The latest medical research on Speech Pathologist

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Effects of Deep-Brain Stimulation on Speech: Perceptual and Acoustic Data.

Journal of Speech, Language, and

This study examined speech changes induced by deep-brain stimulation (DBS) in speakers with Parkinson's disease (PD) using a set of auditory-perceptual and acoustic measures.

Speech recordings from nine speakers with PD and DBS were compared between DBS-On and DBS-Off conditions using auditory-perceptual and acoustic analyses. Auditory-perceptual ratings included voice quality, articulation precision, prosody, speech intelligibility, and listening effort obtained from 44 listeners. Acoustic measures were made for voicing proportion, second formant frequency slope, vowel dispersion, articulation rate, and range of fundamental frequency and intensity.

No significant changes were found between DBS-On and DBS-Off for the five perceptual ratings. Four of six acoustic measures revealed significant differences between the two conditions. While articulation rate and acoustic vowel dispersion increased, voicing proportion and intensity range decreased from the DBS-Off to DBS-On condition. However, a visual examination of the data indicated that the statistical significance was mostly driven by a small number of participants, while the majority did not show a consistent pattern of such changes.

Our data, in general, indicate no-to-minimal changes in speech production ensued from DBS stimulation. The findings are discussed with a focus on large interspeaker variability in PD in terms of their speech characteristics and the potential effects of DBS on speech.

Changes in Speech Production Following Perceptual Training With Orofacial Somatosensory Inputs.

Journal of Speech, Language, and

Orofacial somatosensory inputs play an important role in speech motor control and speech learning. Since receiving specific auditory-somatosensory inputs during speech perceptual training alters speech perception, similar perceptual training could also alter speech production. We examined whether the production performance was changed by perceptual training with orofacial somatosensory inputs.

We focused on the French vowels /e/ and /ø/, contrasted in their articulation by horizontal gestures. Perceptual training consisted of a vowel identification task contrasting /e/ and /ø/. Along with training, for the first group of participants, somatosensory stimulation was applied as facial skin stretch in backward direction. We recorded the target vowels uttered by the participants before and after the perceptual training and compared their F1, F2, and F3 formants. We also tested a control group with no somatosensory stimulation and another somatosensory group with a different vowel continuum (/e/-/i/) for perceptual training.

Perceptual training with somatosensory stimulation induced changes in F2 and F3 in the produced vowel sounds. F2 decreased consistently in the two somatosensory groups. F3 increased following the /e/-/ø/ training and decreased following the /e/-/i/ training. F2 change was significantly correlated with the perceptual shift between the first and second half of the training phase in the somatosensory group with the /e/-/ø/ training, but not with the /e/-/i/ training. The control group displayed no effect on F2 and F3, and just a tendency of F1 increase.

The results suggest that somatosensory inputs associated to speech sound inputs can play a role in speech training and learning in both production and perception.

Serum Prestin Level May Increase Following Music Exposure That Induces Temporary Threshold Shifts: A Pilot Study.

Ear and Hearing

To determine if blood prestin level changes after exposure to music at high sound pressure levels, and if this change is associated with temporary threshold shift (TTS) and/or changes in distortion product (DP) amplitude.

Participants were exposed to pop-rock music at 100 dBA for 15 min monaurally through headphones. Pure-tone audiometry, DP amplitude, and blood prestin level were measured before and after exposure.

