For years, eating disorders, particularly anorexia nervosa and bulimia nervosa, have been studied extensively among adolescent girls and young women. However, despite recent research revealing a significant percentage of men display behaviours related to eating disorders, their individual experiences remain relatively unstudied. Additionally, given the reality that many males usually conceal or deny having the disorder, few studies yielding in-depth accounts of their lived experiences have also not been completed. This study, however, examined, through narrative inquiry, the experiences of two young adult males who were medically diagnosed with and treated, or were presently being treated, for disordered eating. Though each was not impervious to societal and familial pressures to look and be perfect, such pressures, tragically, were exacerbated by the pronounced fear, and actual experience, of being stigmatized by helping professionals. These findings provide a preliminary understanding of the threat that disordered eating poses for males, irrespective of background and lifestyle. Aside from having implications for theory, these findings are also expected to contribute in ways that will help to inform the practices of counsellors and therapists in the field of psychology.

I used reliability generalization procedures to determine the mean score reliability of the Eating Disorder Inventory (EDI), the Eating Attitudes Test (EAT), and the Bulimia Test (BULIT). Reliability generalization is a type of meta-analysis used to examine the mean score reliability of a measure across studies and to explore study factors that influence mean score reliability. Score reliability estimates were included in 28.67% of 293 studies using the EDI, 36.28% of 215 studies using the EAT, and 41.46% of 41 studies utilizing the BULIT. For the EDI, mean Cronbach’s alphas for the subscales ranged from .52 to .89 and the mean estimate for the total score was .91. For the EAT-40 and EAT-26, mean estimates of internal consistency were .81 and .86 respectively. Mean estimates of internal consistency for the EAT-26 subscales ranged from .56 to .80. The mean estimate of internal consistency for the BULIT-R was .93. Overall, the mean reliability of scores on all three measures and their subscales/factors was acceptable except for the Asceticism subscale of the EDI and the Oral Control factor on the EAT-26, which had mean internal consistency estimates of .52 and .56 respectively. For the EDI, the majority of the subscales that measure specific eating disorder attitudes and behaviors, such as Bulimia and Perfectionism displayed higher score reliability in clinical eating disorder samples than in nonclinical samples. This difference was not found in the Drive for Thinness and Body Dissatisfaction subscales, perhaps because these attitudes are common in both eating disorder and nonclinical samples. Score reliability information for the EAT and BULIT was primarily reported for nonclinical samples; therefore, it is difficult to characterize the effect of type of sample on these measures. There was a tendency for mean score reliability for all the measures to be higher in the adult samples than in adolescent samples and in the female samples compared to the male samples. This study highlights the importance of assessing and reporting internal consistency every time a measure is used because reliability is affected by characteristics of the participants being examined.

Parkinson's disease patients exhibit a high prevalence of speech deficits including excessive speech rate, reduced intelligibility, and disfluencies. The present study examined the effects of delayed auditory feedback (DAF) as a rate control intervention for dysarthric speakers with Parkinson's disease. Adverse reactions to relatively long delay intervals are commonly observed during clinical use of DAF, and seem to result from improper "matching" of the delayed signal. To facilitate optimal use of DAF, therefore, clinicians must provide instruction, modeling, and feedback. Clinician instruction is frequently used in speech-language therapy, but has not been evaluated during use of DAF-based interventions. Therefore, the primary purpose of the present study was to evaluate the impact of clinician instruction on the effectiveness of DAF in treating speech deficits. A related purpose was to compare the effects of different delay intervals on speech behaviors. An A-B-A-B single-subject design was utilized. The A phases consisted of a sentence reading task using DAF, while the B phases incorporated clinician instruction into the DAF protocol. During each of the 16 experimental sessions, speakers read with four different delay intervals (0 ms, 50 ms, 100 ms, and 150 ms). During the B phases, the experimenter provided verbal feedback and modeling pertaining to how precisely the speaker matched the delayed signal. Dependent variables measured were speech rate, percent intelligible syllables, and percent disfluencies. Three males with Parkinson's disease and an associated dysarthria participated in the study. Results revealed that for all three speakers, DAF significantly reduced reading rate and produced significant improvements in either intelligibility (for Speaker 3) or fluency (for Speakers 1 and 2). A delay interval of 150 ms produced the greatest reductions in reading rates for all three speakers, although any of the DAF settings used was sufficient to produce significant improvements in either intelligibility or fluency. In addition, supplementing the DAF intervention with clinician instruction resulted in significantly greater gains achieved with DAF. These findings confirmed the effectiveness of various intervals of DAF in improving speech deficits in Parkinson's disease speakers, particular when patients are provided with instruction and modeling from the clinician.

