Pub Date : 2018-12-31DOI: 10.21849/CACD.2018.00451
Hyun-Joon Yoo, A. Salvatore
According to a Gallup poll in 2017, football is the most popular sport in United States (Retrieved from http://news.gallup.com/poll/224864/football-americans-favoritesport-watch.aspx) [1] with 37% of US adults picking football as their favorite sport. The popularity of football spans the generations including high school teenagers. According to a report by the National Federation of State High School Associations [2], football is the number 1 participatory sport for boys at the high school level and is the leading cause of injuries in high school players. Purpose: This study examined whether different playing positions of high school football players are associated with impaired memory and auditory comprehension at a sentence level after a concussion. The specific research questions are 1) whether there are significant differences in memory on the Immediate Postconcussion Assessment Cognitive Test (ImPACT) between a speed-positions group and a non-speed positions group, and 2) whether there are significant differences in auditory comprehension on Subtest VIII of the Computerized-Revised Token Test (CRTT) between the speed-positions group and the non-speed positions group.
{"title":"Effects of Playing Positions on Memory and Auditory Comprehension in High School Football Players with a Mild Concussion","authors":"Hyun-Joon Yoo, A. Salvatore","doi":"10.21849/CACD.2018.00451","DOIUrl":"https://doi.org/10.21849/CACD.2018.00451","url":null,"abstract":"According to a Gallup poll in 2017, football is the most popular sport in United States (Retrieved from http://news.gallup.com/poll/224864/football-americans-favoritesport-watch.aspx) [1] with 37% of US adults picking football as their favorite sport. The popularity of football spans the generations including high school teenagers. According to a report by the National Federation of State High School Associations [2], football is the number 1 participatory sport for boys at the high school level and is the leading cause of injuries in high school players. Purpose: This study examined whether different playing positions of high school football players are associated with impaired memory and auditory comprehension at a sentence level after a concussion. The specific research questions are 1) whether there are significant differences in memory on the Immediate Postconcussion Assessment Cognitive Test (ImPACT) between a speed-positions group and a non-speed positions group, and 2) whether there are significant differences in auditory comprehension on Subtest VIII of the Computerized-Revised Token Test (CRTT) between the speed-positions group and the non-speed positions group.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46326445","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 : 2018-12-31DOI: 10.21849/CACD.2018.00444
Shanley B. Treleaven, Anthony P. Buhr, B. Kucharski, G. Coalson
{"title":"Daily Emotions and Stuttering: What Is the Relation?","authors":"Shanley B. Treleaven, Anthony P. Buhr, B. Kucharski, G. Coalson","doi":"10.21849/CACD.2018.00444","DOIUrl":"https://doi.org/10.21849/CACD.2018.00444","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41897497","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 : 2018-12-31DOI: 10.21849/CACD.2018.00402
Angela Burda, Jaimie L. Gilbert, C. Amundson, Kelsey Baughman, Aaron Brummel, Sarah Crimmins, Lisa Daringer, Courtney Hansen, D. Hoffman, Olivia Ferguson, Katherine Polit
Cognition encompasses many different abilities, including attention and executive functions. Yogev-Seligmann et al. [1] define attention as the ability to receive a stimulus and correctly respond to the stimulation. In essence, individuals orient and alert to stimuli [2,3] and decide if the focus should continue to be processed or ignored [4]. Several different types of attention exist including selective, divided, sustained, and alternating attention [2,5]. Selective attention is described as the ability to concentrate on a certain stimulus (e.g., auditory, visual) and suppress irrelevant factors [6,7]. Gaspelin Purpose: This study sought to determine if younger and older adults’ scores on the Attention Process Test predicted scores on the Behavioral Assessment of Dysexecutive Syndrome and Functional Assessment of Verbal Reasoning and Executive Strategies.
