1,720,989 research outputs found
Procesanalyse van spraakproductie bij kinderen met spraakontwikkelingsstoornissen
No full textDifferentiaaldiagnostiek en de behandeling van spraakontwikkelingsstoornissen (SOS) bij kinderen vormt een van de grote vraagstukken binnen het veld van de spraak-taalpathologie. Het doel van het huidige onderzoek was het ontwerpen en evalueren van een leertaak die inzicht geeft in de werking van verschillende (deel-)processen die betrokken zijn bij de verwerving van spraakklanken. Zes normaal ontwikkelende kinderen (leeftijd 4,8-7,8 jaar) en vijf kinderen met SOS (leeftijd 4,3-7,5 jaar) participeerden in een experiment dat bestond uit het aanleren van nieuwe spraakeenheden die niet behoren tot de moedertaal ([g], [ʃ], en het consonantencluster /ml/) in vijf verschillende condities van herhaling en variatie. Statistische analyse toonde een leereffect en een groepseffect, maar geen interactie tussen groep en leervermogen. De uitkomsten benadrukken de rol van prosodie bij het leren van spraakklanken en suggereren het bestaan van een wisselwerking tussen segmenteel en suprasegmenteel niveau met betrekking tot de accuraatheid van de aangeleerde spraakeenheden. Gedetailleerde analyse van de individuele data van de klinische groep wijst verder uit dat de onderliggende spraakprofielen sterk variëren. De bevindingen laten zien dat het analyseren van de processen betrokken bij acquisitie van spraakeenheden bijdraagt aan de diagnostiek van SOS en aanknopingspunten biedt voor therapeutische doeleinden
Self-monitoring and feedback: A new attempt to find the main cause of lexical bias in phonological speech errors
No full textThis paper reports two experiments designed to investigate whether lexical bias in phonological speech errors is caused by immediate feedback of activation, by self-monitoring of inner speech, or by both. The experiments test a number of predictions derived from a model of self-monitoring of inner speech. This model assumes that, after an error in inner speech, (1) an early interruption of speech may be made when speech was initiated too hastily, (2) the error may be covertly repaired, leading to the correct target, (3) the error may be covertly replaced by another speech error, or (4) an error may go undetected, leading to a completed spoonerism. This model of self-monitoring was supported by the speech errors observed in two SLIP experiments. The pattern of results supports the idea that lexical bias has two sources, immediate feedback of activation and self-monitoring of inner speech
The time course of self-monitoring within words and utterances.
No full textThe within-word and within-utterance time course of internal and external self-monitoring is investigated in a four-word tongue twister experiment eliciting interactional word initial and word medial segmental errors and their repairs. It is found that detection rate for both internal and external self-monitoring decreases from early to late both within words and within utterances. Also, offset-to-repair times are more often of 0 ms in initial than in medial consonants
Assessment of Childhood Apraxia of Speech:A Review/Tutorial of Objective Measurement Techniques
Full text linkBackground: With respect to the clinical criteria for diagnosing childhood apraxia of speech (commonly defined as a disorder of speech motor planning and/or programming), research has made important progress in recent years. Three segmental and suprasegmental speech characteristics-error inconsistency, lengthened and disrupted coarticulation, and inappropriate prosody-have gained wide acceptance in the literature for purposes of participant selection. However, little research has sought to empirically test the diagnostic validity of these features. One major obstacle to such empirical study is the fact that none of these features is stated in operationalized terms.Purpose: This tutorial provides a structured overview of perceptual, acoustic, and articulatory measurement procedures that have been used or could be used to operationalize and assess these 3 core characteristics. Methodological details are reviewed for each procedure, along with a short overview of research results reported in the literature.Conclusion: The 3 types of measurement procedures should be seen as complementary. Some characteristics are better suited to be described at the perceptual level (especially phonemic errors and prosody), others at the acoustic level (especially phonetic distortions, coarticulation, and prosody), and still others at the kinematic level (especially coarticulation, stability, and gestural coordination). The type of data collected determines, to a large extent, the interpretation that can be given regarding the underlying deficit. Comprehensive studies are needed that include more than 1 diagnostic feature and more than 1 type of measurement procedure.</p
Intelligibility Across a Reading Passage: The Effect of Dysarthria and Cued Speaking Styles
Full text linkOBJECTIVE: Reading a passage out loud is a commonly used task in the perceptual assessment of dysarthria. The extent to which perceptual characteristics remain unchanged or stable over the time course of a passage is largely unknown. This study investigated crowdsourced visual analogue scale (VAS) judgments of intelligibility across a reading passage as a function of cued speaking styles commonly used in treatment to maximize intelligibility. PATIENTS AND METHOD: The Hunter passage was read aloud in habitual, slow, loud, and clear speaking styles by 16 speakers with Parkinson's disease (PD), 30 speakers with multiple sclerosis (MS), and 32 control speakers. VAS judgments of intelligibility from three fragments representing the beginning, middle, and end of the reading passage were obtained from 540 crowdsourced online listeners. RESULTS: Overall passage intelligibility was reduced for the two clinical groups relative to the control group. All speaker groups exhibited intelligibility variation across the reading passage, with trends of increased intelligibility toward the end of the reading passage. For control speakers and speakers with PD, patterns of intelligibility variation across passage reading did not differ with speaking style. For the MS group, intelligibility variation across the passage was dependent on speaking style. CONCLUSIONS: The presence of intelligibility variation within a reading passage warrants careful selection of speech materials in research and clinical practice. Results further indicate that the crowdsourced VAS rating paradigm is useful to document intelligibility in a reading passage for different cued speaking styles commonly used in treatment for dysarthria
Modeling Responses to Auditory Feedback Perturbations in Adults, Children, and Children With Complex Speech Sound Disorders: Evidence for Impaired Auditory Self-Monitoring?
