This investigation was designed to examine speech production, the motion of the chest wall, and breathing-related perceptions under a condition of heightened respiratory drive. Ten healthy young men were studied during spontaneous breathing and during speaking in three gas conditions: room air, air delivered from a pressurized tank, and a gas mixture high in carbon dioxide (7% CO₂) delivered from a pressurized tank. Magnetometers that transduced diameter changes of the rib cage and abdomen were used to study chest wall motion. Subjects also reported their breathing-related perceptions. Results indicate that chest wall behavior during spontaneous breathing and speaking did not differ between room-air and tank-air conditions, but differed substantially in the high-CO₂ condition. In the high-CO₂ condition, spontaneous breathing and speaking usually were characterized by larger lung volumes, larger rib cage volumes, higher breathing rates, longer expiratory times, and higher expiratory flows than in the two air conditions. Further, speaking in high-CO₂ was characterized by shorter speech duration, fewer syllables per breath group, and greater average lung volume expenditure per syllable compared to speaking in air. In high-CO₂, subjects reported a range of breathing-related percepts including "breathlessness," "effortful breathing," and "gasping for air." Without exception, speaking in high-CO₂ was judged by the subjects to be more difficult than breathing in high-CO₂.

The present study explored possible relations between respiratory and laryngeal function associated with changes in lung volume level during phonation. Respiratory, acoustic, aerodynamic, electroglottographic, and videostroboscopic measures were obtained simultaneously for 14 normal female speakers as they sustained vowels and syllable repetitions throughout the vital capacity. Statistical analyses compared group performances between (a) high and mid lung volumes; and (b) mid and low lung volume levels. Significant differences were found for (1) vertical laryngeal position (VLP); (2) amplitude of vocal fold vibration; (3) minimum flow; (4) degree of glottal closure, and (5) degree of laryngeal compression. Results indicated that during phonation at high lung volumes the larynx displays an overall "more dilated" configuration with a lower position in the neck, larger amplitudes of vocal fold vibration and larger posterior glottal gaps during the closed phase of vocal fold vibration. Conversely, during phonation at low lung volumes the larynx seems to adopt a more constricted configuration, with a more elevated position, smaller amplitudes of vocal fold vibration, more complete glottal closure during the closed phase of vocal fold vibration, and increased degree of compression. Results also indicated that while some vocal function measures displayed different absolute values for sustained vowels as compared to syllable repetitions, the patterns of change were similar for both speech tasks. Individual subject data reflected alternative patterns of laryngeal behavior for achieving the speech tasks. The results were interpreted as evidence that laryngeal function during voice production is clearly influenced by the lung volume at which phonation is produced. Possible underlying physiological mechanisms are discussed. These findings contribute to better understanding of the normal vocal mechanism when phonation is produced outside of the normal mid-range of lung volumes typically used in conversational speech.

This series of case studies explored the relationship between reading profiles and the benefits of text reading treatment. This research was motivated by the finding that some subjects with deep alexia read aloud words presented in a text context more accurately than words presented in isolation (Silverberg, Vigliocco, Insalaco, & Garrett, 1998). The benefit, which was specific to closed class elements, was consistent with a model of sentence production that hypothesizes that open and closed class elements are retrieved differently (Garrett, 1984, 1990). The treatment method used, Multiple Oral Re-reading (MOR) (Moyer, 1979), was known to improve reading rate for subjects with word length effects (Beeson, 1998; Tuomainen & Laine, 1991) and may have been an influence in changing reading processes for subjects with word length and grammatical class effects (Beeson & Insalaco, 1999). Further, oral reading treatment employing text as stimuli was demonstrated to improve other language processes including auditory comprehension and spoken language (Cherney, 1995; Cherney, Merbitz, & Grip, 1986). Thus, the goals of this study were to determine who benefited particularly from text treatment and whether text treatment influenced other reading and language processes. Six subjects with acquired alexia associated with stroke participated in an AB case study design that included a baseline observation period between initial assessment and treatment. After the baseline period, they received 10 weeks of MOR treatment. Treatment was followed by assessment. Of the six subjects, three had grammatical class effects during single word reading (MW, ED, MEL). One of them (MW) improved oral reading rate and accuracy for single words and text at post-treatment testing. The fourth subject (MB), who read text more accurately and more quickly than single words, but did not have a grammatical class effect, did not change oral reading rate or accuracy, but during treatment increased the complexity of his pleasure reading. A fifth subject (SM) increased accuracy of oral reading of closed class elements at post-treatment assessment and was able to use that skill as a scaffold for improved spoken language. The sixth subject (LW) was already a highly accurate reader and showed no change, but continued to practice oral reading as an exercise.