{"title":"Do Scores on an Attention Test Predict Scores on Executive Function Tests?","authors":"Angela Burda, Jaimie L. Gilbert, C. Amundson, Kelsey Baughman, Aaron Brummel, Sarah Crimmins, Lisa Daringer, Courtney Hansen, D. Hoffman, Olivia Ferguson, Katherine Polit","doi":"10.21849/CACD.2018.00402","DOIUrl":"https://doi.org/10.21849/CACD.2018.00402","url":null,"abstract":"Cognition encompasses many different abilities, including attention and executive functions. Yogev-Seligmann et al. [1] define attention as the ability to receive a stimulus and correctly respond to the stimulation. In essence, individuals orient and alert to stimuli [2,3] and decide if the focus should continue to be processed or ignored [4]. Several different types of attention exist including selective, divided, sustained, and alternating attention [2,5]. Selective attention is described as the ability to concentrate on a certain stimulus (e.g., auditory, visual) and suppress irrelevant factors [6,7]. Gaspelin Purpose: This study sought to determine if younger and older adults’ scores on the Attention Process Test predicted scores on the Behavioral Assessment of Dysexecutive Syndrome and Functional Assessment of Verbal Reasoning and Executive Strategies.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47779725","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 : 2018-12-31DOI: 10.21849/CACD.2018.00409
A. Kong, C. Tse
{"title":"Clinician Survey on Speech Pathology Services for People with Aphasia in Hong Kong","authors":"A. Kong, C. Tse","doi":"10.21849/CACD.2018.00409","DOIUrl":"https://doi.org/10.21849/CACD.2018.00409","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45656047","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 : 2018-08-31DOI: 10.21849/CACD.2018.00325
T. Whetstone, S. Kim, C. Reynolds, Emily Deeves
Evidence has been well accumulated for more than two centuries that a patient with non-fluent, or Broca’s, aphasia secondary to a left hemisphere stroke is able to sing songs and words (e.g., Marina, Pasqualetti, & Carlomagno, 2007; Mills, 1904, Gerstmann, 1964, Stahl, Kotz, Henseler, Turner, & Geyer, 2011). The rationale behind this evidence relies on neuroplasticity that a patient’s intact right hemisphere, known to play an important role in processing steady-state spectral information and slowly changing aspects of the auditory-signal (e.g., prosodic contours and sustained vowels), may stimulate the damaged left hemisphere responsible for integrating auditory information across shorter intervals of time (Naeser & Helm-Estabrooks, 1985; Sparks & Deck, 1994; Zatorre & Belin, 2001; Zipse, Worek, Guarino, & Shattuck-Hufnagel, 2014). This clinical observation has led to a variety of singing-based therapeutic techniques such as Melodic Intonation Therapy (MIT; Albert, Sparks, & Helm, 1973; Helm-Estabrooks, Nicholas, & Morgan, 1989; Sparks, Helm, & Albert, 1974; Wan, Ruber, Hohmann, & Schlaug, 2010). Techniques of MIT include sequentially training a patient to sing The purpose of the current observational study was to explore differential effects of melodyonly condition and rhythmic left-hand tapping-only condition in Melodic Intonation Therapy, when accompanied with formulaic words or phrase and slow rate. The participant included a 77-year-old, monolingual, non-Hispanic, Caucasian male with severe Broca’s aphasia enrolled at a university clinic. The independent variable was the individual component of MIT, with two conditions: (1) melody only and (2) rhythm and left-hand tapping only. The dependent variable was percentage accuracy of the participant’s ability to repeat a list of targets (i.e., pre-selected formulaic words/phrases). An alternating treatment design over two treatment phases was used in the present study. The percentage of nonoverlapping data was calculated by dividing the number of treatment sessions exceeding the highest data point during baseline sessions by the total number of treatment sessions. Results indicated that melody-only condition was a fairly effective treatment while rhythm and left-hand tappingonly condition was an unreliable treatment. The participant had difficulty following rhythm and left-hand tapping possibly due to a rhythm-processing deficit. Motivation and mood effect of singing in unison might positively influence the accuracy of repetitions in the participant. Limitations of the study were discussed.
