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- Creators: Brahms, Johannes, 1833-1897
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
Description
Two different techniques utilizing vocalization in clarinet performance were examined through a research study in which one subject (the author) played several tasks utilizing each technique with different played pitches, vocalized pitches, and dynamic levels for each task. The first technique was singing while playing, which is also sometimes referred to as growling. This technique is produced by engaging the vocal folds during regular clarinet performance to create a second vocalized pitch that resonates in the oral cavity and exits through the mouthpiece as part of the same air stream as that used by the vibrating reed. The second technique studied was a much more recently pioneered technique that the author has labelled humming while playing due to its similarity to traditional humming in vocal pedagogy. This technique is produced by filling the oral cavity with air, sealing it off from the rest of the vocal tract using the tongue and soft palate, and humming through the nasal cavity. The cheeks are simultaneously used to squeeze air into the mouthpiece to maintain the clarinet pitch, much like in the technique of circular breathing.
For the study, audio, nasalance, and intraoral pressure data were collected and analyzed. Audio was analyzed using spectrograms and root mean square measurements of sound pressure for intensity (IRMS). Analysis of the nasalance data confirmed the description of the physiological mechanisms used to generate the humming while playing technique, with nasalance values for this technique far exceeding those for both singing while playing and regular playing. Intraoral pressure data showed significant spikes in pressure during the transitions from the regular air stream to air stored in the oral cavity when humming while playing. Audio analysis showed that the dynamic range of each technique is similar to that of regular playing, and that each technique produces very different and distinct aural effects.
This information was then used to help create a method to assist performers in learning how to produce both singing and humming while playing and a resource to help educate composers about the possibilities and limitations of each technique.
For the study, audio, nasalance, and intraoral pressure data were collected and analyzed. Audio was analyzed using spectrograms and root mean square measurements of sound pressure for intensity (IRMS). Analysis of the nasalance data confirmed the description of the physiological mechanisms used to generate the humming while playing technique, with nasalance values for this technique far exceeding those for both singing while playing and regular playing. Intraoral pressure data showed significant spikes in pressure during the transitions from the regular air stream to air stored in the oral cavity when humming while playing. Audio analysis showed that the dynamic range of each technique is similar to that of regular playing, and that each technique produces very different and distinct aural effects.
This information was then used to help create a method to assist performers in learning how to produce both singing and humming while playing and a resource to help educate composers about the possibilities and limitations of each technique.
ContributorsRuth, Jeremy Larkham (Author) / Gardner, Joshua T (Thesis advisor) / Spring, Robert S (Thesis advisor) / Schmelz, Peter J (Committee member) / Weinhold, Juliet (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this study was to examine swallowing patterns using ultrasound technology subsequent to the implementation of two therapeutic interventions. Baseline swallow patterns were compared to swallows after implementation of therapeutic interventions common in both feeding therapy (FT) and orofacial myofunctional therapy (OMT). The interventions consist of stimulation of the tongue by z-vibe and tongue pops. Changes in swallowing patterns are described, and similarities of interventions across the two professions are discussed. Ultrasound research in the realm of swallowing is sparse despite having potential clinical application in both professions. In using ultrasound, this study outlines a protocol for utilization of a hand-held probe and reinforces a particular protocol described in the literature. Real-time ultrasound recordings of swallows for 19 adult female subjects were made. Participants with orofacial myofunctional disorder are compared to a group with typical swallowing and differences in swallowing patterns are described. Three stages of the oral phase of the swallow were assigned based on ultrasonic observation of the tongue shape. Analysis involves total duration of the swallow, duration of the three stages in relation to the total duration of the swallow, and the number of swallows required for the bolus to be cleared from the oral cavity. No significant effects of either intervention were found. Swallowing patterns showed a general trend to become faster in total duration subsequent to each intervention. An unexpected finding showed significant changes in the relationship between the bolus preparation stage and the bolus transportation stage when comparing the group classified as having a single swallow and the group classified as having multiple swallows.
