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Journal articles on the topic 'Speech needs'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Fluss, Donna. "Why marketing needs speech analytics." Journal of Direct, Data and Digital Marketing Practice 11, no. 4 (2010): 324–31. http://dx.doi.org/10.1057/dddmp.2010.12.

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2

Pollitt, Katha. "The Left Needs Free Speech." Dissent 68, no. 3 (2021): 45–47. http://dx.doi.org/10.1353/dss.2021.0046.

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3

Adee, Sally. "Free speech needs saving from itself." New Scientist 234, no. 3119 (2017): 25. http://dx.doi.org/10.1016/s0262-4079(17)30625-5.

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4

Cracknell, Kate. "Spotting speech, language and communication needs." Practical Pre-School 2012, no. 139 (2012): 8–10. http://dx.doi.org/10.12968/prps.2012.1.139.8.

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5

Kasewurm, Gyl A. "Who needs directions?" Hearing Journal 63, no. 9 (2010): 54. http://dx.doi.org/10.1097/01.hj.0000388543.57900.50.

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6

Kenney, Mary Kay, and Michael D. Kogan. "Special Needs Children With Speech and Hearing Difficulties: Prevalence and Unmet Needs." Academic Pediatrics 11, no. 2 (2011): 152–60. http://dx.doi.org/10.1016/j.acap.2011.01.003.

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7

Thormann, Sheryl. "Expanding Assessment Needs and State Eligibility Criteria." Perspectives on School-Based Issues 9, no. 2 (2008): 52–56. http://dx.doi.org/10.1044/sbi9.2.52.

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Abstract Speech and language intervention in the public schools is shaped by factors such as curriculum access, service in the least restrictive environment, service to students in natural settings, and functional outcomes. Given that speech and language intervention is characterized in these expanded contexts, we need to make sure our methods of assessment include procedures to show this. It is also important to look at how this fits into our state's speech and language eligibility criteria. The use of formal testing with norm-referenced tests is not always appropriate or feasible to understa

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8

Peters, K. "What Meets the Needs of Families Is What Families Need." Journal of Deaf Studies and Deaf Education 16, no. 3 (2011): 417. http://dx.doi.org/10.1093/deafed/enq064.

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9

Papusha, I. "Significance of Speech Communication in Human Needs Systems." Scientific Research and Development. Modern Communication Studies 9, no. 4 (2020): 25–30. http://dx.doi.org/10.12737/2587-9103-2020-25-30.

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The article presents the description of a complex syntactic whole as the main unit of written communication in the aspect of the efficiency of its use in the texts of the book of functional styles. Special attention is paid to invariant matrices of complex syntactic whole, as the external forms of complex syntactic whole form stable multiple of the identity, and the analysis forms of complex syntactic whole allows to speak about given regularities of production / perception, which is impossible within the scope of a shape.

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10

Palafox, Phuong Lien. "The Unique Speech Needs of Children in Poverty." ASHA Leader 22, no. 3 (2017): 30–31. http://dx.doi.org/10.1044/leader.scm.22032017.30.

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11

Chesterman, John. "The ‘Delicate Plant’ of Free Speech Needs Water." Alternative Law Journal 32, no. 1 (2007): 4–6. http://dx.doi.org/10.1177/1037969x0703200103.

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12

Krishnan, Lata A. "Pediatric Screening Needs Creativity." Hearing Journal 68, no. 12 (2015): 12. http://dx.doi.org/10.1097/01.hj.0000475865.28335.b1.

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13

Kirkwood, David H. "“Stakeholders” identify hearing needs." Hearing Journal 53, no. 8 (2000): 50. http://dx.doi.org/10.1097/00025572-200008000-00007.

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14

Höffken, Peter. "Die Rede des Rabsake vor Jerusalem (2 Kön. xviii / Jes. xxxvi) im Kontext anderer Kapitulationsforderungen." Vetus Testamentum 58, no. 1 (2008): 44–55. http://dx.doi.org/10.1163/156853307x237659.