{"title":"Case Study: Differential Effects of Melody and Rhythm in Melodic Intonation Therapy","authors":"T. Whetstone, S. Kim, C. Reynolds, Emily Deeves","doi":"10.21849/CACD.2018.00325","DOIUrl":"https://doi.org/10.21849/CACD.2018.00325","url":null,"abstract":"Evidence has been well accumulated for more than two centuries that a patient with non-fluent, or Broca’s, aphasia secondary to a left hemisphere stroke is able to sing songs and words (e.g., Marina, Pasqualetti, & Carlomagno, 2007; Mills, 1904, Gerstmann, 1964, Stahl, Kotz, Henseler, Turner, & Geyer, 2011). The rationale behind this evidence relies on neuroplasticity that a patient’s intact right hemisphere, known to play an important role in processing steady-state spectral information and slowly changing aspects of the auditory-signal (e.g., prosodic contours and sustained vowels), may stimulate the damaged left hemisphere responsible for integrating auditory information across shorter intervals of time (Naeser & Helm-Estabrooks, 1985; Sparks & Deck, 1994; Zatorre & Belin, 2001; Zipse, Worek, Guarino, & Shattuck-Hufnagel, 2014). This clinical observation has led to a variety of singing-based therapeutic techniques such as Melodic Intonation Therapy (MIT; Albert, Sparks, & Helm, 1973; Helm-Estabrooks, Nicholas, & Morgan, 1989; Sparks, Helm, & Albert, 1974; Wan, Ruber, Hohmann, & Schlaug, 2010). Techniques of MIT include sequentially training a patient to sing The purpose of the current observational study was to explore differential effects of melodyonly condition and rhythmic left-hand tapping-only condition in Melodic Intonation Therapy, when accompanied with formulaic words or phrase and slow rate. The participant included a 77-year-old, monolingual, non-Hispanic, Caucasian male with severe Broca’s aphasia enrolled at a university clinic. The independent variable was the individual component of MIT, with two conditions: (1) melody only and (2) rhythm and left-hand tapping only. The dependent variable was percentage accuracy of the participant’s ability to repeat a list of targets (i.e., pre-selected formulaic words/phrases). An alternating treatment design over two treatment phases was used in the present study. The percentage of nonoverlapping data was calculated by dividing the number of treatment sessions exceeding the highest data point during baseline sessions by the total number of treatment sessions. Results indicated that melody-only condition was a fairly effective treatment while rhythm and left-hand tappingonly condition was an unreliable treatment. The participant had difficulty following rhythm and left-hand tapping possibly due to a rhythm-processing deficit. Motivation and mood effect of singing in unison might positively influence the accuracy of repetitions in the participant. Limitations of the study were discussed.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691329","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 : 2018-08-31DOI: 10.21849/CACD.2018.00353
P. Briley
Stuttering is a communication disorder that typically emerges before a child reaches school-age [1]. The incidence of this disabling disorder is generally accepted to be around 5% of the United States’ (U.S.) population [2]. Evidence also suggests the prevalence of stuttering decreases over time due to natural recovery [2]. The consequences of stuttering can be a debilitating influence on people who stutter (PWS). The negative influence of stuttering extends beyond the overt manifestations of stuttering such as sound and word repetitions, sound prolongations, and audible and inaudible postural fixations [2]. Specifically, the experience of stuttering also includes inconspicuous behaviors that are not observable to listeners. These include avoidances of sounds, words, Purpose: To survey school-based speech-language pathologists (SLPs) in the state of North Carolina (NC) to examine management practices primarily related to their work with children who stutter (CWS) and to identify factors that influence their assessment approaches.