This study explored the ability of left hemisphere damaged (LHD) nonfluent aphasics, right hemisphere damaged (RHD) patients, and normal speakers to produce acoustic correlates of linguistic prosody. Productions of phonemic stress contrasts (e.g., black$ prime$board vs. black board$ prime$) and contrastive stress tokens (e.g., The man took the bus), were elicited and subjected to acoustic analyses. Results indicated that RHD and LHD groups resembled normal speakers in the use of fundamental frequency and amplitude to encode stress, indicating preserved abilities in both neurological populations. However, the LHD aphasic subjects demonstrated patterns of durational alterations that were statistically different from those obtained for the control and RHD groups. The data are indicative of a basic impairment in speech timing subsequent to LHD. Results are discussed in relation to current theories regarding the neurological basis of linguistic prosody.

<p> Does matching stimulation rates in bilateral cochlear implants (CI) really matter? When bilateral CI recipients are implanted sequentially, the first implant is likely to be mapped at a relatively slow stimulation rate, while the second may be capable of faster stimulation rates, due to the technology available at implantation. Ten sequential bilateral CI recipients were used to investigate this question. Prior to the experiment, all participants used slow rates in the first CI, ranging from 720-1856 Hz. Five used slow rates (900Hz) (matched) on the second CI, and five used high rates (2400-3867Hz) (mismatched). The stimulation rate in the first implanted CI was never changed (non-modified), but all participants were given at least four weeks experience with both low and high rates on the newer implant. </p><p> Speech perception in quiet (CNC) and in noise (CRISP) with the first CI alone (non-modified), the second CI alone (modified), and bilaterally was evaluated four times during the experiment. Phase 1) Baseline testing was conducted prior to any re-programming. The second implant was re-mapped with either a slow or high rate. Phase 2) Participants were tested and re-mapped with the alternative rate after four weeks experience with the new map. Phase 3) After four weeks experience with the alternative map, participants were retested then re-mapped with the original rates. Phase 4) Participants were given one week of additional experience before final testing. Participants were asked which mapping configuration they preferred and would like to continue using. Most (8/10) participants choose to leave with the mismatched configuration. </p><p> With bilateral stimulation, speech perception was better listening in quiet when they used a higher stimulation rate in one ear and a slow rate in the other ear than when they used slow rates in both ears, regardless of the program used before entering the study. There was no significant improvement in the CRISP (independent of noise source location) when participants were using both rate configurations with the modified CI alone, non-modified CI alone, or bilateral CIs. Clinicians programming bilateral CI patients who have internal equipment with different capabilities may find this information helpful when mapping this population.</p>

<p> This case study evaluated the effects of differential reinforcement of other behavior (DRO) on scripting in a four year-old child with Autism Spectrum Disorder, Obsessive Compulsive Disorder and Celiac Disease. The overall goal was to show that DRO as the only independent variable could reduce scripting in a child with autism. A vibrator was set to vibrate every six minutes to indicate the end of each interval during intervention and the behavior was measured using a partial-interval time sampling method during the two hour in-home private Applied Behavior Analysis session over a two month period. An A-BC-C design demonstrated that DRO successfully decreased scripting behavior in the child with autism. A dependent paired samples t-test was used to compare the rates of scripting during the first three days of baseline and last three days of intervention. Results demonstrated a 29% decrease in scripting behavior. This result extends previous research that showed DRO, within a combined intervention, could be effective in decreasing scripting of adolescents with autism.</p>

