Journal of Communication Disorders, Deaf Studies & Hearing Aids最新文献

{"title":"Use of Parent Mediated Activity-Based Intervention to Promote Joint Attention and Enhance Social Communication in a Toddler with Autism: An Exploratory Pilot Study","authors":"C. R. Johnson, Angela Losardo, Dawn C. Botts, Thalia J. Coleman","doi":"10.4172/2375-4427.1000150","DOIUrl":"https://doi.org/10.4172/2375-4427.1000150","url":null,"abstract":"This exploratory pilot study was focused on the effectiveness of using a parent mediated activity-based intervention approach to promote joint attention and stress-free social communicative interactions between a toddler with autism and his mother. Treatment sessions included activities in which the child interacted both with his parent and with an interventionist. Results indicated that teaching this mother how to use the intervention approach to establish joint attention in everyday activities resulted in improved social communicative interactions between the parent and child and reduced stress levels. Generalization of joint attention behaviors to different settings was observed, however, the child responded less consistently to the interventionist than to his mother. No significant improvement in the child’s overall language abilities occurred.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"1944 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129131936","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":"Algorithm of Acoustic Analysis of Communication Disorders within Moroccan Students","authors":"Brahim Sabir, B. Touri, M. Moussetad","doi":"10.4172/2375-4427.1000149","DOIUrl":"https://doi.org/10.4172/2375-4427.1000149","url":null,"abstract":"Objective: Communication disorders negatively affect the academic curriculum for students in higher education. Acoustic analysis is an objective leading tool to describe these disorders; however the amount of the acoustic parameters makes differentiating pathological voices among healthy ones not an easy task. The purpose of the present paper was to present the relevant acoustic parameters that differentiate objectively pathological voices among healthy ones. Methods: Pathological and normal voices samples of /a/, /i/ and /u/ utterances, of 400 students were recorded and analyzed acoustically with PRAAT software, then a feature of acoustic parameters were extracted. A statistical analysis was performed in order to reduce the extracted parameters to main relevant ones in order to build a model that will be the basis for the objective diagnostic. Results: Mean amplitude, jitter local absolute, second bandwidth of the second formant and Noise-to-Harmonic Ratio; are relevant acoustic parameters that characterize pathological voices among healthy ones, for the utterances of vowels /a/, /i/ and /u/ Thresholds of the acoustic parameters of pathological /a/, /i/, and /u/ were calculated. A training model was built and simulated on Matlab, and a comparison between Hidden Markov Model and K-Nearest Neighbors classification methods were done (Hidden Markov Model had a rate of recognition of 95% and K-Nearest Neighbors within the reduced acoustic parameters reached a recognition rate of 97%). Conclusion: Through the identified parameters, we can objectively detect pathological voices among healthy ones for diagnostic purposes. As a future work, the present approach is an attempt toward identifying acoustic parameters that characterize each voice disorder.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126950323","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":"Training Parents to Promote Communication and Social Behavior in Children with Autism: The Son-Rise Program","authors":"C. Thompson, T. Jenkins","doi":"10.4172/2375-4427.1000147","DOIUrl":"https://doi.org/10.4172/2375-4427.1000147","url":null,"abstract":"The Son-Rise Program is an intensive, child-centered approach to treatment of autism, incorporating strategies to promote child-initiated social interactions. Parent training is an important element of the treatment program, which is intended to be implemented in long-term home-based programs. In the present study, parents of children with autism who participated in two five-day parent-training courses in Son-Rise Program intervention (separated by several months) completed questionnaires and the Autism Treatment Evaluation Checklist prior to each course. Changes in scores were examined for parents who reported implementing (1) no treatment, (2) low intensity treatment, or (3) high intensity treatment in their homes in the interval between courses. Parents who administered Son-Rise Program intervention reported improvements in communication, sociability, and sensory and cognitive awareness in their children, with greater gains associated with greater hours of treatment per week. This study represents a first step in examining the effects of home-based Son-Rise Programs for children with autism.