scholarly journals Auditory-Perceptual Judgement of Speech-Language Pathologists in Fricative Distortion by EPG Task

2021 ◽  
Vol 26 (4) ◽  
pp. 897-908
Author(s):  
Ji-Yeong Kim ◽  
Seong-Tak Woo ◽  
Ji-Wan Ha
Keyword(s):  
Training Program ◽  
Clinical Setting ◽  
Auditory Training ◽  
Speech Language Pathologists ◽  
Significant Difference ◽  
Different Types ◽  
Assessment And Treatment ◽  
Perceptual Ability ◽  
Perceptual Judgement ◽  
Normal Speech

Objectives: In a clinical setting, a ‘trained ear’ is the essentials for speech–language pathologists (SLPs) because most SLPs rely on the auditory - perceptual method during assessment and treatment for speech difficulties. However, transcribing distortion errors using only auditory-perceptual judgement is a difficult task. This study investigated the auditory– perceptual ability in terms of distortion errors for pre and present SLPs.Methods: Sixty pre and present SLPs completed a survey, then performed a perceptual judgement task which was manufactured by electropalatography (EPG). The task consisted of 30 questions, including distorted (dentalized, palatalized, lateralized) and normal speech samples of Korean fricative /s/ with different types of vowels (/ɑ/, /u/) and lengths (1-syllabled, 2- syllabled, sentence).Results: There was no significant difference in the distortion task among three groups. All participants had the highest score in “dentalization”, the lowest in “lateralization”, and all distortion types were perceived better in the /u/ context than /ɑ/. Also, SLPs tended to judge “lateralization” errors as “normal articulation” and many of the participants perceived “palatalization” as “lateralization”.Conclusion: The results of this study indicated that active auditory training for SLPs is necessary to improve auditory perceptual ability, and suggests that EPG could be a useful instrument for the auditory training program.

scholarly journals Development and evaluation of a computer-based auditory training program for rehabilitation of children with decoding deficit

2018 ◽  
pp. 143-149
Author(s):  
Azam Aghaie ◽  
Ali Akbar Tahaei ◽  
Farnoush Jarollahi ◽  
Mohammad Kamali
Keyword(s):  
Training Program ◽  
Auditory Processing ◽  
Auditory Training ◽  
Face Validity ◽  
Control Group ◽  
Central Auditory Processing ◽  
Speech In Noise ◽  
Significant Difference ◽  
Before And After ◽  
Computer Based

Background and Aim: Decoding deficit is the most common central auditory processing disorder (CAPD). Given the benefits of computer-based auditory training programs for treatment of central disorders and the lack of such programs in Persian language, this study aimed to develop a computer-based auditory training program for decoding skill. We also evaluated this program in 8 to12 year old children with CAPD.Methods: The first stage of research was to develop a computer-based auditory training program. This program consists of three levels of phonological discrimination, syllable discrimination, and word discrimination. The second stage was to determine the content and face validity of the program. The third stage was to assess the program effect on five children with decoding deficit. The research method was interventional and had a pretest and post-test design with another five children as control group. The staggered spondaic word, phonemic synthesis (PS) and speech in noise tests was used to assess the children performance before and after training.Results: Mean scores of staggered spondaic word (SSW) and PS tests of the experimental group were significantly difference before and after the auditory training (p<0.05) as compared to control group. However, there was no significant difference with regard to the speech-in-noise test results (p>0.05).Conclusion: This computer-based auditory training program can be considered as a preliminary tool for the rehabilitation and treatment of decoding deficits in children with CAPD.

Can a Remotely Delivered Auditory Training Program Improve Speech-in-Noise Understanding?

2015 ◽  
Vol 24 (3) ◽  
pp. 333-337 ◽  
Author(s):  
Harvey B. Abrams ◽  
Kirsten Bock ◽  
Ryan L. Irey
Keyword(s):  
Training Program ◽  
Hearing Aids ◽  
Auditory Training ◽  
Control Group ◽  
Attractive Alternative ◽  
Time On Task ◽  
Speech In Noise ◽  
Hearing In Noise ◽  
Significant Difference ◽  
Noise Test

PurposeThe aims of this study were to determine if a remotely delivered, Internet-based auditory training (AT) program improved speech-in-noise understanding and if the number of hours spent engaged in the program influenced postintervention speech-in-noise understanding.MethodTwenty-nine first-time hearing aid users were randomized into an AT group (hearing aids + 3 week remotely delivered, Internet-based auditory training program) or a control group (hearing aids alone). The Hearing in Noise Test (Nilsson, Soli, & Sullivan, 1994) and the Words-in-Noise test (Wilson, 2003) were administered to both groups at baseline + 1 week and immediately at the completion of the 3 weeks of auditory training.ResultsSpeech-in-noise understanding improved for both groups at the completion of the study; however, there was not a statistically significant difference in postintervention improvement between the AT and control groups. Although the number of hours the participants engaged in the AT program was far fewer than prescribed, time on task influenced the postintervention Words-in-Noise but not Hearing in Noise Test scores.ConclusionAlthough remotely delivered, Internet-based AT programs represent an attractive alternative to resource-intensive, clinic-based interventions, their demonstrated efficacy continues to remain a challenge due in part to issues associated with compliance.

scholarly journals Scale of Auditory Behaviors in the monitoring of acoustically controled auditory training

