Bo Gyeom Kim, Seong Hee Choi, Kyungjae Lee, Chul-Hee Choi
Objectives: Laryngeal massage has been used as a major voice therapy technique in patients with muscle tension dysphonia, which results in voice changes due to excessive tension in the intrinsic or extrinsic laryngeal muscles. This study aims to explore the effect of laryngeal massage by changing the activity potentials of paralaryngeal muscles through laryngeal massage. Methods: A total of 15 adults diagnosed with muscle tension dysphonia participated in this study. Laryngeal massage was performed for 15-20 minutes. To measure surface electromyography (sEMG), the surface electrodes were attached to the suprahyoid muscle and sternocleidomastoid (SCM) muscles of each patient and the sEMG activity of the paralaryngeal muscles was measured before and after laryngeal massage. In addition, a patient-based pain scale was also completed by laryngeal palpation before and after laryngeal massage. Results: Significantly lower sEMG amplitudes yielded in the suprahyoid muscle and SCM muscles during sustained /a/ vowel phonation and connected speech following laryngeal massage. Moreover, pain scores also reduced after laryngeal massage in both the suprahyoid and sternocleidomastoid muscles. Conclusion: Laryngeal massage was immediately beneficial in reducing tension and pain in the paralaryngeal muscles for muscle tension dysphonia. In addition, sEMG proved the effect of laryngeal massage alone without other interventions as an objective indicator. Hence, it can be useful to measure the therapeutic effect of laryngeal massage for muscle tension dysphonia with laryngeal palpation in the clinical field.
{"title":"Efficacy of Laryngeal Massage in Patients with Muscle Tension Dysphonia: Changes in Surface Electromyography (sEMG) Activity","authors":"Bo Gyeom Kim, Seong Hee Choi, Kyungjae Lee, Chul-Hee Choi","doi":"10.12963/csd.23997","DOIUrl":"https://doi.org/10.12963/csd.23997","url":null,"abstract":"Objectives: Laryngeal massage has been used as a major voice therapy technique in patients with muscle tension dysphonia, which results in voice changes due to excessive tension in the intrinsic or extrinsic laryngeal muscles. This study aims to explore the effect of laryngeal massage by changing the activity potentials of paralaryngeal muscles through laryngeal massage. Methods: A total of 15 adults diagnosed with muscle tension dysphonia participated in this study. Laryngeal massage was performed for 15-20 minutes. To measure surface electromyography (sEMG), the surface electrodes were attached to the suprahyoid muscle and sternocleidomastoid (SCM) muscles of each patient and the sEMG activity of the paralaryngeal muscles was measured before and after laryngeal massage. In addition, a patient-based pain scale was also completed by laryngeal palpation before and after laryngeal massage. Results: Significantly lower sEMG amplitudes yielded in the suprahyoid muscle and SCM muscles during sustained /a/ vowel phonation and connected speech following laryngeal massage. Moreover, pain scores also reduced after laryngeal massage in both the suprahyoid and sternocleidomastoid muscles. Conclusion: Laryngeal massage was immediately beneficial in reducing tension and pain in the paralaryngeal muscles for muscle tension dysphonia. In addition, sEMG proved the effect of laryngeal massage alone without other interventions as an objective indicator. Hence, it can be useful to measure the therapeutic effect of laryngeal massage for muscle tension dysphonia with laryngeal palpation in the clinical field.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081563","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}
Kyungrang Baik, Kyungyang Kim, Eunhye Park, Young Tae Kim
Objectives: With advancements in scientific and technological progress, various Augmentative and Alternative Communication (AAC) applications (apps) have been developed. AAC users require AAC systems that align with their personal characteristics and needs. AAC performance indicators, which encompass usability evaluation, aim to measure communication effectiveness and satisfaction. These indicators can be utilized to assist AAC users in selecting appropriate AAC systems. The goal of this study was to develop performance indicators that would allow AAC users and stakeholders to evaluate AAC apps from multiple perspectives. Methods: Mobile apps and usability evaluations in prior studies were analyzed to extract keywords. Performance indicator items were developed based on this analysis. Expert validity was evaluated, and a survey of AAC users and stakeholders was done to adjust the number of items included and measure validity and reliability. Results: The analysis of prior studies for the development of performance indicator items was visualized in the form of a word cloud. The reliability assessment of AAC app performance indicators yielded a Cronbach’s α value of 0.9 or higher. Regarding content validity, the expert validity showed an S-CVI of 0.978, while the survey with AAC users and stakeholders resulted in 0.754. Exploratory factor analysis was performed to assess construct validity, revealing that all variables demonstrated a communalities value of 0.4 or higher. The items were categorized into five factors: usability, social communication, user-centered design, adoption, and empowerment. Conclusion: AAC app performance indicators should be user-centered, incorporating diverse perspectives and evaluating various aspects of app usage.
