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Book Summary: Packed with new research, relevant case studies, and today’s best practices, the Seventh Edition has been extensively revised and updated throughout and features six all-new chapters, updated research, a streamlined table of contents, and new online teaching and learning resources to save you time and help your students succeed.

Objective: The purpose of this study was to identify employers’ perceptions of young women using glottal fry and the impact on hirability. Methods: A survey was created using the online survey tool, REDCapÒ, and sent to employers across the southern United States. The survey contained three voice samples consisting of a non-glottal fry voice, a glottal fry at the end of sentences voice, and a continuous glottal fry voice, fourteen semantic differential scales derived from hiring constructs, and open-ended questions on hirability. Results: Employers perceived individuals using glottal fry as more negative than the individual who used no glottal fry. Employers indicated they were less likely to hire individuals who use glottal fry compared to individuals who do not use glottal fry. Conclusion: The presence of glottal fry negatively impacts employers’ perceptions of young women and her perceived hirability. The results of this study demonstrate the relationship between vocal quality and listener perceptions.

Objective: The primary purpose of this study was to determine the relationship between respiratory status and feeding difficulties in infants with NAS in comparison to full-term infants with no exposure to opioids. Methods: A group of infants with NAS (262) were compared to a group of full-term infants with no exposure to opioids (279). These groups were further divided into feeding and respiratory groups based on severity. These groups were analyzed for differences in behavior and outcomes. Results: Infants with NAS are 34.23 times more likely to develop respiratory distress and 111.03 times more likely to develop severe feeding difficulty. For infants with NAS, respiratory and feeding impairment may occur in isolation, suggesting a different withdrawal-based etiology of impairment as compared to premature infants. Conclusion: This study is unique in its size, scope, and attention to the respiratory factors involved in the feeding outcomes of infants with NAS.

This investigation compared the auditory conceptualization ability (Lindamood and Lindamood, 1970) or vocal phonics (Van Riper, 1963) of third grade students with and without articulation deficits in an attempt to determine if a relationship exists between auditory conceptualization ability and articulation ability. The specific question posed was: Is there a statistically significant difference in auditory conceptualization ability between third grade children with various degrees of articulation deficits and third grade children without articulation deficits.

Recent investigation has focused on the nature of adult-child verbal interactions. The research has examined the language of mothers and other adults when assembled with both normal and retarded children. The present study was undertaken to test the hypothesis that mothers of children with Down's Syndrome and mothers of normal children would present different language characteristics to a Down's Syndrome child versus a normal child. Type-token ratio, a measure of the subject's language diversification, was used as the behavioral measure. The findings indicated that all mothers presented smaller type token ratios to the Down's Syndrome child than those addressed to the normal child. The results were statistically significant at the .0005 level of confidence on a one-tailed test. No significant differences in type-token ratio were found between groups of mothers of Down's Syndrome children and mothers of normal children in speeches addressed to the Down's Syndrome child or to the normal child. Both groups of mothers modified their language similarly to each child.

The purpose of this study was to compare language performance on three subtests of the Illinois Test of Psycholinguistic Abilities (ITPA) of a Black population of children ages three years six months through six years in Portland, Oregon, with the standardizing population of the ITPA. These subtests are Auditory Reception, Grammatic Closure, and Verbal Expression. The null hypotheses tested were: There is no difference in scores on the Auditory Reception subtest of the ITPA between the standardizing test population and that of Black children ages three years six months through six years in Portland, Oregon. There is no difference in scores on the Grammatic Closure subtest of the ITPA between the standardizing test population and that of black children ages three years six months through six years in Portland, Oregon There is no difference in scores on the Verbal Expression subtest of the ITPA between the standardizing test population and that of Black children ages three years six months through six years in Portland, Oregon.

The questions posed in this study were: Are there significant differences among various tasks for eliciting five locative prepositions, and, if so, do tasks vary in their effectiveness according to the age of the children? Sixty children, ten within each of six age groups, aged eighteen to forty-eight months, participated in the study. All the children had normal language and hearing abilities. An investigator-developed assessment, the Test for Comprehension of Five Locative Prepositions, was administered to each child by the investigator. The Test for Comprehension of Five Locative Prepositions involved picture contexts and object contexts of varying sizes, and required manipulation, pointing and self action response modes.

The question posed in this investigation was: Which stimulus input mode, verbal, pantomime, or combined verbal and pantomime, is more effective in facilitating short term sequential recall of language material with aphasic adults?

Early identification of children with reading and learning problems seems imperative. By using early identification predictors, a high risk group of children with possible reading problems could be located. This would facilitate placement and appropriate educational strategies for this group of children. By proper placement and planning, educators then would be able to set up remedial and/or preventive programs for these children before the pattern of unsuccessful attempts and improper training becomes irreversible. This study was designed to determine if verbal sequencing ability was a valid predictor of reading ability for a group of 31 preschool children. Secondarily, the investigation attempted to determine whether such verbal sequencing ability was predictive of general academic ability for this group of children. Reliability of the Blakeley Verbal Sequencing Ability Tests was determined. Thirty one children who were originally tested for verbal sequencing ability in 1965 when they were five years old were located in the Portland Public Schools. The children. now 13 years old, were administered the Blakeley Verbal Sequencing Ability Tests and the Gilmore Oral Reading Test. Records of school achievement were obtained from each child's cumulative school file. A least squares linear regression equation was used to analyze the data obtained. When the predictive value of the original verbal sequencing score was studied in relation to reading accuracy, reading comprehension, and general academic achievement, results for the total group of 31 children were not promising. Verbal sequencing ability in preschool children, in general was not significantly predictive of reading accuracy, reading comprehension, and school achievement eight years later. Examination of the results obtained on the Blakeley Verbal Sequencing Ability by Blakeley and this investigator suggested that inter-examiner reliability is extremely high. The most significant finding of this study was found through a comparison of the results of the male and female groups. The original sequencing score was a much better predictor of reading ability and school achievement for 'the males. The correlations were higher in all three area: comparing original sequencing ability with reading accuracy, reading comprehension, and school achievement. This trend may indicate that the sequencing test was not discriminative enough for five year old females, due to the advanced rate of physical and neurological development at that age. More significantly, the children used in this follow-up study may not have been representative of the original group tested, due to problems in locating the original subjects.