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The relationship between timing of single-syllable utterances and breath support in infants during the second year of life
No full textThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersThe critical window for language development is in the first three years of life. Throughout the second year, speech development is more rapid than at any other stage. The second year of life is marked by the emergence of increasingly complex utterances and vocabulary growth. Infants at this stage have growing demands on their respiratory system. This study explored the relationship between the timing of expiration and the timing of utterance production in infants in the second year of life. Single-syllable utterances of six healthy infants (17 to 25 months) were identified along with the expiratory phases underlying them. The coders then measured and tabulated (a) the lag between the start of expiration and the start of each single-syllable utterance, and (b) the lag between the end of the utterance and the end of expiration. The collected data was plotted on scatterplots with the lag between the expiratory phase start and the utterance start on a y-axis, and the lag between the utterance end and the expiratory phase end on the x-axis and examined for patterns. Visualization of these infants' data suggested some patterns in respiratory timing for single-syllable utterances. There was some individual variation among the infants, but in general the older infants demonstrated more flexibility in the timing of respiration to support speech production. More research is needed to help explain how typically developing infants learn to produce speech, as well as identify possible physiological markers for increased language complexity in later infancy
The relationship between timing of single-syllable utterances and breath support in infants around the first year of life
No full textThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersIntroduction: The relationship between speech production and the respiratory system in
infancy is not well understood. A potentially informative aspect of infant speech development is
the timing between vocalization and expiration. It is an empirical question whether different
utterance types are initiated and/or terminated at similar expiratory times and volumes. This
study explored respiratory patterns in timing for single-syllable utterances in infants around the
first year of life.
Methods: Vocalizations and breathing kinematics of 10 infants between 9 and 16 months
of age were recorded while the infants interacted with their mothers. Two variables related to
utterance timing during the expiratory phase were measured: (a) the lag between the start of
expiration and the start of the utterance, and (b) the lag between the end of the utterance and the
end of expiration. Scatterplots of the two variables were used to explore patterns for both
individual infants and infants grouped into a younger or older age category.
Results: There were distinguishable patterns in the relationship between the timing of
single-syllable utterances and the breath support. Whereas, younger infants tended to have little
variability in their respiratory timing-to-utterance production patterns, older infants showed
greater variability in these patterns. At least one infant in each age category had patterns that
resembled those of the other group.
Discussion: This study revealed that patterns in respiratory timing for single-syllable
utterances in infancy are both detectable and informative. The findings help explain the
relationship between breathing and vocal production late around the first year of life. Pattern
variation may be explained by additional factors that might help identify atypical development in
infancy via an explanatory model of normally developing infants engaged in speech production
The importance of aphasia therapy: a retrospective study
No full textPresented to the 14th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 27, 2018.Research completed in the Department of Communication Sciences and Disorders, College of Health ProfessionsINTRODUCTION: Stroke or cerebrovascular accident (CVA) is the third most common cause of death in the United States. 30-35% of these stroke survivors have aphasia. Aphasia is an acquired language disorder, which has a neurological cause, affects reception and expression of language across modalities. Global aphasia is associated with multiple areas of the frontal, parietal, and temporal lobes of the brain. Persons with global aphasia exhibit a combination of expressive and receptive language deficits in all modalities.
PURPOSE: The purpose of this study was to explore the progress of a small group of persons with global aphasia after a year of therapy at WSU's Evelyn Henderson Cassat Speech-LanguageHearing Clinic.
METHODS: The data for this study were collected from the Cassat Clinic. Four clients diagnosed with global aphasia were selected randomly. Initial and final measurements in expressive, receptive, and functional communication skills were collected from each client's file. Personal information about the clients included age, sex, marital status, and family support to analyze the data. The baseline data were compared to the data or progress after a year or two semesters of therapy at the clinic.
RESULTS: The collected data showed the progress of clients in particular goals. New goals were added if client achieved progress or the cuing was reduced depending on progress.
CONCLUSION: Explorations like this one can increase public awareness about global aphasia and the importance of aphasia therapy.Graduate School, Academic Affairs, University Librarie
Association between dual-language education and mathematics development in elementary school
No full textThesis (Ph.D.)-- Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersChildren who learn to use two languages at an early age could be at an academic advantage in subjects not typically associated with linguistic or verbal acumen. However, culturally and linguistically diverse students tend to fall behind their mainstream peers in mathematics achievement. The purpose of this study was to determine how dual-language education affects the acquisition and trajectory of mathematic skills in primary education.
