Pub Date : 2019-12-31DOI: 10.21849/cacd.2019.00115
Jessica E. Garzarek, Rebecca S. Becknal, Jennifer A. Brown
Collaborative tiered narrative intervention for at-risk kindergarten students Early language and emergent literacy skills are predictive of subsequent academic success [1,2]. Children’s oral narratives are important in understanding this relationship because limited narrative skills have been demonstrated to be predictive of poor language outcomes [3]. Narrative discourse bridges the gap between contextualized oral and decontextualized literate language and is foundational in the development of reading and writing skills [4]. Beyond its foundation in literacy, narrative discourse is an important component of oral language that is essential to the human experience. Stories allow us to build connections with the people around us, which influences social competence [5]. Children begin school with varying levels of oral language competency Purpose: Children enter school with varying levels of oral language skills and exposure to the narrative structure used in academic contexts based on individual, family, and environmental factors. Multi-tiered instructional models can be used to appropriately identify and support students who need intensive intervention while minimizing over-identification of students. The purpose of this increasing intensity study was to explore the clinical applicability of a tiered narrative language intervention for kindergarten students at-risk for academic difficulties.
{"title":"Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study","authors":"Jessica E. Garzarek, Rebecca S. Becknal, Jennifer A. Brown","doi":"10.21849/cacd.2019.00115","DOIUrl":"https://doi.org/10.21849/cacd.2019.00115","url":null,"abstract":"Collaborative tiered narrative intervention for at-risk kindergarten students Early language and emergent literacy skills are predictive of subsequent academic success [1,2]. Children’s oral narratives are important in understanding this relationship because limited narrative skills have been demonstrated to be predictive of poor language outcomes [3]. Narrative discourse bridges the gap between contextualized oral and decontextualized literate language and is foundational in the development of reading and writing skills [4]. Beyond its foundation in literacy, narrative discourse is an important component of oral language that is essential to the human experience. Stories allow us to build connections with the people around us, which influences social competence [5]. Children begin school with varying levels of oral language competency Purpose: Children enter school with varying levels of oral language skills and exposure to the narrative structure used in academic contexts based on individual, family, and environmental factors. Multi-tiered instructional models can be used to appropriately identify and support students who need intensive intervention while minimizing over-identification of students. The purpose of this increasing intensity study was to explore the clinical applicability of a tiered narrative language intervention for kindergarten students at-risk for academic difficulties.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44175843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-31DOI: 10.21849/cacd.2019.00122
Courtney Leigh Craft, Brent A. Gregg
{"title":"Bouncing back: The role of resilience in therapy for school-aged children who stutter","authors":"Courtney Leigh Craft, Brent A. Gregg","doi":"10.21849/cacd.2019.00122","DOIUrl":"https://doi.org/10.21849/cacd.2019.00122","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45371028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00059
S. Parveen, Anna Slaten
{"title":"Effects of aging on speech perception of individuals with and without Parkinson disease","authors":"S. Parveen, Anna Slaten","doi":"10.21849/cacd.2019.00059","DOIUrl":"https://doi.org/10.21849/cacd.2019.00059","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49115886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00094
Colleen E. Fitzgerald, Amanda M. Spangenberg
{"title":"The influence of limited scope formulae on children’s subject-copula combinations","authors":"Colleen E. Fitzgerald, Amanda M. Spangenberg","doi":"10.21849/cacd.2019.00094","DOIUrl":"https://doi.org/10.21849/cacd.2019.00094","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00045
Yang-Soo Yoon, D. Gooler, Jae-sook Gho
The slow time-intensity modulation of the speech envelope, defined as fluctuations in the overall amplitude at rates between about 2 Hz and 50 Hz, can convey important linguistic information, manner of articulation, the presence of voicing, and some prosodic information [1]. The importance of these temporal envelope cues to speech perception has been demonstrated because it is believed that the cues can be treated as the only information available to people with severe or profound sensorineural hearing loss and for cochlear implant (CI) users [2-5]. If listeners with severe or profound hearing loss can only utilize limited fine spectral and temporal information [6], temporal envelope Purpose: The goal of the present study was to investigate the effect of temporal envelope cues on consonant confusions.
