Matching Items (7)
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- All Subjects: Speech
- Creators: College of Health Solutions
- Creators: Dorman, Michael
- Resource Type: Text
- Status: Published
Description
The recent spotlight on concussion has illuminated deficits in the current standard of care with regard to addressing acute and persistent cognitive signs and symptoms of mild brain injury. This stems, in part, from the diffuse nature of the injury, which tends not to produce focal cognitive or behavioral deficits that are easily identified or tracked. Indeed it has been shown that patients with enduring symptoms have difficulty describing their problems; therefore, there is an urgent need for a sensitive measure of brain activity that corresponds with higher order cognitive processing. The development of a neurophysiological metric that maps to clinical resolution would inform decisions about diagnosis and prognosis, including the need for clinical intervention to address cognitive deficits. The literature suggests the need for assessment of concussion under cognitively demanding tasks. Here, a joint behavioral- high-density electroencephalography (EEG) paradigm was employed. This allows for the examination of cortical activity patterns during speech comprehension at various levels of degradation in a sentence verification task, imposing the need for higher-order cognitive processes. Eight participants with concussion listened to true-false sentences produced with either moderately to highly intelligible noise-vocoders. Behavioral data were simultaneously collected. The analysis of cortical activation patterns included 1) the examination of event-related potentials, including latency and source localization, and 2) measures of frequency spectra and associated power. Individual performance patterns were assessed during acute injury and a return visit several months following injury. Results demonstrate a combination of task-related electrophysiology measures correspond to changes in task performance during the course of recovery. Further, a discriminant function analysis suggests EEG measures are more sensitive than behavioral measures in distinguishing between individuals with concussion and healthy controls at both injury and recovery, suggesting the robustness of neurophysiological measures during a cognitively demanding task to both injury and persisting pathophysiology.
ContributorsUtianski, Rene (Author) / Liss, Julie M (Thesis advisor) / Berisha, Visar (Committee member) / Caviness, John N (Committee member) / Dorman, Michael (Committee member) / Arizona State University (Publisher)
Created2014
Description
In this study, the Bark transform and Lobanov method were used to normalize vowel formants in speech produced by persons with dysarthria. The computer classification accuracy of these normalized data were then compared to the results of human perceptual classification accuracy of the actual vowels. These results were then analyzed to determine if these techniques correlated with the human data.
ContributorsJones, Hanna Vanessa (Author) / Liss, Julie (Thesis director) / Dorman, Michael (Committee member) / Borrie, Stephanie (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / Department of English (Contributor) / Speech and Hearing Science (Contributor)
Created2013-05
Description
Student to Student: A Guide to Anatomy is an anatomy guide written by students, for students. Its focus is on teaching the anatomy of the heart, lungs, nose, ears and throat in a manner that isn't overpowering or stress inducing. Daniel and I have taken numerous anatomy courses, and fully comprehend what it takes to have success in these classes. We found that the anatomy books recommended for these courses are often completely overwhelming, offering way more information than what is needed. This renders them near useless for a college student who just wants to learn the essentials. Why would a student even pick it up if they can't find what they need to learn? With that in mind, our goal was to create a comprehensive, easy to understand, and easy to follow guide to the heart, lungs and ENT (ear nose throat). We know what information is vital for test day, and wanted to highlight these key concepts and ideas in our guide. Spending just 60 to 90 minutes studying our guide should help any student with their studying needs. Whether the student has medical school aspirations, or if they simply just want to pass the class, our guide is there for them. We aren't experts, but we know what strategies and methods can help even the most confused students learn. Our guide can also be used as an introductory resource to our respective majors (Daniel-Biology, Charles-Speech and Hearing) for students who are undecided on what they want to do. In the future Daniel and I would like to see more students creating similar guides, and adding onto the "Student to Student' title with their own works... After all, who better to teach students than the students who know what it takes?
