The Effect of Phonetic Placement Procedure and Paired-Stimulus Treatment Program on the Alveolar Sound Production in the Children with Cochlear Implant

2007 ◽  
Vol 16 (3) ◽  
pp. 31-46
Author(s):  
박윤 ◽  
Eun-Hee Jeong
Keyword(s):  
Cochlear Implant ◽  
Treatment Program ◽  
Sound Production ◽  
Paired Stimulus ◽  
Placement Procedure

Differences in Children’s Sound Production When Speaking With a Cochlear Implant Turned On and Turned Off

1996 ◽  
Vol 39 (3) ◽  
pp. 604-610 ◽  
Author(s):  
Nancy Tye-Murray ◽  
Linda Spencer ◽  
Elizabeth Gilbert Bedia ◽  
George Woodworth
Keyword(s):  
Cochlear Implant ◽  
Speech Production ◽  
Cochlear Implants ◽  
Sound Production ◽  
Proprioceptive Feedback ◽  
Speech Sample ◽  
Speech Language Pathologists ◽  
Monosyllabic Words ◽  
Consonant Voicing ◽  
Vowel Height

Twenty children who have worn a Cochlear Corporation cochlear implant for an average of 33.6 months participated in a device-on/off experiment. They spoke 14 monosyllabic words three times each after having not worn their cochlear implant speech processors for several hours. They then spoke the same speech sample again with their cochlear implants turned on. The utterances were phonetically transcribed by speech-language pathologists. On average, no difference between speaking conditions on indices of vowel height, vowel place, initial consonant place, initial consonant voicing, or final consonant voicing was found. Comparisons based on a narrow transcription of the speech samples revealed no difference between the two speaking conditions. Children who were more intelligible were no more likely to show a degradation in their speech production in the device-off condition than children who were less intelligible. In the device-on condition, children sometimes nasalized their vowels and inappropriately aspirated their consonants. Their tendency to nasalize vowels and aspirate initial consonants might reflect an attempt to increase proprioceptive feedback, which would provide them with a greater awareness of their speaking behavior.

scholarly journals Long-Term Trajectories of the Development of Speech Sound Production in Pediatric Cochlear Implant Recipients

2008 ◽  
Vol 51 (5) ◽  
pp. 1353-1368 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Shu-Chen Peng ◽  
Linda J. Spencer ◽  
Nelson Lu
Keyword(s):  
Cochlear Implant ◽  
Sound Production ◽  
Speech Sound

The Effects of Minimal Pairs Treatment on the Speech-Sound Production of Two Children With Phonologic Disorders

1991 ◽  
Vol 34 (5) ◽  
pp. 1023-1040 ◽  
Author(s):  
Cari B. Saben ◽  
Janis Costello Ingham
Keyword(s):  
Treatment Program ◽  
Picture Naming ◽  
Sound Production ◽  
Speech Sound ◽  
Minimal Pair ◽  
Minimal Pairs ◽  
All Treatment

Two children whose speech-sound production could be described by phonologic processes were administered a linguistically based treatment program that utilized minimal pair words. A subset of phonemes affected by a target phonologic process was taught consecutively. Spontaneous picture-naming probes were administered periodically to measure speech-sound production for all phonemes affected by the targeted phonologic process and several control phonologic processes. For both subjects, motoric components (i.e., models and phonetic placement cues) had to be added to the minimal pairs treatment. With the added motoric components, both subjects successfully passed through all treatment steps. However, neither subject generalized modified speech-sound production to treated phonemes in untreated words or to untreated phonemes affected by the target phonologic process.

The Effects of Behavioral Speech Therapy on Speech Sound Production With Adults Who Have Cochlear Implants

2013 ◽  
Vol 56 (2) ◽  
pp. 531-541 ◽  
Author(s):  
Frances M. Pomaville ◽  
Chris N. Kladopoulos
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Spontaneous Speech ◽  
Future Research ◽  
Speech Sounds ◽  
Percent Correct ◽  
Therapy Program

Purpose In this study, the authors examined the treatment efficacy of a behavioral speech therapy protocol for adult cochlear implant recipients. Method The authors used a multiple-baseline, across-behaviors and -participants design to examine the effectiveness of a therapy program based on behavioral principles and methods to improve the production of target speech sounds in 3 adults with cochlear implants. The authors included probe items in a baseline protocol to assess generalization of target speech sounds to untrained exemplars. Pretest and posttest scores from the Arizona Articulation Proficiency Scale, Third Revision (Arizona–3; Fudala, 2000) and measurement of speech errors during spontaneous speech were compared, providing additional measures of target behavior generalization. Results The results of this study provided preliminary evidence supporting the overall effectiveness and efficiency of a behavioral speech therapy program in increasing percent correct speech sound production in adult cochlear implant recipients. The generalization of newly trained speech skills to untrained words and to spontaneous speech was demonstrated. Conclusion These preliminary findings support the application of behavioral speech therapy techniques for training speech sound production in adults with cochlear implants. Implications for future research and the development of aural rehabilitation programs for adult cochlear implant recipients are discussed.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Letter to the Editor Concerning Skuk et al., “Parameter-Specific Morphing Reveals Contributions of Timbre and Fundamental Frequency Cues to the Perception of Voice Gender and Age in Cochlear Implant Users”

