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Communication in the context of older age
Published in Rebecca Allwood, Working with Communication and Swallowing Difficulties in Older Adults, 2022
Although semantic representations of words seem to remain robust in older age, it is thought that ageing reduces the strength of the connection between the semantic representations (representations of meanings) of words and phonological representations (sound representation) of words. Speech errors that occur in older age are more likely to be sound errors, such as ‘pin’ instead of ‘pig’, rather than errors of meaning, such as ‘pencil’ instead of ‘pen’. Burke and Shafto (2004) describe this in terms of the transmission deficit model in which there is insufficient activation of the phonological representation of the word due to weak connections from the semantic system. Part of the word might be retrieved, such as the first sound, if there is partial activation. There is a frustrating tip-of-the-tongue phenomenon in which the person knows the word they want to say and can often think of the first sound, but the rest of the word does not come easily. Burke and Shafto (2004) note that these errors are more likely to be present in older age and more likely to occur on words that the person uses less frequently, as the brain is less practised at retrieving these words.
Historical Indications of Malingering
Published in Alan R. Hirsch, Neurological Malingering, 2018
Speech errors. Changes of thought in mid-sentence, grammatical errors, including tense, person, and pronoun, and Freudian slips. (Walters, 1996a; Kraut, 1978; Sannito and McGovern, 1985a; DePaulo, 1992; Ekman, 1985a; Depaulo, Stone, and Lassiter, 1985)
All about Foreign Accent Syndrome
Published in Jack Ryalls, Nick Miller, Foreign Accent Syndromes, 2014
Apraxia of speech has often been misdiagnosed as a functional disturbance because of the absence of physical signs and symptoms and the apparently random and variable nature of breakdown. Key behaviours to look out for here are the nature of the speech ‘errors’, which should fit the pattern of perceived distortions, substitutions, additions and omissions described for the disorder; be associated with the characteristic trial-and-error attempts to home in on targets; be apparent on repeated trials tasks (geared to the severity level of the presenting picture); and vary along dimensions of propositional, grammatical and articulatory complexity.
Specificity of phonological representations in school-age high-functioning ASD children
Published in International Journal of Speech-Language Pathology, 2023
Vasiliki Zarokanellou, Aggeliki Kotsopoulos, Dionysios Tafiadis, Alexandra Prentza, Gerasimos Kolaitis, Katerina Papanikolaou
The results of the current research demonstrated the need for using silent or receptive judgement tasks as part of an assessment battery to evaluate a child’s input phonological representations. It was clearly shown that speech errors are not always associated with unspecified phonological representations and vice versa, since the ASD children with SSD and the ASD children without SSD that we examined performed similarly in the receptive phonological task. The above emphasises that accurate speech production prima facie does not always imply precise and stable phonological representations. Also, our results accent the need to make use of receptive tasks to assess underlying phonological knowledge, a process that will enable clinicians to identify the level of speech break-down and to determine the extent to which speech errors are the consequence of unspecified phonological representations or the result of speech-motor output difficulties. Understanding the cause of speech errors is of great clinical importance, as children with unstable and immature phonological representations are at an increased risk of encountering literacy difficulties and academic failure during their school years.
Benefits of auditory-verbal intervention for adult cochlear implant users: perspectives of users and their coaches
Published in International Journal of Audiology, 2022
Elizabeth M. Fitzpatrick, Valérie Carrier, Geneviève Turgeon, Tina Olmstead, Arran McAfee, JoAnne Whittingham, David Schramm
Individual listening instruction plans were created for each participant based on the assessment results, and the participant’s self-identified goals. For example, on the COSI, most participants identified the use of the telephone as a goal, therefore structured telephone training and practice were carried out as part of the intervention. Throughout the 24-week intervention period, adjustments to an individual’s speech processor program were made in collaboration with the audiologists; fine-tuning was carried out based on observations of patients’ performance in therapy. Therapy sessions were customised to each individual’s levels of functioning within the categories of the Erber framework (Erber 1982). A typical therapy session consisted of auditory exercises focussed on specific auditory identification of phonemes and words (e.g. morphological markers, such as past tense markers and plurals), auditory memory exercises, speech comprehension (e.g. questions, directions, and complex language), and telephone training. During therapy, visual cues were only utilised when necessary and the focus was on presenting information through hearing. Speech production exercises were also included for patients who had articulation and speech errors. Consistent with the basic tenets of an auditory-verbal approach, the ongoing assessment was carried out through observation in therapy and intervention goals were adapted and adjusted for participants. In addition to the intervention sessions, CI users and their coaches were provided with homework and asked to carry out specific exercises at home for 30 min daily.
Speech diagnosis and intervention in children with a repaired cleft palate: A qualitative study of Flemish private community speech–language pathologists’ practices
Published in International Journal of Speech-Language Pathology, 2022
Cassandra Alighieri, Kim Bettens, Sofie Verhaeghe, Kristiane Van Lierde
The complex care of children with a cleft of the palate with or without a cleft of the lip (CP ± L) is usually coordinated by an interdisciplinary team (Crockett & Goudy, 2014). Globally, the cleft team comprises a cleft surgeon, an oral-maxillofacial surgeon, an orthodontist and paediatric dentist, a paediatric geneticist, a (social) nurse, an audiologist, a speech–language pathologist (SLP) and a psychologist (Crockett & Goudy, 2014). The different health practitioners collaborate to provide the most effective treatment and medical and emotional support to the children and their families (Crockett & Goudy, 2014). One of the primary and most important outcomes in children with a repaired CP ± L is speech (Bessell et al., 2013). Therefore, SLPs are an integral and important part of the interdisciplinary cleft team. The SLP is responsible for diagnosing and treating active or compensatory speech errors. Active or compensatory speech errors are considered an attempt to compensate for the structural cleft-related deficiency (Harding & Grunwell, 1998; Kummer, 2011). Examples of such speech errors are the production of glottal stops or active nasal fricatives (Harding & Grunwell, 1998; Kummer, 2011). Because there is an alternation in the place or manner of articulation, speech intervention is indicated (Harding & Grunwell, 1998; Kummer, 2011). In addition to managing speech, SLPs also can be involved in counselling the family about any feeding issues that might be present or educating other professionals about the needs of individuals with a CP ± L.