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AbstractThe speech of the Rabshakeh in 2 Kings xviii has its counterparts in a number of texts from Egypt, Greece, Assyria, and in Josephus Flavius. These texts allow to interpret the speech of the Rabshakeh in some distance to the military needs and questions, which such speeches usually try to answer or to solve. The Josephan version of the speech of the Rabshakeh testifies to this military-oriented form of speech.

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15

Diaz, Suzanne. "The Need for Speech-Language Pathologists in California Public School Districts." Language, Speech, and Hearing Services in Schools 16, no. 1 (1985): 34–40. http://dx.doi.org/10.1044/0161-1461.1601.34.

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Forty school districts or 69% of California's counties, responded to a mail questionnaire concerning the need for speech-language pathology personnel in California. About half of the school districts sampled did not need additional speech-language pathology personnel based on their estimate of the number of personnel required. However, when districts were asked to account for failure to provide needed services, only 35% of the districts felt that their needs were met. Forty-seven percent of the school districts sampled had emergency credentialed personnel on their speech-language pathology sta

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16

Smith, Vanessa Khouri, and Patricia A. Prelock. "A Case Management Model for School-Age Children With Multiple Needs." Language, Speech, and Hearing Services in Schools 33, no. 2 (2002): 124–29. http://dx.doi.org/10.1044/0161-1461(2002/010).

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Although the American Speech-Language-Hearing Association (ASHA) includes case management among the responsibilities for school-based speech-language pathologists, there is limited information in the speech-language pathology literature describing models of, or best practice for, case management in the schools. Recent amendments to the Individuals With Disabilities Education Act (1997) focusing on enhancing students with disabilities involvement and progress in the general curriculum and participation in state- and district-wide assessment suggest that the speech-language pathologist serving a

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17

Van Vliet, Dennis. "Whose needs are we considering?" Hearing Journal 63, no. 5 (2010): 56. http://dx.doi.org/10.1097/01.hj.0000373455.91073.8d.

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18

Spoor, Alicia D. D. "Functional and Communication Needs Assessment." Hearing Journal 74, no. 1 (2020): 30,31. http://dx.doi.org/10.1097/01.hj.0000725084.71032.21.

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19

Jmaiaam, Ibrahim. "The Prophetic Speech to Children: its Styles and its Psychological and Social Needs." Journal of Educational and Psychological Studies [JEPS] 12, no. 3 (2018): 625. http://dx.doi.org/10.24200/jeps.vol12iss3pp625-641.

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The study aimed to identity the psychological and social needs that the prophet's discourse directed for children by answering the following questions: What are the styles contained in the speech of the prophet to prompt children? What are the psychological and social needs included in the prophetic speech directed to children? The researcher prepared a special tool for psychological and social needs that is appropriate for children and has been verified. The tool consisted of fifteen needed and the researcher adopted analytical method to analyze the data depending on the whole sentence that h

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20

VENDITOZZI, MARIA. "Speech and language therapy for adults with special needs." International Journal of Language & Communication Disorders 30, S1 (1995): 134–41. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01655.x.

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21

Iuzzini-Seigel, Jenya, and Elizabeth Murray. "Speech Assessment in Children With Childhood Apraxia of Speech." Perspectives of the ASHA Special Interest Groups 2, no. 2 (2017): 47–60. http://dx.doi.org/10.1044/persp2.sig2.47.

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This article uses the International Classification of Functioning (ICF) framework to outline the assessment needs of children with apraxia of speech. Specifically, the level of breakdown for children with apraxia of speech—that of motor planning and programming at the level of body functions—is delineated using operationally defined criteria for greater diagnostic transparency.

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22

Stüker, Sebastian, Stefan Constantin, Jan Niehues, et al. "Speech interaction strategies for a humanoid assistant." MATEC Web of Conferences 161 (2018): 01002. http://dx.doi.org/10.1051/matecconf/201816101002.