ContributorsMckay, Michelle Diane (Author) / Weinhold, Juliet (Thesis director) / Scherer, Nancy (Committee member) / Department of Speech and Hearing Science (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Research in the last decade has indicated that collaboration between speech-language pathologists (SLP) and general education teachers is a necessary component for effective instruction. Students that have language difficulties should have the necessary support to help them succeed in the general education classroom. Despite the overwhelming evidence that supports that collaboration is the best practice, it does not take place due to lack of training, time, and funding. My creative project includes a template and website that allows SLPs and teachers to collaborate to enrich instruction targeted towards third grade students diagnosed with a language disorder. This template is designed for the SLP to contribute specific language-based strategies that they implement during their therapy sessions. In turn, the general educator can access the template and easily integrate those strategies into her lessons to support the language skills of her students so that the student has more opportunities to generalize their skills. The template is formatted around the IEP goals of the students and aligned to the Common Core standards. The purpose of the template is to provide SLPs and general education teachers a means to collaborate without having to take additional time from each other's limited schedules and eliminates the need for in-person training to implement these strategies to effectively support students with language disabilities struggling in the general education classroom.
ContributorsJagelka, Daniella (Author) / Weinhold, Juliet (Thesis director) / Mitchell, Jennifer (Committee member) / Division of Teacher Preparation (Contributor) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The purpose of this paper is to evaluate the effectiveness of a craft book used for stimulation therapy on the phonetic sounds /ŋ/, /r/, /s/, /ʃ/, /tʃ/, and /θ/. The book is specifically geared toward children who do not qualify for speech remediation services but who may be at risk of a speech sound disorder. Four children participated in the study with ages ranging from 4;3-7;6. The study lasted for four weeks in which data was collected on a weekly basis via Likert Scale surveys in accordance with two conversational speech samples. The speech samples were phonetically transcribed with minimal differences pre and post use of the craft book. Data from the surveys give insight to the children’s favorite crafts, the level of difficulty of each craft, and the likelihood of the craft book to be used as part of a remediation program. The study had limitations in sample size, duration, and number of craft activities. Future revisions should include increasing the number of crafts available per chapter and incorporating into the introduction an educational component for parents.
ContributorsKolaz, Chloe Ann (Author) / Weinhold, Juliet (Thesis director) / Azuma, Tamiko (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
Research on /r/ production previously used formant analysis as the primary acoustic analysis, with particular focus on the low third formant in the speech signal. Prior imaging of speech used X-Ray, MRI, and electromagnetic midsagittal articulometer systems. More recently, the signal processing technique of Mel-log spectral plots has been used to study /r/ production in children and female adults. Ultrasound imaging of the tongue also has been used to image the tongue during speech production in both clinical and research settings. The current study attempts to describe /r/ production in three different allophonic contexts; vocalic, prevocalic, and postvocalic positions. Ultrasound analysis, formant analysis, Mel-log spectral plots, and /r/ duration were measured for /r/ production in 29 adult speakers (10 male, 19 female). A possible relationship between these variables was also explored. Results showed that the amount of superior constriction in the postvocalic /r/ allophone was significantly lower than the other /r/ allophones. Formant two was significantly lower and the distance between formant two and three was significantly higher for the prevocalic /r/ allophone. Vocalic /r/ had the longest average duration, while prevocalic /r/ had the shortest duration. Signal processing results revealed candidate Mel-bin values for accurate /r/ production for each allophone of /r/. The results indicate that allophones of /r/ can be distinguished based the different analyses. However, relationships between these analyses are still unclear. Future research is needed in order to gather more data on /r/ acoustics and articulation in order to find possible relationships between the analyses for /r/ production.
ContributorsHirsch, Megan Elizabeth (Author) / Weinhold, Juliet (Thesis director) / Gardner, Joshua (Committee member) / Department of Speech and Hearing Science (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05