{"title":"Development of Performance Indicators for AAC Application Design and Usability Evaluation","authors":"Kyungrang Baik, Kyungyang Kim, Eunhye Park, Young Tae Kim","doi":"10.12963/csd.23983","DOIUrl":"https://doi.org/10.12963/csd.23983","url":null,"abstract":"Objectives: With advancements in scientific and technological progress, various Augmentative and Alternative Communication (AAC) applications (apps) have been developed. AAC users require AAC systems that align with their personal characteristics and needs. AAC performance indicators, which encompass usability evaluation, aim to measure communication effectiveness and satisfaction. These indicators can be utilized to assist AAC users in selecting appropriate AAC systems. The goal of this study was to develop performance indicators that would allow AAC users and stakeholders to evaluate AAC apps from multiple perspectives. Methods: Mobile apps and usability evaluations in prior studies were analyzed to extract keywords. Performance indicator items were developed based on this analysis. Expert validity was evaluated, and a survey of AAC users and stakeholders was done to adjust the number of items included and measure validity and reliability. Results: The analysis of prior studies for the development of performance indicator items was visualized in the form of a word cloud. The reliability assessment of AAC app performance indicators yielded a Cronbach’s α value of 0.9 or higher. Regarding content validity, the expert validity showed an S-CVI of 0.978, while the survey with AAC users and stakeholders resulted in 0.754. Exploratory factor analysis was performed to assess construct validity, revealing that all variables demonstrated a communalities value of 0.4 or higher. The items were categorized into five factors: usability, social communication, user-centered design, adoption, and empowerment. Conclusion: AAC app performance indicators should be user-centered, incorporating diverse perspectives and evaluating various aspects of app usage.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082545","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}
Hae-na Yun, Youngmee Lee, Young-joo Lee, Jeong-won Kim, Ju-ri Lee, Mi-ri Choi, Min-young Kim
Objectives: Emotional cues in speech communication are delivered in several sensory modalities, including the auditory and the visual modality. Since the onset of the COVID-19 pandemic, masking wearing has become ubiquitous internationally. In this study, we investigated the effects of face masks on the perception of emotional speech in deaf and hard of hearing children (DHH) compared to children with normal hearing (NH). Methods:Thirteen children with DHH participated in the study. Six children were cochlear implant (CI) users and 7 children used hearing aids (HAs). Thirteen children with NH were involved as the control group. They completed the emotion perception tasks, based on stimuli presenting three emotional expressions (happiness, sadness, and anger). Results: There were no significant differences between the DHH and NH groups in mask-wearing and unmasked conditions. The CI group showed lower emotion perception scores than the HA group in unmasked-sad and unmasked-anger conditions. Among communication-related factors, speech perception scores at the sentence level were highly related with the emotion perception scores in the DHH group. Conclusion: These results indicate that children with DHH can accurately perceive emotions even in situations when facial expressions are limited. Children with CIs have more difficulty perceiving emotions than children with HAs.This endeavor will help an optimized treatment plan for children with CIs who have relatively poor emotion perception skills.
