PURPOSE: The purpose of this study was to assess the accuracy of a newly developed software, the Automatic RFF Calculator (ARC), in measuring relative fundamental frequency (RFF) compared to current semi-automated RFF estimation algorithms (aRFF). To gain a better understanding of how ARC might fit into clinical voice evaluations, the general structure of voice evaluations across clinicians was investigated in addition to their opinions on the use of acoustic assessment as well. Furthermore, the study sought clinician feedback on improvements to ARC that would make it more applicable to the clinical setting. METHOD: The first research question was assessed by comparing the effect sizes of RFF values calculated via ARC with those calculated by aRFF. To address the remaining research questions, one-on-one interviews with clinicians were conducted during which they were probed specifically for their assessment of strain and vocal effort as well as their opinions on the benefits and barriers of using acoustic measures in the voice evaluation process. Additionally, during the interviews, the clinicians were introduced to ARC and RFF and then prompted to share their opinions on which features of ARC they enjoyed as well as features they thought should be added or adjusted. RESULTS: This study found that there were no statistically significant differences between the effect sizes calculated via ARC and aRFF. Additionally, the clinicians provided useful feedback on improvements to be made to ARC to increase its clinical utility. Most clinicians who already include acoustic assessment in their voice evaluations were willing to incorporate ARC and RFF into their clinical protocol, whereas those who do not use acoustic assessment were less willing to use the measure. Across interviews, clinicians reported a desire to see more research surrounding the clinical utility of ARC and RFF. CONCLUSION: The quantitative results suggests that RFF estimation via ARC is as accurate as the current semi-automated estimation method. These results implicate ARC as a useful clinical tool as an acoustic correlate of vocal strain and/or effort. The feedback gleaned from the clinician interviews is beneficial in directing the future development of ARC.

PURPOSE: Cross-situational word-learning (CSWL) — the ability to learn words by tracking co-occurrence statistics of words and their referents over time — is a fundamental mechanism underlying lexical learning. Recent research suggests that memory and attention may support statistical word learning, but it is unclear if other cognitive processing skills, such as executive functioning skills (EF), may also play a role in CSWL. Therefore, the purpose of this study is to examine the role of EF skills in CSWL performance in monolingual and bilingual children. Specifically, we were interested in whether children’s shifting, switching, and monitoring skills as indexed by the Dimensional Change Card Sort task (DCCS) predicted children’s CSWL performance. METHOD: Forty-three monolingual and thirty-four bilingual participants ages 5–9 were tested. Participants completed standardized measures of language and cognition. Word learning was measured via CSWL using a 2-alternative forced choice task. Children also completed a DCCS task. DCCS accuracy and reaction time (RT) data were collected. Three performance indices were computed for accuracy and RT: shifting costs (indexing task shifting skills); switching costs (indexing inhibition skills) and mixing costs (indexing monitoring skills). RESULTS: Main effects of cost indices and language group, as well as interactions between cost indices and language group were not significant in most models. However, a significant main effect of shifting cost was observed, such that higher shifting costs were associated with higher likelihoods of learning words. Age also significantly predicted CSWL performance such that older children were more likely to learn word-referent pairs than younger children. CONCLUSION: Results suggest that EF skills and bilingualism may play a limited role in shaping and supporting how children acquire words via CSWL mechanisms. Our results also suggest that children’s CSWL skills improve with age. Our findings are consistent with previous studies suggesting that bilingualism may not alter core statistical learning abilities as well as with studies suggesting different developmental patterns of CSWL skills.

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<p> This research study investigates the manifestations of the core deficits of autism spectrum disorder (ASD) in the writing process of three school-aged individuals diagnosed with this disorder. A qualitative research design was employed in order uncover the effects of the core deficits on the social interactions surrounding a constructivist approach to writing development. The ethnographic methods used during this investigation allowed the identification behavioral strategies employed as a result of the core deficits of ASD as they occurred during the authentic context of interest. The results of this study suggest underlying cognitive deficits described as an inaccurate locus of joint attention, rigid and restrictive conceptualizations of the writing process, and non-social use of the writing process. These underlying cognitive capacities decrease the ability of the individual with ASD to engage in the writing process in conventionally appropriate and effective manners. In response to a social constructivist approach to the writing process, the manifestations of the core deficits changed in each of the three participants followed in this study to include the establishment of joint action routines, integrated conceptualizations of the writing process, and the emergent use of writing for social purposes. The results of this research investigation support the theoretical standing of pragmatics as an emergent epiphenomenon (Perkins, 2005). For the three participants in this investigation, the social use of both the writing process and of written language emerged as other core capacities in social interaction and rigid conceptualizations responded to the social constructivist approaches employed in this study. As the writing process and written language became part of the social interactions of these IASD, the communicative functions of writing became apparent as a way to share their interests and experiences with others.</p>

<p> Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p&lt;.00001). This suggests the on-line tutorial as a mode of delivery for clinical skills teaching of AAC solutions for patients with CCN was effective. The study also involved the design of a set of scenarios to assess transfer of knowledge from the tutorial to clinical practice in a safe environment. The scenarios targeted three areas for participants to problem solve through: the development of a yes/no response, recognition of sensory issues displayed by patients with CCN; and, candidacy for AAC use in an acute care setting. The scenarios were presented to both groups after completion of the post-test measure. No significant difference across the groups was noted. However, findings suggested that the use of scenarios may be a viable method for assessing the application of clinical skills when the participant had to generate a narrative outlining clinical practice as opposed being scaffold by the selection of correct and incorrect clinical skill strategies presented. The study emphasizes the need to enhance the patient-provider communication experience for patients with CCN and outlines basic elements for nurse training modules.</p>

<p> The purpose of this study was to evaluate the effects of a social participation based aphasia treatment called conversational coaching. Conversational coaching involves teaching individuals with aphasia and their communication partners (e.g., spouses/caregivers) strategies to facilitate more efficient and meaningful conversation. Two dyads participated in a multiple baseline experimental design across subjects. During baseline sessions, the individual with aphasia watched a videotaped story and then attempted to communicate the story&rsquo;s content to his/her spouse. During treatment sessions, the same general procedure was used, but the investigator coached both participants in the use of selected communicative strategies to facilitate transmission of information and improve the quality of their conversations. The primary dependent variable was the percentage of main concepts successfully co-constructed during conversations. In addition, social outcome measures were used to evaluate the treatment&rsquo;s impact on communicative confidence and quality of life. Positive outcomes were obtained for both dyads</p>

No description available.