Speech Language Pathology - Science topic

I think the important distinction here is between "thematic analysis" and "qualitative content analysis." As David C. Coker points out, Braun and Clarke do not recommend inter-rater reliability calculations on the grounds that the kind of coding you do for thematic analysis is inherently subjective. For qualitative content analysis, however, it is quite common to do inter-rater reliability reliability checks to ensure that coding system is being consistently applied to the data.

Yes I can

Do a google search of topics that interests you? Search for dissertations in those areas of study. And also talk to your supervisor if you have been assigned one

Following.

We had made the keel using easily available components. Have described it in the article I have written. 

Could you send to me that chapter, Isabelle?

Best 

Sonia

Hi,

Please check out the following link.

Belinda

I am sending alone a short version of an explanation on how we (my daughter Chana and I) view AAT.

I think this would be better than the chapter, for your purposes.

Stanley

False sentence is totally wrong i.e. He was arrested for giving false information on his application for a passport. Incongruous mean unsuitable, inappropriate, inconsistent, inharmonious, incompatible, conflicting, discordant. For example: It seems incongruous to have an out-of-shape and overweight editor of a fitness magazine.

DOI: 10.1007/978-94-007-1333-8_78 

In book: Handbook of the Cerebellum and Cerebellar Disorders, Chapter: Cerebellar mutism, Publisher: Springer Science+Business Media, Editors: M Manto, DL Gruol, JD Schmahmann, N Koibuchi, F Rossi, pp.1753-1769

DOI: 10.1016/B978-0-12-801608-4.00011-6 

In book: The Linguistic Cerebellum, Chapter: Posterior fossa syndrome (PFS) and cerebellar mutism., Publisher: Elsevier, Editors: P Mariën, M Manto, pp.257-314

Communication Matrix focuses early communicative skills and has been used in studies Before. https://www.communicationmatrix.org/

Have you checked fx Solomon-Rice&Soto "Facilitating Vocabulary in Toddlers Using AAC A Preliminary Study Comparing Focused Stimulation and Augmented Input" for inspiration?

Good luck

Dafydd Gibbon thank you so much.

Formant values allow vowel identification, but listeners most probably use the relative (not absolute) values of the first two formants. For instance, the neutral schwa vowel has a F2 equal to 3*F1. The absolute values for adult males are approx. 500 and 1500Hz, depending on the size of the vocal tract. For other speakers (female speakers, children...) the absolute values change, but their relative position of the frequency axis (F2=3*F1) is the important index. This "analysis strategy" could be seen as one of the elements in the process of speaker normalization.

Formant bandwith is proportional to the degree of nasal resonance, so this can also help to identify vowels in languages where nasal resonance is a distinctive vowel feature. Furthermore, loudness ("sonority") can be an index in that open vowels (such as [a:]) typically have more sound energy than closed vowels (such as [i']). 

I have a blog with over 100 evidence-based practice reviews of prosody interventions. Half are for children.  The address is clinical prosody.wordpress.com

Hi Barbara,

Have you read their follow-up paper? I believe it gives you the information you are looking for.

Ariel

I do not get the problem> Are you saying that someone published an article in your name? If that is right, I would suggest you write to the editor of the journal so they can publish an ERRATUM in the journal to correct the problem. It could very well be that the correct authors have raised the problem, that is if my understanding is correct.

Hello, I don't think learning to use an AAC device as an adult following surgery or a stroke for instance is like learning a second language. The device is just a means of access to the language the person has already learnt.

We find that if a child can be understood with poor speech and gestures etc this does undermine the use of AAC devices. Children need to feel  it is worth the extra effort and also have communicative partners to model the device (group work with other AAC users).

Hi Avesta.  I'd like to reiterate what Ella says above.  The first question I have is whether this is a speech problem or a language problem.  Just to clarify, 'language' is a system of knowledge that we hold about combinations of sounds and words that represent meaning.  'Speech' on the other hand, is how we express our knowledge of language orally.  An example of speech without language is a speaking parrot and an example of language without speech is a typical person with their mouth taped shut.  (These are simple examples I use to explain to my students.)  If someone doesn't speak, they may still have language, but use it only for comprehension, not for production.  Is there evidence of language comprehension in this child?  Also, you say that the child does not speak but articulation problems have been ruled out.  This is contradictory information as articulation is judged during speaking.  Could you please clarify?  It's clear that several of us are happy to help if possible.