{"title":"Effects of Face Masks on Perception of Emotion from Facial Expression and Voice in Preschool-age Deaf and Hard-of-Hearing Children","authors":"Hae-na Yun, Youngmee Lee, Young-joo Lee, Jeong-won Kim, Ju-ri Lee, Mi-ri Choi, Min-young Kim","doi":"10.12963/csd.23985","DOIUrl":"https://doi.org/10.12963/csd.23985","url":null,"abstract":"Objectives: Emotional cues in speech communication are delivered in several sensory modalities, including the auditory and the visual modality. Since the onset of the COVID-19 pandemic, masking wearing has become ubiquitous internationally. In this study, we investigated the effects of face masks on the perception of emotional speech in deaf and hard of hearing children (DHH) compared to children with normal hearing (NH). Methods:Thirteen children with DHH participated in the study. Six children were cochlear implant (CI) users and 7 children used hearing aids (HAs). Thirteen children with NH were involved as the control group. They completed the emotion perception tasks, based on stimuli presenting three emotional expressions (happiness, sadness, and anger). Results: There were no significant differences between the DHH and NH groups in mask-wearing and unmasked conditions. The CI group showed lower emotion perception scores than the HA group in unmasked-sad and unmasked-anger conditions. Among communication-related factors, speech perception scores at the sentence level were highly related with the emotion perception scores in the DHH group. Conclusion: These results indicate that children with DHH can accurately perceive emotions even in situations when facial expressions are limited. Children with CIs have more difficulty perceiving emotions than children with HAs.This endeavor will help an optimized treatment plan for children with CIs who have relatively poor emotion perception skills.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082550","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}
Objectives: The purpose of the present study was to investigate characteristics of peer’s facial emotion recognition (FER) in children with high-functioning autism spectrum disorder (HF-ASD) through gaze patterns; and to suggest implications through comparison with typically developing (TD children). Methods: The participants were 10 children with HF-ASD aged 7-8 years and 10 children with TD matched on chronological age. Children performed FER tasks consisting of two types of stimuli (static, dynamic) for four basic emotions (happy, sad, anger, surprise) and their eye movement were measured while they performed the task using an eye-tracker. The emotion recognition accuracy, proportion of fixation, and heatmap were analyzed, and correlation analysis was conducted. Results: The HF-ASD group performed significantly poorer than the TD group in overall emotion recognition and made significantly more errors only in anger. There was no statistically significant difference in emotion recognition between static and dynamic stimuli in both groups. There was no interaction effect between group and emotion type and areas of interest (AOI). Only the interaction effect between emotion type and AOI was significant in the TD group. The HF-ASD group tended to look more at the mouth than the eyes and look relatively more at non-feature area of the faces compared to the TD group. These gaze patterns seem to affect the accuracy depending on emotion types. Conclusion: Children with HF-ASD have deficits in FER and show gaze patterns different with TD peers. The results of this study suggest that a deficit in FER of children with HF-ASD is related to gaze pattern.
