- Facilitating Clinical Training: Issues for Supervisees and Their Supervisors
- Teasing/Bullying Experienced by Children Who Stutter: Toward Development of a Questionnaire
- Relationship Between Perceptual and Acoustic Judgments of Children's Flap Productions
- Children with Autism Spectrum Disorder: Strategies for Communication Intervention
- Ethnographic Study of Children With Hearing Loss at a Summer Camp
- Sound Levels Emitted by Children's Toys
- Influence of Analog Versus Digital Recordings on Speech Naturalness Judgments
- Pre-Admission Criteria as Predictors of Selected Outcome Measures for Speech-Language Pathology Graduate Students
- Voice Ageism
- Cognitive Street and Stuttering: An Experimental Paradigm for Connected Speech
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1. Facilitating Clinical Training: Issues for Supervisees and Their Supervisors [PDF]
Susann Dowling
Abstract: The educational process in speech-language pathology and audiology is intended to produce a competent supervisee who is capable of independent practice. Academic and clinical training are designed to achieve this goal. This article focuses on the latter aspect of this process – clinical training. Goals for clinical education are proposed and a supervisory model is discussed for fostering clinician independence. The effects on supervisees when they experience optimal and non-optimal supervision are explored through an example. The cause of non-optimal supervision—the lack of supervisor training—is examined. This is followed by a charge to clinicians to (a) seek out quality supervision and (b) be assertive in insisting that instruction in supervision be an integral component of their training program. The final aspect consists of suggestions for clinicians for optimizing supervision when they find themselves in circumstances that are less than ideal.
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2. Teasing/Bullying Experienced by Children Who Stutter: Toward Development of a Questionnaire [PDF, 1.5MB]
Marilyn Langevin
Koreen Bortnick
Twyla Hammer
Elizabeth Wiebe
Abstract: The Teasing/Bullying Questionnaire for Children Who Stutter (TBQ-CS, Langevin, 1996b), designed to investigate the frequency, impact, and nature of teasing/bullying experienced by children who stutter, was pilot tested with 28 children aged 7 to 15 years. Fifty-nine percent of the children were teased/bullied about stuttering and 69% were teased/bullied about other things. These rates are substantially higher than those previously reported for schoolchildren overall. Children were more upset with the teasing/bullying about stuttering than about other things such as hair and weight.
Imitating and making fun of stuttering and name calling were the most frequently experienced forms of teasing/bullying. Although no significant differences were found in the frequency of teasing/bullying experienced by the children who stuttered mildly, moderately, or severely, all children stuttering severely were teased/bullied more than those who stuttered mildly or moderately, but children who stuttered mildly were teased/bullied more than those who stuttered moderately. Parents were not always aware of the teasing/bullying experienced by their children and children did not always report teasing/bullying of which their parents were aware.
Stuttering appears to play a role in bullying and may place children at greater risk for victimization. The experimental TBQ-CS consisted of four scales measuring teasing/bullying about stuttering and other things at school and during the summer holidays. Each scale had items that constituted a frequency/impact subscale. The two scales measuring teasing/bullying at school were selected for a revised TBQ-CS: Stuttering-School and the Other-School scales. Measures of internal consistency for frequency/impact subscales gave preliminary evidence of reliability and construct validity. Alpha coefficients for the frequency/impact subscales for the total revised TBQ-CS and the Stuttering-School and Other-School scales were .85, .88, and .70 respectively. A non-significant correlation between frequency items measuring teasing/bullying about stuttering versus other things gave evidence of discriminate validity.
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3. Relationship Between Perceptual and Acoustic Judgments of Children's Flap Productions [PDF]
Harriet B. Klein
Elaine K. Altman
Jennifer Tate
Abstract: Thirty-four speech-language pathology graduate students judged medial segment production (/d/ or flap) in recorded tokens of single words. These words were produced by two children who were between 30 and 48 months of age when the samples were collected. Words were extracted from monthly recordings made for a longitudinal study on the acquisition of medial /t,d/ allophones. The final stimulus tape contained 30 tokens – six for each of five closure-duration categories. Results revealed that the lowest percentage of segments judged to be flaps corresponded with the closure-duration category of 83-97 ms. Medial segments produced within the two closure-duration categories of 43-57 ms and 63-77 ms were equally as likely to be judged as flap or /d/. The greatest percentage of segments judged as flaps were those that were acoustically measured to fall within closure-duration categories 3 -17 ms and 23-37 ms (within adult parameters). A listener therefore is most likely to identify a segment as a flap when it is within a particular closure duration range, whether the speaker is a child or an adult.