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132794961","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":"Rethinking Asperger s: Understanding the DSM-5 Diagnosis byIntroducing Sheldon Cooper","authors":"A. Tobia, Annmarie Toma","doi":"10.4172/2375-4427.1000146","DOIUrl":"https://doi.org/10.4172/2375-4427.1000146","url":null,"abstract":"The DSM-5 has revised criteria for the diagnosis of the developmental disorders. The DSM-5 has eliminated Asperger’s disorder and created the umbrella title, Autism Spectrum Disorder (ASD). At Rutgers Robert Wood Johnson Medical School, residents in training learn about the latest revisions of the DSM through media. The character Sheldon Cooper from the television show The Big Bang Theory meets criteria in the DSM-IV for Asperger’s Disorder. By assessing Sheldon’s behavior across several episodes, the viewer can reevaluate Sheldon considering the new criteria. When Sheldon Cooper is used as a model, a patient with a DSM-IV diagnosis of Asperger’s would now be diagnosed in the DSM-5 with ASD, level 1 severity, without accompanying intellectual impairment, without accompanying language impairment.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125040641","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":"Language, Identity and Technologies in Classrooms for the Differently-Abled","authors":"Sangeeta Bagga-Gupta, Ingela Holmström","doi":"10.4172/2375-4427.1000145","DOIUrl":"https://doi.org/10.4172/2375-4427.1000145","url":null,"abstract":"This paper reports upon some of the overarching findings from project CIT (www.oru.se/project/cit) at the CCD research network based environment in Sweden. It highlights the ways in which individua ...","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125611853","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":"Could Sucking Be a Therapeutic Process for Rehabilitation of Speech andSwallow","authors":"B. McMicken, Margaret Vento-Wilson","doi":"10.4172/2375-4427.1000E118","DOIUrl":"https://doi.org/10.4172/2375-4427.1000E118","url":null,"abstract":"We know the act of nutritive sucking in normal full-term infants is reflexive and can be elicited immediately following birth. The primary articulators involved in nutritive sucking are the tongue, lips, hard and soft palate, and jaw. The articulators function in the following manner: (1) the movements of the tongue and mandible express milk, (2) the lip seal assists in generating the negative intraoral pressure associated with sucking, (3) the piston-like tongue protrusion and retraction movements toward the hard palate assist in squeezing the nipple, and (4) the soft palate elevates to form a velopharyngeal seal. And finally, if sucking is to be nourishing, it must be accompanied by regular rate and force generated by the jaw and tongue.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131918556","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":"Effect of Computer-Assisted Speech Training on Speech Recognition and Subjective Benefits for Hearing Aid Users with Severe to Profound Prelingual Hearing Loss","authors":"Duen-Lii Hsieh, Tien-Chen Liu","doi":"10.4172/2375-4427.1000144","DOIUrl":"https://doi.org/10.4172/2375-4427.1000144","url":null,"abstract":"Objective: Computer-assisted speech training is a speech recognition training system developed for cochlear implant users. With minimal facilities and skills, cochlear implant users can conduct this training at home. The purpose of this study was to apply this system to adolescent and young adult hearing aid users with prelingual severe to profound hearing loss. \u0000 Study sample: Fifteen Mandarin-speaking hearing aid users with prelingual severe to profound hearing loss were included into this study. Another 6 hearing aid users with a similar background were recruited as the control group. \u0000 Results: The training group had significant improvements in monosyllabic word recognition after 8 weeks of training, however the improvement diminished after 12 weeks of training. The training group also had significant improvements in consonant recognition after training for 12 weeks. There were no differences in improvement and final scores on the client-oriented scale of improvement between the training and control groups. \u0000 Conclusion: With moderate training, the computer-assisted speech training system showed some benefits in training hearing aid users with prelingual severe to profound hearing loss, especially in the recognition of monosyllabic words and consonants.