Clinicians report that carryover management is one of the most difficult and time consuming problems they face (Johnson, 1972) yet the literature offers little data to assist clinicians in determining what methodologies should be used and which are effective in facilitating carryover. The purpose of this investigation was to determine the type of methodologies utilized by public school clinicians in Oregon to facilitate carryover with clients originally diagnosed as having articulation disorders. A secondary question dealt with the perceived effectiveness of these methodologies.

This study investigated the relationship of auditory short-term memory and articulation ability of eight-year-old children to determine if a relationship existed between auditory short-term memory ability and articulation ability. The specific question posed was: Is there a statistically significant difference in the auditory short-term memory ability of eight-year-olds with three or more phoneme errors and eight-year-olds with no phoneme errors?

This clinical project sought to examine two different approaches to the treatment of functional articulatory disorders and to implement these two approaches in the actual management of two articulation disordered clients. The two approaches selected were the traditional auditory-stimulus method (Van Riper, 1972) and the sensory-motor approach (McDonald, 1964b) to testing and treatment. It was the intention of this project to compare the results of articulation intervention of the two methods.

Assessment of speech sound production in young children provides the basis for diagnosis and treatment of speech sound disorders. Standardized single-word articulation tests are typically used for identification of speech sound errors because they can provide an efficient means of obtaining a speech sample for analysis and comparison to same-age peers. A major criticism of single-word articulation tests is that they may not accurately reflect speech sound production abilities in conversation. Comparison of performance in single-word and conversational contexts has produced conflicting results in the available research. The purpose of the present study was to compare speech samples obtained using an extensive single-word naming task with samples of continuous speech elicited by sentence imitation. It was hypothesized that there would be differences in overall speech sound production accuracy as well as differences in types and frequency of errors across the two sampling conditions. The present study is a pilot investigation as part of the development of the Phonological and Bilingual Articulation Assessment, English Version (PABA-E; Gildersleeve-Neumann, unpublished). Twelve preschool children ages 3;11 to 4;7 (years;months) from the Portland Metropolitan area participated in this study. Participants were monolingual native English speakers and exhibited typical speech sound development as measured by the GFTA-2 (Goldman-Fristoe, 2000). Hearing acuity for participants was within acceptable limits, and participants' families reported no significant illnesses or developmental concerns that would impact speech sound production abilities. Mean t-scores for percentage of consonants correct (PCC) in the single-word samples were significantly higher at the .05 level than those for the sentence imitation samples. There was no significant difference between the percentage of vowels produced correctly (PVC) in the two sampling conditions. Similar types of error patterns were found in both the single-word and continuous speech samples, however error frequency was relatively low for the participant population. Only the phonological process of stopping was found to be significantly different across sampling conditions. The mean frequency of occurrence for stopping was found to be significantly higher in continuous speech as compared with the production of single-words.

The purpose of this study was to determine if the time it takes to complete a phonological test was significantly different than the time it takes to complete a phonetic test. It was hoped this study would identify an instrument that the public school speech-language pathologist could use more effectively and efficiently to analyze phonologically-impaired children.

No description available.

No description available.

Normal phonological development is characterized by phonological processes in preschool children. These processes are sound error patterns, in relation to the adult target, that are expected within the speech of normally developing children. As children grow older, they "outgrow" these developmental errors. Within the black English dialect, speakers may use a combination of these processes and not be considered phonologically impaired within their linguistic community. The purpose of this study was to assess and compare phonological process usage in the speech of lower socioeconomic black and white preschoolers. The APP-R in conjunction with the CAPP was administered to two groups of 15 children to determine if significant differences exist in the usage of phonological processes between the two groups. Group 1 was comprised of 15 black preschoolers from an inner-city preschool program. Group 2 was comprised of 15 white preschoolers from a Headstart program. All children were identified by their respective speech-language pathologist as having normally developing speech for their linguistic community. Data analysis revealed black preschoolers used phonological processes with a higher frequency than white preschoolers. The phonological process usage mean for the black preschoolers was 4.26% (SD = 1.94) and the mean for the white preschoolers was 1.71% (SD = 2.86). Three of the ten basic processes were determined to be significantly different between the two groups, including: consonant sequence omission, strident deviation, and velar deviation. The results were further examined to determine if either group of preschoolers was identified as needing phonological remediation based on their performance on the APP-R. None of the subjects in either group was identified as needing phonological remediation. In conclusion, results indicated black English speaking preschoolers did use significantly more phonological processes in their speech, however, the APP-R did not identify these children as needing phonological remediation. These results demonstrate the APP-R to be an appropriate assessment tool when evaluating the speech of this Portland black English speaking sample.

Children with dysarthria due to cerebral palsy (CP) often face barriers to accessing speech research participation and clinical speech services. Utilizing at-home online videoconferencing may be a practical solution to these accessibility barriers if the speech signal yielded from online recordings is valid. This study aimed to determine the validity of acoustic and perceptual measures obtained from speech data collected (remotely) online from children with dysarthria due to CP. The speech of 17 children with dysarthria was recorded by means of two data collection methods performed simultaneously: 1) via Zoom video communications and 2) via a professional audio recording device sent to the children's parents. A calibration procedure permitted the children’s original vocal sound pressure level (SPL) to be represented in the speech signal. Acoustic and perceptual measures extracted from the two recordings were compared in order to determine the validity of speech data collected online from the children. The acoustic measures, obtained from 1,690 tokens of words and 605 tokens of sentences, were the second formant (F2) range of diphthongs, F2 slope of diphthongs, fricative-affricate duration difference, word duration/articulation rate, mean fundamental frequency (F0), F0 variation, SPL, shimmer, signal-to-noise ratio (SNR), and cepstral peak prominence (CPP). Perceptual measures were 187 adult listeners’ orthographic transcription accuracy and visual analog scale (VAS) ratings of the children’s speech, collected via an online crowdsourced platform. Acoustic measures of F2 range of diphthongs, fricative-affricate duration difference, word duration, and mean F0 reached the validity criterion of rrm-value .75 and demonstrated good agreement within the predetermined clinical criterion at both word and sentence levels. Moreover, SPL met the validity criterion and exhibited good agreement at the word level; however, it failed to meet the validity criterion and demonstrated agreement outside the clinical criterion at the sentence level. The F2 slope of diphthongs showed a strong correlation between online and audio-device recordings and reached the validity criterion; however, it did not show agreement within the clinical criterion at either word or sentence level. Perturbation-based, noise-based, and cepstral measures (i.e., F0 variation, shimmer, SNR, CPP) showed a wide range of correlation and agreement outside of clinical criteria between online and audio-device recordings. Both perceptual measures showed strong correlations between the two recording methods, reaching the validity criterion. Findings suggest that measures that reflect physiological aspects of speech production may be valid and appropriate to extract from online recordings. However, measures capturing noise and variability within the signal may not be valid when obtained from online recordings. Additionally, the results suggest that perceptual measures of listeners’ transcription and ratings from online recordings may be valid to use for research and clinical purposes. Therefore, careful consideration of the appropriate measures and their limitations is essential to obtaining accurate results when extracting measures from online recordings. These findings provide a valuable foundation of evidence supporting the use of online videoconferencing platforms for several acoustic and perceptual measures commonly implemented in speech research, clinical assessment, and treatment.