Bilaterally independent (mismatched) hearing aids cannot replicate the natural timing and level cues between ears, and hence, may result in negative consequences for localization and speech perception in spatially-separated noise performance. Five gain reduction patterns were used to evaluate the impact of bilaterally mismatched gain reduction schemes on localization and speech perception performance in noise, compared to an unaltered bilaterally linear time-invariant amplification scheme (reference scheme), in which audibility was optimized. The bilaterally mismatched gain reduction schemes were later matched (synchronized) between ears to explore the possibility of restoring the deteriorated performance due to the mismatched schemes. Sound quality and listening-effort ratings among different gain reduction patterns were assessed, as well as the relationship between self-reported localization ability in daily life and measured localization performance in a laboratory setting. Twenty-four bilateral hearing aid users were enrolled in this study and tested in a virtual environment with insert earphones. The results indicated that bilaterally mismatched gain reduction schemes had a negative impact on localization, compared to the reference scheme; whereas matching gain reduction schemes between ears improved the deteriorated localization performance. In contrast, the use of bilaterally mismatched gain reductions did not negatively impact the speech perception performance in noise. Matching the gain reduction scheme between ears actually resulted in reduced speech perception performance, compared to the mismatched gain reductions. Self-reported localization abilities were not found to be strongly related to the measured localization performance in this study. Finally, these five different gain reduction patterns did not result in significantly different overall sound quality ratings and listening-effort ratings for hearing aid users. However, the use of gain reductions (mismatched or matched) reduced the perceived noise intrusiveness, compared to the use of reference schemes. It is unclear why there was a discrepancy between the results of the localization and speech perception performance in the present study. It is likely that hearing-impaired listeners do not use binaural cues in the localization task in the same manner as in the speech perception task.

Purpose: This study investigates one possible reason for individual differences in vocabulary learning from written context. A Latent Semantic Analysis (LSA) model is used to motivate the prediction of a causal relationship between semantic knowledge for words in a text and the quality of their hypotheses about the semantics of novel words, an effect mediated by reading comprehension. The purpose of this study was to test this prediction behaviorally, using a within subject repeated measures design to control for other variables affecting semantic word learning. Methods: Participants in 6th grades (n=23) were given training to increase semantic knowledge of words from one of two texts, counterbalanced across participants. After training, participants read untreated and treated texts, which contained six nonword forms. Measures were taken of reading comprehension (RC) and the quality of the readers' hypotheses about the semantics of the novel words (HSNW). Text difficulty and semantic informativeness of the texts about nonwords were controlled. Results: All participants had increases in semantic knowledge of taught words after intervention. For the group as a whole, RC scores were significantly higher in the treated than untreated condition, but HSNW scores were not significantly higher in the treated than untreated condition. Reading comprehension ability was a significant moderator of the effect of treatment on HSNW. A subgroup of participants with lower scores on a standardized reading comprehension measure (n=6) had significantly higher HSNW and RC scores in the treated than untreated condition. Participants with higher standardized reading comprehension scores (n=17) showed no effect of treatment on either RC or HSNW. Difference scores for RC and difference scores for HSNW were strongly related, indicating that within subjects, there is a relationship between RC and HSNW. Conclusions: The results indicate that for a subgroup of readers with weaker reading comprehension, intervention to enhance lexical semantic richness had a substantial and significant effect on both their reading comprehension and on the quality of hypotheses that they generated about the meanings of novel words. Neither effect was found for a subgroup of readers with stronger reading comprehension. Clinical and educational implications are discussed.

There is a rich literature demonstrating that adults who stutter (AWS) demonstrate atypical functional brain activity during speech production. These differences can be characterized by increased activity in the right inferior frontal gyrus and premotor regions and decreased activity in the left inferior frontal gyrus, premotor area, and bilaterally in the superior temporal gyrus. The process of speech production requires motor movements first be planned and then executed. However, few studies have examined activity related to speech-motor planning independently from speech-motor execution. Additionally, due to methodological limitations, few investigations have examined functional brain activity in children who stutter (CWS). We hypothesized that AWS and CWS would demonstrate atypical brain activity related to both speech-motor planning and execution. Using Near Infrared Spectroscopy (fNIRS), we measured the change in oxygenated hemoglobin concentration (HbO) during speech-motor planning (repetition of nonwords with three repeated or different syllables) and speech-motor execution (covert/overt naming). Results indicated that both AWS and CWS demonstrated cortical activity that was atypical during speech-motor planning processes in the right inferior frontal gyrus and atypical speech-motor execution processes in the left inferior frontal gyrus. Deactivations in the left inferior frontal gyrus may reflect inefficient feedforward mechanisms for speech production. Inefficient feedforward mechanisms will likely result in more variable movements, for which larger feedback correction signals will be necessary. Overactivations in the right inferior frontal gyrus may reflect this increased correction. Additionally, AWS demonstrated atypical speech-motor planning activity in the right middle frontal gyrus, potentially related to the production of prosody. These results are presented within a theoretical framework of two competing theories of stuttering.