{"title":"Issues in Assessment of Children Who Stutter: A Survey of Speech-Language Pathologists in the State of North Carolina","authors":"P. Briley","doi":"10.21849/CACD.2018.00353","DOIUrl":"https://doi.org/10.21849/CACD.2018.00353","url":null,"abstract":"Stuttering is a communication disorder that typically emerges before a child reaches school-age [1]. The incidence of this disabling disorder is generally accepted to be around 5% of the United States’ (U.S.) population [2]. Evidence also suggests the prevalence of stuttering decreases over time due to natural recovery [2]. The consequences of stuttering can be a debilitating influence on people who stutter (PWS). The negative influence of stuttering extends beyond the overt manifestations of stuttering such as sound and word repetitions, sound prolongations, and audible and inaudible postural fixations [2]. Specifically, the experience of stuttering also includes inconspicuous behaviors that are not observable to listeners. These include avoidances of sounds, words, Purpose: To survey school-based speech-language pathologists (SLPs) in the state of North Carolina (NC) to examine management practices primarily related to their work with children who stutter (CWS) and to identify factors that influence their assessment approaches.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42644804","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 : 2018-08-31DOI: 10.21849/CACD.2018.00346
D. Thomas, D. Lance, J. Rainey
High stakes testing and performance-based funding models increase the pressure to accurately identify reading problems in children as early as possible. Assessments used to measure reading-related skills, such as phonemic awareness (PA) have conventionally require verbal (oral) responses. Consequently, measures that require verbal (oral) responses may not accurately measure skills (e.g., oral reading fluency or word finding) in children who exhibit communication issues, specifically, children who do not speak clearly and fluently [1,2], such as children with speech sound disorders (SSD). Purpose: When assessing phonemic awareness (PA) ability, tasks that require verbal (oral) responses are often used. If verbal (oral) answers contain speech sound errors, it may be difficult for the evaluator to determine accuracy of PA skill. The present study aimed to investigate the relationship between speech sound production and PA in first and second grade children with and without speech sound disorders (SSD) using a nonverbal (non-oral) response format.
{"title":"Phonemic Awareness Assessment of Children With and Without Speech Sound Disorders: A Comparison Study","authors":"D. Thomas, D. Lance, J. Rainey","doi":"10.21849/CACD.2018.00346","DOIUrl":"https://doi.org/10.21849/CACD.2018.00346","url":null,"abstract":"High stakes testing and performance-based funding models increase the pressure to accurately identify reading problems in children as early as possible. Assessments used to measure reading-related skills, such as phonemic awareness (PA) have conventionally require verbal (oral) responses. Consequently, measures that require verbal (oral) responses may not accurately measure skills (e.g., oral reading fluency or word finding) in children who exhibit communication issues, specifically, children who do not speak clearly and fluently [1,2], such as children with speech sound disorders (SSD). Purpose: When assessing phonemic awareness (PA) ability, tasks that require verbal (oral) responses are often used. If verbal (oral) answers contain speech sound errors, it may be difficult for the evaluator to determine accuracy of PA skill. The present study aimed to investigate the relationship between speech sound production and PA in first and second grade children with and without speech sound disorders (SSD) using a nonverbal (non-oral) response format.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071162","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 : 2018-08-31DOI: 10.21849/CACD.2018.00374
Colleen E. Fitzgerald, R. Wettstein, Rebecca L. Ebert, S. M. Bridges
{"title":"The Phonetic and Linguistic Environment of Third Singular Allomorphs in Parent Input","authors":"Colleen E. Fitzgerald, R. Wettstein, Rebecca L. Ebert, S. M. Bridges","doi":"10.21849/CACD.2018.00374","DOIUrl":"https://doi.org/10.21849/CACD.2018.00374","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546790","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 : 2018-08-31DOI: 10.21849/CACD.2018.00290
E. Oommen, Youngsun Kim
Lingual function is imperative for important physiological events during oropharyngeal swallowing such as bolus formation and manipulation [1-7]. Contraction of the intrinsic and extrinsic muscles of the tongue [3], in addition to that of the suprahyoid muscles, contribute to functional lingual movements in speech and swallowing [8,9]. Impaired lingual function could result in dysphagia, manifestations of which may include difficulties in mastication, incomplete bolus formation, difficulties in bolus positioning, increased residue, impairments in oral and pharyngeal bolus transit, and premature spillage [4,6,10,11]. Objective values that reflect lingual strength, defined as the “capability of the muscle fibers to produce or resist force” [8, p. 658], include peak swallowing pressure, peak lingual pressure during isometric lingual tasks, and percentage of maximum tongue pressure [1,6,12]. Isometric lingual tasks involve maintaining a static posture of the tongue against resistance, during which the lingual pressure generated can be measured, free of changes in muscle length [8,13]. Purpose: This study examined the effects of age and gender during three intra-oral lingual tasks (elevation, protrusion, and depression) on peak lingual pressure in healthy adults.