{"title":"Perceptual confusions for temporally smoothed envelope of consonants in normal hearing listeners","authors":"Yang-Soo Yoon, D. Gooler, Jae-sook Gho","doi":"10.21849/cacd.2019.00045","DOIUrl":"https://doi.org/10.21849/cacd.2019.00045","url":null,"abstract":"The slow time-intensity modulation of the speech envelope, defined as fluctuations in the overall amplitude at rates between about 2 Hz and 50 Hz, can convey important linguistic information, manner of articulation, the presence of voicing, and some prosodic information [1]. The importance of these temporal envelope cues to speech perception has been demonstrated because it is believed that the cues can be treated as the only information available to people with severe or profound sensorineural hearing loss and for cochlear implant (CI) users [2-5]. If listeners with severe or profound hearing loss can only utilize limited fine spectral and temporal information [6], temporal envelope Purpose: The goal of the present study was to investigate the effect of temporal envelope cues on consonant confusions.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42829449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00066
T. Park, Youngsun Kim
Changes in swallowing occur in all adults over time. Physical changes in older individuals are associated with increased risk for disordered swallowing [1-6]. It is estimated that 40% of adults aged 60 and older currently suffer from swallowing difficulties [4-6]. This high percentage is associated with the motor and sensory functions of swallowing that change with age and age-related disease. Healthy older adults do not present swallowing disorders, but neurologic and neuromuscular age-related changes may increase the risk for swallowing disorder. This phenomenon is referred to as presbyphagia [7]. Presbyphagia involves neuromuscular degeneration of anatomy, physiology, sensory feedback, motor control, and central processing of swallowing [8-11]. Although they can compensate and adjust their swallowing performances based on their necessities, changes in swallowing function influence their quality of life [12,13]. Older individuals are sociable and desire to have opportunities to share mealtimes durPurpose: Older individuals may be vulnerable to swallowing disorders due to age-related neuromuscular changes. Although older individuals have swallowing difficulties, they can improve swallowing by the preventive exercise of swallowing. The purpose of this investigation was to examine whether the oropharyngeal strengthening exercise (OSE) has effects on swallowing quality of life in older individuals.
{"title":"Enhancing swallowing quality of life in older individuals after the oropharyngeal strengthening exercise","authors":"T. Park, Youngsun Kim","doi":"10.21849/cacd.2019.00066","DOIUrl":"https://doi.org/10.21849/cacd.2019.00066","url":null,"abstract":"Changes in swallowing occur in all adults over time. Physical changes in older individuals are associated with increased risk for disordered swallowing [1-6]. It is estimated that 40% of adults aged 60 and older currently suffer from swallowing difficulties [4-6]. This high percentage is associated with the motor and sensory functions of swallowing that change with age and age-related disease. Healthy older adults do not present swallowing disorders, but neurologic and neuromuscular age-related changes may increase the risk for swallowing disorder. This phenomenon is referred to as presbyphagia [7]. Presbyphagia involves neuromuscular degeneration of anatomy, physiology, sensory feedback, motor control, and central processing of swallowing [8-11]. Although they can compensate and adjust their swallowing performances based on their necessities, changes in swallowing function influence their quality of life [12,13]. Older individuals are sociable and desire to have opportunities to share mealtimes durPurpose: Older individuals may be vulnerable to swallowing disorders due to age-related neuromuscular changes. Although older individuals have swallowing difficulties, they can improve swallowing by the preventive exercise of swallowing. The purpose of this investigation was to examine whether the oropharyngeal strengthening exercise (OSE) has effects on swallowing quality of life in older individuals.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42912968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00087
A. Raymer, Hilary M. Sandberg, Kathryn Schwartz, G. Watson, S. Ringleb
