scholarly journals Means of speech characteristics of the stage image in the context of decoding the signal space contemporary performances

2021 ◽  
pp. 311-316
Author(s):  
Olga Vinar
Keyword(s):  
Speech Therapy ◽  
Speech Sound ◽  
Theatrical Production ◽  
Literature And Philosophy ◽  
Speech Characteristics ◽  
Specific Performance ◽  
Organic Process ◽  
Speech Features ◽  
Organic Combination ◽  
Social Causes

The purpose of the article is to identify the features of speech characteristics in the context of the disclosure of the plot-content aspect of the performance of postmodern aesthetics. Methodology. A typological and systematic method is used to study the creative mechanisms of the actor's creation of the speech characteristic of the image in the context of the peculiarities of the aesthetics of postmodernism; cognitive method, thanks to which theoretical positions in the field of language psychology and speech therapy are extrapolated to the field of theatrical art; method oftheoretical generalization, etc. Scientific novelty. The influence of postmodernist theater tendencies on the process of the actor's voice work on the creation of the image – the development and implementation of speech features of the character; the peculiarities of the process of decoding the sign system of a modern production on the basis of the interpretation of the speech characteristic of the images created by the actors are analyzed. Conclusions. The verbal characteristic of the image contributes to the actor's representation of certain internal characteristics of the character, his emotional state, deep reaction to events and/or actions of other characters, changes in lifestyle and worldview, etc., and in the context of postmodern aesthetics, when stage texts double coding" – a complex phenomenon of postmodernism, artistic and aesthetic means of which in theatrical art is a synthesis of different languages and codes of literature and philosophy in a holistic hypertext of performance, contribute to the understanding and comprehension of semantic aspects of theatrical production. The actor's use of elements of speech characteristic contributes to the expansion of his professional speech competence, the diversity of speech sound of the stage word. The components of speech characteristics can act as expressive means that reveal important aspects of the character; the necessary form of revealing the internal content of the stage image; an important element of the psychophysical structure of the role; an artistic technique that enhances the expressive possibilities of the stage word, and, accordingly, helps to form verbal symbolic means of expressing the artistic meanings of the performance. In our opinion, for the organic process of forming the stage image in general and the speech characteristics of the character in particular, the actor must not only expand his attention, observation, and ability to understand and comprehend the psychological and social causes of human behavior, but also deepen knowledge of psycholinguistics and speech therapy. Because only the organic combination of these factors contributes to the design of optimal stage speech, which corresponds to the concept of each specific performance.

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.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

scholarly journals How are speech sound disorders perceived among children? A qualitative content analysis of focus group interviews with 10–11-year-old children

2021 ◽  
pp. 026565902199553
Author(s):  
Camilla Nilsson ◽  
Jill Nyberg ◽  
Sofia Strömbergsson
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Qualitative Content Analysis ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Focus Group Interviews ◽  
Language Varieties ◽  
Speech Characteristics ◽  
Animated Film ◽  
Group Interviews

The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during four focus group interviews. The transcribed interviews underwent a qualitative content analysis. The analysis resulted in five identified main themes of listener reactions, concerning the experiences as a listener, the perspective of the speaker, as well as observations of speech characteristics. Reactions of empathy were expressed towards a perceived misalignment between speaker age and speech production proficiency. Awareness of peer reactions are clinically useful, for the understanding and acknowledgement of everyday contextual factors of children with SSDs, during planning and motivation of speech intervention. The children’s self-selected terminology may serve future quantitative investigations to further determine the boundaries of acceptability towards SSDs as well as towards non-standard sociolects or language varieties.

scholarly journals Features of Disfluent speech by EFL Learners at Taiz University

2019 ◽  
Vol 2 (3) ◽  
pp. 398-409
Author(s):  
Abeer Al-Ghazali
Keyword(s):  
Quantitative Analysis ◽  
English Language ◽  
Speech Sound ◽  
Efl Learners ◽  
Speech Features ◽  
Faculty Of Education