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The goal of SecondHands, a H2020 project, is to design a robot that can offer help to a maintenance technician in a proactive manner. The robot is to act as a second pair of hands that can assist the technician when he is in need of help. In order for the robot to be of real help to the technician, it needs to understand his needs and follow his commands. Interaction via speech is a crucial part of this. Due to the nature of the situation in which the interactions take place, often the technician needs to speak to the robot when under stress performing strenuous physical labor, the classical t

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23

Clark, Jackie, Jeremy Donai, Nina Kraus, Kenneth Smith, Sarah Sydlowski, and Fan-Gang Zeng. "Audiological Needs, Solutions in COVID-19." Hearing Journal 73, no. 6 (2020): 6. http://dx.doi.org/10.1097/01.hj.0000669856.72319.7c.

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24

Beyer, Cynthia, and Jerry Northern. "Meeting the Needs of Managed Care." Seminars in Hearing 20, no. 02 (1999): 143–50. http://dx.doi.org/10.1055/s-0028-1082929.

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25

Mohiyaddeen and Dr. Shifaulla Siddiqui. "Automatic Hate Speech Detection: A Literature Review." International Journal of Engineering and Management Research 11, no. 2 (2021): 116–21. http://dx.doi.org/10.31033/ijemr.11.2.17.

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Hate speech has been an ongoing problem on the Internet for many years. Besides, social media, especially Facebook, and Twitter have given it a global stage where those hate speeches can spread far more rapidly. Every social media platform needs to implement an effective hate speech detection system to remove offensive content in real-time. There are various approaches to identify hate speech, such as Rule-Based, Machine Learning based, deep learning based and Hybrid approach. Since this is a review paper, we explained the valuable works of various authors who have invested their valuable time

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26

Simpson, Evan. "RESPONSIBILITIES FOR HATEFUL SPEECH." Legal Theory 12, no. 2 (2006): 157–77. http://dx.doi.org/10.1017/s1352325206060277.

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This essay consolidates some fragments of the contemporary theory of expressive freedoms, bringing together scattered conceptual distinctions (e.g., hurting and harming, tolerating and legitimating) and moves (e.g., the need to rectify hateful speech and to constrain harmful actions legally) into an account that is sensitive to the needs of abused groups but faithful to the libertarian tradition associated with Mill's harm principle. Accepting this principle as the fundamental condition warranting legal control of action, we explore legislative responsibilities for protecting expressive freedo

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27

Clegg, Judy, and Vicky Joffe. "Working Memory in Children with Speech, Language and Communication Needs." Child Language Teaching and Therapy 33, no. 1 (2017): 3–4. http://dx.doi.org/10.1177/0265659017693143.

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28

Hart, Hilary. "Speech and language disorders and associated problems: meeting children's needs." Developmental Medicine & Child Neurology 46, no. 7 (2007): 435. http://dx.doi.org/10.1111/j.1469-8749.2004.tb00501.x.

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29

Whitlock, James A. T., and George Dodd. "Speech Intelligibility in Classrooms: Specific Acoustical Needs for Primary School Children." Building Acoustics 15, no. 1 (2008): 35–47. http://dx.doi.org/10.1260/135101008784050223.

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Classrooms for primary school children should be built to criteria based on children's speech intelligibility needs which in some respects – e.g. reverberation time – differ markedly from the traditional criteria for adults. To further identify why the needs of children and adults for speech perception are so different we have measured the ‘integration time’ of speech for adults and children using a novel technique to obviate the complicating effects of differing language. The results for children are significantly different than for adults (35 ms c.f. 50 ms) and recommendations for classroom

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30

Wu, Zhi Qiang, Hong Zhi Yu, and Shu Hui Wan. "Research and Realization the Method of Pronunciation Conversion for Speech Synthesis of the Lhasa Dialect of Tibetan." Applied Mechanics and Materials 571-572 (June 2014): 858–62. http://dx.doi.org/10.4028/www.scientific.net/amm.571-572.858.