Auditory comprehension impairments are a common manifestation of aphasia in individuals who incur left cerebral damage. Even individuals with mild aphasia often report difficulties with auditory processing in daily activities, such as listening to the television or movies. These difficulties tend to be exacerbated in deleterious listening conditions, such as noisy medical facilities where these individuals participate in rehabilitation, or in noisy restaurants once they resume daily activities. A large literature has examined factors that impact auditory comprehension impairments in individuals with aphasia, such as linguistic components [1] and processing conditions (e.g., rate of speech, time to respond) [2]. One area with more limited systematic study is the impact of degraded listening conditions for auditory processing abilities in individuals with aphasia. In the distant past, Basili et al. [3] reported that individuals with aphasia had inordinate difficulty listening to speech when presented in the presence of either white noise or speech noise as compared to healthy control subjects. More recent studies have reported the detrimental effects of white noise or MRI Purpose: Listening in noise challenges listeners with auditory comprehension impairments in aphasia. We examined the effects of Trivia Game, a computerized program with questions spoken in increasing levels of background noise with success in the game. Methods: We piloted Trivia Game in four individuals with chronic aphasia and mild auditory comprehension impairments. Participants played Trivia Game for 12 twenty-minute sessions. In addition to the Western Aphasia Battery (WAB), we measured outcomes on Quick Speech in Noise (QSIN), a sentence repetition test, administered in auditory (AUD) and auditory+visual (AV) conditions as signal-to-noise ratio varied from 25 to 0 dB. Results: All four participants showed progress within the game in the noise level attained. Increases in repetition accuracy were seen in two participants for the QSIN AUD condition (average of 5.5 words), and in three participants for QSIN AV (average of 16.5 words). One individual increased performance on the WAB. Conclusions: Use of Trivia Game led to improved auditory processing abilities in all four individuals with aphasia. Greater gains noted in the AV condition over AUD suggest that Trivia Game may facilitate speech-reading skills to support comprehension of speech in situations with background noise.
{"title":"Treatment of auditory processing in noise in individuals with mild aphasia: pilot study","authors":"A. Raymer, Hilary M. Sandberg, Kathryn Schwartz, G. Watson, S. Ringleb","doi":"10.21849/cacd.2019.00087","DOIUrl":"https://doi.org/10.21849/cacd.2019.00087","url":null,"abstract":"Auditory comprehension impairments are a common manifestation of aphasia in individuals who incur left cerebral damage. Even individuals with mild aphasia often report difficulties with auditory processing in daily activities, such as listening to the television or movies. These difficulties tend to be exacerbated in deleterious listening conditions, such as noisy medical facilities where these individuals participate in rehabilitation, or in noisy restaurants once they resume daily activities. A large literature has examined factors that impact auditory comprehension impairments in individuals with aphasia, such as linguistic components [1] and processing conditions (e.g., rate of speech, time to respond) [2]. One area with more limited systematic study is the impact of degraded listening conditions for auditory processing abilities in individuals with aphasia. In the distant past, Basili et al. [3] reported that individuals with aphasia had inordinate difficulty listening to speech when presented in the presence of either white noise or speech noise as compared to healthy control subjects. More recent studies have reported the detrimental effects of white noise or MRI Purpose: Listening in noise challenges listeners with auditory comprehension impairments in aphasia. We examined the effects of Trivia Game, a computerized program with questions spoken in increasing levels of background noise with success in the game. Methods: We piloted Trivia Game in four individuals with chronic aphasia and mild auditory comprehension impairments. Participants played Trivia Game for 12 twenty-minute sessions. In addition to the Western Aphasia Battery (WAB), we measured outcomes on Quick Speech in Noise (QSIN), a sentence repetition test, administered in auditory (AUD) and auditory+visual (AV) conditions as signal-to-noise ratio varied from 25 to 0 dB. Results: All four participants showed progress within the game in the noise level attained. Increases in repetition accuracy were seen in two participants for the QSIN AUD condition (average of 5.5 words), and in three participants for QSIN AV (average of 16.5 words). One individual increased performance on the WAB. Conclusions: Use of Trivia Game led to improved auditory processing abilities in all four individuals with aphasia. Greater gains noted in the AV condition over AUD suggest that Trivia Game may facilitate speech-reading skills to support comprehension of speech in situations with background noise.