Jennifer Barber Watson

Speaking proficiency variations according to method of alaryngeal voicing

Twelve judges, with no previous exposure to laryngectomees, rated the speaking proficiencies of 33 laryngectomees divided into the following groups: 1. esophageal speakers (n=12); 2. electrolarynx speakers (n=11); and 3. tracheoesophageal puncture speakers (n=10). In addition, the speech of ten normal subjects was rated. Specific speaking parameters examined included voice quality, pitch, loudness, intelligibility, rate of speaking, visual presentation during speech, extraneous speaking noise, and overall communicative effectiveness. Multiple discriminant analyses performed on the ratings made by each judge revealed significant differences in ratings for various speaking parameters in the four subject groups. Results generally support the stance that tracheoesophageal speech is perceived as superior to communication with either an electrolarynx or with traditional esophageal speech, even though it is not viewed as comparable to normal voice.

Disfluencies of 3- and 5-year old Spanish-speaking children

UNLABELLED This study examined the disfluent speech of 32 normally fluent monolingual, Spanish-speaking children from Puerto Rico. The total frequencies and types of speech disfluencies were examined in 15 children (8 girls and 7 boys) aged 3;5-4;0 years (M=3.76) and 17 children (8 girls and 9 boys) aged 5;0-5;5 years (M=5.18). When examining the total frequencies of speech disfluencies, results revealed no main effects for age or gender as well as no interactions. Moreover, no differences were observed between the age groups in most of the disfluency types, including the rank orders of the types. Revisions, interjections, and single-syllable word repetitions were the most frequently observed speech disfluencies for both age groups. Broken words, blocks, and repetitions of more than one syllable were the least frequent. Overall, results revealed both similarities and differences when compared with the reported speech behaviors of English-speaking children. EDUCATIONAL OBJECTIVES The reader will learn about and be able to describe: (1). the influence of age and gender on the total frequencies of speech disfluencies in 3- and 5-year old Spanish-speaking children from Puerto Rico; (2). the amount and type of difluencies in these young children; and (3). how the speech disfluencies of these Spanish-speaking children are similar to and different from those reported in the speech of English-speaking children.

Improving the Effectiveness of Stuttering Intervention: The Journey Continues

This article explores a number of roads on the journey to improving stuttering intervention effectiveness. Roads discussed on this journey include: (1) revisiting the research-clinic paradigm; (2) improving definitions and descriptions of stuttering through standardized measurements, norms, and categorization; (3) developing and describing prognostic profiles; (4) documenting outcomes through improved designs and clinician preparation; (5) recognizing the merits and potential pitfalls of specialization; (6) embracing a global community, and (7) investing in future researchers and clinicians committed to improving treatment effectiveness.

Laryngectomees' and nonlaryngectomees' perceptions of three methods of alaryngeal voicing.

The purpose of this investigation was to compare the proficiency ratings made by laryngectomee and nonlaryngectomee judges when evaluating videotaped samples of laryngeal and alaryngeal speakers. A group of laryngectomee judges and three groups of nonlaryngectomized judges completed proficiency ratings for the following speakers: laryngeal (n = 10); electrolarynx (n = 11); esophageal (n = 12); and tracheoesophageal puncture (n = 10). Significant differences between laryngectomee and nonlaryngectomee judges were found when rating alaryngeal speakers, but not when rating normal, laryngeal speakers. Differences in judge group ratings varied according to the voicing method of the speakers and according to the vocal parameter being rated.

Ethics in Stuttering Treatment in the Schools: Issues and Intersections

When the challenges of providing speech-language pathology services in school settings intersect with the complexities of meeting the unique needs of students who stutter, clinicians may encounter a variety of ethical issues. This article explores some of the ethical challenges of treating stuttering in school settings by discussing three clinical scenarios. Seedhouses Ethics Grid is provided as a scaffold to support the critical analysis of school-based stuttering treatment issues. Factors examined include creating and respecting autonomy, serving student needs, doing good and minimizing risks, and telling the truth and keeping promises. In addition, clinical outcomes are considered in terms of their impact on students and family members, clinicians, students with communication disorders other than stuttering, and school personnel. Finally, some of the practical concerns when treating stuttering in school settings are discussed, including the law, codes of practice, wishes of others, as well as the effectiveness and efficiency of actions.

Communication Attitudes and Aging.

This investigation compared the reported communication attitudes of 102 adults in six age groups. Participants completed the Inventory of Communication Attitudes which examines perceptions of self and others in a number of speaking situations. Discriminant analysis procedures were utilized to examine age group differences. Results indicated significant differences across age groups for perceptions of self and perceptions of others. The two age groups most frequently differentiated from the other groups were those persons in their twenties and those in their sixties.