Fourteen adults (9 women; age range: 20 to 54 years, median age = 31 [Interquartile ratio = 6.75]) with normal hearing were included in the study. Mean prestin level increased shortly after exposure to music, then returned to baseline within 1 week, although this trend was not observed in all participants. All participants presented TTS or a decrease in DP amplitude in at least one frequency after music exposure. There was a statistically significant average threshold elevation at 4 min postexposure. Statistically significant DP amplitude shifts were observed at 4 and 6 kHz, 2 min following exposure. Mean baseline serum prestin level (mean: 140.00 pg/mL, 95% confidence interval (CI): 125.92 to 154.07) progressively increased following music exposure, reaching a maximum at 2 hr (mean: 158.29 pg/mL, 95% CI: 130.42 to 186.66) and returned to preexposure level at 1 week (mean: 139.18 pg/mL, 95% CI: 114.69 to 163.68). However, after correction for multiple comparisons, mean prestin level showed no statistically significant increase from baseline at any timepoint. No correlation between maximum blood prestin level change and average TTS or distortion product otoacoustic emission amplitude shift was found. However, in an exploratory analysis, TTS at 6 kHz (the frequency at which maximum TTS occurred) decreased significantly as baseline blood prestin level increased.

The results suggest that blood prestin level may change after exposure to music at high sound pressure levels, although statistical significance was not reached in this relatively small sample after correction. Baseline serum prestin level may also predict the degree of TTS. These findings thus suggest that the role of baseline serum prestin level as a proxy marker of cochlear susceptibility to intense music exposure should be further explored.

Motor adaptation in deaf and hearing native signers.

Journal of Deaf Studies and

Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature rega...

The interpreter's role and deaf students' autonomy in mainstream classrooms.

Journal of Deaf Studies and

This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspect...

Reliability and Feasibility of Administering a Child Language Assessment via Telehealth.

Speech Language Path

Despite the speed with which telehealth use advanced during the COVID-19 pandemic, evidence is needed to support the remote delivery of standardized assessments. This study investigated the reliability and feasibility of administering a standardized language assessment administered in real-world telehealth scenarios compared to in-person administration.

A total of 100 children between the ages of 3 and 12 years were administered one of three versions of the Clinical Evaluation of Language Fundamentals (CELF). Children were administered the CELF by the same licensed speech-language pathologists (SLPs) in person and using telehealth, with the order counterbalanced. Means for Core Language standard scores were compared between conditions and among devices. Descriptive statistics summarized the behavior and technology disruptions during administration as well as the results of parent and SLP telehealth perception surveys.

In-person and telehealth mean scores on all three versions of the CELF revealed no systematic differences of one condition under- or overestimating another. The incidence of child behavior disruptions was similar for both test administration conditions. Adaptations compensated for the rare technology disruptions. Despite no significant language score and behavior differences between testing conditions, parents reported they continued to prefer in-person assessments. SLP participants viewed telehealth overall positively but identified conditions in which they continued to prefer in-person delivery.

This study provides evidence of minimal or no differences in scores and behavioral or technological disruptions between remote and in-person administration of the CELF core language assessments. SLP and parent participants' attitudes toward remote delivery of standardized tests appear to be evolving in a positive direction compared to previous studies.

https://doi.org/10.23641/asha.25292752.

Vocal Range Variations Elicited With a Standard Mandarin Reading Passage in Individuals With Voice Disorders.

Speech Language Path

This study examined whether the "Three Bears Passage" (TB), a standard Mandarin reading passage, could elicit significant vocal range variations in individuals with voice disorders. Relative sensitivity of TB versus another existing standard reading passage, "Passage in Mandarin" (PM), for differentiating between individuals with and without voice disorders was also evaluated.

Forty-two individuals with normal voice and 30 individuals with voice disorders participated in the study. Maximum fundamental frequency (f0), minimum f0, mean f0, f0 range, maximum vocal intensity, minimum intensity, mean intensity, and intensity range of all participants reading aloud the two passages were measured with Praat to construct speech range profiles (SRPs).

Significantly larger vocal range was found for TB than for PM in individuals with voice disorders, including significantly higher maximum f0, mean f0, maximum intensity, mean intensity, and significantly larger f0 range and intensity range. Significantly more limited vocal range was observed in individuals with voice disorders than those without, with more obviously restricted SRPs while reading aloud TB compared to PM. Receiver operating characteristic analysis suggested that TB was more sensitive than PM in distinguishing between individuals with and without voice disorders.