{"title":"Characteristics of Facial Emotion Recognition in Children Aged 7-8 with High-Functioning ASD Using an Eye-Tracker","authors":"Da-Hye Lim, Gyung-Hun Hong","doi":"10.12963/csd.23988","DOIUrl":"https://doi.org/10.12963/csd.23988","url":null,"abstract":"Objectives: The purpose of the present study was to investigate characteristics of peer’s facial emotion recognition (FER) in children with high-functioning autism spectrum disorder (HF-ASD) through gaze patterns; and to suggest implications through comparison with typically developing (TD children). Methods: The participants were 10 children with HF-ASD aged 7-8 years and 10 children with TD matched on chronological age. Children performed FER tasks consisting of two types of stimuli (static, dynamic) for four basic emotions (happy, sad, anger, surprise) and their eye movement were measured while they performed the task using an eye-tracker. The emotion recognition accuracy, proportion of fixation, and heatmap were analyzed, and correlation analysis was conducted. Results: The HF-ASD group performed significantly poorer than the TD group in overall emotion recognition and made significantly more errors only in anger. There was no statistically significant difference in emotion recognition between static and dynamic stimuli in both groups. There was no interaction effect between group and emotion type and areas of interest (AOI). Only the interaction effect between emotion type and AOI was significant in the TD group. The HF-ASD group tended to look more at the mouth than the eyes and look relatively more at non-feature area of the faces compared to the TD group. These gaze patterns seem to affect the accuracy depending on emotion types. Conclusion: Children with HF-ASD have deficits in FER and show gaze patterns different with TD peers. The results of this study suggest that a deficit in FER of children with HF-ASD is related to gaze pattern.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082551","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}
Objectives: The present study aimed to compare the communicative attitudes of stuttering groups with the general population using a meta-analysis and to examine the patterns of change in communicative attitudes across different age groups: pre-school, school-age, and adults. Methods: The author conducted a meta-analysis to compare communication attitude scores between people who stutter (PWS) and people who do not stutter (PWNS) from 2000 to June 2022 using domestic and foreign databases. 15 articles meeting the selection criteria were included, with 16 data points extracted. The study aimed to determine the overall effect size of communication attitude scores between groups and to analyze age as a moderator. Results: The overall effect size of the communication attitude scores between the two groups showed a large effect size (g = 2.507) and was statistically significant. Meta ANOVA analysis of group communication attitude scores by age category showed that there was a significant difference in effect size between the three age categories (χ2 = 13.53, p < .01). Post-hoc analysis was performed, and there was no significant difference in effect size between the pre-school and school-age groups (χ2 = 0.72, p = .40). A large effect size and a statistically significant difference were observed between the school-age and adult groups (χ2 = 5.95, p < .05), and a very large effect size and a statistically significant difference were observed between the pre-school and adult groups (χ2=13.52, p < .01). Conclusion: The research findings indicate that individuals who stutter exhibited more negative communicative attitudes compared to the non-stuttering group across all age groups. Particularly during adulthood, the negative communicative attitudes were more pronounced when compared to the other two age groups (pre-school and school-age). Therefore, when providing treatment for stuttering, it is important to not only focus on external behaviors but also incorporate activities that address age-appropriate communicative attitudes.
{"title":"A Meta-analysis Study on the Communication Attitudes of People Who Do and Do Not Stutter by Age","authors":"Eunna Kim, Hyun Sub Sim, Young Tae Kim","doi":"10.12963/csd.23957","DOIUrl":"https://doi.org/10.12963/csd.23957","url":null,"abstract":"Objectives: The present study aimed to compare the communicative attitudes of stuttering groups with the general population using a meta-analysis and to examine the patterns of change in communicative attitudes across different age groups: pre-school, school-age, and adults. Methods: The author conducted a meta-analysis to compare communication attitude scores between people who stutter (PWS) and people who do not stutter (PWNS) from 2000 to June 2022 using domestic and foreign databases. 15 articles meeting the selection criteria were included, with 16 data points extracted. The study aimed to determine the overall effect size of communication attitude scores between groups and to analyze age as a moderator. Results: The overall effect size of the communication attitude scores between the two groups showed a large effect size (<i>g</i> = 2.507) and was statistically significant. Meta ANOVA analysis of group communication attitude scores by age category showed that there was a significant difference in effect size between the three age categories (χ<sup>2</sup> = 13.53, <i>p</i> < .01). Post-hoc analysis was performed, and there was no significant difference in effect size between the pre-school and school-age groups (χ<sup>2</sup> = 0.72, <i>p</i> = .40). A large effect size and a statistically significant difference were observed between the school-age and adult groups (χ<sup>2</sup> = 5.95, <i>p</i> < .05), and a very large effect size and a statistically significant difference were observed between the pre-school and adult groups (χ<sup>2</sup>=13.52, <i>p</i> < .01). Conclusion: The research findings indicate that individuals who stutter exhibited more negative communicative attitudes compared to the non-stuttering group across all age groups. Particularly during adulthood, the negative communicative attitudes were more pronounced when compared to the other two age groups (pre-school and school-age). Therefore, when providing treatment for stuttering, it is important to not only focus on external behaviors but also incorporate activities that address age-appropriate communicative attitudes.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081428","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}
