Seminars in Speech and Language最新文献

This pilot study examined the impact of feedback type on learning a novel speech task, as measured by listener ratings, and will inform procedures for future investigations within a larger sample size. Twenty-four native monolingual English-speaking college-aged adults participated in a single training session to learn novel Hindi phrases. Participants were randomly placed into one of three feedback groups: knowledge of performance (KP), knowledge of results (KR), or a combined KP + KR condition. Participant performance was assessed at 1 day and 1 week post-training. Participant responses were audio recorded and judged for intelligibility, precision, and naturalness by native Hindi speakers, blind to the feedback conditions, via rating scales. At 2 days post-training, participants in the KP and KP + KR feedback conditions were rated as performing better than participants in the KR condition on all three perceptual measures. At 1 week post-training, participants in the KP feedback condition were judged to be superior across all three perceptual measures. Preliminary findings suggest that augmented feedback enhances learning, especially when skills are considered novel and learners are unable to rely on their own internal feedback. These results may have implications for the application of motor learning principles into clinical practice for persons with motor speech disorders.

Cognitive changes following adjuvant treatment for breast cancer (BC) are well documented following chemotherapy. However, limited studies have examined cognitive and/or language functions in chemotherapy-naive women with BC taking tamoxifen (TAM). Using ambulatory cognitive assessment, we investigated the trajectory of cognitive and language changes during early period of adjuvant endocrine treatment (TAM) in women with BC at two time periods (pretreatment and 2 months after treatment began). Four women with BC and 18 cognitively healthy age-matched controls completed three cognitive tasks using smartphones, during a short time period (5 days) and repeated them at two time periods. To determine language ability, language samples were collected at two time periods, where the participants described two stories from two wordless picture books and samples were assessed using core lexicon analyses. Wilcoxon-signed rank tests were computed to identify differences in linguistic and cognitive performances of both the groups at two time periods. No significant within-group or between-group differences were seen on the cognitive and language tasks at the two time periods; however, women with BC performed more poorly compared to the control group. We did see decline in some women with BC and not in others, in cognition and language during initial course of TAM treatment. However, the approach we used to assess these changes is valuable and innovative. This approach will help refine current research paradigms for determining cognitive and linguistic changes and will help determine if women with BC might require language intervention in the future.

Many social media sites are dedicated for speech-language pathologists (SLPs); however, the extent to which SLPs utilize them in clinical decision making and evidence-based practice (EBP) is not well understood. The purpose of this study was to explore SLPs' use of traditional and modern resources, including social media, within clinical decision making for assessment and intervention practices. Using a stratified random sampling approach, we invited school-based SLPs in Florida and Ohio and on pediatric-focused, SLP Facebook sites to complete an online survey. The majority (N = 271) reported using social media for professional purposes at least once per week: most frequently Facebook (19-25% of SLPs) or Pinterest (15-18% of SLPs) to learn about new treatment ideas or resources for (12-18%) or read others' summaries of treatment-related research (8-11%), but rarely to pose or answer a clinical question (3-5%). The number of reasons for one's professional social media use was moderately correlated with frequency of social media use, traditional EBP training, and reading a greater number of articles from ASHA and other sources. The results warrant further consideration of how to leverage social media as a tool to increase SLPs' knowledge and implementation of EBP.

Acoustic cues of voice gender influence not only how people perceive the speaker's gender (e.g., whether that person is a man, woman, or non-binary) but also how they perceive certain phonemes produced by that person. One such sociophonetic cue is the [s]/[ʃ] distinction in English; which phoneme is perceived depends on the perceived gender of the speaker. Recent research has shown that gender expansive people differ from cisgender people in their perception of voice gender and thus, this could be reflected in their categorization of sibilants. Despite this, there has been no research to date on how gender expansive people categorize sibilants. Furthermore, while voice gender expression is often discussed within a biological context (e.g., vocal folds), voice extends to those who use other communication methods. The current study fills this gap by explicitly recruiting people of all genders and asking them to perform a sibilant categorization task using synthetic voices. The results show that cisgender and gender expansive people perceive synthetic sibilants differently, especially from a "nonbinary" synthetic voice. These results have implications for developing more inclusive speech technology for gender expansive individuals, in particular for nonbinary people who use speech-generating devices.

The purpose of this article is to provide an overview of the current state and available evidence surrounding surgical voice care for the transgender and/or gender expansive population. The term "gender expansive" has been proposed as an inclusive term to classify those who do not identify with traditional gender roles but are otherwise not confined to one gender narrative or experience. We aim to review indications and candidacy for surgery, surgical procedure options for altering vocal pitch, and typical postoperative expectations. The role of voice therapy and considerations for perioperative care will also be discussed.

There is a growing body of literature informing pedagogical content and strategies of diversity, equity, and inclusion in the education of speech-language pathologists. However, little discussion has included content related to LGBTQ+ people, even though LGBTQ+ people exist across all racial/ethnic groups. This article seeks to fill that void and provide instructors of speech-language pathology with practical information to educate their graduate students. The discussion uses a critical epistemology and invokes theoretical models, such as Queer/Quare theory, DisCrit, the Minority Stress Model, the Ethics of Care, and Culturally Responsive Pedagogy. Information is organized according to developing graduate students' awareness, knowledge, and skills and challenges instructors to modify current course content to disrupt systemic oppression.

Providing parents and their teenage children with an opportunity to experience voice modification techniques and discussions about mental health issues could alleviate some of their tremendous minority stress. Speech-language pathologists and counselors can use experiential learning and a multidimensional family approach to support parents and their trans teenagers to build connections and learn individual perspectives on their personal phases of transitioning. Participants of the 3-hour webinar included nine dyads of parents and youths across the United States. Topics on voice modification and mental health strategies were presented. Only parents completed the pre- and post-surveys to measure confidence in their knowledge to support their youth's voice and mental health needs. There were 10 Likert scale questions (5 voice, 5 mental health). The Kruskal-Wallis H-test results revealed that the median responses to the pre and post voice survey did not show a statistically significant change (H = 8.0, p = 0.342). Similarly, the mental health surveys did not reach significance (H = 8.0, p = 0.433). However, the growth trend shows strong promise for developing effective future experiential training workshops as a viable service provision for increasing parents' knowledge in supporting their trans child's voice and mental health needs.

When engaging in research with marginalized communities, it is important for researchers to reflect on their practice and consider what steps they can take to avoid perpetuating inequality or causing harm. This article provides guidance for researchers working with trans and gender-diverse individuals from the perspective of two speech-language pathologists. Key considerations presented by the authors include the importance of engaging in reflexive research practices-thinking deeply about and acknowledging impacts of one's personal beliefs, values, and practices on one's research-and developing an awareness of factors that contribute to the trans and gender-diverse community's ongoing minority stress. Specific suggestions to redress power imbalance between the researcher and the researched community are provided. Finally, practical methods for implementing the guidance are presented: the community-based participatory research model and an example in speech-language pathology research with trans and gender-diverse individuals.