scholarly journals Tutorial: Motor-Based Treatment Strategies for /r/ Distortions

2020 ◽  
Vol 51 (4) ◽  
pp. 966-980
Author(s):  
Jonathan L. Preston ◽  
Nina R. Benway ◽  
Megan C. Leece ◽  
Elaine R. Hitchcock ◽  
Tara McAllister
Keyword(s):  
Performance Feedback ◽  
American English ◽  
Treatment Strategies ◽  
Scientific Support ◽  
Tactile Cues ◽  
Phonetic Cues ◽  
Lateral Bracing ◽  
Pharyngeal Constriction ◽  
Oral Motor Exercises ◽  
Residual Errors

Purpose This tutorial summarizes current best practices in treating American English /r/ distortions in children with residual speech errors. Method To enhance the effectiveness of clinicians' cueing and feedback, the phonetics of /r/ production is reviewed. Principles of acquisition, which can inform how to practice /r/ in the early stages of therapy, are explained. Elements of therapy that lack scientific support are also mentioned. Results Although there is significant variability in /r/ production, the common articulatory requirements include an oral constriction, a pharyngeal constriction, tongue body lowering, lateral bracing, and slight lip rounding. Examples of phonetic cues and shaping strategies are provided to help clinicians elicit these movements to evoke correct /r/ productions. Principles of acquisition (e.g., blocked practice, frequent knowledge of performance feedback) are reviewed to help clinicians structure the earliest stages of treatment to establish /r/. Examples of approaches that currently lack scientific support include nonspeech oral motor exercises, tactile cues along the mylohyoid muscle, and heterogeneous groupings in group therapy. Conclusion Treatment strategies informed by phonetic science and motor learning theory can be implemented by all clinicians to enhance acquisition of /r/ for children with residual errors. Supplemental Material https://doi.org/10.23641/asha.12771329

Mumbling: Macho or Morphology?

2016 ◽  
Vol 59 (6) ◽  
Author(s):  
Melanie Weirich ◽  
Susanne Fuchs ◽  
Adrian Simpson ◽  
Ralf Winkler ◽  
Pascal Perrier
Keyword(s):  
American English ◽  
Data Sets ◽  
Clear Speech ◽  
Jaw Opening ◽  
Male Model ◽  
Pharyngeal Constriction ◽  
Articulatory Model ◽  
Potential Interactions ◽  
Speech Clarity ◽  
Modeling Study

Purpose Mumbling as opposed to clear speech is a typical male characteristic in speech and can be the consequence of a small jaw opening. Whereas behavioral reasons have often been offered to explain sex-specific differences with respect to clear speech, the purpose of this study is to investigate a potential anatomical reason for smaller jaw openings in male than in female speakers. Method Articulatory data from 2 data sets (American English and German) were analyzed with respect to jaw opening in low vowels during speech. Particular focus was placed on sex-specific differences, also incorporating potential interactions with different accent conditions in 1 of the data sets. In addition, a modeling study compared the articulatory consequences of similar jaw-opening settings in a typical male and a typical female articulatory model. Results Greater jaw openings were found for the female speakers, in particular in the accented condition, where jaw opening was found to be larger. In line with this finding, the modeling study showed that similar jaw-opening settings in male and female speakers led to differences in pharyngeal constriction, resulting in complete radico-pharyngeal closure in the male model. Conclusion The empirical and modeling findings suggest a possible physiological component in sex-specific differences in speech clarity for low vowels.

scholarly journals Age-Related Changes in Temporal and Spectral Cue Weights in Speech

2017 ◽  
Vol 62 (1) ◽  
pp. 61-79 ◽  
Author(s):  
Joseph C Toscano ◽  
Charissa R Lansing
Keyword(s):  
Older Adults ◽  
Voice Onset Time ◽  
American English ◽  
Temporal Discrimination ◽  
Onset Time ◽  
Acoustic Cues ◽  
Younger Adults ◽  
Age Related ◽  
Listening Environments ◽  
Phonetic Cues

Listeners weight acoustic cues in speech according to their reliability, but few studies have examined how cue weights change across the lifespan. Previous work has suggested that older adults have deficits in auditory temporal discrimination, which could affect the reliability of temporal phonetic cues, such as voice onset time (VOT), and in turn, impact speech perception in real-world listening environments. We addressed this by examining younger and older adults’ use of VOT and onset F0 (a secondary phonetic cue) for voicing judgments (e.g., /b/ vs. /p/), using both synthetic and naturally produced speech. We found age-related differences in listeners’ use of the two voicing cues, such that older adults relied more heavily on onset F0 than younger adults, even though this cue is less reliable in American English. These results suggest that phonetic cue weights continue to change across the lifespan.

