abstract: Children with cleft palate with or without cleft lip (CP+/-L) often demonstrate disordered speech. Clinicians and researchers have a goal for children with CP+/-L to demonstrate typical speech when entering kindergarten; however, this benchmark is not routinely met. There is a large body of previous research examining speech articulation skills in this clinical population; however, there are continued questions regarding the severity of articulation deficits in children with CP+/-L, especially for the age range of children entering school. This dissertation aimed to provide additional information on speech accuracy and speech error usage in children with CP+/-L between the ages of four and seven years. Additionally, it explored individual and treatment characteristics that may influence articulation skills. Finally, it examined the relationship between speech accuracy during a sentence repetition task versus during a single-word naming task. Children with CP+/-L presented with speech accuracy that differed according to manner of production. Speech accuracy for fricative phonemes was influenced by severity of hypernasality, although age and status of secondary surgery did not influence speech accuracy for fricatives. For place of articulation, children with CP+/-L demonstrated strongest accuracy of production for bilabial and velar phonemes, while alveolar and palatal phonemes were produced with lower accuracy. Children with clefting that involved the lip and alveolus demonstrated reduced speech accuracy for alveolar phonemes compared to children with clefts involving the hard and soft palate only. Participants used a variety of speech error types, with developmental/phonological errors, anterior oral cleft speech characteristics, and compensatory errors occurring most frequently across the sample. Several factors impacted the type of speech errors used, including cleft type, severity of hypernasality, and age. The results from this dissertation project support previous research findings and provide additional information regarding the severity of speech articulation deficits according to manner and place of consonant production and according to different speech error categories. This study adds information on individual and treatment characteristics that influenced speech accuracy and speech error usage. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2020

This dissertation explores articulations of Black Womanhood during the socio-political crisis of police brutality against Black women during the 2010s. I use Stuart Hall’s concepts of conjuncture and articulation as the orientation to analyze three of Lifetime’s original reality television programs: Dance Moms, Bring It!, and Girlfriend Intervention. I contend that the discourses on these shows create articulations of Black womanhood that fail to reflect the realities of the complex social struggles and state-sanctioned police violence against unarmed Black women that led to the #SayHerName movement. Rather than portray the full realities of the Black female experience, the shows conceal the social unsettling experiences of being a Black woman in order to bring entertaining and banal discourses to the forefront. As such, those reductive articulations of Black Womanhood act as an unstable settlement, a temporary joist to the national social formation in an attempt to avoid radical socio-political reconfigurations.

The aim of this study is to analyse the process of teaching on line amongst Swedish high school teachers. The empirical material for the study is based on four one-hour qualitative interviews with high school teachers who taught a range of subjects between them. The teachers interviewed all worked in the same high school in Mid Sweden and they were compelled to teach online as part of a series of measures deployed by the Swedish Government in response to the COVID19 global pandemic. The interview data were analysed with the help of Anselm Strauss’ pragmatist-interactionist notion of work and articulation work, and with the help of the concept of tacit knowledge. The study shows the range and nature of the extra work tasks engaged in by the teachers when teaching online. It also highlights the difficulties teachers had in communicating with students in an online setting, where they were unable to put their tacit classroom skills to use. Teachers felt that their professional practice depended on creative and spontaneous classroom communication, and that such classroom interaction was necessary for successful pupil outcomes. The study highlights that the online environment did not allow for this creative and spontaneous classroom practice. In the online environment teachers could not pick up cues from learners. Teachers’ ability to perform professionally was thereby compromised by the online environment. Further research into teachers’ methods for online teaching is required.

There has been a lack of comprehensive analyses of the articulation and phonological skills of preschool cleft palate children. Therefore, a comprehensive analysis, following a model suggested by Ingram (1981), was completed on three preschool children with cleft palates. The analysis was completed on a videotaped conversational play sample. Each sample was transcribed using the International Phonetic Alphabet (IPA), compensatory substitution symbols, and diacritics. The samples were analyzed for a phonetic inventory of the sounds in the initial, medial, and final positions of words; for homonyms; for substitutions, distortions, and omissions; and for phonological processes. Each of the four analyses was summarized on a summary sheet. The results of the study indicated that each of the four analyses provides information that would enhance intervention planning. The results demonstrated that the subjects appeared to benefit more from some of the analyses than others. Each subject scored differently on the whole analysis. This was not predictable from the former testing results available for the subjects. Therefore, it seems essential that a comprehensive speech analysis be provided for preschool children who have cleft palates and are at risk of articulation and phonological delay.

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.

Focus has turned from emphasis on phonetic sound errors to phonologic rule systems in the study of articulation disorders. The current theory proposes that the phonological disorders which children experience are controlled by higher levels in the brain than those that control the motor functioning of the brain. The purpose of the present study was to compare the use of phonological processes by a group of school-age children with moderate to severe multiple articulation disorders (MAD) with developmental apraxia of speech (DAS) to the phonological processes used by those without developmental apraxia of speech. For the purposes of this study, those without DAS were classified as functional articulation disorder (FAD).

The questions this study sought to answer were: Do normally developing children exhibit phonological process deviations; what is the frequency of occurrence of each phonological process deviation by age group; and does the number of phonological process deviations and the average total frequency of occurrence of phonological process deviations decrease as age increases?

The purpose of this investigation was to study the effects of three modes of stress on error productions of children with developmental apraxia of speech during a sentence repetition task. The study was designed to answer the question: Will there be a significant difference in the number of errors for each mode when: a) training to distinguish among the stress modes is not provided? b) training to distinguish among the stress modes is provided?

This investigation sought to determine the accuracy and consistency of judgements made by three groups of judges, relative to successive approximations of /r/. The three groups were made up of speech pathologists, student trainees, and untrained individuals, respectively. It was the task of these judges to rank order three /r/ productions into the following categories: correct; partially correct; and incorrect. This task is basically the same as reinforcing approximations of /r/ within the therapy situation, and appears not to require extensive training. Many authors (Curry et al., 1943; Perrin, 1954; Oyer, 1959; Siegel, 1962; Irwin, 1965; and Elbert et al., 1967) have found little difference between trained and untrained listeners in identifying correct versus incorrect articulation. An apparent need existed to investigate what the accuracy and consistency of judgements would be by introducing successive approximations as a controlled or independent variable.

The inspiration is the human body. It is a fascinating grouping of diverse types of tissues, thanks to specialized cells that form organs that perform various tasks in your body - perfect cooperation of individual groups - organs. Your authorities should be understood as "machines" that fulfill your responsibilities throughout the system. These machines are suitable for us and help us so that we can get on our side as well. Man changes, he looks for the environment and organs, and therefore parts of his bodies change with whom. Motivation is the search for articulation of individual processes, principles taking place in the human body. They perceive them that it is possible to observe all the principles taking place on a microscopic scale and to approach us on a scale - they will reduce man. All is intertwined.