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49529997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Neurolinguistic analysis of a case of phonological alexia in Arabic language","authors":"Mohamed Taiebine, M. E. Faris","doi":"10.21849/cacd.2019.00080","DOIUrl":"https://doi.org/10.21849/cacd.2019.00080","url":null,"abstract":"nouns 17 85 3 15 Verbs+suffix 12 37.5 5 15.62 15 46.86 Verbs+prefix 3 10.71 11 39.28 14 50 Verbs (infinitive)+inflection 3 37.5 1 12.5 4 50 Verbs (infinitive)inflection 8 44.44 1 6.66 6 40 Verbs+inflection+suffix 3 33.33 1 11.11 5 55.55 Verbs+prefix+ germination 1 12.5 2 25 5 62.5 Verbs+prefix+ germination+suffix 2 16.66 3 25 7 58.33 Functors 8 53.33 5 46.66 Table 5. Reading vocalized vs non-vowelized text in Arabic (Montreal Toulouse Linguistic ProtocolMT86) Parts of speech Vowelized text (number of words 88) Non-Vowelized text (number of words 47) Number of errors Percentage Number of errors Percentage Functions 3/32 9.3 3/18 16.6 Abstract words 7/15 46.6 2/10 20words 7/15 46.6 2/10 20 Concrete words 5/25 20 0/7 Adjectives 1/7 14.2 1/6 16.6 Verbs 1/9 11.1 3/6 50 Table 6. Examples of the type of errors in reading 331 words according to the classification [28] Target word Transcription of the target word Patient’s response Transcription of the patient’s response Type of errors /ġafara/ /ġafūrٌ/ Morphological or derivational errors /wifāqٌ/ /rifāqٌ/ Visual errors /fataḥa/ /fatْḥٌ/ Semiphonetic errors /ānْta/ /nْta/ Omissions errors /daẖalْtu/ /daẖalْtunwa/ Addition errors /ḥasada/ /ḥasanٌ/ Substitution errors","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49195663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00101
J. Hoepner, Mandi Salo, Haley Weich
For the 2.2 million Americans who sustain a traumatic brain injury (TBI) each year [1], the process of returning to pre-injury roles and productivity can be a daunting, though feasible task. An estimated 3.2-5.3 million people live with TBI related disabilities [2-4]. Because teenagers and young adults ages 15-19 are some of the most common victims of TBI [5], the challenge overcoming brain damage while being enrolled in post-secondary education is of particular importance. Among these young persons with TBI, there is great variation in cognitive abilities as well as awareness of the impairment [610]. Taking such variations into account, survivors of TBI tend to display some level of learning difficulty, especially in acquiring and recalling new information, as well as the use of necessary learning strategies to do so [6-13]. In a survey given to students with TBI concerning their college experiences, the most commonly reported issues were of academic difficulty as a result of memory deficits. Kennedy and colleagues distributed the survey in two, separate studies [14,15]. The first study included 35 individuals with TBI [14]. Forty-one adults with TBI and 36 controls were included in the second study [15]. An overwhelming 97% of survey participants self-reported the need to review maPurpose: To replicate a dynamic, individualized coaching intervention for two students with acquired brain injury who were transitioning back to college after their injury. Methods: Two individuals with acquired brain injury participated in a two-semester coaching intervention. A case study comparison was used to compare quantitative and qualitative outcomes. Results: Students improved on cognitive standardized test scores, as well as grades. Use of prompted and unprompted metacognitive statements improved for both students. One student increased reported use of strategies, while the second student was inconsistent with strategy use. One student completed the majority of credits attempted, moving toward fulltime status by completion of coaching intervention. The second student dropped about one third of her enrolled credits each semester and withdrew from the university in the semester following the coaching intervention. Conclusions: It is feasible to replicate a dynamic, individualized coaching intervention to foster strategy use and self-regulatory behaviors in students with acquired brain injuries. Given the heterogeneity of acquired brain injuries, outcomes varied substantially between students.