Objectives: This study investigated the developmental characteristics of word reading and word writing abilities in developmental dyslexia comparing to typical development. Methods: Two evaluations were conducted individually at the end of each semester for first graders with and without developmental dyslexia, 30 students in each group. After reading and writing 14 two-syllable words considering meaning accessibility, each student’s performance was analyzed and compared by grapheme units. Results: Typically developing students (TD) already demonstrated high performance in meaning word reading and writing as well as non-word reading at the end of the first semester while developmental dyslexic students showed significant improvement at the end of the second semester, but performance remained lower compared to TD students. In non-word writing, both groups showed developmental progress from the end of the first semester to the end of the second semester. However, the developmental gap between the two groups persisted. Conclusion: Despite providing 20-30 intervention sessions, developmental dyslexic students showed consistently lower performance in word reading and writing tasks compared to TD students. The results of this study suggest the urgent need for systematic and individualized intervention support at a higher frequency. The low performance in the non-word task suggests that developmental dyslexic students still have limited ability in phoneme-grapheme mapping through the non-lexical route for phoneme-grapheme correspondent words, highlighting the importance of evaluating tasks that consider meaning. Given that the dyslexic first graders developmental pattern is parallel to the TD students in non-word writing, Korean first graders seem to be actively developing spelling and transcription skills.
{"title":"Word Reading and Word Writing Development of First Graders with and without Developmental Dyslexia: Considering Meaning Accessibility","authors":"Kahyun Lee, Woojeong Jang, Jimok Eom, Soyeong Pae","doi":"10.12963/csd.23987","DOIUrl":"https://doi.org/10.12963/csd.23987","url":null,"abstract":"Objectives: This study investigated the developmental characteristics of word reading and word writing abilities in developmental dyslexia comparing to typical development. Methods: Two evaluations were conducted individually at the end of each semester for first graders with and without developmental dyslexia, 30 students in each group. After reading and writing 14 two-syllable words considering meaning accessibility, each student’s performance was analyzed and compared by grapheme units. Results: Typically developing students (TD) already demonstrated high performance in meaning word reading and writing as well as non-word reading at the end of the first semester while developmental dyslexic students showed significant improvement at the end of the second semester, but performance remained lower compared to TD students. In non-word writing, both groups showed developmental progress from the end of the first semester to the end of the second semester. However, the developmental gap between the two groups persisted. Conclusion: Despite providing 20-30 intervention sessions, developmental dyslexic students showed consistently lower performance in word reading and writing tasks compared to TD students. The results of this study suggest the urgent need for systematic and individualized intervention support at a higher frequency. The low performance in the non-word task suggests that developmental dyslexic students still have limited ability in phoneme-grapheme mapping through the non-lexical route for phoneme-grapheme correspondent words, highlighting the importance of evaluating tasks that consider meaning. Given that the dyslexic first graders developmental pattern is parallel to the TD students in non-word writing, Korean first graders seem to be actively developing spelling and transcription skills.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081435","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}
YoonKyoung Lee, Sojung Oh, Jihye Choi, Eunjin Yang, Suah Lim, Hyeji Kim, Jaerin Choi, Hyeokbin Kim
Objectives: Connective endings play an important role not only in producing complex sentences but also in logically expressing thoughts. The purpose of this study was to examine the development of the use of connective endings in the spontaneous language of children aged 2-6. Methods: A total of 250 children aged 2 to 6 participated in the study, in groups of 50 by age group. Spontaneous language samples were collected between the examiner and the children via a semi-structured conversation procedure in which the topic of conversation and the examiner’s conversational behavior were controlled. The total number of connective endings, number of connective endings by subcategory and by subtype were measured by extracting 50 utterances from each child’s language sample. Results: (1) The total number of connective endings (CE) and the numbers of the three CE categories increased significantly according to age and the significant differences were observed before and after the age of 4. (2) In the subtypes of CE, auxiliary and closing connective endings were the most frequently used in all age groups, and closing connective endings significantly increased from 2 to 4 years old. However, there was no significant difference in the use of auxiliary connective endings according to age because they were used frequently from the age of 2. (3) The total number of CE (39.4%), and the subordinate category (40.9%) among the three CE categories; cause (31.3%), purpose (9.6%), choice (5.5%), list (2.4%) among the subtypes of CE explained age. Conclusion: The study confirmed that the developmental pattern of the use of connective endings in spontaneous language of the children aged 2-6. We discussed the academic and clinical implication of the result and suggest the needs of the follow-up study.