A retrospective cohort study was conducted of five years of math computation (M-COMP) and math concepts and application (M-CAP) assessment scores from students at two local elementary schools from a Midwestern school district. One school used a two-way dual-language model for all students during the study period. A demographically comparable school was used as a control for this study.
During fourth and fifth grade, students at the control school had higher M-COMP scores during the winter and spring probes than their dual-language peers. No significant difference was found in fall probe M-COMP scores. M-CAP scores in the dual-language program were starting to exceed those in the traditional education program by fourth grade. No differences were found between the schools during the winter and spring probes. fall M-CAP scores in the dual-language program were higher for the fifth grade year. For both assessments, primary English speakers outperformed their linguistically diverse peers.
The findings imply that dual-language education can potentially have a positive effect on conceptual math development, and that language may have an increasingly important part to play in mitigating disparities in mathematics achievement
Infant Speech Development During the First Year of Life -- restricted access to full text
No full textPaper presented to the 7th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Marcus Welcome Center, Wichita State University, May 4, 2011.Research completed at the Department of Communication Sciences and DisordersMuch has been assumed about the expected development of vocal sounds that infants produce during the first year of life. Little is known about how infants coordinate various physical systems to produce vocalizations. No theory of early human communicative development has attempted to present a global description of how infants learn to vocalize. This project represents an initial attempt to relate infant vocal development to the domains of speech production: respiration, phonation, resonance, and articulation. The immediate result of this project is the development of visual aids that summarize fundamental relationships between physical development and early vocal development in infants. It is hoped that this project will lay the groundwork for important new tools of early identification for communicative disorders
Comparative pitch analysis in young children with and without Autism Spectrum Disorder
Get PDFThesis (M.A.)-- Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersChildren with Autism Spectrum Disorder (ASD) often experience delayed speech
development. Current research shows that ASD is associated with atypical vocal quality. An
early sign of ASD is difficulty recognizing and using speech prosody, which is how a speaker
manipulates changes in pitch, loudness, and duration to emphasize what is important. Pitch is the
perceptual representation of fundamental frequency (f0), or the physical speed by which the
vocal folds vibrate (cycles per second). Manipulating f0 is a developmental skill that
neurotypical children learn in infancy. Children with ASD struggle with this skill. This study
examined whether quantifiable differences in pitch exist among three groups of children: (1)
children diagnosed with ASD, (2) children with developmental delay (DD) but not ASD, and (3)
neurotypical children. Children from each group were audio-recorded individually in a
naturalistic setting. For each child, the f0 of each utterance was first identified, and then analyzed
quantitatively (e.g., mean, range, and other descriptive statistics) and visually (i.e., the f0 pitch
contour or shape). The values were then compared across the three groups. Children with ASD
tended to have higher f0 means and medians than the other groups. However, results did not
support a hypothesis that children with ASD showed less manipulation of f0, only that their
utterances were primarily non-word productions. Fundamental frequency is a critical acoustic
vocal parameter and is important in understanding speech development. Identifying differences
in f0 between children with ASD and without ASD can help expand the knowledge base of
Autism diagnostic teams and early interventionists. This knowledge will enable professionals
and caregivers to develop more efficient strategies for supporting communicative development in
children with ASD
An exploratory comparison of utterance durations between children with autism spectrum disorder and children with developmental delays
No full textThesis (M.A)-- Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersThere are several acoustic variables of interest in the speech output of children with Autism Spectrum Disorder (ASD). These variables include fundamental frequency (perceived as pitch), intensity (perceived as loudness), and the duration of sounds. This study examined the differences in the duration of speech productions in young children with ASD compared to young children with developmental delay (DD) without ASD. Utterance durations were determined from audio recordings of six two-year-old children (3 diagnosed with ASD and 3 diagnosed with DD). Descriptive statistics were calculated for the durations and the number of utterances for each child. These included means, standard deviations, minimums, maximums, and medians. For each child, the utterance durations were graphed across the entire session to explore whether durations changed over time. Finally, the number of utterances per minute were calculated for each child. The children with DD produced a higher number of utterances per minute than the children with ASD. The children with DD produced numerically more utterances than the children with ASD. All of the children appeared to produce utterance durations with comparable descriptive statistics. The visual representation of utterance duration over time for the individual children showed that four of the five children produced variable utterance lengths throughout the session. Although statistical testing for differences was not appropriate, it appeared that the children with DD produced a higher number of utterances per minute than the children with ASD. Future research in this area should include larger scale studies with more children in each cohort to determine if patterns exist within and between groups. Future studies should also consider recording sessions in environments with limited background noise to improve the quality of audio recordings and make it possible to examine additional prosodic elements of speech
Rib cage and abdominal movement during utterance production in infants around the first year of life
No full textThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersIntroduction: The chest wall is composed of two primary components: the rib cage and the abdomen.