{"title":"Replication of a dynamic coaching program for college students with acquired brain injury","authors":"J. Hoepner, Mandi Salo, Haley Weich","doi":"10.21849/cacd.2019.00101","DOIUrl":"https://doi.org/10.21849/cacd.2019.00101","url":null,"abstract":"For the 2.2 million Americans who sustain a traumatic brain injury (TBI) each year [1], the process of returning to pre-injury roles and productivity can be a daunting, though feasible task. An estimated 3.2-5.3 million people live with TBI related disabilities [2-4]. Because teenagers and young adults ages 15-19 are some of the most common victims of TBI [5], the challenge overcoming brain damage while being enrolled in post-secondary education is of particular importance. Among these young persons with TBI, there is great variation in cognitive abilities as well as awareness of the impairment [610]. Taking such variations into account, survivors of TBI tend to display some level of learning difficulty, especially in acquiring and recalling new information, as well as the use of necessary learning strategies to do so [6-13]. In a survey given to students with TBI concerning their college experiences, the most commonly reported issues were of academic difficulty as a result of memory deficits. Kennedy and colleagues distributed the survey in two, separate studies [14,15]. The first study included 35 individuals with TBI [14]. Forty-one adults with TBI and 36 controls were included in the second study [15]. An overwhelming 97% of survey participants self-reported the need to review maPurpose: To replicate a dynamic, individualized coaching intervention for two students with acquired brain injury who were transitioning back to college after their injury. Methods: Two individuals with acquired brain injury participated in a two-semester coaching intervention. A case study comparison was used to compare quantitative and qualitative outcomes. Results: Students improved on cognitive standardized test scores, as well as grades. Use of prompted and unprompted metacognitive statements improved for both students. One student increased reported use of strategies, while the second student was inconsistent with strategy use. One student completed the majority of credits attempted, moving toward fulltime status by completion of coaching intervention. The second student dropped about one third of her enrolled credits each semester and withdrew from the university in the semester following the coaching intervention. Conclusions: It is feasible to replicate a dynamic, individualized coaching intervention to foster strategy use and self-regulatory behaviors in students with acquired brain injuries. Given the heterogeneity of acquired brain injuries, outcomes varied substantially between students.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.21849/cacd.2019.00073
Veera Aneesh Kuppam, In-sop Kim, Sai Akhil Penumudi, Jaejin Hwang
Children and adults in the United States typically spend 55% of their waking time as a sedentary behavior [1]. Prolonged sitting and sedentary work have been associated with many negative health outcomes including the risk of work-related musculoskeletal disorders (MSDs) [2], cardiovascular disorders [3], impaired cognition [4], and type II diabetes [5]. It is known that moderate to vigorous physical activity could lower the rates of morbidity and mortality [6]. To make sedentary work more dynamic, several studies have examined the efficacy of various engineering controls such as the sit-stand desks and walking while working [7-9]. It was found that these interventions could significantly reduce the sitting time and improve the posture and productivity, although the long-term health benefits have not been proven. Previous studies have shown that capillary blood glucose responses and energy expenditure of 10 subjects were significantly alternated during standing deskwork than a sitting deskwork [7]. Even though standing or walking while working Purpose: The objective of this study was to evaluate the effect of different workstations on prefrontal brain activity and cognitive performance during standardized neurocognitive tasks.
{"title":"Effects of leaning workstation on oxygenation in the prefrontal cortex and cognitive performance","authors":"Veera Aneesh Kuppam, In-sop Kim, Sai Akhil Penumudi, Jaejin Hwang","doi":"10.21849/cacd.2019.00073","DOIUrl":"https://doi.org/10.21849/cacd.2019.00073","url":null,"abstract":"Children and adults in the United States typically spend 55% of their waking time as a sedentary behavior [1]. Prolonged sitting and sedentary work have been associated with many negative health outcomes including the risk of work-related musculoskeletal disorders (MSDs) [2], cardiovascular disorders [3], impaired cognition [4], and type II diabetes [5]. It is known that moderate to vigorous physical activity could lower the rates of morbidity and mortality [6]. To make sedentary work more dynamic, several studies have examined the efficacy of various engineering controls such as the sit-stand desks and walking while working [7-9]. It was found that these interventions could significantly reduce the sitting time and improve the posture and productivity, although the long-term health benefits have not been proven. Previous studies have shown that capillary blood glucose responses and energy expenditure of 10 subjects were significantly alternated during standing deskwork than a sitting deskwork [7]. Even though standing or walking while working Purpose: The objective of this study was to evaluate the effect of different workstations on prefrontal brain activity and cognitive performance during standardized neurocognitive tasks.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68459483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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