{"title":"Development of Connective Endings Use in Spontaneous Language of 2-6-Year-Old Children","authors":"YoonKyoung Lee, Sojung Oh, Jihye Choi, Eunjin Yang, Suah Lim, Hyeji Kim, Jaerin Choi, Hyeokbin Kim","doi":"10.12963/csd.23996","DOIUrl":"https://doi.org/10.12963/csd.23996","url":null,"abstract":"Objectives: Connective endings play an important role not only in producing complex sentences but also in logically expressing thoughts. The purpose of this study was to examine the development of the use of connective endings in the spontaneous language of children aged 2-6. Methods: A total of 250 children aged 2 to 6 participated in the study, in groups of 50 by age group. Spontaneous language samples were collected between the examiner and the children via a semi-structured conversation procedure in which the topic of conversation and the examiner’s conversational behavior were controlled. The total number of connective endings, number of connective endings by subcategory and by subtype were measured by extracting 50 utterances from each child’s language sample. Results: (1) The total number of connective endings (CE) and the numbers of the three CE categories increased significantly according to age and the significant differences were observed before and after the age of 4. (2) In the subtypes of CE, auxiliary and closing connective endings were the most frequently used in all age groups, and closing connective endings significantly increased from 2 to 4 years old. However, there was no significant difference in the use of auxiliary connective endings according to age because they were used frequently from the age of 2. (3) The total number of CE (39.4%), and the subordinate category (40.9%) among the three CE categories; cause (31.3%), purpose (9.6%), choice (5.5%), list (2.4%) among the subtypes of CE explained age. Conclusion: The study confirmed that the developmental pattern of the use of connective endings in spontaneous language of the children aged 2-6. We discussed the academic and clinical implication of the result and suggest the needs of the follow-up study.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082546","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}
Objectives: The present study investigated several acoustic parameters to determine intelligibility strategies implemented by eight normal healthy individuals (NHI) and eight individuals with dysarthria (IWD) following concrete and abstract auditory speech cues. Methods: Ten acoustic parameters reportedly sensitive to intelligibility changes were selected and analyzed. Those included fundamental frequency (f0), vowel duration, vowel-consonant-vowel syllable duration, closure duration, aspiration duration, the ratio of closure duration to closure and aspiration combined duration, the 1st & 2nd formant (F1, F2) consonant-to-vowel (C/V) ratio, and the F2 slope. They were compared in three different auditory speech cue conditions: No cue (NC), Concrete cue (CC), and Abstract cue (AC) conditions. Results: IWD showed higher values in most of the measurements compared to the NHI group. Group differences appeared in seven out of ten measurements in the NC condition. Such group differences only appeared in the closure duration and the closure duration ratio in the CC condition. Group difference disappeared in the AC condition. The results results suggested that while NHI manipulated pitch and durational aspects of speech to increase intelligibility, IWD manipulated only the durational aspect in the cue conditions. Conclusion: The pitch might already be heightened while IWD implement clear speech strategy regardless of the cue condition. The aspiration duration was unaffected by cue or group condition. Participants reduced group differences on the relational measurements (F2 C/V ratio or F2 slope) after cues suggesting that IWD maintained the ability to control relational aspects of speech because they are critical for distinctive stop production. Abstract cues appeared to make IWD’s speech closer to NHI.