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4. Children with Autism Spectrum Disorder: Strategies for Communication Intervention [PDF]
Denise Sawan Caruso
Anthony J. Caruso
Abstract: Speech-language pathologists typically provide appropriate supportive nonverbal communication techniques including signing, augmentative devices, and picture supports for children with autism spectrum disorder (ASD). However, it is difficult for clinicians to modify their own expressive language to facilitate communication with these children. This article discusses strategies and techniques that are often useful when verbally interacting with children with ASD. These approaches can be adapted for individual clients and used in various environments (e.g., clinic, home, and school).
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5. Ethnographic Study of Children With Hearing Loss at a Summer Camp [PDF]
Deborah L. Domingue
Gerald M. Siegel
Abstract: An ethnographic study was made of the socialization experiences of four boys with severe to profound hearing losses who were, for the first time, attending a summer camp for children with communication disorders. The children varied in their communication skills, but all were severely limited in oral communication. The first author (DD) served as the sign-language interpreter for the camp and mediated between these (and other children with varying degrees of hearing loss) and the other children and camp personnel. Through daily observations, discussions with counselors, and the study of camp records, the difficulties these children had in adjusting to the camp environment were documented, and suggestions were made as to how the camp could more adequately meet the needs of children with severe to profound hearing loss and sign language as a primary mode of communication.
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6. Sound Levels Emitted by Children's Toys [PDF]
John W. Hawks
Abstract: In keeping with an increased national awareness of non-occupational sources of noise and their potential hazards to hearing, this study examines the possible hazards related to sound levels emitted by children's toys. The sound levels emitted by a random sampling of toys designated for use by children aged 6 months to 5+ years were measured at several distances. Results suggest that the levels emitted may be a potential contributing factor to school-age high-frequency hearing loss. Although more extensive research is required, a combination of public education, manufacturer's participation, and governmental guidelines may be beneficial in preventing damage to children's hearing from these devices.
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7. Influence of Analog Versus Digital Recordings on Speech Naturalness Judgments [PDF]
Kimberly Farinella
Jennifer DeLeo
Dale Evan Metz
Nicholas Schiavetti
Robert L. Whitehead
Abstract: This study investigated the potential influence of analog versus digital audio recording on speech naturalness ratings. Eight male and eight female speakers were audio-recorded simultaneously with an analog recorder and a digital recorder under two speaking conditions: (a) reading a prose passage and (b) describing a picture. Twenty listeners rated the speech naturalness of the 16 speakers in each of the two conditions. Results indicated no difference between speech naturalness ratings made from analog or digital audiotape recordings in either condition.
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8. Pre-Admission Criteria as Predictors of Selected Outcome Measures for Speech-Language Pathology Graduate Students [PDF, 1MB]
William J. Ryan
Michael Morgan
Roberta Wacker-Mundy
Abstract: Evidence from professions other than speech-language pathology indicates that Graduate Record Examination (GRE) Scores are generally poor indicators of graduate student success. However, these scores are routinely used in the admissions process by a substantial number of graduate programs offering degrees in speech-language pathology. The purpose of this study was to investigate the degree to which GRE scores and other commonly used pre-admission criteria were able to predict performance on the National Examination in Speech Pathology and Audiology (NESPA) for a large number of graduate speech-language pathology majors. Graduate grade point average was also used as a criterion measure for purposes of cross-study comparisons. The findings are in agreement with those that were reported in the literature and generally indicate weak relationships between pre-admission criteria presently in use and performance on the NESPA or graduate grade point average. Potential alternative measures and directions for future research are discussed.
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9. Voice Ageism [PDF]
Peter B. Mueller
Abstract: A survey of young and old individuals was conducted to assess their perception and description of the senescent voice. Most of the adjectives supplied by the respondents had negative connotations associated with them by focusing on the unpleasant characteristics of an older person's voice. These stereotypic attitudes toward an older individual's voice may be a reflection of ageism.
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10. Cognitive Street and Stuttering: An Experimental Paradigm for Connected Speech [PDF, 1.4MB]
Anthony J. Caruso
Ludo Max
M. Troy McClowry
Wojtek J. Chodzko-Zajko
Abstract: In previous publications regarding the effects of cognitive stress on stuttering, we have described the use of the well-documented Stroop paradigm to elicit single-word utterances under high versus low levels of cognitive demand. Recently, we have modified this paradigm to allow analyses of sentence-level utterances. The main purpose of the present report is to describe the experimental procedures and potential value of this Stroop Color Sentence Task (SCST). Toward this end, we present the results from a preliminary study with four stuttering and four non-stuttering individuals whose cardiovascular. Behavioral and speech acoustic responses during the SCST were compared. In the presence of cognitive stress, both groups showed alterations in some acoustic measures throughout the entire sentence. These preliminary results suggest, however, that individuals who stutter may be limited in their ability to make on-line articulatory adjustments in the presence of cognitive stress. Advantages of this paradigm for studying the effects of cognitive stress on the connected speech of individuals who stutter are discussed.
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