Full text linkPurpose: Previous studies have found that typically developing (TD) children were able to compensate and adapt to auditory feedback perturbations to a similar or larger degree compared to young adults, while children with speech sound disorder (SSD) were found to produce predominantly following responses. However, large individual differences lie underneath the group-level results. This study investigates possible mechanisms in responses to formant shifts by modeling parameters of feedback and feedforward control of speech production based on behavioral data. Method: SimpleDIVA was used to model an existing dataset of compensation/adaptation behavior to auditory feedback perturbations collected from three groups of Dutch speakers: 50 young adults, twenty-three 4- to 8-year-old children with TD speech, and seven 4- to 8-year-old children with SSD. Between-groups and individual within-group differences in model outcome measures representing auditory and somatosensory feedback control gain and feedforward learning rate were assessed. Results: Notable between-groups and within-group variation was found for all outcome measures. Data modeled for individual speakers yielded model fits with varying reliability. Auditory feedback control gain was negative in children with SSD and positive in both other groups. Somatosensory feedback control gain was negative for both groups of children and marginally negative for adults. Feedforward learning rate measures were highest in the children with TD speech followed by children with SSD, compared to adults. Conclusions: The SimpleDIVA model was able to account for responses to the perturbation of auditory feedback other than corrective, as negative auditory feedback control gains were associated with following responses to vowel shifts. These preliminary findings are suggestive of impaired auditory self-monitoring in children with complex SSD. Possible mechanisms underlying the nature of following responses are discussed
Long-term within-speaker consistency of filled pauses in native and non-native speech
Full text linkFilled pauses are widely considered as a relatively consistent feature of an individual’s speech. However, acoustic consistency has only been observed within single-session recordings. By comparing filled pauses in two recordings made >2.5 years apart, this study investigates within-speaker consistency of the vowels in the filled pauses uh and um, in both first language (L1) Dutch and second language (L2) English, produced by student speakers who are known to converge in other speech features. Results show that despite minor within-speaker differences between languages, the spectral characteristics of filled pauses in L1 and L2 remained stable over time.NWO276-75-010Theoretical and Experimental Linguistic
ClearSpeechTogether: a Rater Blinded, Single, Controlled Feasibility Study of Speech Intervention for People with Progressive Ataxia
Full text linkBACKGROUND: Progressive ataxias frequently lead to speech disorders and consequently impact on communication participation and psychosocial wellbeing. Whilst recent studies demonstrate the potential for improvements in these areas, these treatments generally require intensive input which can reduce acceptability of the approach.
A new model of care—ClearSpeechTogether—is proposed which maximises treatment intensity whilst minimising demands on clinician. This study aimed to establish feasibility and accessibility of this approach and at the same time determine the potential benefits and adverse effects on people with progressive ataxias. METHOD: This feasibility study targeted people with progressive ataxia and mild-moderate speech and gross motor impairment. ClearSpeechTogether consisted of four individual sessions over 2 weeks followed by 20 patient-led group sessions over 4 weeks. All sessions were provided online. Quantitative and qualitative data were collected for evaluation. RESULTS: Nine participants completed treatment. Feasibility and acceptability were high and no adverse effects were reported. Statistical tests found significantly reduced vocal strain, improved reading intelligibility and increased participation and confidence. Participant interviews highlighted the value of group support internalisation of speech strategies and psycho-social wellbeing. DISCUSSION: ClearSpeechTogether presented a feasible, acceptable intervention for a small cohort of people with progressive ataxia. It matched or exceeded the outcomes previously reported following individual therapy. Particularly notable was the fact that this could be achieved through patient led practice without the presence of a clinician. Pending confirmation of our results by larger, controlled trials, ClearSpeechTogether could represent an effective approach to manage speech problems in ataxia
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