{"title":"Speech Intelligibility Improvement with Concrete and Abstract Auditory Cues","authors":"Hyun Seung Kim","doi":"10.12963/csd.23992","DOIUrl":"https://doi.org/10.12963/csd.23992","url":null,"abstract":"Objectives: The present study investigated several acoustic parameters to determine intelligibility strategies implemented by eight normal healthy individuals (NHI) and eight individuals with dysarthria (IWD) following concrete and abstract auditory speech cues. Methods: Ten acoustic parameters reportedly sensitive to intelligibility changes were selected and analyzed. Those included fundamental frequency (<i>f</i><sub>0</sub>), vowel duration, vowel-consonant-vowel syllable duration, closure duration, aspiration duration, the ratio of closure duration to closure and aspiration combined duration, the 1st & 2nd formant (F1, F2) consonant-to-vowel (C/V) ratio, and the F2 slope. They were compared in three different auditory speech cue conditions: No cue (NC), Concrete cue (CC), and Abstract cue (AC) conditions. Results: IWD showed higher values in most of the measurements compared to the NHI group. Group differences appeared in seven out of ten measurements in the NC condition. Such group differences only appeared in the closure duration and the closure duration ratio in the CC condition. Group difference disappeared in the AC condition. The results results suggested that while NHI manipulated pitch and durational aspects of speech to increase intelligibility, IWD manipulated only the durational aspect in the cue conditions. Conclusion: The pitch might already be heightened while IWD implement clear speech strategy regardless of the cue condition. The aspiration duration was unaffected by cue or group condition. Participants reduced group differences on the relational measurements (F2 C/V ratio or F2 slope) after cues suggesting that IWD maintained the ability to control relational aspects of speech because they are critical for distinctive stop production. Abstract cues appeared to make IWD’s speech closer to NHI.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081430","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}
Objectives: This is a conceptual replication aiming to investigate the cognitive processes of students with reading comprehension difficulties using the think-aloud protocol. Methods: Among 72 third- and fourth-grade participants, 28 poor comprehenders and 44 average students were identified based on screening criteria and standardized tests. The think-aloud protocol was used to monitor comprehension processes during reading. The participants verbalized their thoughts as they read expository and narrative texts. Those responses were transcribed and coded according to inference rates, correctness, and inferential types (explanation, prediction, or association). Results: First, poor comprehenders showed significantly lower rates and accuracies of inferences for both expository and narrative texts than average students did. Second, there were significant differences between poor comprehenders and average students in the proportions of the three types of inferences. Poor comprehenders generated significantly lower rates of explanatory, predictive, and associative inferences. Third, the inference types differed for different type of texts. Both groups made more predictive inferences when reading the narrative text than when reading the expository text. Conclusion: Differences in inference patterns between poor comprehenders and average students were identified using the think-aloud protocol. Different types of inferences were involved in processing different types of texts. Future research directions for developing learning strategies for encouraging solid inference are discussed.