In healthy adults, these two mechanisms are coupled during both breathing at rest and speech
breathing. However, with regards to infants the coupling that is observed in adults is not yet
present in infants. Little is known about when during human development the coupling of the two
components occurs. This study explored the contribution to chest wall movement that each component
plays during single-syllable utterances by infants around the first year of life.
Methods: Vocalizations and breathing kinematics were recorded from 10 infants between 9 and 16
months of age during vocal play with their mothers. The movement of both the rib cage and the
abdomen were measured during production of single-syllable utterances. The relative contributions
of the rib cage and abdomen were compared to see how they impacted chest wall movement during
utterance production. Contributions were measured as a percentage of total chest wall movement.
Results: For the infants in the study, it was determined that the abdomen contributed to a greater
degree than the rib cage during the total respiratory cycle and the inspiratory phase, and that
both the rib cage and the abdomen contributed to differing degrees during the expiratory phase.
Discussion: The findings relate the role of the rib cage and abdomen to total chest wall movement
during utterance production. This study adds information about how breath support for utterance
production develops during infancy. By studying further this particular aspect of chest wall
development, knowledge may be gained that could aid in the early identification of infants who
might be developing atypically
The impact of expressive aphasia on speech breathing in older adults
No full textThesis (Ph.D.)-- Wichita State University, College of Health Professions, Department of Communication Sciences and DisordersAphasia is defined as a language disorder resulting from brain damage; it involves the loss of language understanding (receptive aphasia) and/or language production (expressive aphasia). While deficits in expressive language are typically associated with expressive aphasia, speech production is also negatively affected. One of the required components of speech production is respiration (speech breathing), which provides a source of power for speaking. Speech production and language production are interrelated, but most research in the area of aphasia has focused on language deficits. To date, there have been no studies that have explored speech breathing in persons with aphasia. The purpose of this study was to explore speech breathing behaviors in adult participants diagnosed with expressive aphasia. The participants’ speech breathing behaviors were also compared to those of adults with no history of stroke or aphasia. This study was approved by the Institutional Review Board at Wichita State University. Five participants with aphasia (Aphasia Group) and five participants without aphasia (Control Group) were included in this study. All participants completed the same specific protocol that included non-speech breathing tasks (e.g., spirometry testing and rest breathing) and speech breathing tasks (e.g., formal and informal speech tasks). Participants in the Aphasia Group had difficulty planning and executing speech breathing behaviors compared to the Control Group. Interestingly, participants in the Control Group also had difficulty on some tasks, such as spirometry testing. Differences between and within the groups were observed. Language was negatively affected by aphasia, but so was speech production. The findings of this study can inform speech and language measurement in persons with aphasia, as well as provide clinicians and caregivers insight into how to support persons with aphasia
Respiratory support during speech breathing in adolescents in different positions
No full textPaper presented to the 8th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Marcus Welcome Center, Wichita State University, April 18, 2012.Research completed at the Department of Physician Assistant, College of Health ProfessionsThis research aims to study the effects of position on the respiratory support of speech breathing in adolescent children. It was hypothesized that when children were seated, speech would be supported mainly by rib cage movement (expansion of the thoracic cage) with limited abdominal movement, and that both rib cage and abdomen would contribute equally when children were standing. Methods: The rib cage and abdominal muscle movements of children ages 8 to 12 were measured using inductive plethysmography during both conversational and scripted speech. Their respiratory signals were compared to determine the relative contributions of the rib cage and abdomen during the speech tasks. Current Results: During reading in both positions, rib cage contributions tend to be greater than those of the abdomen. During speaking in both positions, there is high variability, with neither rib cage nor abdominal contributions being consistently higher than those of the other. Discussion: More data is currently being analyzed. The results to date suggest that it is not the position that influences the contribution of each chest wall component, but the type of speech task. The findings of this normative research may increase our understanding of respiratory support for speech in atypical situations.Graduate School,
Office of Research Administration,
University Librarie
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