A Language Approach to Treatment of Phonological Process Problems

1983 ◽  
Vol 14 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Edna Carter Young
Keyword(s):  
Treatment Strategies ◽  
Phonological Process ◽  
Conceptual Skills

Treatment strategies and therapy materials for remediation of phonological process problems are described. This approach uses the child's language and conceptual skills to facilitate the use of the sound contrasts necessary to convey meaning to the listener.

Functional Anatomy Underlying Pharyngeal Swallowing Mechanics and Swallowing Performance Goals

2019 ◽  
Vol 4 (4) ◽  
pp. 648-655
Author(s):  
William G. Pearson ◽  
Jacline V. Griffeth ◽  
Alexis M. Ennis
Keyword(s):  
Functional Anatomy ◽  
Neuromuscular Control ◽  
Upper Esophageal Sphincter ◽  
Performance Goals ◽  
Laryngeal Elevation ◽  
Port Closure ◽  
Swallowing Dysfunction ◽  
Hyoid Movement ◽  
Pharyngeal Swallowing ◽  
Pharyngeal Constriction

Purpose Rehabilitation of pharyngeal swallowing dysfunction requires a thorough understanding of the functional anatomy underlying the performance goals of pharyngeal swallowing. These goals include the safe and efficient transfer of a bolus through the hypopharynx into the esophagus. Penetration or aspiration of a bolus threatens swallowing safety. Bolus residue indicates swallowing inefficiency. Several primary mechanics, or elements of the swallowing mechanism, underlie these performance goals, with some elements contributing to both goals. These primary mechanics include velopharyngeal port closure, hyoid movement, laryngeal elevation, pharyngeal shortening, tongue base retraction, and pharyngeal constriction. Each element of the swallowing mechanism is under neuromuscular control and is therefore, in principle, a potential target for rehabilitation. Secondary mechanics of pharyngeal swallowing, those movements dependent on primary mechanics, include opening the upper esophageal sphincter and epiglottic inversion. Conclusion Understanding the functional anatomy of pharyngeal swallowing underlying swallowing performance goals will facilitate anatomically informed critical thinking in the rehabilitation of pharyngeal swallowing dysfunction.

Multidisciplinary Evidence to Treat Bilingual Individuals with Aphasia

2008 ◽  
Vol 15 (3) ◽  
pp. 66-72 ◽  
Author(s):  
José G. Centeno
Keyword(s):  
Stroke Rehabilitation ◽  
Culturally Diverse ◽  
Treatment Strategies ◽  
The United States ◽  
Intervention Strategies ◽  
Steady Increase ◽  
Clinical Procedures ◽  
Bilingual Speakers ◽  
Aphasic Clients

Abstract The steady increase in linguistic and cultural diversity in the country, including the number of bilingual speakers, has been predicted to continue. Minorities are expected to be the majority by 2042. Strokes, the third leading cause of death and the leading cause of long-term disability in the U.S., are quite prevalent in racial and ethnic minorities, so population estimates underscore the imperative need to develop valid clinical procedures to serve the predicted increase in linguistically and culturally diverse bilingual adults with aphasia in post-stroke rehabilitation. Bilingualism is a complex phenomenon that interconnects culture, cognition, and language; thus, as aphasia is a social phenomenon, treatment of bilingual aphasic persons would benefit from conceptual frameworks that exploit the culture-cognition-language interaction in ways that maximize both linguistic and communicative improvement leading to social re-adaptation. This paper discusses a multidisciplinary evidence-based approach to develop ecologically-valid treatment strategies for bilingual aphasic individuals. Content aims to spark practitioners' interest to explore conceptually broad intervention strategies beyond strictly linguistic domains that would facilitate linguistic gains, communicative interactions, and social functioning. This paper largely emphasizes Spanish-English individuals in the United States. Practitioners, however, are advised to adapt the proposed principles to the unique backgrounds of other bilingual aphasic clients.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Perceived Voice Disorders in Older Adults and Impact on Social Interactions

2021 ◽  
pp. 1-8
Author(s):  
Connie K. Porcaro ◽  
Clare Singer ◽  
Boris Djokic ◽  
Ali A. Danesh ◽  
Ruth Tappen ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Interactions ◽  
Social Engagement ◽  
Leisure Activities ◽  
Treatment Strategies ◽  
Voice Disorders ◽  
Community Dwelling ◽  
Vocal Performance ◽  
Older Individuals ◽  
Cross Sectional

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.

Zero Marking of Past Tense in Child African American English

2014 ◽  
Vol 21 (4) ◽  
pp. 173-181 ◽  
Author(s):  
Ryan Lee ◽  
Janna B. Oetting
Keyword(s):  
African American ◽  
American English ◽  
African American English ◽  
Current Paper ◽  
Past Tense ◽  
Typically Developing ◽  
Grammatical Function

Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.

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