Objective: The objective of this study was to improve the range of standardised tinnitus Spanish Patient-Reported Outcome Measures (PROMS) available by translating and ensuring cross-cultural adaptation of three English PROMs to Spanish. Design: The Tinnitus and Hearing Survey, Tinnitus Cognition Questionnaire, and Tinnitus Qualities Questionnaire were translated to Spanish using recently established good practice guidelines. Study sample: The translation process addressed 22 items included in six main steps specified in the guidelines. The translated PROMs were field tested on a sample of tinnitus patients who were recruited through convenience sampling using cognitive debriefing (n = 5) and pilot testing (n = 10) methods. Results: The translation process employed the required steps and provided specific details about the process and procedures. In addition, practical issues encountered while translating and adapting the questionnaires that may influence future translations were revealed. Conclusions: This is the first account of translating and adapting PROMs from one language to another using the good practice guidelines specific to hearing-related questionnaires. Following the rigorous procedures should ensure that the translated PROMs have linguistic and cultural equivalence to the original versions, although psychometric evaluation would remain necessary to confirm the functional equivalence.

The purpose of this study was to determine the effectiveness of participation in an AAC-based day camp as a pre-service training opportunity for students of speech-language pathology and a post-training opportunity for practicing speech-language pathologists (SLPs). Following the conclusion for the most recent iteration of the AAC Academy hosted by the Diagnostic Center of Central California, students and SLPs who volunteered within the past ten years were recruited via email to participate in semi-structured interviews. Upon thematic analysis of the interview transcripts, the following themes were conceptualized: (1) Many volunteers had some interest, if not experience, with AAC prior to volunteering for the AAC camp; (2) Volunteers found that AAC camp facilitated a supportive and collaborative learning environment; (3) the AAC camp served as an opportunity for experiential learning, (4) Participation in the AAC camp resulted in greater confidence and/or interest in AAC intervention, (5) Intervention strategies learned while volunteering for the AAC camp. The responses from the study participants suggest that the AAC camp model is a viable pre- and post- service training model.

This thesis examined the time course of speech adaptation prior to data collection when using an electromagnetic articulograph to measure speech articulator movements. The stimulus sentence and electromagnetic sensor placement were designed to be sensitive to changes in the fricatives /s/ and /ʃ/. Twenty native English speakers read aloud stimulus sentences before the attachment of six electromagnetic sensors, immediately after attachment, and again at 5, 10, 15 and 20 minutes after attachment. Participants read aloud continuously between recordings to encourage adaptation to the presence of the sensors. Audio recordings were rated by 20 native English listeners who were not part of the production study. After listening to five practice samples, these participants rated 150 stimuli (31 repeat samples) using a visual analog scale (VAS) with the endpoints labeled as precise and imprecise. An acoustic analysis of the recordings was done by segmenting the fricatives /s/ and /ʃ/ from the longer recording and computing spectral center of gravity and spectral standard deviation in Hertz. Durations of /s/, /ʃ/ and the sentence were also measured. Results of both perceptual and acoustic analysis revealed a change in speech precision over time, with all post attachment recordings receiving lower perceptual scores. Precision ratings beyond the ten minute recording remained steady. It can be concluded from the results that participants reached a height of adaptation after 10 minutes of talking with kinematic recording sensors attached, and that after the attachment of sensors, speech production precision did not at any point return to pre attachment levels.

Primary Sjögren's Syndrome (SS) is an autoimmune disease that causes dehydration of the eyes, mouth, and throat. Individuals with Primary SS are at risk for voice problems associated with vocal fold dehydration. Topical hydration treatments show promise in reducing the negative effects of vocal fold dehydration on voice production. However, no studies have examined the preventive effects of topical hydration treatments on voice production in individuals at risk for vocal fold dehydration. The purpose of this study was to quantify the effects of a topical vocal fold hydration treatment on voice production in individuals with Primary SS using the Cepstral Spectral Index of Dysphonia (CSID). Eight participants with Primary SS completed an eight-week study involving twice-daily audio recordings of sustained vowels and the Rainbow Passage. Participants received 9 mL of nebulized isotonic saline (0.9% Na+Cl-) immediately following morning and evening voice recordings during weeks 3, 4, 7, and 8 using an ABAB within-subjects experimental design. Baseline CSID values were in the mild range. Although CSID values decreased (improved) during the treatment phases of the study, no statistically significant changes were observed from baseline to treatment. Statistically significant correlations were observed among CSID values and patient-based ratings of vocal effort and dryness, which did improve with treatment (p < .05). These results indicate that topical saline treatments may prevent and treat some voice problems associated with vocal fold dehydration in at-risk populations.