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127866290","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":"Articulatory Movement during Production of Lingua-Alveolar StopConsonants in a Case of Congenital Aglossia","authors":"B. McMicken, Margaret Vento-Wilson, Long Wang, Kelly M. Rogers","doi":"10.4172/2375-4427.1000142","DOIUrl":"https://doi.org/10.4172/2375-4427.1000142","url":null,"abstract":"Background: This manuscript, the sixth in a series, discusses an investigation into production of lingua-alveolar stop consonants /tEŒ/ and /dEŒ/ by a person with congenital aglossia (PwCA), and the specific anatomical and physiological properties and kinematics involved. \u0000 Methods: In this study, a modified barium swallow study was performed to analyze the PwCA's oral and pharyngeal tract, in addition to a video speech recording made during a series of imitative tasks isolating specific English phonemes (/tEŒ/ and /dEŒ/). Researchers evaluated the PwCA's vertical and horizontal range of motion (ROM) of the mobile articulators (i.e., mylohyoid, tongue base, lower incisors, hyoid) during /tEŒ/ and /dEŒ/ production, and whether these phonemes could be predicted by their ROM and graphic representation. Additionally, researchers analyzed horizontal and vertical movement to identify correlational patterns between dependent (DVs) (i.e., lower incisors, hyoid) and independent variables (IVs) (i.e., lower lip, mylohyoid, tongue base) during production of /tEŒ/ and /dEŒ/, and the relationships of variables during movement and predictive variable correlation values. \u0000 Results: Results revealed that /tEŒ/ and /dEŒ/ were distinct in specific horizontal and vertical distances of ROM and corresponding horizontal and vertical relationships. Additionally, although the horizontal correlation patterns for IVs and DVs were similar in statistical significance, this was not found between hyoid and mylohyoid. Significant positive correlations were found for /dEŒ/ (r=0.581, p 0.05). In vertical axis for /dEŒ/, both DVs were significantly correlated with all IVs except mylohyoid with lower incisor (r=0.233, p>0.05). For /tEŒ/, only three correlations were significant. Hyoid was significantly correlated with tongue base (r=0.648, p<0.05), and lower incisors were significantly correlated with mylohyoid (r=0.420, p<0.05), and lower lip (r=0.923, p<0.05). Finally, multiple distinct ROM differences and significant correlations were observed that made kinematics of /dEŒ/ distinct and identifiable from /tEŒ/.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129844034","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":"Effects of Language Intervention versus Traditional Interpretation for aDeaf Preschool Child: A Pilot Study","authors":"Kristen Smith, Kimberly Wolbers, David F. Cihak","doi":"10.4172/2375-4427.1000141","DOIUrl":"https://doi.org/10.4172/2375-4427.1000141","url":null,"abstract":"The objective of this study was to determine the impact of combined language intervention approaches (i.e., interaction, modification of the message, and visual scaffolds) on a student’s ability to provide correct responses and to appropriately participate in class activities. This study examined the impact of utilizing the collection of language intervention techniques in comparison to traditional interpreting with a four year old deaf child with a language delay who participated in a special education preschool classroom with sign language services. Utilizing a single-subject reversal methodology, the language facilitator providing such services alternated between traditional interpretation and a collection of research-based language intervention strategies. The language intervention incorporated interaction, modification of the message, and visual scaffolds to support language development, which are not typical of traditional sign language interpreting. Results indicate that the language intervention occasioned a higher number of correct responses and instances of appropriate interactions from the student during a daily interactive circle time in comparison to traditional interpreting. A functional relation was established between changes in correct responses and appropriate interactions and the introduction of the language intervention within three different points in time. While traditional interpretation was first implemented, the student was unable to respond or participate on any occasions. By the conclusion of the study, the data showed a steep upward trend, with Jeff nearly doubling his responses and participation from day three to day four of the second intervention period. Despite this, we conclude that the child did not have sufficient expressive language for him to effectively participate in an interpreted classroom. It is likely that even the most intensive language intervention provided by a single individual will not provide the support needed to facilitate full and natural language acquisition. Rather, an environment in which the child has multiple opportunities for age-appropriate interaction, socialization, and language models may be necessary to foster more natural language acquisition.","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130779849","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":"Auditory training program and hearing amplification outcomes","authors":"Luciana Macedo de Resende","doi":"10.4172/2375-4427.S1.001","DOIUrl":"https://doi.org/10.4172/2375-4427.S1.001","url":null,"abstract":"","PeriodicalId":231062,"journal":{"name":"Journal of Communication Disorders, Deaf Studies & Hearing Aids","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126467097","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}