ContributorsKennedy, Charles (Co-author) / McDermand, Daniel (Co-author) / Kingsbury, Jeffrey (Thesis director) / Washo-Krupps, Delon (Committee member) / Department of Speech and Hearing Science (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
During speech, the brain is constantly processing and monitoring speech output through the auditory feedback loop to ensure correct and accurate speech. If the speech signal is experimentally altered/perturbed while speaking, the brain compensates for the perturbations by changing speech output in the opposite direction of the perturbations. In this study, we designed an experiment that examined the compensatory responses in response to unexpected vowel perturbations during speech. We applied two types of perturbations. In one condition, the vowel /ɛ/ was perturbed toward the vowel /æ/ by simultaneously shifting both the first formant (F1) and the second formant (F2) at 3 different levels (.5=small, 1=medium, and 1.5=large shifts). In another condition, the vowel /ɛ/ was perturbed by shifting F1 at 3 different levels (small, medium, and large shifts). Our results showed that there was a significant perturbation-type effect, with participants compensating more in response to perturbation that shifted /ɛ/ toward /æ/. In addition, we found that there was a significant level effect, with the compensatory responses to level .5 being significantly smaller than the compensatory responses to levels 1 and 1.5, regardless of the perturbation pathway. We also found that responses to shift level 1 and shift level 1.5 did not differ. Overall, our results highlighted the importance of the auditory feedback loop during speech production and how the brain is more sensitive to auditory errors that change a vowel category (e.g., /ɛ/ to /æ/).
ContributorsFitzgerald, Lacee (Author) / Daliri, Ayoub (Thesis director) / Corianne, Rogalsky (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The purpose of this longitudinal study was to predict /r/ acquisition using acoustic signal processing. 19 children, aged 5-7 with inaccurate /r/, were followed until they turned 8 or acquired /r/, whichever came first. Acoustic and descriptive data from 14 participants were analyzed. The remaining 5 children continued to be followed. The study analyzed differences in spectral energy at the baseline acoustic signals of participants who eventually acquired /r/ compared to that of those who did not acquire /r/. Results indicated significant differences between groups in the baseline signals for vocalic and postvocalic /r/, suggesting that the acquisition of certain allophones may be predictable. Participants’ articulatory changes made during the progression of acquisition were also analyzed spectrally. A retrospective analysis described the pattern in which /r/ allophones were acquired, proposing that vocalic /r/ and the postvocalic variant of consonantal /r/ may be acquired prior to prevocalic /r/, and /r/ followed by low vowels may be acquired before /r/ followed by high vowels, although individual variations exist.
ContributorsConger, Sarah Grace (Author) / Weinhold, Juliet (Thesis director) / Daliri, Ayoub (Committee member) / Bruce, Laurel (Committee member) / College of Health Solutions (Contributor, Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Purpose: The purpose of this study was to determine the effectiveness of parent training in Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) using telepractice on the speech and language outcomes of children with cleft lip and/or palate (CL/P).
Method: Three parent-child dyads participated in the study. All child participants had nonsyndromic CL/P and ranged in age from 21 to 27months. Participants received three weekly telepractice intervention sessions, along with a total of three in-person parent training sessions. Intervention and training were conducted by an SLP and trained graduate student.
Results: All speech measures indicated a gain in essential speech skills for all three children when comparing pre-intervention to post-intervention assessment results. Positive improvement was seen across multiple language measures for all participants.
Conclusion: A parent implemented EMT+PE intervention program using telepractice is an effective way to increase child speech and language outcomes for children with CL/P. Speech and language targets should be combined and delivered simultaneously in intervention.
Method: Three parent-child dyads participated in the study. All child participants had nonsyndromic CL/P and ranged in age from 21 to 27months. Participants received three weekly telepractice intervention sessions, along with a total of three in-person parent training sessions. Intervention and training were conducted by an SLP and trained graduate student.
Results: All speech measures indicated a gain in essential speech skills for all three children when comparing pre-intervention to post-intervention assessment results. Positive improvement was seen across multiple language measures for all participants.
Conclusion: A parent implemented EMT+PE intervention program using telepractice is an effective way to increase child speech and language outcomes for children with CL/P. Speech and language targets should be combined and delivered simultaneously in intervention.
ContributorsEllis, Paige (Author) / Scherer, Nancy (Thesis director) / Peter, Beate (Committee member) / College of Health Solutions (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The purpose of this study was to compare the speech and motor functions a group of individuals with Childhood Apraxia of Speech (CAS) and a case study of an individual who has suffered a right cerebellar stroke. The participants consisted of one case study adult and three families made up of three to five members each, all with a history of CAS. All of the participants in the study performed below average on speech and motor function tests. There are some comparable similarities between the CAS group and the case study individual suggesting that there is cerebellar involvement in the fine motor skills needed to perform speech movements.
ContributorsWilliams, Emma (Author) / Peter, Beate (Thesis director) / Bruce, Laurel (Committee member) / College of Health Solutions (Contributor, Contributor) / School of Life Sciences (Contributor) / School of Human Evolution & Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05