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The purpose of this study was to evaluate the relation between ratings on items in the Communication/Hearing Patterns section of the Minimum Data Set for Nursing Home Resident Assessment (MDS; Morris et al., 1990) and performance on external criterion measures of linguistic communication and hearing. Linguistic communication was evaluated with the Story Retelling Subtest of the Arizona Battery for Communication Disorders of Dementia (ABCD; Bayles & Tomoeda, 1993) and the Functional Linguistic Communication Inventory (FLCI; Bayles & Tomoeda, 1994). Auditory evaluation included an otoscopic check, hearing aid check (when appropriate), pure-tone hearing screening, and monitored, live-voice speech recognition testing. Fifty-seven individuals participated in the study. All lived in long-term care facilities in southeastern Arizona and had a diagnosis of dementia. Residents with MDS classifications of 0 (normal) scored significantly higher on the FLCI and the Story Retelling Subtest than did those residents classified as 1 (impaired). However, all of the participants demonstrated some impairment in linguistic communication as indicated by scores on the FLCI and the Story Retelling Subtest. Individuals categorized as having adequate hearing ability on the MDS scored significantly higher on speech recognition testing than did those categorized as impaired. However, no relation was found between MDS classification of hearing function and pure-tone hearing screening results. Surprisingly, none of the individuals with MDS-identified impairments had been referred to a communication specialist for further evaluation. The implications of the results for service delivery in nursing homes are discussed.

<p> Despite the prevalence of aphasia in the United States, there remains a dearth of research focusing specifically on the impact of chronic aphasia on marriage and marital satisfaction. This study used a sequential explanatory mixed methods design to explore marital satisfaction in spouses of patients with chronic aphasia. Results from the quantitative phase, involving 21 couples in which one spouse had aphasia resulting from stroke for more than one year, demonstrated a significant decrease in marital satisfaction in the non-aphasic spouse when comparing post-aphasia and retrospective recall of pre-aphasia marital satisfaction as measured using the Dyadic Adjustment Scale (p&lt;.001). More severe aphasia was found to have a statistically significant correlation with lower post-aphasia marital satisfaction (r=.433, p=.05). Lower physical function scores in the non-aphasic spouse were also significantly correlated with lower post-aphasia marital satisfaction (r=.474, p=.03). The aim of a subsequent qualitative analysis of data obtained from 11 non-aphasia spouses from the original quantitative sample was to explain these findings. Two major concepts emerged from the qualitative data: living with loss and creating a new normal. Placed within the context of the ABCX crisis theory, incorporation of the quantitative and qualitative findings suggests that aphasia onset places a stress on the marriage. That stress is defined, in part, as a loss by the non-aphasic spouse. Findings suggest that many aspects of that loss are magnified in situations where the aphasia is more severe as the deficit in communication impacts intrapersonal and interpersonal elements of the marriage. The subcategories derived from the concept of creating a new normal describe the process of adaptation by non-aphasic spouse. The non-aphasic spouses' abilities to adapt, and their subsequent marital satisfaction, appeared related to their various definitions of the situation and availability of resources. Recognizing the complex relationship between chronic aphasia and marital satisfaction in the non-aphasic spouse may help speech-language pathologists and other health care providers provide more effective intervention strategies and better support for patients with aphasia and their spouses. </p>

Confrontation naming has frequently been administered to Alzheimer's disease (AD) patients as a measure of the integrity of semantic memory. Recent evidence, however, suggests that naming may be possible without access to semantic information. A defining task, which requires access to and integrity of semantic knowledge was paired with confrontation naming in a study of AD patients and normal elderly controls. Ninety-nine mild and moderately demented AD patients and 51 elderly controls were asked to both name and define the same stimulus items. Many instances of preservation of the ability to name and not define, or define and not name, were observed. These findings suggest that confrontation naming alone is an inaccurate measure of semantic memory. Further, these results suggest that naming is possible in the absence of the ability to demonstrate semantic knowledge as measured by the defining task.