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Pronunciation conversion is the premise to realize the speech synthesis system, besides, the conversion accuracy is directly related to the quality of synthetic speech. By studying the characteristics of Tibetan words and Lhasa pronunciation, currently method of the pronunciation conversion for Tibetan dialect in Lhasa, combination the need of speech synthesis research, designed and realized the pronunciation conversion system that can be applied in the Lhasa dialect of Tibetan speech synthesis. In tests the system is up to 95.3 percent accurate, the results of conversion are basically able to

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31

Palmer, Catherine V. "Quantifying and Responding to Patient Needs and Expectations." Journal of the American Academy of Audiology 16, no. 10 (2005): 789–808. http://dx.doi.org/10.3766/jaaa.16.10.4.

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Comprehensive audiometric testing serves as the cornerstone of adult hearing aid fittings for many clinicians. The data will serve to define the degree, configuration, and site of lesion of the hearing loss. The data will be used in prescriptive formula to preset the hearing aid and may be entered into probe microphone or hearing aid test box equipment to provide verification targets. Clinicians are comfortable obtaining audiometric data, have an accepted way of obtaining these data, and are comfortable discussing these data with patients and other professionals. The patient, however, is not a

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32

Mullen, Rob. "Evidence-Based Practice Planning Addresses Member Needs, Skills." ASHA Leader 10, no. 10 (2005): 1–21. http://dx.doi.org/10.1044/leader.an1.10102005.1.

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33

Fitzpatrick, Elizabeth, Doug Angus, Andrée Durieux-Smith, Ian D. Graham, and Doug Coyle. "Parents’ Needs Following Identification of Childhood Hearing Loss." American Journal of Audiology 17, no. 1 (2008): 38–49. http://dx.doi.org/10.1044/1059-0889(2008/005).

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34

Reynolds, Jenny. "When a Child Needs an Instrumental Swallowing Assessment." ASHA Leader 25, no. 1 (2020): 40–42. http://dx.doi.org/10.1044/leader.otp.25012020.40.

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35

Gomez, Gina M. "Why America needs the hearing aid tax credit." Hearing Journal 58, no. 9 (2005): 54. http://dx.doi.org/10.1097/01.hj.0000286547.18714.20.

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36

Shim, Hee Jeong, Hyo Joo Lee, and Chang Won Seo. "The Perception and Needs of Professionals about Korean Cued Speech: Special Educators, Speech-Language Pathologists, and Audiologists." Korean Journal of Early Childhood Special Education 18, no. 2 (2018): 153–78. http://dx.doi.org/10.21214/kecse.2018.18.2.153.

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37

McCarthy, Jillian H., Mark Hedrick, and Cary Springer. "Relations between speech production, speech perception, and spelling in children with complex communication needs: a preliminary examination." Speech, Language and Hearing 22, no. 2 (2017): 61–70. http://dx.doi.org/10.1080/2050571x.2017.1389338.

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38

Downey, Debora, and Mary Beth Happ. "The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs." Perspectives on Augmentative and Alternative Communication 22, no. 2 (2013): 112–19. http://dx.doi.org/10.1044/aac22.2.112.

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Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CC

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39

Sommers, Ronald K., and Anthony J. Caruso. "Inservice Training in Speech-Language Pathology." American Journal of Speech-Language Pathology 4, no. 3 (1995): 22–28. http://dx.doi.org/10.1044/1058-0360.0403.22.

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Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservi

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40

Mackey, Linda S., Patrick Finn, and Roger J. Ingham. "Effect of Speech Dialect on Speech Naturalness Ratings." Journal of Speech, Language, and Hearing Research 40, no. 2 (1997): 349–60. http://dx.doi.org/10.1044/jslhr.4002.349.

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This study investigated the effect of speech dialect on listeners' speech naturalness ratings by systematically replicating Martin, Haroldson, and Triden's (1984) study using three groups of speaker samples. Two groups consisted of speakers with General American dialect—one with persons who stutter and the other with persons who do not stutter. The third group also consisted of speakers who do not stutter but who spoke non-General American dialect. The results showed that speech naturalness ratings distinguished among the three speaker groups. The variables that appeared to influence speech na

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41

Roller, Elinor, Terry Rodriquez, Joy Warner, and Peggy Lindahl. "Integration of Self-Contained Children With Severe Speech-Language Needs Into the Regular Education Classroom." Language, Speech, and Hearing Services in Schools 23, no. 4 (1992): 365–66. http://dx.doi.org/10.1044/0161-1461.2304.365.

