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Marc Fagelson discusses how not just hearing loss, but tinnitus and hyperacusisand impairments to an individual’s ability to process music can adversely affect one’s quality of life, as well as their overall interactions from a societal and personal perspective. He explains the processes and anatomy underlying our music perception so that as clinicians we can be better advocates for our patients, thus enhancing their participation in music-related activities and preventing avoidance behaviours.

Given the increasingly growing elderly population, and the large number of young Speech-Language Pathologists (SLPs), cultural competence regarding intergenerational ageism is a necessity. The current study aimed to discover whether SLP students are influenced by age-related stereotypes or judge communication objectively when assessing the language of older adults. First-year and second-year SLP graduate students evaluated narratives paired with images of older and younger adults on rating scales of language and communication. The results show that, although students primarily judge narratives based on quality, their language judgments are influenced by gender- and age-related stereotypes. Students judged males and females differently based on their age, with younger males rated worse overall. Students also appeared to lower their expectations when judging the language of older adults, suggesting that they expected poorer language skills to be more typical of older adults. The extent to which such biases may influence the students' communication with older adults is still unknown.

Title from PDF of title page. / Document formatted into pages; contains 174 pages. / Thesis (M.S.)--University of South Florida, 2001. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This study investigated the affiliation of prosody with childhood articulation disorders. The Tennessee Test of Rhythm and Intonation Patterns, T-TRIP (Koike & Asp, 1981), was used to determine if kindergartners with linguistic (i.e. phonological) speech disorders, oral-motor speech disorders, or normal speech performed differently on imitative prosody tasks. Performance was assessed perceptually with T-TRIP overall and subtest scores, and acoustically with measurements of individual prosodic variables (amplitude, duration, and fundamental frequency) on selected items from the rhythm and intonation subtests. Perceptual and acoustic data were examined for characteristic patterns of performance by individual subjects and by groups. A Kruskal-Wallis ANOVA of the perceptual scores revealed that the three groups performed differently on the T-TRIP rhythm, and intonation subtests, and on the total score. / ABSTRACT: Specifically, the oral-motor group had the lowest range of scores and was clearly separated from the other two groups. No group cut-off scores were established since the linguistic group's scores slightly overlapped the control groups' range of scores. Acoustic results generally supported the findings of earlier studies of stress and intonation. Correct responses contained a wide selection of acoustic patterns, while incorrect responses consisted of error patterns resembling those of younger children. Subjects with speech disorders demonstrated several characteristic error patterns: linguistic subjects tended to add syllables and to lexicalize items, while oral-motor subjects tended to delete syllables and to convert iambic stress into trochaic. Overall, whether T-TRIP responses were examined by perceptual or acoustic methods, the oral-motor group's imitative prosody ability was significantly different than the other groups' performance. / ABSTRACT: The clinical implications of this finding are that the T-TRIP has the potential to be used as a screening tool to identify subjects whose difficulties with imitative prosody are consistent with oral-motor speech disorders, specifically DVD. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

This study investigated the cross-cultural and intracultural diversity of Anglo-American and Mexican-American individual’s beliefs regarding nine child rearing variables. Eleven Mexican-American and ten Anglo-American students at the University of Texas at Austin completed a questionnaire. Results indicated that when compared to Anglo-American participants, Mexican-American participants provided more collectivistic-oriented answers for two of the nine child rearing variables. Furthermore, Mexican-American participants were more likely than their parents to hold more individualistic-oriented values for three of nine child rearing variables. Clinical implications of the findings are discussed. / text

Many articles have addressed effective school-based dysphagia management practices. There is not a defined best practice plan available for speech-language pathologists, as the information is spread among various published articles. Four optimal outcomes and the most relevant management suggestions to help guarantee achievement of these outcomes are described. Sufficient information found from published articles describes the areas of referral, team responsibilities, assessment, Individualized Education Plan formulation, and treatment in school-based dysphagia management. This information, along with additional suggestions not frequently mentioned in the articles was added to a proposed school-based dysphagia management model. This model is intended for use as a guide for speech-language pathologists in the schools who do not have a management plan available for use. / text

Ten male and 10 female participants were presented with six narrative paragraphs and six 10 word lists. Three of the paragraphs were emotional and three were neutral. Each of the paragraphs contained 20 information units and each word list included five neutral and five emotional words. Immediately following paragraph or word list presentation, the participants were asked to recall the stimuli. The mean percent of emotional units (i.e. units of information recalled from emotional paragraphs) recalled was significantly greater than the mean percent of neutral units recalled. Similarly, the mean percent emotional words recalled from word lists was significantly greater than the mean percent neutral words recalled from word lists. Percent recall was significantly greater for words than for paragraphs for both emotional and neutral stimuli. Results supported the hypothesis that emotional saliency increases verbal recall. / text

Purpose: The purpose of this study was to investigate how phonetic complexity influences the accuracy and rate of speech production in adults who do (AWS, N=15) and do not stutter (AWNS, N=15). Target words were characterized according to high phonetic complexity (HIPC) and low phonetic complexity (LIPC), and were controlled for lexical influences such as word frequency and neighborhood density. It was hypothesized that if phonetic complexity influenced speech production, there would be a difference in reaction time and accuracy for AWS during the HIPC condition. Method: Participants produced two rounds of 40 target words corresponding to specific line drawings, during a confrontational naming task. Speech reaction time (SRT) was recorded from initial presentation of picture, and fluency and accuracy of production were coded for each target. Results: There was no significant difference in SRT according to HIPC and LIPC for either AWS or AWNS. AWS participants had slower SRT recorded compared to AWNS for all conditions tested. There was no relationship found between HIPC and increased moments of disfluency. Accuracy of target word production decreased during LIPC words. Conclusion: Phonetic complexity does not affect rate or fluency of speech production for either AWS or AWNS. While there is no difference in phonetic complexity measures, AWS are consistently slower than AWNS across both groups of target productions. Increased errors for both groups on LIPC target words may indicate a motor component to accuracy of speech production. / text

Dosage has been identified as important element of intervention that has the potential to affect intervention efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with Specific Language Impairment (SLI). Sixteen 4-5 year old children with SLI participated in a 6-week intervention program during which children received equivalent daily Enhanced Conversational Recast treatment targeting grammatical morpheme errors. Half of the children received treatment in one 30-minute session (massed condition). The other half received treatment in three 10-minutes sessions (spaced condition) over a 3-hour period. Progress was assessed three times weekly by probing a child’s use of his/her treatment morpheme and untreated morpheme (a maturational control) in untreated contexts. Pre-to-post treatment morpheme usage differed significantly for children regardless of dosage condition, demonstrating overall treatment efficacy. There were no differences in treatment effects for the massed and spaced conditions. In addition, nonverbal IQ and receptive vocabulary test scores correlated with treatment effect sizes. The study adds to evidence that Enhanced Conversational Recast can produce positive results, in a relatively short period of time, for children with specific language impairment. Moreover, it appears that clinicians may have some flexibility in terms of the dose schedule they employ to deliver this treatment in an evidence-based manner.

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