The purpose of this study was to examine the efficacy of having material read to and discussed with learning disabled students (i.e., a compensatory approach termed Accommodated Reading in this study) compared to teaching the literate language of text structures to students (i.e., a language intervention approach termed Communicative Reading Strategies). Participants were two 5th grade students and three 6th grade students, classified as learning disabled according to criteria of the State of Louisiana. Students took part in the study 3 times per week, 40 minutes per day for 5 ½ weeks during their regular speech-language therapy time. After each reading in both conditions, participants answered literal and nonliteral questions based on the text read. Pretest and posttest comprehension measures were taken utilizing standardized tests. Results of a t-test indicated that CRS and AR phases were not statistically different from baseline for four subjects; however, one subject did reach statistical significance with scores favoring Communicative Reading Strategies.

The purpose of this study was to examine the clinical utility of three language sample analyses when working with low-income, African American (AA) children. Eighteen normally developing and three at-risk AA three-year-old preschoolers participated in the study. Language samples were elicited from each child during a 15-20 minute play interaction. Three language sample analyses, contrastive analysis, average sentence length, and complex syntax use, were completed on each language sample. Also coded was each childs use of nonmainstream African American English (AAE) patterns. Only the contrastive analysis generated reliable differences between the at-risk children and the normally developing children. Other group differences that were observed in the data included the amount of talking each child produced and their rate of nonmainstream pattern use. Specifically, the at-risk children produced higher rates of nonmainstream dialect patterns when dialect rate was calculated by dividing the total number of dialect forms by the total number of words spoken. The at-risk children also talked less, but produced higher rates of nonmainstream dialect patterns than did their normal peers.

The purpose of the present study was to determine whether amplifying beyond 3 kHz was beneficial to the user, whether the benefit was dependent on degree of loss, and whether subjective data reflected the benefit. Seventeen hearing impaired subjects were binaurally fitted with digital hearing instruments. Qualified subjects were divided into two groups, A and B. Group A had a pure tone average (3,4, and 6 kHz), of 55 dBHL or better. Group B had a pure tone average (3,4, and 6 kHz) greater than 55 dBHL but not exceeding 75 dBHL. Each subject was fit with two conditions (upward frequency response of 3 kHz and 6 kHz) throughout the study. Probe microphone measurements were obtained at the plane of the tympanic membrane using a swept pure tone of 60 dB SPL to verify appropriate fit of the hearing instruments. Listener performance in quiet was evaluated via the Connected Speech Test (CST), listener performance in noise was evaluated via the CST and the Hearing in Noise Test, and listener preference was evaluated via the Abbreviated Profile of Hearing Aid Benefit and an exit questionnaire. Results of the probe microphone measures indicated that the mean output levels for each condition were significantly different. Results indicated that increasing the bandwidth did not significantly improve benefit in quiet for either group but did significantly improve benefit in noise for each group. However, the amount of benefit was similar for each bandwidth suggesting that the amount of benefit is not dependent on degree of loss. Subjective data suggested that amplifying beyond 3 kHz did not increase subjective benefit according to the APHAB. However, results from the exit questionnaire suggest that the 6 kHz condition was preferred by the majority of the subjects overall, both in quiet and in noise.