2020 ◽  
Vol 63 (12) ◽  
pp. 4325-4326 ◽  
Author(s):  
Hartmut Meister ◽  
Katrin Fuersen ◽  
Barbara Streicher ◽  
Ruth Lang-Roth ◽  
Martin Walger
Keyword(s):  
Cochlear Implant ◽  
Fundamental Frequency ◽  
Stimulus Type ◽  
Voice Perception ◽  
Letter To The Editor ◽  
Gender And Age ◽  
General Influence

Purpose The purpose of this letter is to compare results by Skuk et al. (2020) with Meister et al. (2016) and to point to a potential general influence of stimulus type. Conclusion Our conclusion is that presenting sentences may give cochlear implant recipients the opportunity to use timbre cues for voice perception. This might not be the case when presenting brief and sparse stimuli such as consonant–vowel–consonant or single words, which were applied in the majority of studies.

Perceptual Learning of Vocoded Speech With and Without Contralateral Hearing: Implications for Cochlear Implant Rehabilitation

2020 ◽  
pp. 1-10
Author(s):  
Martin Chavant ◽  
Alexis Hervais-Adelman ◽  
Olivier Macherey
Keyword(s):  
Cochlear Implant ◽  
Perceptual Learning ◽  
Speech Signal ◽  
Training Phase ◽  
Monosyllabic Words ◽  
Low Pass ◽  
Contralateral Ear ◽  
Number Of Individuals ◽  
Insight Into ◽  
Vocoded Speech

Purpose An increasing number of individuals with residual or even normal contralateral hearing are being considered for cochlear implantation. It remains unknown whether the presence of contralateral hearing is beneficial or detrimental to their perceptual learning of cochlear implant (CI)–processed speech. The aim of this experiment was to provide a first insight into this question using acoustic simulations of CI processing. Method Sixty normal-hearing listeners took part in an auditory perceptual learning experiment. Each subject was randomly assigned to one of three groups of 20 referred to as NORMAL, LOWPASS, and NOTHING. The experiment consisted of two test phases separated by a training phase. In the test phases, all subjects were tested on recognition of monosyllabic words passed through a six-channel “PSHC” vocoder presented to a single ear. In the training phase, which consisted of listening to a 25-min audio book, all subjects were also presented with the same vocoded speech in one ear but the signal they received in their other ear differed across groups. The NORMAL group was presented with the unprocessed speech signal, the LOWPASS group with a low-pass filtered version of the speech signal, and the NOTHING group with no sound at all. Results The improvement in speech scores following training was significantly smaller for the NORMAL than for the LOWPASS and NOTHING groups. Conclusions This study suggests that the presentation of normal speech in the contralateral ear reduces or slows down perceptual learning of vocoded speech but that an unintelligible low-pass filtered contralateral signal does not have this effect. Potential implications for the rehabilitation of CI patients with partial or full contralateral hearing are discussed.

Sound Production Treatment for Acquired Apraxia of Speech: An Examination of Dosage in Relation to Probe Performance

2020 ◽  
pp. 1-16
Author(s):  
Julie L. Wambaugh ◽  
Lydia Kallhoff ◽  
Christina Nessler
Keyword(s):  
Retrospective Analysis ◽  
Sound Production ◽  
Apraxia Of Speech ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Baseline Performance ◽  
The Mean ◽  
Number Of Treatment ◽  
The Impact

Purpose This study was designed to examine the association of dosage and effects of Sound Production Treatment (SPT) for acquired apraxia of speech. Method Treatment logs and probe data from 20 speakers with apraxia of speech and aphasia were submitted to a retrospective analysis. The number of treatment sessions and teaching episodes was examined relative to (a) change in articulation accuracy above baseline performance, (b) mastery of production, and (c) maintenance. The impact of practice schedule (SPT-Blocked vs. SPT-Random) was also examined. Results The average number of treatment sessions conducted prior to change was 5.4 for SPT-Blocked and 3.9 for SPT-Random. The mean number of teaching episodes preceding change was 334 for SPT-Blocked and 179 for SPT-Random. Mastery occurred within an average of 13.7 sessions (1,252 teaching episodes) and 12.4 sessions (1,082 teaching episodes) for SPT-Blocked and SPT-Random, respectively. Comparisons of dosage metric values across practice schedules did not reveal substantial differences. Significant negative correlations were found between follow-up probe performance and the dosage metrics. Conclusions Only a few treatment sessions were needed to achieve initial positive changes in articulation, with mastery occurring within 12–14 sessions for the majority of participants. Earlier occurrence of change or mastery was associated with better follow-up performance. Supplemental Material https://doi.org/10.23641/asha.12592190

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