Our findings supported the potential of TB as a standard clinical assessment tool for evaluating pathological changes in vocal range. Future studies should explore if therapeutic approaches based on the passage or variations of it could be developed for overcoming functional limitations and restrictions in vocal range for specific voice disorders.

Adaptation of the Cochlear Implant Quality of Life-35 Profile Into German.

Journal of Speech, Language, and

The adaptation of existing questionnaires is a valuable method to make instruments available in multiple languages. It is necessary to assure the quality of an adaptation by following adaptation guidelines. The Cochlear Implant Quality of Life-35 Profile (CIQOL-35 Profile) was developed and validated to measure the functional abilities in English-speaking adult CI users but is not yet available in German. In this study, we performed a cross-cultural adaptation of this instrument to make it applicable in research and rehabilitation with German-speaking patients.

This study followed established practice guidelines for translating and adapting hearing-related questionnaires. Professional translators and health care professionals with experience with patients with hearing loss translated all items forward and backward multiple times. A committee reviewed the process and decided when a satisfactory consensus was achieved. Next, we examined the intelligibility of the German version using cognitive interviews with 15 adult CI users.

For most items, there was no difficulty with direct translation. In items that turned out to be more difficult to translate, it proved to be very helpful to compare the back translation to the original version, discuss the wording in the committee, and ask the source-language questionnaire developer. During the interviews, issues of comprehension for some phrases were identified. These phrases were changed according to the participant's questions and suggestions.

The CIQOL-35 Profile was successfully adapted into German. The German version of the questionnaire is now available for research and clinical practice. Further validation of the German CIQOL-35 Profile is in progress.

https://doi.org/10.23641/asha.25386571.

Exploring Online Communication in Self-Identified Autistic Adolescents.

Journal of Speech, Language, and

Social media sites provide autistic youth a familiar space to interact that is devoid of many of the challenges that accompany face-to-face interactions. As such, it is important to determine whether the linguistic profiles observed during online interactions are consistent with face-to-face interactions. This preliminary study took a step in this direction by examining gender differences observed in autistic adolescents in an online forum to determine whether they are consistent with the emerging body of research investigating linguistic gender differences in autistic adolescents.

We analyzed the entries of self-identified autistic adolescents in an online forum to determine whether autistic girls (n = 99) and boys (n = 94) differ in their use of linguistic features as a proportion of total words produced. Transcriptions were coded across discourse, lexical, and semantic features and compared to previous research investigating linguistic gender differences in autistic people. Exploratory comparisons were also made to linguistic gender differences in neurotypical people.

Of the linguistic features we examined, three out of four of the gendered usage patterns observed in the online forum language samples were consistent with previous research on face-to-face communication for autistic adolescents. Only one feature out of 12 occurred in the same gender distribution as previous research on neurotypical communication.

Autistic girls and boys demonstrate largely consistent gender differences in their language use across in-person and online communication contexts. Interestingly, most of the significant gender differences previously reported in neurotypical communicators were not seen in this sample of autistic adolescents, suggesting that perhaps autistic individuals may linguistically express gender characteristics to a different extent or in a different manner than neurotypical individuals.

The Acquisition of Static and Dynamic Intervention Skills by Graduate Speech-Language Pathology Students.

Speech Language Path

Speech-language pathology programs use simulated learning experiences (SLEs) to teach graduate student clinicians about fidelity to therapeutic interventions, including static skills (clinical actions that are delivered in a prespecified way regardless of the client's behavior) and dynamic skills (contingent responses formulated in response to a client's behavior). The purpose of this study was to explore student learning of static and dynamic skills throughout SLEs and live clinical practice.

Thirty-three speech-language pathology graduate students participated in this study. Students were first trained to deliver an intervention before having their treatment fidelity measured at three time points: an initial SLE, actual clinical practice, and a final SLE. Treatment fidelity was first summarized using an overall accuracy score and then separated by static and dynamic skills. We hypothesized that (a) overall accuracy would increase from the initial simulation to treatment but remain steady from treatment to the final simulation and that (b) students would acquire dynamic skills more slowly than static skills.

