Auditory discrimination as a condition for E-learning based Speech Therapy: A proposal for an auditory discrimination test (ADT) for adult dysarthric speakers

2011 ◽  
Vol 44 (6) ◽  
pp. 701-718 ◽  
Author(s):  
L.J. Beijer ◽  
A.C.M. Rietveld ◽  
A.J.L. van Stiphout
Keyword(s):  
Speech Therapy ◽  
Auditory Discrimination ◽  
Discrimination Test ◽  
E Learning

E-Learning-Based Speech Therapy: A Web Application for Speech Training

2010 ◽  
Vol 16 (2) ◽  
pp. 177-180 ◽  
Author(s):  
Lilian J. Beijer ◽  
Toni C.M. Rietveld ◽  
Marijn M.A. van Beers ◽  
Robert M.L. Slangen ◽  
Henk van den Heuvel ◽  
...  
Keyword(s):  
Web Application ◽  
Speech Therapy ◽  
E Learning ◽  
Speech Training

An auditory discrimination test battery

1982 ◽  
Vol 71 (S1) ◽  
pp. S73-S73
Author(s):  
C. S. Watson ◽  
D. M. Johnson ◽  
J. R. Lehman ◽  
W. J. Kelly ◽  
J. K. Jensen
Keyword(s):  
Auditory Discrimination ◽  
Test Battery ◽  
Discrimination Test

Categorical Judgment and the Wepman Test of Auditory Discrimination

1972 ◽  
Vol 37 (2) ◽  
pp. 252-257 ◽  
Author(s):  
Frank R. Vellutino ◽  
Louis DeSetto ◽  
Joseph A. Steger
Keyword(s):  
Response Bias ◽  
Elementary School Children ◽  
Error Score ◽  
Auditory Discrimination ◽  
Discrimination Test ◽  
Equal Frequency ◽  
Frequency Model ◽  
Frequency Independent ◽  
Response Alternatives ◽  
Unequal Number

The notion that response bias may spuriously influence categorical judgments on discrimination tasks with unequal response alternatives was investigated using the Wepman Auditory Discrimination Test. The performance of two unselect groups of elementary school children was compared on a standardized form, containing an unequal number of two category alternates, and a modified version which balanced these choices. It was predicted in line with Parducci’s range-frequency model of psychophysical judgment that the modified version would occasion a lower error score because of an intrinsic tendency to employ categories with equal frequency independent of the test stimuli. The prediction was verified, and the results were related to perceptual disorder as assessed by the Wepman Test.

Auditory Discrimination of Learning Disabled Children in Quiet and Classroom Noise

1975 ◽  
Vol 8 (10) ◽  
pp. 656-659 ◽  
Author(s):  
Linda W. Nober ◽  
E. Harris Nober
Keyword(s):  
Auditory Processing ◽  
Learning Disabled ◽  
Auditory Discrimination ◽  
Expected Value ◽  
Tape Recorder ◽  
Disabled Children ◽  
Discrimination Test ◽  
Processing Task ◽  
Small Test

This study examined the effects of classroom noise on an auditory processing task of learning disabled children, with distractibility, activity, and cognition controlled. Forty children divided into normal and learning disabled groups were administered both forms of the Wepman Auditory Discrimination Test. Two listening conditions were tested: (1) the relative quiet of small test rooms, and (2) classroom noise (on a tape recorder) in the same test rooms. Results showed that learning disabled children made significantly more auditory discrimination errors than normals in both quiet and noise conditions. Both normal and learning disabled children made significantly more auditory discrimination errors in noise than in quiet. It cannot be said that the noise affected the two groups differentially; the magnitude of the differences was comparable statistically. It was concluded that auditory discrimination scores in quiet do not reflect accurately the expected value for the classroom.

