*NSSLHA members can download the full-text versions of these articles in the "Members" section of our site.
- Semantic Feature Analysis as a Functional Therapy Tool
- Case Studies of Auditory Training for Children With Auditory Processing Difficulties: A Preliminary Analysis
- What to Work on How: An Examination of the Practice of School-Age Language Intervention
- Test–Retest Reliability for the SSW Number of Error (NOE) Analysis in an Adult Population With Hearing Impairment
- Service Learning in Speech-Language Pathology: Stakeholders' Perceptions of a School-based Feeding Improvement Project
- Development of a Clinical Philosophy by Graduate Students in Speech-Language Pathology
- Comparison of Vocal Characteristics of Future Professionals in Three Different University Majors
- Second Formant Frequency Transition in Diphthongs During Simultaneous Communication
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1. Semantic Feature Analysis as a Functional Therapy Tool
Lori A. Davis
Suzanne Thompson Stanton
Abstract: Semantic feature analysis (SFA) is a therapeutic technique that is used for the treatment of naming deficits occurring with aphasia. Aphasia commonly impairs a person’s ability to retrieve words easily, and speech-language pathologists (SLPs) often struggle to determine an effective means of facilitating this skill. SFA has been shown to improve naming of targeted items with generalization to control stimuli. SFA also teaches the individual with aphasia a process for accessing semantic networks and for self-cueing. This project examined the use of SFA to address naming deficits and measured the impact of SFA on connected speech output with an individual with moderate aphasia with both expressive and receptive components. The study was conducted in two phases: The first stage examined improvements in naming skills, and the second stage assessed improvements in connected speech. This individual demonstrated improvements in naming for trained and untrained stimuli and also increased in measures of connected speech from baseline over a 17-month period. The usefulness of SFA for practicing SLPs in the current health care service delivery system is discussed.
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2. Case Studies of Auditory Training for Children With Auditory Processing Difficulties: A Preliminary Analysis
Carol A. Miller
Elise A. Uhring
Jaumeiko J. C. Brown*
Eileen M. Kowalski
Barbara Roberts
Barbara A. Schaefer
Abstract: Seven children between the ages of 7 and 9 years with auditory processing difficulties participated for 20 days in intensive treatments designed to improve auditory processing skills. Three children participated in Fast ForWord Language (Scientific Learning Corporation, 2001a) computer-based intervention, 2 children participated in Earobics (Cognitive Concepts, 2000a) computer-based intervention, and 2 children participated in a "traditional" intervention using games, worksheets, and hands-on activities. Tests of auditory processing and spoken and written language were administered before and after treatment. All children showed evidence of improvement on auditory processing measures. No consistent improvement in spoken or written language measures was observed. The results of this set of case studies suggest that controlled experimental research into the efficacy of each of the treatments is warranted, with particular attention to outcome measures and manipulation of the intensity of intervention.
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3. What to Work on How: An Examination of the Practice of School-Age Language Intervention
Teresa A. Ukrainetz
Abstract: This study investigated the nature of language intervention through the practices of 5 Wyoming school speech-language pathologists. The study was a multiple case study design. Data were collected through observation, interview, and document review. Results showed that each clinician constructed a selective and coherent approach to language intervention. Three major choices were determined: phonological processing, basic concepts, and discourse-based intervention. Subtypes, service delivery, and treatment methods are discussed. The approaches resulted in diverse ways of teaching language that, despite the diversity, all fell within current scope of practice and evidence-based practices.
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4. Test–Retest Reliability for the SSW Number of Error (NOE) Analysis in an Adult Population With Hearing Impairment
Thomas R. Zalewski
Abstract: The purpose of this study was to determine the test–retest reliability of the Staggered Spondaic Word (SSW) Test number of error (NOE) scoring for an adult population with hearing impairment. Thirty individuals with a mean age of 49.9 years and a bilateral symmetrical sensorineural hearing loss were selected as participants and were equally divided into three groups (no amplification, monaural amplification, and binaural amplification). All of the participants completed a basic comprehensive audiological evaluation, immittance testing, and SSW testing at two separate sessions with a 6-month interval between the meetings. The correlation coefficients for the NOE scores were as follows: right ear noncompeting, r (18) = .68, p < .01; right ear competing, r (18) = .72, p < .01; left ear competing, r (18) = .86, p < .01; and left ear noncompeting, r (18) = .55, p < .01. The data analysis found that the total scores exceeded the .01 level of significance. The findings show that the NOE analysis of the SSW is a reliable measure of auditory processing abilities in adults with a bilateral sensorineural hearing loss. Therefore, it is appropriate to use the NOE analysis of the SSW to determine the status of the central auditory system of adults with hearing impairment.
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5. Service Learning in Speech-Language Pathology: Stakeholders’ Perceptions of a School-based Feeding Improvement Project
Rita L. Bailey
Maureen E. Angell
Abstract: Service learning offers students a way to apply classroom knowledge while benefiting community partners. Graduate students in the Department of Speech Pathology and Audiology at Illinois State University completed a service learning project in two local schools. They instituted a school-based feeding improvement program that included education and training components for school staff. Results of a survey administered to graduate students, school staff, and parents/guardians of the children and youth in the project indicated a high level of satisfaction by all project stakeholders and a variety of perceived positive social and learning outcomes.
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6. Development of a Clinical Philosophy by Graduate Students in Speech-Language Pathology
Pamela R. Mitchell
Lisa R. Audet
Abstract: The development of a clinical practice philosophy statement can assist in conceptualizing and synthesizing core beliefs about the practice of speech-language pathology. In this investigation, graduate students in speech-language pathology at Kent State University participated in a preliminary validation study of a clinical philosophy practice statement process. The investigation consisted of two major components: First, students wrote their own clinical practice philosophy statements, which were subjected to thematic analysis. Next, students completed a survey to determine their perceptions about the process. Major themes were identified that have implications for speech-language pathology graduate student preparation. Finally, students found most of the individual guiding questions important and clearly stated, and felt that the process was valuable.
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7. Comparison of Vocal Characteristics of Future Professionals in Three Different University Majors
Manwa L. Ng
Rita L. Bailey
Lance R. Lippert
Abstract: Vocal characteristics of students in three preprofessional undergraduate programs (speech-language pathology and audiology, broadcast communication, and theater) were compared across the following parameters: a number of acoustic measurements, a perceptual voice evaluation by speech-language pathologists, and self-reported vocal quality ratings using a vocal use questionnaire. Results indicated some significant differences between different student groups. Specifically, students in the broadcast communication and theater programs were found to have significantly higher scores of self-identified and perceptual voice problems than students in the speech-language pathology and audiology program. Acoustic measurements appeared to confirm the results of the self-identified and perceptual data.
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8. Second Formant Frequency Transition in Diphthongs During Simultaneous Communication
Douglas J. MacKenzie
Marietta Bennett
Trisha Breen
Anne Bufano
Janella Clarke
Jessica Eggleston
Katie Eye
Russ Turner
Robert L. Whitehead
Abstract: The magnitude of second formant frequency transitions in diphthongs produced during simultaneous communication (SC) was investigated by recording sign language users during SC and speech alone (SA). Results showed longer sentence durations in SC than SA but no differences in the absolute values of second formant frequency change during the production of diphthongs. These results are consistent with previous research indicating that temporal alterations in SC do not degrade acoustical characteristics of spoken English.
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