Auditory processing disorders (APDs) have received considerable attention over the past few decades. Much of the attention has focused on the controversy surrounding the operational definition of APD, the heterogeneous nature of APD, and an appropriate test battery for APD assessment. Temporal processing deficits are one characteristic of APD and are the focus of the present investigation. This investigation reports behavioral and early electrophysiological measures in a group of children with specific temporal processing difficulties and an age-matched control group. In an effort to better describe the subjects, two language tests and the SCAN-C were administered. Significant differences were found in the language tests, SCAN-C, and behavioral tests of temporal processing. No significant differences in ABR waveform latency were found between the control and experimental group. Significant amplitude differences were found, albeit small. Binaural interaction was present in both groups. Based on the results of the present well-controlled investigation of children with temporal processing disorders, there is no indication that the auditory brainstem response recording to click stimuli is efficient in providing additional diagnosis of APD.

It was the purpose of this study to obtain nasalance values using the Nasometer and a resonance evaluation created at the Louisiana State University (LSU) Speech and Hearing Clinic. The Nasometer was used to measure the amount of nasal acoustic energy in the speech of 40 normal young adults during sustained vowel production, consonant vowel reduplications, and connected speech using the Rainbow Passage. Means and standard deviations are presented for the individual speech tasks and according to gender. Nasalance values for the sustained vowels were significantly higher for the high front vowel /i/ than any other vowel, and the lowest nasalance value was obtained by the high back vowel /u/. The vowels in order of highest to lowest nasalance values were as follows: /i, ae, a, u/. No significant gender differences were found for sustained vowel production or the Rainbow Passage. Correlation values indicated that three phonemes /u, k, g/ from the resonance protocol were the best predictors of nasalance for the reading passage. The results are discussed with regard to potential reasons why minimal gender differences were found, why the phonemes were found to be the best predictors of nasalance, and how the LSU protocol can be modified to provide a more effective and efficient resonance evaluation.

The purpose of the current study was to examine the effectiveness of group-based language-literacy training for child care workers. The first phase of the study followed a pre-post single group comparison design and involved 23 child care providers. The independent variable was the teacher training and the dependant variable was scores from a questionnaire. The second phase of the study involved a sub-group of four child care workers who received one-on-one follow up training after the group sessions. The questionnaire was administered a third time to the follow-up group. An analysis of the questionnaire items at pretest indicated that the teachers felt most knowledgeable and skilled with childrens speech and language development and less knowledgeable and skilled with their development of reading, although differences between items were not significant. Post-test scores were significantly higher than pretest scores, but scores did not continue to increase after the one-on-one training. The results of the current study suggest that group-based, language-literacy training can increase the knowledge and skill of child care providers.

The present research involves two studies. Twenty hearing-impaired participants were divided into two groups depending on their audiometric data and binaurally fit with the Starkey Endeavour 3211 hearing instruments. Experiment I was designed to determine if the use of expansion technology affected objective and subjective benefit in hearing-impaired listeners. Probe microphone measures were obtained at 40, 50, and 60 dB SPL and with the speaker deactivated to ensure that the expansion feature was functioning. Listener performance was measured in quite using the Connected Speech Test (CST) and in noise using the Hearing in Noise Test (HINT) at 40, 50, and 60 dB SPL with expansion activated and deactivated. Participants were also asked to participate in a subjective portion of the experiment. They filled out a rating form twice a day in two settings: quiet and in noise, with expansion activated and deactivated. Results indicated that expansion negatively affected user performance, but participants significantly preferred the feature. Experiment II, very similar in design, examined expansion time constants and their effects on objective and subjective benefit in hearing-impaired listeners. Experiment II examined four different expansion time constants (128 ms, 512 ms, 2048 ms, 4056 ms) to determine their role on speech intelligibility in quiet and in noise with two levels of hearing-impaired subjects (one group was worse than the other). The CST and the HINT were administered at 65 dB SPL to determine listener performance. A similar subjective rating form was used in Experiment II. Participants were asked to rate the speed of the gain and/or reduction of gain in quiet and in noise while speaking and listening. Results indicated that as expansion time constants lengthened performance decreased. Results indicated that there was no preferred time constant and that as the time constant lengthened performance decreased.