistent and reliable.

Perceptual Evaluation of Speech Naturalness in Speakers of Varying Gender Identities

2020 ◽  
Vol 63 (7) ◽  
pp. 2054-2069
Author(s):  
Brandon Merritt ◽  
Tessa Bent
Keyword(s):  
Spontaneous Speech ◽  
Identification Accuracy ◽  
Rating Task ◽  
Gender Identification ◽  
Identification Task ◽  
Male And Female ◽  
Perceptual Evaluation ◽  
Speech Training ◽  
And Gender ◽  
Speech Naturalness

Purpose The purpose of this study was to investigate how speech naturalness relates to masculinity–femininity and gender identification (accuracy and reaction time) for cisgender male and female speakers as well as transmasculine and transfeminine speakers. Method Stimuli included spontaneous speech samples from 20 speakers who are transgender (10 transmasculine and 10 transfeminine) and 20 speakers who are cisgender (10 male and 10 female). Fifty-two listeners completed three tasks: a two-alternative forced-choice gender identification task, a speech naturalness rating task, and a masculinity/femininity rating task. Results Transfeminine and transmasculine speakers were rated as significantly less natural sounding than cisgender speakers. Speakers rated as less natural took longer to identify and were identified less accurately in the gender identification task; furthermore, they were rated as less prototypically masculine/feminine. Conclusions Perceptual speech naturalness for both transfeminine and transmasculine speakers is strongly associated with gender cues in spontaneous speech. Training to align a speaker's voice with their gender identity may concurrently improve perceptual speech naturalness. Supplemental Material https://doi.org/10.23641/asha.12543158

Effects of Student Choice of Instructional Method on the Learning Outcomes of Students With Comorbid Learning and Emotional/Behavioral Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 213-226
Author(s):  
Glenna M. Billingsley ◽  
Cathy N. Thomas ◽  
Jo A. Webber
Keyword(s):  
Learning Outcomes ◽  
Secondary Students ◽  
Stated Preference ◽  
Mathematics Learning ◽  
Instructional Method ◽  
Learning Preferences ◽  
Computer Assisted ◽  
Single Subject ◽  
Before And After ◽  
Students With Ld

The purpose of this exploratory study was to determine whether learning preferences of secondary students identified with concomitant learning disabilities (LD) and emotional disturbance (ED) align with the instructional method with which they best learned mathematics. Responses to a preference survey given before and after instruction were compared with learning outcomes in a single-subject, alternating treatments research design investigating the effects of direct teach, computer-assisted instruction (CAI), and a combination of both methods. Results showed that most students were able to predict, by choice or stated preference, conditions under which they will learn best and, in hindsight, indicate the condition that provided the best learning outcome. This small study contributes to the literature on secondary mathematics learning for students with LD, and makes unique contributions regarding (a) the learning of students with comorbid LD and ED and (b) implementation of instruction that combines direct teach with CAI.

Effect of Speech Dialect on Speech Naturalness Ratings

1997 ◽  
Vol 40 (2) ◽  
pp. 349-360 ◽  
Author(s):  
Linda S. Mackey ◽  
Patrick Finn ◽  
Roger J. Ingham
Keyword(s):  
The Other ◽  
Speaking Rate ◽  
Speech Fluency ◽  
The Third ◽  
Speech Naturalness

This study investigated the effect of speech dialect on listeners' speech naturalness ratings by systematically replicating Martin, Haroldson, and Triden's (1984) study using three groups of speaker samples. Two groups consisted of speakers with General American dialect—one with persons who stutter and the other with persons who do not stutter. The third group also consisted of speakers who do not stutter but who spoke non-General American dialect. The results showed that speech naturalness ratings distinguished among the three speaker groups. The variables that appeared to influence speech naturalness ratings were type of dialect, speech fluency, and speaking rate, though they differed across speaker groups. The findings also suggested that strength of speech dialect may be a scaleable dimension that judges can rate with acceptable levels of reliability. Dialect may also be an important factor that needs to be incorporated or controlled within systems designed to train speech naturalness ratings. It may also be an important factor in determining the extent to which stuttering treatment produces natural sounding speech.

Computer-assisted analysis of spontaneous speech: quantification of basic parameters in aphasic and unimpaired language

2012 ◽  
Vol 26 (8) ◽  
pp. 661-680 ◽  
Author(s):  
Katja Hussmann ◽  
Marion Grande ◽  
Elisabeth Meffert ◽  
Swetlana Christoph ◽  
Martina Piefke ◽  
...  
Keyword(s):  
Spontaneous Speech ◽  
Computer Assisted ◽  
Basic Parameters ◽  
Assisted Analysis

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

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