This paper aims at investigating the features of disfluent speech by EFL learners at Taiz University. Disfluent speech features usually lead to listeners’ negative impressions on the EFL learners’ speech. This paper focuses on repair fluency aspects as fillers, repetitions, restarts and reformulations. Analysing those features contributes to the understanding of the ongoing learner’s needs that should be put into concentration during teaching. The data was collected from 20 level four students of English Language major, Faculty of Education, Taiz University. The participants were asked to narrate the events of a short silent video. The quantitative analysis showed that the participants overused disfluencies such as fillers, prolongations, repetitions, restarts and self-corrections. The mostly present self corrected item was the pronouns. This paper recommends that in order for the EFL learners to make their speech sound more fluent and more natural, they should be firstly introduced to the notion of disfluent speech features, and then they should be trained using some activities that focus on fostering fluency.

Application of the Challenge Point Framework During Treatment of Speech Sound Disorders

2021 ◽  
pp. 1-17
Author(s):  
Tanya Matthews ◽  
Alexandra Barbeau-Morrison ◽  
Susan Rvachew
Keyword(s):  
Speech Production ◽  
Task Difficulty ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Practice Parameters ◽  
Practice Performance ◽  
Transfer And Retention ◽  
Practice Trials ◽  
Functional Task

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

A Survey of Speech Sound Productions in Children With Visual Impairments

2018 ◽  
Vol 40 (4) ◽  
pp. 206-219
Author(s):  
Monica Gordon-Pershey ◽  
Shannon Zeszut ◽  
Kyle Brouwer
Keyword(s):  
Sound Production ◽  
Visual Impairments ◽  
Speech Sound ◽  
Speech Language Pathologists ◽  
Medical Diagnoses ◽  
Treatment Techniques ◽  
Speech Characteristics ◽  
Developmental Conditions ◽  
Production Errors ◽  
Children With Visual Impairments

This survey addressed a twofold need: first, research into speech sound productions in children with visual impairments and, second, evidence upon which speech-language pathologists might base interventions for children with visual impairments. Fifteen speech-language pathologists responded to a survey about speech sound productions in caseload children with visual impairments. Respondents reported the speech characteristics of 46 children, their coexisting medical diagnoses and developmental conditions, the nature of their visual impairments, and therapy approaches used. Children and teens with visual impairments demonstrated speech sound production errors. It is not conclusive that errors resulted from having visual impairments. Respondents reported effective speech treatment techniques. This study contributes a detailed report of speech sound productions in children who, despite a diversity of coexisting diagnoses, had visual impairment in common. Findings provide a point of reference regarding speech sound productions in children with visual impairments, as well as efficacious treatments.

Auditory-Perceptual Speech Features in Children With Down Syndrome

2019 ◽  
Vol 124 (4) ◽  
pp. 324-338 ◽  
Author(s):  
Harrison N. Jones ◽  
Kelly D. Crisp ◽  
Maragatha Kuchibhatla ◽  
Leslie Mahler ◽  
Thomas Risoli ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Sound Production ◽  
Speech Rate ◽  
Speech Sound ◽  
Speech Disorders ◽  
Future Research ◽  
Assessment And Treatment ◽  
Pitch Level ◽  
Loudness Level ◽  
Speech Features

Abstract Speech disorders occur commonly in individuals with Down syndrome (DS), although data regarding the auditory-perceptual speech features are limited. This descriptive study assessed 47 perceptual speech features during connected speech samples in 26 children with DS. The most severely affected speech features were: naturalness, imprecise consonants, hyponasality, speech rate, inappropriate silences, irregular vowels, prolonged intervals, overall loudness level, pitch level, aberrant oropharyngeal resonance, hoarse voice, reduced stress, and prolonged phonemes. These findings suggest that speech disorders in DS are due to distributed impairments involving voice, speech sound production, fluency, resonance, and prosody. These data contribute to the development of a profile of impairments in speakers with DS to guide future research and inform clinical assessment and treatment.

