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Dissertations / Theses on the topic 'Articulation disorders in children Speech Hearing impaired children'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

McCombie, Gemma Grace. "Effect of Jaw Opening on the Speech and Voice of Normal-Hearing and Hearing-Impaired Children: An Acoustic and Physiological Study." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/3231.

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This study utilises instrumental measures to examine the effect of jaw opening on the speech and voice of normal-hearing and hearing-impaired (HI) children. The simultaneous recording system employed consisted of acoustic recording, electroglotography (EGG), and a marker-based facial tracking device. Participants, aged between 9 and 12 years, included nine normal hearing children (4 females and 5 males) and six children with hearing impairments (3 females and 3 males). Participants were instructed to say the standard word list used for the Goldman-Fristoe Test of Articulation and a list of words including each of the vowels /i/, /a/, and /u/, preceded by the consonants /b/, /g/, or /s/ in a CV, CVC or CVCV context. In total, the second word list included 45 words (3 vowels X 3 consonants X 5 trials) and participants were asked to repeat a second time using an open jaw posture. Measures of the acoustic signals included: frequencies of formants one and two (F1, F2), fundamental frequency (F0), percent jitter, percent shimmer, signal-to-noise ratio (SNR), vowel length, consonant length, and spectral moments (M1 and M2). Vowel spaces, derived from F1 and F2, were also analysed. The EGG measures included fundamental frequency, open quotient, and speed quotient. The marker-based facial tracking signals was analyzed to derive the measure of maximum jaw displacement. Individual participants’ measures were submitted to a series of two-way Analysis of Variances (ANOVAs) and the average data for participants in the normal-hearing group to a series of twoway repeated measures ANOVAs. Results showed that increased jaw opening led to an increase in vowel area (as shown by the F1/F2 plots of the vowels /i/, /a/ and /u/). A significant decrease in SNR was also found for many participants in the open jaw condition, indicating increase vocal stability. The HI participants showed smaller vowel areas than their normal-hearing peers. These results suggest the utility of increase jaw opening may increase vowel area and voice quality for both HI and normal-hearing children.
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2

Khouw, Edward. "Segmental errors, speech intelligibility and their relationship in Cantonese speaking hearing-impaired children /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17537113.

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3

Khouw, Edward, and 許源豐. "Segmental errors, speech intelligibility and their relationship in Cantonese speaking hearing-impaired children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31212323.

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4

Habermann, Barbara L. "Speechreading ability in elementary school-age children with and without functional articulation disorders." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4087.

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The purpose of this study was to compare the speechreading abilities of elementary school-age children with mild to severe articulation disorders with those of children with normal articulation. Speechreading ability, as determined by a speechreading test, indicates how well a person recognizes the visual cues of speech. Speech sounds that have similar visual characteristics have been defined as visemes by Jackson in 1988 and can be categorized into distinct groups based on their place of articulation. A relationship between recognition of these visemes and correct articulation was first proposed by Woodward and Barber in 1960. Dodd, in 1983, noted that speechread information shows a child how to produce a sound, while aural input simply offers a target at which to aim.
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5

DeArmond, Kathryn. "The use of phonological process assessment for differentiating developmental apraxia of speech from functional articulation disorders." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/3980.

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Focus has turned from emphasis on phonetic sound errors to phonologic rule systems in the study of articulation disorders. The current theory proposes that the phonological disorders which children experience are controlled by higher levels in the brain than those that control the motor functioning of the brain. The purpose of the present study was to compare the use of phonological processes by a group of school-age children with moderate to severe multiple articulation disorders (MAD) with developmental apraxia of speech (DAS) to the phonological processes used by those without developmental apraxia of speech. For the purposes of this study, those without DAS were classified as functional articulation disorder (FAD).
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6

Jartun, Randi. "The percentage consonants correct and intelligibility of normal, language delayed, and history of language delayed children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4328.

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Highly unintelligible children may mistakenly be assumed to have difficulty only with the misarticulation of consonants. Expressive language concerns may be ignored while the primary focus of intervention becomes the correction of misarticulated speech. Questions have arisen regarding the possibility of both speech and expressive language difficulties contributing to unintelligibility. Shriberg and Kwiatkowski (1982) developed an ordinal means of rating severity of involvement. One of the constructs of the severity scale was intelligibility. The metric percentage consonants correct (PCC) was developed to identify severity of involvement of disorders of phonology.
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7

Pinkerton, Susan A. "The assessment of phonological processes : a comparison of connected-speech samples and single-word production tests." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4191.

