This study examines filled and unfilled pause durations between utterances in the speech of 60 people with no language disorder. It also evaluates the proportions of different pause lengths, examines the location of pauses within an isolated speech sample, and compares speech pause in male speakers and female speakers. Using speech samples gathered from a picture description task, Praat acoustic analysis software was used to segment C-units and measure pause duration between utterances (Boersma & Weenink, 2022; Öktem et al., 2021). Descriptive statistics were used to analyze these data, including pause duration mean and standard deviations. Pause mean durations ranged from 70 ms to 90 ms. Speakers used pauses shorter than 0.5 seconds and 1 second more frequently than longer pauses. Both pause frequency and mean pause length increase in the final 50% of the speech sample compared to the initial 50% for both male and female speakers. No significant differences were found between male and female speakers. Speakers produce prolongations at a rate of 0.07 to 0.08 per C-unit across both male and female speakers. Both male and female speakers have a higher frequency of prolongations in the final portion of the speech sample, compared to the initial portion. Further research across several types of speech tasks is needed to provide greater insight into variations in pause duration and location in different types of speech tasks. Further research might also examine pause durations within utterances.

No description available.

No description available.

No description available.

No description available.

Intensive Language Action Therapy (ILAT) is a short-term aphasia therapy that emphasises massed-practise of language, where communication is framed through language action games that approximate everyday interactions. Despite increasing interest in ILAT, a comprehensive description of its methods has thus far been missing. Furthermore due to inconsistent results, further exploration of cortical reorganisation of language functions following ILAT is warranted. The underlying principles and practical features of ILAT methods and of language-action games are fully described, including the structure and materials for two specific games. 14 English speaking patients with chronic aphasia underwent two weeks of ILAT utilising the methods outlined. Pre and post measures of language performance were collected through standardised clinical assessments, along with functional Magnetic Resonance Imaging scans from a subset of 8 patients. Accuracy and response times for speech output and comprehension during language-action games were also recorded to measure success during the therapy interval. Data analysis showed significant improvements in clinical assessments of naming and comprehension, but not in auditory or syntactic processing tasks. Significant increases were also seen in patients’ self-ratings of quality of communication following therapy. Video and voice recordings during therapy sessions demonstrated significantly faster response times in production and comprehension of language, alongside an increase in the complexity of patients’ spoken output. Cortical activation was recorded whilst patients heard low-level noise, sentences containing ambiguous words and low-ambiguity sentences. Although the results showed no changes in cortical activation in the group of patients whilst processing low-level noise or low ambiguity sentences, increases in language-induced activation were seen in single-subject analyses in both the left and right hemispheres. Furthermore the group of patients recruited the right hemisphere significantly more than the left hemisphere following ILAT when processing complex sentences containing ambiguous words. iii Clinical assessments and measures of everyday communication showed undergoing two weeks of ILAT significantly improved speech output and comprehension in patients with chronic aphasia. Gains made in communicative performance during therapy highlight the importance of recording therapy sessions for additional assessment of therapy efficacy. Although conclusions regarding cortical reorganisation are not entirely clear, they indicate the important role of the right hemisphere in reorganisation of language after stroke.

Background: The Samoan population is a growing population and one with an estimated high incidence of aphasia. Language assessment with bilingual individuals is said to be a challenging area of Speech-Language Therapy practice. Language assessment of bilingual Samoan-English speakers with aphasia is a field with limited research, and the specific experience of the individuals involved is an important factor to consider in improving SLT practice with this population. Aims: The current thesis aimed to explore the experience of language assessment of bilingual Samoan-English speakers with aphasia as perceived by those involved in the assessment process. Method: Two qualitative studies were utilised to address the aims, the first was a single case study observing the process of language assessment of a bilingual Samoan-English speaker with aphasia and follow-up interviews with other participants involved. The second study was a focus group with Speech-Language Therapists who had experience with language assessment of bilingual Samoan-English speakers with aphasia. Outcome and results: The results of the case study revealed eight themes: language assessment of bilingual Samoan-English speakers with aphasia is a hard process for the individuals involved; language assessment of bilingual Samoan-English speakers with aphasia is a team process; differences in understanding of communication impairments and the assessment process; time; preparation; appropriateness of assessment tasks, resources, and processes; uncertainty; and flexibility. The results of the focus group indicated eight categories: Speech-Language Therapists’ background, using interpreters, family involvement, Samoan language and culture, getting an initial impression of and building rapport with the individual with aphasia, assessment tasks and resources, determining which language(s) to assess and logistics of assessment. Conclusion: Language assessment of bilingual Samoan-English speakers with aphasia is a challenging area of Speech-Language Therapy practice. Challenges are multifaceted and although some challenges may be present in all language assessment with individuals with aphasia, they are further exacerbated by the addition of multiple languages, people, and culture. Helpful strategies identified in this study may aid in improving the overall experience.

No description available.

No description available.

Call number: LD2668 .T4 1963 W68 / Master of Science