Recovering With Acquired Apraxia of Speech: The First 2 Years

2016 ◽  
Vol 25 (4S) ◽  
Author(s):  
Katarina L. Haley ◽  
Jennifer N. Shafer ◽  
Tyson G. Harmon ◽  
Adam Jacks
Keyword(s):  
Qualitative Analysis ◽  
Lived Experience ◽  
Sound Production ◽  
Speech Sound ◽  
Cognitive Effort ◽  
Speaking Rate ◽  
Apraxia Of Speech ◽  
Dynamic Relationship ◽  
Speech Features ◽  
The Relationship

Purpose This study was intended to document speech recovery for 1 person with acquired apraxia of speech quantitatively and on the basis of her lived experience. Method The second author sustained a traumatic brain injury that resulted in acquired apraxia of speech. Over a 2-year period, she documented her recovery through 22 video-recorded monologues. We analyzed these monologues using a combination of auditory perceptual, acoustic, and qualitative methods. Results Recovery was evident for all quantitative variables examined. For speech sound production, the recovery was most prominent during the first 3 months, but slower improvement was evident for many months. Measures of speaking rate, fluency, and prosody changed more gradually throughout the entire period. A qualitative analysis of topics addressed in the monologues was consistent with the quantitative speech recovery and indicated a subjective dynamic relationship between accuracy and rate, an observation that several factors made speech sound production variable, and a persisting need for cognitive effort while speaking. Conclusions Speech features improved over an extended time, but the recovery trajectories differed, indicating dynamic reorganization of the underlying speech production system. The relationship among speech dimensions should be examined in other cases and in population samples. The combination of quantitative and qualitative analysis methods offers advantages for understanding clinically relevant aspects of recovery.

Algorithm for early detection of a high risk of speech sound disorders in children

2018 ◽  
Vol 14 (2) ◽  
pp. 27-37
Author(s):  
Justyna Grudziąż-Sękowska ◽  
Dorota Olczak-Kowalczyk ◽  
Małgorzata Zadurska
Keyword(s):  
High Risk ◽  
Early Detection ◽  
Speech Therapy ◽  
Speech Sound ◽  
Deciduous Teeth ◽  
Functional Disorders ◽  
Speech Sound Disorders ◽  
Articulation Disorders ◽  
Masticatory System ◽  
Speech Defects

Anatomical defects and functional disorders of the masticatory system are often accompanied by speech sound disorders. Speech therapy prophylaxis, as well as prevention of disorders of all parts of the masticatory system, is focused on monitoring of the proper development of anatomy and functions typical of a given developmental period. An early therapeutic intervention is associated with better results. <b>Aim</b>. This study aimed to create a simple tool for dentists to assess the risk of articulation disorders using several preselected physical and functional characteristics. <b>Materials and methods</b>. Three hundred children aged 7-10 years had a dental and speech examination performed. Using the CHAID algorithm upon assessing the disorders of the masticatory system and coexisting speech sound disorders, it was possible to create a decision tree to determine the probability of two disorders occurring at the same time. <b>Results</b>. It was observed that there were many correlations between individual anatomical or functional disorders and presence of speech sound disorders. The strength of those correlations was measured. Mesioclusions, distoclusions, open bites, short lingual frenulum, persistent infantile swallow pattern, mouth breathing, and premature loss of deciduous teeth were all determined to increase the risk of speech sound disorders in children. <b>Conclusions</b>. This algorithm is a simple diagnostic tool for dentists. It enables early detection of a high risk of speech sound disorders. Children with particular malocclusions should undergo speech therapy prophylaxis and be referred to consultations with a speech therapist. Early detection of such abnormalities will allow to avoid not only the intensification and consolidation of speech defects, but also certain pathologies of the oral cavity.<b> (Grudziąż-Sękowska J, Olczak-Kowalczyk D, Zadurska M. Algorithm for early detection of a high risk of speech sound disorders in children. Orthod Forum 2018; 14: 119-29)</b>.

Computer-based speech therapy for childhood speech sound disorders

2017 ◽  
Vol 68 ◽  
pp. 50-69 ◽  
Author(s):  
Lisa Furlong ◽  
Shane Erickson ◽  
Meg E. Morris
Keyword(s):  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Computer Based
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