In line with our hypotheses, students' overall accuracy improved over time. Although accuracy for static skills was mostly established after the first simulation, dynamic skills remained less accurate, with a slower acquisition timeline.

These results demonstrate that SLEs are efficacious in teaching students the clinical skills needed for actual clinical practice. Furthermore, we show that dynamic skills are more difficult for students to learn and implement than static skills, which suggests the need for greater attention to dynamic skill acquisition during clinical education.

Parent implementation of a treatment for late talkers based on cross-situational statistical learning principles: Treatment fidelity and acceptability.

International Journal of Epidemiology

Early intervention based on principles of cross-situational statistical learning (CSSL) for late-talking children has shown promise. This study explored whether parents could be trained to deliver this intervention protocol with fidelity and if they found the intervention to be acceptable.

Mothers of four English-speaking children aged 18-30 months who scored <10th centile for expressive vocabulary were recruited to an 8-week group training program. Parents were taught principles of CSSL and asked to perform 16 home treatment sessions (30 minutes each) in total, providing auditory bombardment of target words in full sentences at high dose number and syntactic variability, using a range of physical exemplars. Home diaries and two videotaped sessions measured treatment fidelity. Pre- and post-treatment questionnaires measured acceptability.

One parent discontinued the study after the second group training session. Three parents completed 15/16 group training sessions and reported completing 87% of home sessions. Two parents demonstrated implementing the intervention as per the target dose number by the first fidelity session (Weeks 2/3), and the third parent was very close to meeting target dose number by the second fidelity session (Weeks 7/8).

Parents can be trained to deliver an intervention based on cross-situational statistical learning principles.

Synchronizing Automatic Gain Control in Bilateral Cochlear Implants Mitigates Dynamic Localization Deficits Introduced by Independent Bilateral Compression.

Ear and Hearing

The independence of left and right automatic gain controls (AGCs) used in cochlear implants can distort interaural level differences and thereby compromise dynamic sound source localization. We assessed the degree to which synchronizing left and right AGCs mitigates those difficulties as indicated by listeners' ability to use the changes in interaural level differences that come with head movements to avoid front-back reversals (FBRs).

Broadband noise stimuli were presented from one of six equally spaced loudspeakers surrounding the listener. Sound source identification was tested for stimuli presented at 70 dBA (above AGC threshold) for 10 bilateral cochlear implant patients, under conditions where (1) patients remained stationary and (2) free head movements within ±30° were encouraged. These conditions were repeated for both synchronized and independent AGCs. The same conditions were run at 50 dBA, below the AGC threshold, to assess listeners' baseline performance when AGCs were not engaged. In this way, the expected high variability in listener performance could be separated from effects of independent AGCs to reveal the degree to which synchronizing AGCs could restore localization performance to what it was without AGC compression.

The mean rate of FBRs was higher for sound stimuli presented at 70 dBA with independent AGCs, both with and without head movements, than at 50 dBA, suggesting that when AGCs were independently engaged they contributed to poorer front-back localization. When listeners remained stationary, synchronizing AGCs did not significantly reduce the rate of FBRs. When AGCs were independent at 70 dBA, head movements did not have a significant effect on the rate of FBRs. Head movements did have a significant group effect on the rate of FBRs at 50 dBA when AGCs were not engaged and at 70 dBA when AGCs were synchronized. Synchronization of AGCs, together with head movements, reduced the rate of FBRs to approximately what it was in the 50-dBA baseline condition. Synchronizing AGCs also had a significant group effect on listeners' overall percent correct localization.

Synchronizing AGCs allowed for listeners to mitigate front-back confusions introduced by unsynchronized AGCs when head motion was permitted, returning individual listener performance to roughly what it was in the 50-dBA baseline condition when AGCs were not engaged. Synchronization of AGCs did not overcome localization deficiencies which were observed when AGCs were not engaged, and which are therefore unrelated to AGC compression.