The most common fluency disorders are stuttering and cluttering. Cluttering is also described as a language disorder. Cluttering is usually not accompanied by fright or fear, or identification of problems with specific words or sounds. A person who clutters does not perceive the speech as deviant.

In the aphasia literature, I see ranges from "6 minutes" to "12 minutes" as well as "200 hundred utterances" The trick is to balance adequate sample length and keeping it manageable for transcribing and coding. Spontaneous speech is tricky too....the emotional valance of the topic can vary the sample a person provides.

Yes, this is a great idea. My experiences in neurorehabilitation and in stroke management have redirected my thinking towards using music for treatment of patients with aphasia and dysarthria. I have indeed achieved much progress on this. It is also effective in teaching an individual a new language. However, for the apahsia and dysarthria, you need to understand the pre-morbid social life of the patient especially the kind of music that s/he is in turn with. Individual responds to music emotionally an there is always tendency to verbalise and vocalise the song especially if it is the one that the individual loves. The concurrent and consistent stimulation of the area 43 and 44 and some overlap to area 42 of the brain is very essential in aphasic patient.

Thank you so much for all that you've written. I'm always interested in hearing the personal experiences of people with PD. Thanks so much also for the movement disorders citation.

Do you mean a diagnosed speech disorder or that she is having difficulty learning a new language?

Hello Sandra,

It depends how you are defining language impairment in ASD. Structural language impairment (i.e., phonology, morphology, syntax) can occur in any individual with ASD, and in fact has primarily been studied in children/adolescents with high IQ. For example, Loucas et al. (2008) found that ~57% of such children with ASD have structural language impairment in an epidemiological sample. However, one weakness common to studies on structural language impairment in ASD is that they tend to focus on children with higher IQs, and thus this language impairment may differ qualitatively from language impairments in children with ASD with lower cognitive levels (reference Jill Boucher's work). There is a great review article from Psychological Bulletin in 2008 by Williams, Botting, and Boucher that would be a good place to start for your lit review. Otherwise, I recommend Dorothy Bishop's work on the subject (and her fantastic non-peer-reviewed blog, http://deevybee.blogspot.com/) that may tie together some of the issues you bring up related to social communication in ASD versus language impairment in ASD. Overall, as someone with a shared interest in joint attention in ASD, those specific behaviors seem to be less well studied in the research on language impairment in ASD, likely due to the lack of validated measures of joint attention in older children. I would also recommend you reference a chapter in the Handbook for Autism and Pervasive Developmental Disorders by Tager-Flusberg, Paul, and Lord titled "Language and Communication in Autism" (which I have attached a link to).

I am not completely sure, but could this be a form of acalculia?

I don't know but they should!

Hi there,

I would look into the work of Dr. Peter Assman at the University of Texas at Dallas (my old alma mater). Thomas Powell at Louisiana State has also been doing work in clinical phonetics and speech perception. He also has an account here, so you might want to reach out to him.

Attached are an article by Gregory Hickok.

Hope it helps.

Brian Roper

Hi Jackie,

In our critical care wards, all tracheostomy patients are seen for full swallow assessment by SLT/SLP prior to commencing oral intake. All other patients, particularly those post prolonged intubation, are screened for risk factors for dysphagia/observed closely on initial oral intake for signs of dysphagia/aspiration by nursing staff. Patients with presenting/potential swallow difficulties are then referred to SLT for full swallow assessment. There is some interesting work ongoing at University of Toronto, led by Rosemary Martino, where they are currently developing a screening tool specifically for patients in the critical care setting post prolonged endotracheal intubation. http://swallowinglab.uhnres.utoronto.ca/index.html

Yes, read the recent issue of the journal CORTEX and look for the article on Alzheimer's disease, perseveration and memory, by Miozzo, Fischer-Baum, et al. Also follow up on the citations for the article as well. Hugh Buckingham