The purpose of this study was to examine the effectiveness of relative fundamental frequency (RFF) in quantifying voice disorder severity and possible change with treatment in individuals with Primary Sjögren's Syndrome (SS). Participants completed twice-daily audio recordings during an ABAB within-subjects experimental study investigating the effects of nebulized saline on voice production in this population. Voice samples of the Rainbow Passage from seven of the eight individuals with Primary SS involved in a larger investigation met inclusion criteria for analysis, for a total of 555 tokens. The results indicated that RFF values for this sample were similar to previously reported RFF values for individuals with voice disorders. RFF values improved with nebulized saline treatment but did not fall within the normal range for typical speakers. These findings were similar to other populations of voice disorders who experienced improvement, but not complete normalization, of RFF with treatment. Patient-based factors, such as age and diagnosis as well as measurement and methodological factors, might affect RFF values. The results from this study indicate that RFF is a potentially useful measure in quantifying voice production and disorder severity in individuals with Primary SS.

It is the purpose of this investigation to examine the theoretical and methodological developments in the field of aphasia, to examine therapeutic applications of such research and clinical material to the language rehabilitation of cerebrovascular accident patients, and to examine a number of existing language rehabilitation programs in the light of recent developments.

This chapter presents information on aphasic auditory abilities, with specific reference to the following areas: (1) time-altered speech; (2) auditory sequencing ability of aphasics; (3) auditory discrimination ability of aphasics; and, (4) auditory perceptual disturbances cause by lesions in the left temporal lobe. Information will also be presented on the role of distinctive features in speech perception. Finally, the statement of the problem will be posed.

The purpose of this study was to determine whether correlations existed between a measure of linguistic complexity in spontaneous speech and performance on the four verbal subtests of the PICA.

Concerns among educators continue to grow with the increased enrollment of Second Language Learners (SLL) in classrooms throughout the United States. This influx has stressed the boundaries of current methods of literacy instruction, which are not designed to meet the needs of these at-risk students. Literacy instructional methods need to be remediated through early intervention, followed by effective literacy instruction that is designed to meet the specific needs of SLL. Effective literacy instruction overcomes differences in culture and background by using meaning-based instruction coupled with engaging and varied contexts. This study evaluated the effectiveness of incorporating meaning-based instructional activities into a two-way bilingual kindergarten classroom. The instruction, Systematic and Engaging Early Literary Instruction (SEEL), is designed to explicitly instruct at-risk children in the acquisition of early reading skills. Specifically, the study assessed the effectiveness of SEEL instruction by comparing a classroom of children who received SEEL instruction with a classroom of children receiving other supplemental literacy supports.

Children with language impairment (LI) have notable social problems (Brinton & Fujiki, 2004). Research has shown that children with LI often have deficits in working memory (Kirchner & Klatsky, 1985; Stark, Poppen, & May, 1987). The relationship between working memory and social behaviors has not been clearly defined. This study examined this relationship in children with LI and typical age-matched peers by asking participants to repeat nine nonwords and correlating these results with social behaviors as rated by teachers. The Teacher Behavior Rating Scale (TBRS; Hart and Robinson, 1996) was used to compare social behaviors of 19 school-age children with LI to 19 age-matched peers with typically developing language skills. Social behaviors were divided into two categories, withdrawal and sociability. One subtype of withdrawal (reticence) and two subtypes of sociability (prosocial and likeability) were examined. Nonword repetition is a culturally nonbiased measurement of the ability to form phonological representation of nonwords in working memory (Edwards & Lahey, 1998). A modified version of Edwards and Lahey's nonword repetition task was used to assess working memory. Teachers rated children with LI as demonstrating higher levels of reticence and lower levels of both types of sociability than typical children. Children with LI performed poorer on the nonword repetition task at all syllable lengths (3-syllable, 4-syllable, and 5 syllable). Analyses of covariance were performed, including all participants, to identify if there were significant relationships between social behaviors and working memory. The results indicated that working memory was a significant factor for reticence, likeability, and prosocial behaviors. Regression analyses indicated that nonword repetition scores were significant predictors of reticence, accounting for 28% of the variance, likeability, accounting for 18% of the variance, and prosocial behaviors, accounting for 11% of the variance. As working memory increased, reticence decreased and both likeability and prosocial skills increased. Further analyses showed that only likeability was significantly influenced by language group and gender. Group specific analyses indicated that likeability was predicted by working memory for typical peers but not for children with LI. Working memory was also a stronger predictor of likeability for males than females.