It is widely acknowledged that a team approach is preferred practice and contributes to optimizing the surgical, dental, speech and psychosocial outcomes for individuals with cleft lip and palate (CLP).Young adulthood often marks the transition from child-centered interdisciplinary care to adult-centered care. There is a paucity in literature relating to the transition of care for young adults with CLP. The purpose of this survey research is therefore to explore the CLP team practices regarding young adults with CLP. An exploratory, descriptive design with quantitative analysis was used to explore what services are provided by CLP teams to young adults with CLP. An exploratory design was deemed appropriate due tolimited research available on the provision of team services for young adults with CLP. An online survey was used as the method of data collection to determine the number of teams providing services to this population, the types of services provided, and the perceived needs of young adults receiving CLP team services. 71 participants of (18.4%) responded to the survey. The low response rate is typical of survey research, despite three invitations to participate. However, the topic elicited global responses, from North America, South America, Europe, Asia and Australia, which is indicative of the importance of transition of care for young adults with CLP. 46 Participants responded to the question regarding their perceived needs of young adults with CLP. It appears that the characteristics of young adults with CLP (i.e., appearance, self-acceptance, social attitudes, social experiences, employment, starting a family, hearing and speech) are perceived to occur universally and that concerns about appearance is most frequent, followed by speech were important needs recognized by the teams. 56% of teams that responded to that they discharge young adults between 18-22 years, which confirms the expected results. However, an unexpected finding is that 37% of team’s complete treatment or never discharge patients. 35.5% of the respondents described the services provided, which existed of plastic and reconstructive surgery (98%), oral and maxilla facial surgery (86%), orthodontics (90%) and speech therapy (78%) with 50% indicating that they also provided other services. This confirms the perceptions of the needs of young adults with CLP since the high frequency of surgery and orthodontics address the concerns regarding appearance and speech therapy addresses the frequently perceived concern regarding speech. Continued team care is crucial for young adults with CLP to address their adult needs and improve their QoL.The results from this survey research will increase awareness of the importance of the transition from child to adult team care. Recommendations for further research will be discussed.

Benign paroxysmal positional vertigo (BPPV) is a specific type of short-duration vertigo that is provoked by changes in head position and usually lasts less than one minute. It is a common vestibular pathology that can have significant effects on patient safety, quality of life, and medical costs. Therefore, it is crucial that medical students are educated and trained to facilitate and coordinate care of patients who may have undiagnosed BPPV. Because there is evidence to suggest that physicians—specifically primary care physicians—may not be properly equipped in their education to manage patients with BPPV, the purpose of this study was to investigate medical students’ evaluations of their preparedness to provide evidence-based care in the diagnosis and treatment of BPPV. An anonymous survey was administered via email to medical students in their fourth and final year of medical school at East Tennessee State University’s Quillen College of Medicine. This survey includes statements about the evidence-based Clinical Practice Guideline on BPPV provided by the American Academy of Otolaryngology. Respondents rated the degree to which they agreed or disagreed with how prepared they felt to address each item using a 5-point response scale from “strongly disagree” to “strongly agree.” Of the 70 students in the current fourth year class, 41 (59%) completed the survey. Students felt prepared for some aspects of diagnosing and treating BPPV, especially with regard to their general knowledge of BPPV, its impact on patients’ lives, and the options available to manage it. They felt less prepared to know when or if it is appropriate to recommend additional testing, imaging, or medication. They did not feel confident in their ability to perform the maneuvers to diagnose and treat BPPV. Overall, these results suggest medical students have a good foundation in their knowledge of BPPV. These results also propose topics to support more specialized training during their residencies to build upon the foundational knowledge obtained during their didactic training and optimize diagnosis and management of BPPV.

Two-hundred and seven speech-language pathologists (SLPs) from the US and 335 SLPs from Australia were surveyed about the intervention, service delivery models and intensity of intervention that they provide to children with speech sound disorder. Differences in practices, and implications for evidence-based practice and clinical outcomes, are discussed.

Participants will be able to: Explain the concept and advantages of the Family- and- Child-Centered Care (FCCC) approach. Describe the components of the FCCC as applied to individuals with CLP and their families. Explain the EB strategies of FCCC be applied by the SLP and its positive effects.

This research explores the personal perspectives of school-based SLPs regarding their training in, perceptions of, and experiences regarding leadership. Survey research was conducted, and school based SLPs acted as respondents. Results may inform education in leadership, both in student training and in continuing education. Leadership in the field of speech-language pathology is essential to not only advocate for better outcomes of clients and patients, but also to foster an environment for change and understanding for future generations of SLPs.

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