{"title":"Comparative Analysis of Inferencing in Low-Reading and Average-Reading Comprehenders: Utilizing the Think-Aloud Protocol","authors":"Woori Kim, Mikyung Shin, Yongseok Yoo","doi":"10.12963/csd.23976","DOIUrl":"https://doi.org/10.12963/csd.23976","url":null,"abstract":"Objectives: This is a conceptual replication aiming to investigate the cognitive processes of students with reading comprehension difficulties using the think-aloud protocol. Methods: Among 72 third- and fourth-grade participants, 28 poor comprehenders and 44 average students were identified based on screening criteria and standardized tests. The think-aloud protocol was used to monitor comprehension processes during reading. The participants verbalized their thoughts as they read expository and narrative texts. Those responses were transcribed and coded according to inference rates, correctness, and inferential types (explanation, prediction, or association). Results: First, poor comprehenders showed significantly lower rates and accuracies of inferences for both expository and narrative texts than average students did. Second, there were significant differences between poor comprehenders and average students in the proportions of the three types of inferences. Poor comprehenders generated significantly lower rates of explanatory, predictive, and associative inferences. Third, the inference types differed for different type of texts. Both groups made more predictive inferences when reading the narrative text than when reading the expository text. Conclusion: Differences in inference patterns between poor comprehenders and average students were identified using the think-aloud protocol. Different types of inferences were involved in processing different types of texts. Future research directions for developing learning strategies for encouraging solid inference are discussed.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081436","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}
Objectives: A new phonological memory task using pointing responses was developed and the performance of each sub-task was compared between children with and without speech sound disorders (SSD). Methods: 16 children with SSD and 14 typically developing children (TD) performed pointing memory tasks, which consists of four sub-tasks—auditory short-term, auditory working, visual short-term, and visual working memory; and performances between groups and between each sub-task were compared. In addition, the correlation between the new task and the existing task (digit span task), vocabulary sizes and the accuracy of consonants was analyzed. Results: First, the SSD group showed significantly lower performance in the pointing memory tasks than the TD group. Second, both the SSD and TD groups showed significantly higher performance in auditory stimulation compared with visual stimulation, and in short-term memory than working memory. Third, in the case of the TD group, the performance of the auditory short-term memory task was much better, and there were no significant differences among the other three sub-tasks, while the SSD group showed a sequential decline in performances among the four sub-tasks. Finally, there was a high correlation between the new task and the existing task, vocabulary sizes, and the accuracy of consonants. Conclusion: The low performance in the phonological memory task of the SSD group is not due to weakness in articulation or in auditory processing, but to defects in phonological short-term/working memory itself. The results of this study provide meaningful information on the different performance patterns of phonological memory tasks according to stimulus modalities between the SSD and TD groups.
{"title":"Performances of Pointing Phonological Memory Tasks between Children with and without Speech Sound Disorders","authors":"Se-In Jeong, Ji-Wan Ha","doi":"10.12963/csd.23990","DOIUrl":"https://doi.org/10.12963/csd.23990","url":null,"abstract":"Objectives: A new phonological memory task using pointing responses was developed and the performance of each sub-task was compared between children with and without speech sound disorders (SSD). Methods: 16 children with SSD and 14 typically developing children (TD) performed pointing memory tasks, which consists of four sub-tasks—auditory short-term, auditory working, visual short-term, and visual working memory; and performances between groups and between each sub-task were compared. In addition, the correlation between the new task and the existing task (digit span task), vocabulary sizes and the accuracy of consonants was analyzed. Results: First, the SSD group showed significantly lower performance in the pointing memory tasks than the TD group. Second, both the SSD and TD groups showed significantly higher performance in auditory stimulation compared with visual stimulation, and in short-term memory than working memory. Third, in the case of the TD group, the performance of the auditory short-term memory task was much better, and there were no significant differences among the other three sub-tasks, while the SSD group showed a sequential decline in performances among the four sub-tasks. Finally, there was a high correlation between the new task and the existing task, vocabulary sizes, and the accuracy of consonants. Conclusion: The low performance in the phonological memory task of the SSD group is not due to weakness in articulation or in auditory processing, but to defects in phonological short-term/working memory itself. The results of this study provide meaningful information on the different performance patterns of phonological memory tasks according to stimulus modalities between the SSD and TD groups.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081569","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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