<p> Research has identified language impairment as a pervasive disability (Bishop &amp; Edmundson, 1987; Greenhalgh &amp; Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in the communication skills of a small group of young children with a predetermined diagnosis of language impairment using a case and field mixed methods research design. The study contributes to our conceptual understanding of the pervasive nature of language impairment by focusing on patterns in oral narrative skills and their relationship to communication at school, at home, and in the community. Study results differentiate participants by the severity of utterance formulation difficulties as well as social communication differences and emotional health symptoms to identify patterns. </p><p> This study was unique in that information from classroom teachers and parents in addition to an analysis of multiple language samples created a thick description of patterns across participants. Discussion elaborates upon patterns in the data and implications for assessment and practice implications for school based services from a speech-language pathologist.</p>

<p> The larynx has a challenging dual role in the simultaneous regulation of gas flow into and out of the lungs while also establishing resistance required for vocal fold vibration in voiced communication. Particular challenges may arise when the larynx is required to alter upper airway resistance to meet respiratory demands in a way that conflicts with requirements for voice production. Little if anything is known about reciprocal relations between these functions, particularly under conditions of respiratory abnormality that affect large sectors of the population- an estimated 25% of the US population who experience respiratory abnormalities and also relies on the larynx for voiced communication.</p><p> In order to address this gap, the current study investigated two specific aims in a single within-subjects experiment: <b>Specific Aim 1 (SA1)</b> assessed spontaneous fluctuations in phonatory laryngeal resistance during states of (<b>a</b>) induced hypocapnia (low arterial carbon dioxide) and (<b>b</b>) induced hypercapnia (high arterial carbon dioxide), in comparison to a eupneic control condition and <b>Specific Aim 2 (SA2)</b> investigated the reciprocal effects of laryngeal resistance modulations on respiratory homeostasis.</p><p> Results of the first aim demonstrated that phonatory laryngeal resistance remained stable and did not significantly change despite manipulations of inspired gas concentrations causing significant increases and decreases in carbon dioxide (CO₂) levels. For the second aim, results showed that phonation significantly increased levels of end-tidal carbon dioxide (P_etCO₂) in all experimental conditions, compared to P_etCO₂ levels during rest breathing. Findings provide support for a theory of voice motor control suggesting that phonatory laryngeal resistance may be an essential, relatively immutable control parameter in phonation (except perhaps under extreme conditions not tested herein), and provides data on the influence of phonation on respiration. The current work sets the foundation for future studies of laryngeal function during phonation in individuals with lower airway disease.</p>

This thesis investigated the gesture-speech relationship in pre-adolescent children who stutter in comparison to fluent controls. Significant differences were found in the speech and gesture characteristics of the narratives of the two groups on a cartoon retelling task. The children who stuttered produced less complex spoken language, fewer cartoon details. They produced fewer gestures per utterance spoken, and their gestures were less complex in form, structure and meaning. They accompanied less of their spoken narratives with gesture suggesting that gesture is produced with spoken language and does not compensate for disruptions of speech. As well, representational gestures produced in time with disfluent speech were disrupted or frozen at the precise moment of disfluency indicating that gesture and speech are closely tied in production as a single integrated system. The results of this thesis replicate those of McNeill (1986) and Scoble (1993) demonstrating the strength of the gesture-speech relationship in children and showing that stuttering affects both modalities of expression.

<p>The purpose of this qualitative, phenomenological study was to identify and understand the cultural and linguistic barriers encountered by Latino parents of children with communicative disorders. A second purpose was to identify the common themes that arise across Latino families regarding their transition to life in the United States and the quest for available and affordable services for their children. The general principles of phenomenological in-depth qualitative interviewing will be described. Linguistic themes regarding the parents' perceptions of their own linguistic abilities and the abilities of their children were identified. Cultural themes were also identified and included differences in lifestyle, knowledge and cultural views of disability, as well as educational roles and responsibilities. Information is provided regarding the role of speech-language pathologists, especially those who are Spanish-speaking. Finally, the importance of the development of cultural competence for all speech-language pathologists is discussed.