Rationale and Standardization for a Combined Speech Articulation and Auditory Discrimination Test

1971 ◽  
Vol 33 (3) ◽  
pp. 715-721 ◽  
Author(s):  
Barbara B. Hutchinson
Keyword(s):  
Auditory Discrimination ◽  
The Self ◽  
Rapid Screening ◽  
Discrimination Test ◽  
Self Monitoring ◽  
Rapid Screening Test ◽  
Interjudge Reliability ◽  
New Type ◽  
Alternate Forms ◽  
Test Retest Reliability

A description of the rationale for the development of a rapid screening test of articulation combined with a new type of auditory discrimination test called “self-monitoring” is given. Standardization norms, equivalency of two alternate forms, test-retest reliability, interjudge reliability, and intercorrelations are provided. The articulation test is quick to administer; the self-monitoring auditory discrimination test is new. Results for both tests can be recorded on a single page.

scholarly journals "Virtual Conversational Character Design for a Behavior simulator in Hospital Environments" (Preprint)

2019 ◽  
Author(s):  
Santiago García Carbajal ◽  
María Pipa ◽  
José Luis Múgica
Keyword(s):  
Speech Therapy ◽  
Directed Graphs ◽  
Modular Architecture ◽  
Waiting Room ◽  
Hospital Environments ◽  
Character Design ◽  
E Learning ◽  
The One ◽  
Real Person ◽  
Training Exercises

UNSTRUCTURED Emergency waiting room is a place where conflicts raise quite often. Nervous relatives in a hostile, unknown environment force security and medical staff to be ready to deal with some awkward situations. Additionally, it’s been said that the medical interview is the first diagnostic and therapeutic tool, involving both intellectual and emotional skills on the practicing physician’s side. At the same time, seems that there is something mysterious about interviewing that cannot be formalized or taught. In this context, Virtual Conversational Characters (VCCs) are progressively present in most e-learning environments. Here we propose and develop a modular architecture for a VCC based Behavior Simulator to be used as a tool for Conflict Avoidance Training. Our behavior simulators are now being used in hospital environments, where Training Exercises must be easily designed and tested. We define Training Exercises as labeled, directed graphs that help an instructor in the design of complex Training Situations. In order to increase the perception of talking to a real person, the simulator must deal with a huge number of sentences that a VCC must understand and react to. These sentences are grouped into sets identified with a common label. Labels are then used to trigger changes in the active node of the graph that encodes the current state of the Training Exercise. As a consequence, we need to be able to map every sentence said by the human user into the set it belongs to, doing it in a fast and robust way. In this work we discuss two different existent String Metrics, and compare them to the one we finally use to assess a designed exercise. Based on the similarities found between different sets, the proposed metric gives us valuable information about ill-defined exercises. We also describe the environment in which our programs are being used, and illustrate it with an example. Initially designed as a tool for the training of the emergency room staff, our software could be of help in many other areas inside the same environment. We are currently exploring the possibility of using it in speech therapy situations

Administration and Socioeconomic Level Effects on Auditory Discrimination of Elementary School Children

1981 ◽  
Vol 14 (10) ◽  
pp. 591-593 ◽  
Author(s):  
Andrew S. Kerr ◽  
Clement P. Meunier
Keyword(s):  
Socioeconomic Status ◽  
Elementary School Children ◽  
Speech Sound ◽  
Age Effect ◽  
Auditory Discrimination ◽  
Socioeconomic Level ◽  
Discrimination Test ◽  
Low Socioeconomic ◽  
Discrimination Ability ◽  
Sound Discrimination

A 40-item speech sound discrimination test was administered to 158 children to assess the effects of socioeconomic level and administrative mode, oral or tape, on auditory discrimination ability. Results indicated a model of administration effect, age effect, and an interaction between age and socioeconomic level. Individual oral administration produced substantially fewer errors than a standardized tape. Low socioeconomic-level children made significantly fewer error scores as age increased, while mid-socioeconomic status children did not. All results were consistent across oral and tape administration.

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