Visual feedback of acoustic data for speech therapy

2012 ◽  
Author(s):  
Sam Ferguson ◽  
Andrew Johnston ◽  
Kirrie Ballard ◽  
Chek Tien Tan ◽  
Dharani Perera-Schulz
Keyword(s):  
Visual Feedback ◽  
Speech Therapy ◽  
Acoustic Data

Retrogaming as visual feedback for speech therapy

2014 ◽  
Author(s):  
Chek Tien Tan ◽  
Andrew Johnston ◽  
Andrew Bluff ◽  
Samuel Ferguson ◽  
Kirrie J. Ballard
Keyword(s):  
Visual Feedback ◽  
Speech Therapy

Development of the voiceless sibilant fricative contrast in three-year-olds: an ultrasound and acoustic study

2020 ◽  
pp. 1-24
Author(s):  
Natalia ZHARKOVA
Keyword(s):  
Speech Therapy ◽  
Imaging Data ◽  
Older Children ◽  
Acoustic Data ◽  
Shape Dynamics ◽  
Acoustic Study ◽  
Dynamic Patterns

Abstract The study analysed spectral and tongue shape dynamics of voiceless alveolar and postalveolar fricatives produced by ten children learning Scottish English. Synchronised ultrasound tongue imaging data and acoustic data were used to characterise children's productions of the phonemic contrast. Six children had consistently accurate productions of both fricative targets, with some cross-consonant phonetic differences in the direction previously demonstrated for older children and adults, as well as some immature acoustic and articulatory dynamic patterns. Instrumental analyses made it possible to describe tongue shape for phonemic errors and phonetically distorted realisations. There was some evidence of articulatory contrast in production preceding contrast in perception. The observed patterns can be explained by the complex articulatory demands on the fricative production, in combination with the developing control of articulators. The paper concludes by discussing the implications of the results for phonological theory and for speech therapy practice.

The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation training

2019 ◽  
Vol 5 (1) ◽  
pp. 72-97 ◽  
Author(s):  
Tanja Kocjančič Antolík ◽  
Claire Pillot-Loiseau ◽  
Takeki Kamiyama
Keyword(s):  
Second Language ◽  
Real Time ◽  
Visual Feedback ◽  
The Other ◽  
Acoustic Data ◽  
L2 Learners ◽  
Before And After ◽  
Tongue Movements ◽  
L2 Pronunciation

Abstract The purpose of this study was to test the usability of ultrasound as a visual feedback tool in L2 pronunciation training. Six Japanese-speaking learners, aged 28–33 years, participating in a course in French phonetics for L2 learners, took part in the study. Four of them received three individual 45-minute lessons of ultrasound pronunciation training. The other two participants did not. Articulatory and acoustic data of French isolated /y/ and /u/ and Japanese [ɯ] were recorded before and after the ultrasound training, as well as two months later for the learners receiving the training. The analysis of the articulatory data revealed that three speakers with ultrasound feedback improved in the production of the French vowels, the contrast between them, as well as the contrast between the two French vowels and the Japanese [ɯ], suggesting that ultrasound may be a useful tool in second language pronunciation learning.

scholarly journals UltraSuite: A Repository of Ultrasound and Acoustic Data from Child Speech Therapy Sessions

2018 ◽  
Author(s):  
Aciel Eshky ◽  
Manuel Sam Ribeiro ◽  
Joanne Cleland ◽  
Korin Richmond ◽  
Zoe Roxburgh ◽  
...  
Keyword(s):  
Speech Therapy ◽  
Acoustic Data ◽  
Child Speech ◽  
Therapy Sessions

scholarly journals Treatment for Residual Rhotic Errors With High- and Low-Frequency Ultrasound Visual Feedback: A Single-Case Experimental Design

2018 ◽  
Vol 61 (8) ◽  
pp. 1875-1892 ◽  
Author(s):  
Jonathan L. Preston ◽  
Tara McAllister ◽  
Emily Phillips ◽  
Suzanne Boyce ◽  
Mark Tiede ◽  
...  
Keyword(s):  
Visual Feedback ◽  
Speech Therapy ◽  
Single Case ◽  
Speech Sound ◽  
Empirical Work ◽  
Low Frequency ◽  
Treatment Phase ◽  
Small Sample ◽  
Treatment Conditions ◽  
Treatment Order

Purpose The aim of this study was to explore how the frequency with which ultrasound visual feedback (UVF) is provided during speech therapy affects speech sound learning. Method Twelve children with residual speech errors affecting /ɹ/ participated in a multiple-baseline across-subjects design with 2 treatment conditions. One condition featured 8 hr of high-frequency UVF (HF; feedback on 89% of trials), whereas the other included 8 hr of lower-frequency UVF (LF; 44% of trials). The order of treatment conditions was counterbalanced across participants. All participants were treated on vocalic /ɹ/. Progress was tracked by measuring generalization on /ɹ/ in untreated words. Results After the 1st treatment phase, participants who received the HF condition outperformed those who received LF. At the end of the 2-phase treatment, within-participant comparisons showed variability across individual outcomes in both HF and LF conditions. However, a group level analysis of this small sample suggested that participants whose treatment order was HF–LF made larger gains than those whose treatment order was LF–HF. Conclusions The order HF–LF may represent a preferred order for UVF in speech therapy. This is consistent with empirical work and theoretical arguments suggesting that visual feedback may be particularly beneficial in the early stages of acquiring new speech targets.

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.

scholarly journals Do Participants Report Any Undesired Effects in Ultrasound Speech Therapy?

2018 ◽  
Vol 27 (2) ◽  
pp. 813-818 ◽  
Author(s):  
Jonathan L. Preston ◽  
Gabriela Holliman-Lopez ◽  
Megan C. Leece
Keyword(s):  
Adverse Effects ◽  
Clinical Research ◽  
Visual Feedback ◽  
Speech Therapy ◽  
Research And Practice ◽  
Potential Benefits

Purpose Ultrasound visual feedback of the tongue is increasingly used as a component of speech therapy in clinical research and practice. The purpose is to offer a preliminary summary of the nature of participant-reported undesired effects related to ultrasound visual feedback. Method Sixty-two participants across 3 sites (mean age = 11.9 years) and 38 parents responded to a 2-item verbal questionnaire following 14–16 hr of treatment regarding any aspects of the treatment they did not like. Responses were thematically categorized. Results The 62 participants provided 65 distinct responses, which were categorized as follows: 31% no concerns, 40% gel-related (e.g., cold, sticky), 21% positioning of the probe (e.g., uncomfortable, annoying), 3% chin hurting (qualified as being minor in nature), and 5% other (i.e., unrelated to the use of the ultrasound). Responses from all parents suggested no concerns about the use of ultrasound; however, 8% expressed concerns unrelated to ultrasound use (e.g., fatigue). Conclusion These data inform clinicians and researchers about participant's experience and highlight the type of comments most likely to be encountered with ultrasound in speech therapy. Although the reported adverse effects can be considered minor, they should be weighed against the potential benefits of visual feedback in treatment.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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