{"title":"Effects of Age and Gender during Three Lingual Tasks on Peak Lingual Pressures in Healthy Adults","authors":"E. Oommen, Youngsun Kim","doi":"10.21849/CACD.2018.00290","DOIUrl":"https://doi.org/10.21849/CACD.2018.00290","url":null,"abstract":"Lingual function is imperative for important physiological events during oropharyngeal swallowing such as bolus formation and manipulation [1-7]. Contraction of the intrinsic and extrinsic muscles of the tongue [3], in addition to that of the suprahyoid muscles, contribute to functional lingual movements in speech and swallowing [8,9]. Impaired lingual function could result in dysphagia, manifestations of which may include difficulties in mastication, incomplete bolus formation, difficulties in bolus positioning, increased residue, impairments in oral and pharyngeal bolus transit, and premature spillage [4,6,10,11]. Objective values that reflect lingual strength, defined as the “capability of the muscle fibers to produce or resist force” [8, p. 658], include peak swallowing pressure, peak lingual pressure during isometric lingual tasks, and percentage of maximum tongue pressure [1,6,12]. Isometric lingual tasks involve maintaining a static posture of the tongue against resistance, during which the lingual pressure generated can be measured, free of changes in muscle length [8,13]. Purpose: This study examined the effects of age and gender during three intra-oral lingual tasks (elevation, protrusion, and depression) on peak lingual pressure in healthy adults.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42899495","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 : 2018-08-31DOI: 10.21849/CACD.2018.00332
Kaylee Sienza, Youngsun Kim, T. Park, B. Oh
Thirty to 70% of post-stroke survivors suffer from dysphagia [1,2]. Post-stroke survivors with dysphagia commonly show difficulties in airway protection during pharyngeal swallowing [3,4]. Airway protection during swallowing is achieved through laryngeal closure. Laryngeal closure is executed by an initial downward displacement of the epiglottis with a concurrent approximation of the arytenoids to the base of the epiglottis [5-7]. The contact between the epiglottis and arytenoid is sustained until the bolus passes the pharynx and enters the esophagus. A delayed, incomplete, and reduced laryngeal closure may lead to aspiration. Aspiration is defined as the bolus entering into the vestibule and then passing below the vocal folds [8]. Disturbances in the initiation and duration of laryngeal closure in post-stroke survivors are important physiological steps in the pharyngeal swallow [9,10]. Park and her colleagues (2010) reported that the post-stroke survivors show a reduced duration of laryngeal closure regardless of aspiration [9]. However, in regard to the initiation of laryngeal closure, post-stroke survivors with aspiration showed a delayed initiation of laObjectives: The purpose of this study was to examine whether traditional swallowing intervention improves the initiation or duration of laryngeal closure in post-stroke survivors using the initial and follow-up videofluoroscopic swallowing study (VFSS).
{"title":"Recovery of Laryngeal Closure in Post-stroke Survivors","authors":"Kaylee Sienza, Youngsun Kim, T. Park, B. Oh","doi":"10.21849/CACD.2018.00332","DOIUrl":"https://doi.org/10.21849/CACD.2018.00332","url":null,"abstract":"Thirty to 70% of post-stroke survivors suffer from dysphagia [1,2]. Post-stroke survivors with dysphagia commonly show difficulties in airway protection during pharyngeal swallowing [3,4]. Airway protection during swallowing is achieved through laryngeal closure. Laryngeal closure is executed by an initial downward displacement of the epiglottis with a concurrent approximation of the arytenoids to the base of the epiglottis [5-7]. The contact between the epiglottis and arytenoid is sustained until the bolus passes the pharynx and enters the esophagus. A delayed, incomplete, and reduced laryngeal closure may lead to aspiration. Aspiration is defined as the bolus entering into the vestibule and then passing below the vocal folds [8]. Disturbances in the initiation and duration of laryngeal closure in post-stroke survivors are important physiological steps in the pharyngeal swallow [9,10]. Park and her colleagues (2010) reported that the post-stroke survivors show a reduced duration of laryngeal closure regardless of aspiration [9]. However, in regard to the initiation of laryngeal closure, post-stroke survivors with aspiration showed a delayed initiation of laObjectives: The purpose of this study was to examine whether traditional swallowing intervention improves the initiation or duration of laryngeal closure in post-stroke survivors using the initial and follow-up videofluoroscopic swallowing study (VFSS).","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47769930","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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