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Ana Carolina de Oliveira Sobreira ◽  
Daniela Gil
Keyword(s):  
Training Program ◽  
Auditory Processing ◽  
Statistical Tests ◽  
Auditory Training ◽  
P Value ◽  
Subjective Perception ◽  
Central Auditory Processing ◽  
Auditory Thresholds ◽  
Time Period ◽  
Significant Difference

ABSTRACT Purpose: to identify the Scale of Auditory Behaviors perception after an acoustically controlled auditory training program. Methods: 23 individuals of both genders, aged 6 to 15 years, participated in this study. Inclusion criteria: to present auditory thresholds lower than 20 dBHL between 250 and 8000Hz, type A tympanometry and diagnosis of central auditory processing disorder confirmed by behavioral tests with indication of acoustically controlled auditory training which was performed in ten one-hour sessions. Hearing tests in progressively adverse listening conditions were used. In the first and last session of the acoustically controlled auditory training program, the individuals were submitted to the Scale of Auditory Behaviors. The appropriate statistical tests were applied considering a p-value less than 0.05. Results: questions Q1, Q2, Q4, Q7, Q8 and Q11 showed statistically significant results and improvement in behaviors after the acoustically controlled auditory training. On the other hand, questions Q3 and Q10 showed a tendency towards significance and the total score in the post time period increased in relation to the pre-moment, pointing to a statistically significant difference that represents complaint reductions. Conclusion: the subjective perception of the individuals and their family members could be identified by the application of SAB in the pre and post auditory training, revealing an improvement in auditory and attention behaviors.

scholarly journals Melodic Contour Training and Its Effect on Speech in Noise, Consonant Discrimination, and Prosody Perception for Cochlear Implant Recipients

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Chi Yhun Lo ◽  
Catherine M. McMahon ◽  
Valerie Looi ◽  
William F. Thompson
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Training Program ◽  
Auditory Training ◽  
Speech Prosody ◽  
Speech In Noise ◽  
Melodic Contour ◽  
Significant Difference ◽  
Potential Benefits ◽  
Noisy Conditions

Cochlear implant (CI) recipients generally have good perception of speech in quiet environments but difficulty perceiving speech in noisy conditions, reduced sensitivity to speech prosody, and difficulty appreciating music. Auditory training has been proposed as a method of improving speech perception for CI recipients, and recent efforts have focussed on the potential benefits of music-based training. This study evaluated two melodic contour training programs and their relative efficacy as measured on a number of speech perception tasks. These melodic contours were simple 5-note sequences formed into 9 contour patterns, such as “rising” or “rising-falling.” One training program controlled difficulty by manipulating interval sizes, the other by note durations. Sixteen adult CI recipients (aged 26–86 years) and twelve normal hearing (NH) adult listeners (aged 21–42 years) were tested on a speech perception battery at baseline and then after 6 weeks of melodic contour training. Results indicated that there were some benefits for speech perception tasks for CI recipients after melodic contour training. Specifically, consonant perception in quiet and question/statement prosody was improved. In comparison, NH listeners performed at ceiling for these tasks. There was no significant difference between the posttraining results for either training program, suggesting that both conferred benefits for training CI recipients to better perceive speech.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

Households Discrimination in School Enrolment in Pakistan: Does gender matter?

2018 ◽  
Vol 2 (1) ◽  
pp. 29-36
Author(s):  
Ali Muhammad ◽  
Zahoor Ul Haq ◽  
Imad Khan
Keyword(s):  
Low Income ◽  
Gender Discrimination ◽  
Rural Areas ◽  
Gender Disparity ◽  
School Enrollment ◽  
Female Education ◽  
Public And Private ◽  
Significant Difference ◽  
Different Types ◽  
Socio Economic Factors

This study uses Pakistan Social and Living Measurement Survey 2016 to study gender discrimination in school enrollment across the four provinces of Pakistan using bi-variate analysis. Results show that there is highly significant difference between male and female education in rural areas (x^2=4940.50 and p<0.05). Analysis indicate that gender disparity in enrollment is significantly higher in low income households (x^2=115.468 and P<0.05). The study also showed that as compared to male, fewer female are enrolled in both public and private sectors. Hence, socio-economic factors play important role in making decision about children enrollment in different types of school. The study recommends that government to take appropriate steps to reduce gender discrimination in school enrollment by offering subsidy on female education in the country.

Using Histological and Chemical Methods for Detection of Unauthorized Tissues Addition in Emulsion Type Meat Product

2020 ◽  
Keyword(s):  
Vascular Tissue ◽  
Meat Product ◽  
Calcium Content ◽  
Processed Meat ◽  
Low Protein ◽  
Significant Difference ◽  
Different Types ◽  
Plant Stem ◽  
High Level ◽  
Reliable Methods

Total twenty different processed meat plant producing emulsion type sausage were histologically and chemically examined for detection of adulteration with unauthorized tissues. Results revealed that samples were adulterated with different types of animal tissues included; hyaline cartilage, tendon, spongy bone, peripheral nerve trunk, basophilic matrix, lymphatic tissue, fascia, fibrocartilage and vascular tissue. Moreover, these samples were adulterated Also, adulterated with plant tissue included; plant stem, leaves and root. Chemical analysis showed a significant difference in their chemical composition (moisture, fat, protein, ash and calcium) content. Moisture and fat content varied around the permissible limit of E.S.S. while low protein, high ash and calcium content was detected in the examined samples. Therefore, Histological and chemical examinations can be used as reliable methods to detect adultration using unauthorized addition of both animal and plant tissues in processed meat product samples which revealed a high level of falsification.

Sign in / Sign up

Export Citation Format

Share Document