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A model for the full integration of children with severe speech-language problems into the regular classroom is presented. After the diagnostic characteristics and educational profiles of the severe speech-language population are defined, the structure and roles of the collaborative teaching teams of speech-language pathologists, regular educators, and paraprofessionals are specified. The critical importance of administrative and parental support, as well as the active involvement of the staffing team, are indicated. The implications of collaborating to create a language-rich environment where

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42

Chaly, Preetha Elizabeth, S. Srinidhi, S. Vaishnavi, P. Shalini, and V. Indra Priyadarshni. "Dentition Status, Periodontal Status, Dentofacial Anomalies and Treatment Needs Among Differently Abled Children in Chennai." Journal of Oral Health and Community Dentistry 9, no. 3 (2015): 120–25. http://dx.doi.org/10.5005/johcd-9-3-120.

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ABSTRACT BACKGROUND Oral health is an important aspect of health for all children, and is more important for children with special health needs. AIM The study was done to assess the dentition status, periodontal status, dentofacial anomalies and treatment needs of differently abled children attending special schools in Chennai. MATERIALS AND METHOD A cross sectional study was conducted among 6 - 18 year old hearing and speech impaired children and visually impaired children in Chennai. A cluster sampling methodology was followed for the selection of study subjects. The final sample size for th

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43

CAMPBELL, DERMOT F., CIARAN MCDONNELL, MARTI MEINARDI, and BUNNY RICHARDSON. "The need for a speech corpus." ReCALL 19, no. 1 (2007): 3–20. http://dx.doi.org/10.1017/s0958344007000213.

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This paper outlines the ongoing construction of a speech corpus for use by applied linguists and advanced EFL/ESL students. In the first part, sections 1–4, the need for improvements in the teaching of listening skills and pronunciation practice for EFL/ESL students is noted. It is argued that the use of authentic native-to-native speech is imperative in the teaching/learning process so as to promote social inclusion. The arguments for authentic language learning material and the use of a speech corpus are contextualised within the literature, based mainly on the work of Swan, Brown and McCart

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44

Cross, Rachel. "Book Review: Spotlight on special educational needs: speech and language difficulties." Child Language Teaching and Therapy 20, no. 2 (2004): 193–94. http://dx.doi.org/10.1177/026565900402000213.

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45

Dockrell, Julie, and Geoff Lindsay. "Meeting the needs of children with specific speech and language difficulties." European Journal of Special Needs Education 15, no. 1 (2000): 24–41. http://dx.doi.org/10.1080/088562500361682.

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46

Miller, Carol. "The needs of teachers of children with speech and language disorders." Child Language Teaching and Therapy 7, no. 2 (1991): 179–91. http://dx.doi.org/10.1177/026565909100700206.

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47

Cropp, David L. "Book Review: Spotlight on special educational needs: speech and language difficulties." Child Language Teaching and Therapy 14, no. 2 (1998): 221. http://dx.doi.org/10.1177/026565909801400212.

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48

Stiegler, Lillian N. "Why a Speech-Language Pathology Program Really, Really Needs an Audiologist." ASHA Leader 10, no. 8 (2005): 21–27. http://dx.doi.org/10.1044/leader.ae1.10082005.21.

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49

Andrews, Leigh, and Nicola Botting. "The speech, language and communication needs of rough sleepers in London." International Journal of Language & Communication Disorders 55, no. 6 (2020): 917–35. http://dx.doi.org/10.1111/1460-6984.12572.

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50

Mead, Jean Suzanne. "Supervision: Supervisory Needs as Perceived by Licensed Speech-Language Pathology Assistants." Perspectives on Administration and Supervision 9, no. 2 (1999): 14–15. http://dx.doi.org/10.1044/aas9.2.14.

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