Changes associated with Alzheimer's Disease (AD) in the association cortices of temporal, occipital, and parietal lobes of the brain, result in significantly impaired performance of AD subjects on tests of semantic memory. The most prevalent theory regarding the deterioration of semantic memory is that it is a bottom-up process. That is, the knowledge of attributes becomes lost or inaccessible prior to the knowledge of categories. Previous research of this theory has resulted in conflicting results. The purpose of this study was to test further the theory, while taking into account task difficulty. Thirty probable AD and 28 normal elderly subjects were administered tasks of attribute and categorical knowledge. Results revealed significant differences in performance as a result of task difficulty. These results call into question the methodology previously used to assess the bottom-up theory, as well as the ability to use attribute and categorical knowledge separately.

The purpose of this study was to contribute to increased understanding of specific causes of vocal fatigue and strain which sometimes occur during choral singing. Many music educators, voice teachers, and choral directors encounter the problem of vocal fatigue in voice students and choral singers. Professional journals and workshops reflect a growing recognition of these vocal problems. This survey of prominent choral directors compared their opinions regarding factors which contribute to vocal fatigue, and examined suggestions from their experiences which are effective in preventing vocal distress during choral singing. / Following a pilot survey of nationally recognized choral directors, identical questions were posed to a larger field of choral experts. Conductors who participated in the study were selected on the basis of their reputed knowledge of the voice, accessibility for a personal interview, and willingness to answer questions included in this project. Answers were tape recorded and a tapescript of each interview was submitted for approval and/or correction by the interviewee. / The responses included opinions about general causes of vocal fatigue and strain in choral singing, the importance of vocal warm-ups, implications for resonance strain in choral singing, the importance of vocal warm-ups, implications for resonance and blend, differences and similarities between choral and solo singing, management of breath and volume, tessitura consideration, rehearsal planning, and tours and festivals which may place unusual demands upon voices. Interviewees were also asked to suggest college requirements for vocal pedagogy and voice study for choral music preparation. / Results of the survey showed that responses reflected remarkable agreement, and that the format allowed colorful verbal illustrations which could be of interest and benefit to other choral directors and choral singers. Quotations from published writings of voice scientists, vocal pedagogues, and other well-known choral directors substantiated the opinions of the interviewees and explained the basis for their successful experiences. / Recommendations for further study include: (a) Empirical studies concerning resonance and breathing as related to vocal distress, (b) a survey of college curricula designed for preparation of choral conductors, and (c) surveys of high school choral directors and voice teachers for the purpose of ranking causes of vocal fatigue. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0752. / Major Professor: Colleen J. Kirk. / Thesis (Ph.D.)--The Florida State University, 1995.

This paper described the emergence of communicative repairs in the prelinguistic, early one word, late one word, and multiword stages of language development. The communicative repair is a necessary skill for successful social and communicative functioning. Previous research has investigated the conversational repairs of children in linguistic stages of development. This study identified the point of emergence of repairs and the rates, patterns and means used by very young communicators. / Videotaped samples of communicative repairs, taken from the administration of the Communication and Symbolic Behavior Scales (Wetherby & Prizant, 1993) with 120 typically developing children and 12 children with communicative impairments, were coded to identify the components of their repair behaviors. Data were collected on repair form (gestures and vocalizations), content (words and phrases) and use (interactant and prosodic changes) and to determine whether repair attempts were repetitions or modifications. Modified repair components were further described as changes, additions, reductions or omissions. / The two primary findings from this study were that communicative repairs emerge at the same time that a child develops the ability to communicate intentionally and that gestures are integral to preconversational repairs. Descriptions of repair behaviors revealed several developmental patterns. Repetition as an exclusive strategy for repair was rarely utilized. At all stages, children repeated their gestures to repair to a greater extent than they modified their vocalizations to repair more than they repeated them. Repairs containing words and phrases increased as a reflection of the child's acquisition of words and word combinations. Changing communicative partners and prosodic features as a means of repair appeared to be secondary repair strategies for small numbers of children. / Finally, it was determined that with minor additions the research protocol provided an adequate measure of the repair behaviors of children with pervasive developmental disorder and hearing impairment. The addition of coding categories for manual words separately from spoken words and for gestural prosody was needed to accurately describe their repair behaviors. / Source: Dissertation Abstracts International, Volume: 56-05, Section: B, page: 2590. / Major Professor: Amy M. Wetherby. / Thesis (Ph.D.)--The Florida State University, 1995.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3400. Adviser: Charissa Lansing. Includes bibliographical references (leaves 157-170) Available on microfilm from Pro Quest Information and Learning.

<p> Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.</p>