<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>

This research examined the use of visual feedback provided by electronic instrumentation to reduce air intake times of esophageal speakers during speech management. The subjects were six esophageal speakers from the Portland Metropolitan area. Three subjects made up the experimental group and three were placed in the control group. Prototype instrumentation was used to measure air intake times and give visual feedback to the experimental group during twelve sessions of speech management. The control group participated in traditional speech management procedures to reduce air intake times without benefit of instrumentation. Rate of improvement was measured using the prototype instrumentation without visual feedback for both groups at the end of each session.

The purpose of this study was to determine the judgments by naive listeners of the acceptability of esophageal air intake noise and compare those ratings to their judgments of overall esophageal speech proficiency. The primary question this study sought to answer was: Are naive listener judgments of overall esophageal speech proficiency significantly correlated with naive listener judgments of esophageal air intake noise acceptability? The secondary question asked was: Are naive listener acceptability judgments of air intake noise significantly correlated with sophisticated listener acceptability judgments of air intake noise?

The purpose of the present study was to determine whether the perceived severity of chronic tinnitus in a geriatric population increased, decreased, or remained constant with the passage of time. A questionnaire was designed to ascertain the subjects' perceived severity at time of onset and the perceived severity of their current tinnitus. The subjects were asked to rate their past and present tinnitus severity according to how much it bothered them. They were also asked questions pertaining to noise exposure history, hearing aid use, and tinnitus sound parameters for purposes of comparison with other groups previously studied.

The literature on esophageal speech has identified the problem of extraneous air intake noise, suggested its possible etiology, and provided practical advice for clinical management. Documentation on the efficacy of specific methodology is lacking in the literature. Such documentation would be simplified if objective criteria were used to rate the severity of intake noise. The present study was prompted by the lack of basic data regarding listener evaluation of intake noise. The purpose of this study was to identify physical and perceptual correlates of acceptability of esophageal air intake noise. A primary and a secondary question were asked: Are selected objective measures of esophageal speech significantly correlated with sophisticated listener judgments of air intake noise acceptability? The measures used were: 1. The mean intensity of air intake noise 2. The mean intensity of speech 3. The ratio of mean speech intensity to mean intake noise intensity 4. The number of syllables uttered per intake 5. The rate of speech (in syllables per second) Secondarily, are sophisticated listener judgments of overall esophageal speech proficiency significantly correlated with sophisticated listener judgments of air intake noise acceptability?

This study examined the frequency response characteristics of three behind-the-ear hearing aids alone and in combination with three FM auditory trainers. The hearing aids and FM auditory trainers were coupled using two different methods: direct audio input and personal mini-loop. Also, two different gain control settings were used. Frequency responses were evaluated using a template method specified in ANSI S3.22 1982 standards. A larger percentage of the personal mini-loop combinations failed to meet this ANSI standard as compared to the direct audio input combinations (72.3% vs. 50%). The frequency response curves for various combinations of hearing aids and FM auditory trainers were also separated into high and low frequency bands. Significant changes in output were found for the low frequency region, and these changes were dependent upon the coupling method. Specifically, the personal mini-loop tended to produce a significant reduction in output in the low frequency band as compared to that of the hearing aid alone. The use of direct audio input resulted in a significant increase in output in the low frequency band as compared to that of the hearing aid alone. This latter method produced the best overall agreement with the hearing aid frequency response, especially when the FM auditory trainer was set at full on gain and the hearing aid at a low gain setting.

The purpose of this study was to identify the practices of certified speech-language pathologists (SLPs) who participate in school-wide literacy initiatives within the K-12 educational setting. The study sought to answers the following research questions: RQ1: How do speech-language pathologists indicate they are able to participate in literacy development across multiple tiers of intervention? RQ2: What steps do speech-language pathologists indicate they have implemented to increase awareness of their role in reading and writing (literacy)? RQ3: What measures do speech-language pathologists indicate they have taken to increase their involvement in school-wide literacy programming? The practitioners participating in this study were selected from online professional communities of speech-language pathologists holding the Certification of Clinical Competence from the American Speech-Language Hearing Association (ASHA) or an equivalent credential from a licensing organization. Twelve speech-language pathologists engaged in virtual interviews. Their responses were collectively analyzed to identify common practice employed by SLPs, who through a tiered intervention process, support literacy acquisition. The intent behind the study was to add to the current literature in such a way that more SLPs would have actionable steps to follow to increase participation in tiered literacy initiatives. Additionally, the investigator sought to inform educational leaders of the expertise of SLPs on school campuses and potential ways in which that expertise can be used to support literacy acquisition. Findings from the study revealed that through collaborative practices, speech-language pathologists are able to assist with the identification, intervention, and monitoring of students exhibiting challenges with early language and literacy. Additionally, the findings suggested that support from district and building administrator(s) or the lack thereof, is highly influentially in determining the level of involvement of speech-language pathologists in tiered literacy initiatives across the public school environment. / Doctor of Education / The purpose of this study was to identify the practices of certified speech-language pathologists (SLPs) who participate in school-wide literacy initiatives within the K-12 educational setting. The study sought to answers the following research questions: RQ1: How do speech-language pathologists indicate they are able to participate in literacy development across multiple tiers of intervention? RQ2: What steps do speech-language pathologists indicate they implemented to increase awareness of their role in reading and writing (literacy)? RQ3: What measures do speech-language pathologists indicate they have taken to increase their involvement in school-wide literacy programming? Results of the interviews were collected and analyzed into common themes. Major findings of this research revealed that speech-language pathologists participating in tiered literacy initiatives in public schools did so most frequently through participation on student assistance teams, collaborating with instructional staff to assess student performance, developing and modeling interventions and by supporting teacher efficacy through professional development. The speech-language pathologists in this study placed emphasis on having the support of administrators to allow SLPs the autonomy to navigate their workloads and to encourage inter-professional collaboration in order to support literacy initiatives across the K-12 setting.

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.

This study examined the influence of three presentation modes (live voice, tape recorded, and videotape recorded) on aphasic subjects' comprehension of concrete and abstract commands.