Cleft palate and speech. Seventh edition. By Muriel E. Morley, D.Sc., F.C.S.T., F.A.C.S.T., of Newcastle upon Tyne. 7 ¼ × 4 ¾ in. Pp. 307 + xx. Illustrated. 1970. Edinburgh: E. & S. Livingstone Ltd. 40s

1971 ◽  
Vol 58 (1) ◽  
pp. 84-84
Keyword(s):  
Cleft Palate ◽  
Seventh Edition ◽  
Newcastle Upon Tyne

JOB LEWIS SMITH ON MATERNAL IMPRESSIONS AS A CAUSE OF CLEFT LIP AND PALATE (1890)

PEDIATRICS ◽  
1981 ◽  
Vol 68 (4) ◽  
pp. 483-483
Author(s):  
T. E. C.
Keyword(s):  
New York ◽  
Cleft Palate ◽  
Congenital Malformations ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Seventh Edition ◽  
Pediatric Society ◽  
Firm Believer

Job Lewis Smith (1827-1897), a founder of the American Pediatric Society and who, with Abraham Jacobi, established pediatrics as a specialty in our country, was a firm believer that strong mental impressions during pregnancy might be a cause of congenital malformations. He gave the following explanation of the cause of cleft lip and palate in the seventh edition of his textbook, published in 1890.1 Mrs. D[unknown], Eighth avenue, New York, seven months before the birth of her child, when visiting at a distance, accidentally broke the plate of a full set of upper teeth. The line of fracture was antero-posterior and through the centre of the plate. Being away from home, she was much annoyed by the accident and retained the fragments of the plate in situ by pressure with the tongue. As she could not open her mouth without the plate falling out, except it was retained by pressure with the tongue, her mind was dwelling almost constantly on the accident during the few days of her visit. Her boy, born seven months subsequently, had a hare-lip and cleft palate. The mother stated that the deficiency in the lip and palate corresponded precisely to the location of the fracture in the plate.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth

2020 ◽  
Vol 51 (4) ◽  
pp. 914-938
Author(s):  
Anna Cronin ◽  
Sharynne McLeod ◽  
Sarah Verdon
Keyword(s):  
Young Children ◽  
Cleft Palate ◽  
Case History ◽  
Significant Others ◽  
International Classification ◽  
Assessment Tools ◽  
International Classification Of Functioning ◽  
Speech Language Pathologists ◽  
Holistic Assessment

Purpose Children with a cleft palate (± cleft lip; CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; World Health Organization, 2007 ) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical sample of seven 2- to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents). Method Data were collected during visits to participants' homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants' Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants' Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants' Activities and Participation as well as Environmental and Personal Factors were examined through case history questionnaires, interviews with significant others, parent report measures, and observations. Results Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what are considered cleft speech characteristics, which underscores the importance of a broader assessment. Conclusion Speech-language pathologists can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.

Compensatory Tongue-Palate-Posterior Pharyngeal Wall Relationships in Cleft Palate

1965 ◽  
Vol 30 (2) ◽  
pp. 166-173 ◽  
Author(s):  
Alta R. Brooks ◽  
Ralph L. Shelton ◽  
Karl A. Youngstrom
Keyword(s):  
Cleft Palate ◽  
Posterior Pharyngeal Wall ◽  
Pharyngeal Wall
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