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The purpose of this study was to determine if single-word elicitation procedures used in the assessment of phonological processes would have highly similar results to those obtained through connected speech. Connected speech sampling provides a medium for natural production with coarticulatory influence, but can be time-consuming and impractical for clinicians maintaining heavy caseloads or working with highly unintelligible children. Elicitation through single words requires less time than a connected-speech sample and may be more effective with highly unintelligible children because the context is known, but it lacks the influence of surrounding words. Given the inherent differences between these two methods of elicitation, knowledge of the relative effectiveness of single-word and connected-speech sampling may become an issue for clinicians operating under severe time constraints and requiring an efficient and effective means of assessing phonological processes.
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8

Lohr-Flanders, Marla. "The effect of otitis media on articulation in expressive language-delayed children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4365.

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Researchers have long been concerned with the effects of otitis media on speech and language acquisition because of the high correlation of a mild to moderate hearing loss during the time period that fluid (effusion) may be in the middle ear. Middle-ear effusion would prevent many of the auditory messages from accurately reaching the nervous system (Zinkus, 1986). Deprived of the ability to discern the subtle acoustic differences that provide information for phonetic contrasts, a child's speech acquisition may differ from children who do not experience such losses.
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9

Derman, Zelda. "The development of an Afrikaans speech assessment procedure for hearing impaired children, and its use in comparing phoneme development under two curricular approaches." Thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/23200.

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10

Lambert, Janet Rose. "Efficacy of a cycling approach for the treatment of developmental verbal dyspraxic preschoolers." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4364.

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Two preschool males who presented with the characteristics of developmental verbal dyspraxia were enrolled in a phonological cycles intervention approach. Initially, each child's deviant phonological processes were analyzed by the CAPD and target patterns and words selected for remediation. A continuous speech sample was obtained and analyzed to measure intelligibility by percentage and rating on a seven point scale. A time-space probe was developed based on targeted and non-targeted phonemes and administered prior to the first intetvention session. Using the selected targeted patterns and words, an individualized remediation plan was developed, and the phonological process cycling approach used. Each subject participated in 60 minutes of intervention for each targeted pattern to complete the first cycle in approximately 10 weeks. The time-space probes were administered approximately every two weeks.
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11

Alforde, Sally. "A comparison of grammatical morpheme usage by four year olds with normal, impaired, and late developing language." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4244.

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The purpose of this study was to determine whether language-disordered four-year-old children and those with a history of language delay but currently normal functioning would have acquired a significantly lower percentage of 13 grammatical morphemes than children of the same age with normal language skills. Research has shown that there is a consistency of order in which these morphemes are acquired in children with normal language ability. studies have also shown that while language disordered children acquire these grammatical morphemes in a similar order, the process is slowed down. Language disordered children have difficulty with grammatical morpheme development. Not found in the research is information regarding grammatical morpheme development for children with normal language skills but a history of language delay. Does grammatical morpheme development still pose a problem for these children? Is grammatical morpheme development for this population consistent in terms of order of acquisition with normal and language disordered children? Does acquisition of these morphemes still show deficiencies when language skills have progressed into the normal range? Do patterns of grammatical morpheme development demonstrate distinct features for these children? These are the questions that the present investigation sought to answer.
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12

Spencer, Linda J. "The contribution of listening and speaking skills to the development of phonological processing in children who use cochlear implants." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/69.

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13

Hyslop, Judith Elizabeth. "A follow-up study of children who attended the Centre for Language and Hearing Impaired Children." Thesis, 2013. http://hdl.handle.net/10539/12552.

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Language is integrally involved in all stages of the learning process. Children who have a language disability are therefore likely to have difficulty with their schooling. The Centre for Language and Hearing Impaired Children was established to provide these children with an optimal start to their education and to maximize the impact of early intervention. The aim of this retrospective study was to obtain follow-up information about the pupils who attended this language-rich nursery school environment, and to discover if their progress reflected significant long-term improvements in their education. The study design involved both quantitative aspects, for which it became necessary to create an educational outcome scoring system in order to objectively assess children’s outcomes, and descriptive components to understand the children’s progress. The data collection involved two phases, where the initial data provided the basic demographics of 94 children who attended the Centre, and the second stage considered information obtained in the follow-up interviews with 32 families that could be traced. The latter data showed that, in spite of previously reported improvements while at the Centre, significant disabilities persisted in 56.25 % of the children, where they were unable to reach mainstream education. In addition, there were significant numbers (81.25%) that attended or passed through remedial/special education during their formal school career, reinforcing the need for supportive, therapeutic forms of education for children with language impairments.
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14

"The construction and validation of a speech perception test for Cantonese-speaking children." 2003. http://library.cuhk.edu.hk/record=b6073571.

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Lee Yuet-sheung.
"May 2003."
Thesis (Ph.D.)--Chinese University of Hong Kong, 2003.
Includes bibliographical references (p. 352-361).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
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15

Crawford, Elizabeth E. "Acoustic signals as visual biofeedback in the speech training of hearing impaired children : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Audiology in the Department of Communication Disorders /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20070913.191908.

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