Temporal Characteristics of Nasalization in Speakers with and without Cleft Palate

2011 ◽  
Vol 48 (2) ◽  
pp. 134-144 ◽  
Author(s):  
Seunghee Ha ◽  
David P. Kuehn
Keyword(s):  
Cleft Palate ◽  
Temporal Characteristics

Temporal characteristics of nasalization in Persian speaker children with and without cleft palate

2015 ◽  
Vol 79 (4) ◽  
pp. 546-552 ◽  
Author(s):  
Kowsar Baghban ◽  
Farhad Torabinezhad ◽  
Negin Moradi ◽  
Faezeh Asadollahpour ◽  
Nassim Ahmadi ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Temporal Characteristics

An Acoustic Study of the Temporal Characteristics of Nasalization in Children with and without Cleft Palate

2004 ◽  
Vol 41 (5) ◽  
pp. 535-543 ◽  
Author(s):  
Seunghee Ha ◽  
Hyunsub Sim ◽  
Minje Zhi ◽  
David P. Kuehn
Keyword(s):  
Cleft Palate ◽  
Temporal Patterns ◽  
Acoustic Signals ◽  
Relative Duration ◽  
Temporal Characteristics ◽  
Vowel Context ◽  
Acoustic Study ◽  
Temporal Variables ◽  
Interval Ratio ◽  
Lincoln Park

Objective The purpose of this study was to measure the oral and nasal cavity acoustic energies to determine whether temporal patterns of nasalization differentiate children with and without cleft palate and the extent to which vowel context contributes to these temporal differences. Design Nasal onset interval, nasal offset interval, and total nasalization duration measures were obtained from acoustic waveforms, spectrograms, and energy contours acquired using the Computerized Speech Lab (Kay Elemetrics, Lincoln Park, NJ). In addition to absolute temporal values, proportional durations of nasalization were measured to obtain information regarding the relative duration of nasalization. Participants Fifteen children with cleft palate exhibiting mild hypernasality and 15 children without cleft palate participated in the study. Children in both groups were between 4 and 7 years of age. Results Each of the three absolute measures was significantly different between the two groups of subjects and within the three vowel contexts. Children with cleft palate showed longer temporal characteristics than children without cleft palate in all three absolute measures. The three temporal variables of the high vowel contexts were generally longer than those of low vowel contexts. Regarding proportional measures, nasal offset interval ratio, and total nasalization ratio showed significant differences between the two groups. Conclusions Nasalization, as reflected by acoustic signals, showed different timing characteristics between children with cleft palate and without cleft palate and across vowel contexts. This suggests that the duration of nasalization reflecting temporal patterns of the oral-nasal acoustic impedance may have an influence on the perception of hypernasality.

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

Errata

1966 ◽  
Vol 31 (2) ◽  
pp. 208-208
Keyword(s):  
Cleft Palate ◽  
Pressure Ratio ◽  
Ration Group

In the February 1966 issue of this journal, two errors occurred in Joan C. Pitzner’s and Hughlett L. Morris’s article “Articulation Skills and Adequacy of Breath Pressure Ratios of Children with Cleft Palate.” On page 29, the heading “Reality” should be “Reliability,” and on page 30, the heading “Pressure-Ration Group One” should be “Pressure-Ratio Group One.”

Temporal Characteristics of Speech in Simultaneous Communication

1995 ◽  
Vol 38 (5) ◽  
pp. 1014-1024 ◽  
Author(s):  
Robert L. Whitehead ◽  
Nicholas Schiavetti ◽  
Brenda H. Whitehead ◽  
Dale Evan Metz
Keyword(s):  
Pause Duration ◽  
Vowel Duration ◽  
Vowel Perception ◽  
Temporal Characteristics ◽  
Spoken English ◽  
Temporal Features ◽  
Before And After ◽  
Word Duration ◽  
Rate Of Speech ◽  
Speech Condition

The purpose of this investigation was twofold: (a) to determine if there are changes in specific temporal characteristics of speech that occur during simultaneous communication, and (b) to determine if known temporal rules of spoken English are disrupted during simultaneous communication. Ten speakers uttered sentences consisting of a carrier phrase and experimental CVC words under conditions of: (a) speech, (b) speech combined with signed English, and (c) speech combined with signed English for every word except the CVC word that was fingerspelled. The temporal features investigated included: (a) sentence duration, (b) experimental CVC word duration, (c) vowel duration in experimental CVC words, (d) pause duration before and after experimental CVC words, and (e) consonantal effects on vowel duration. Results indicated that for all durational measures, the speech/sign/fingerspelling condition was longest, followed by the speech/sign condition, with the speech condition being shortest. It was also found that for all three speaking conditions, vowels were longer in duration when preceding voiced consonants than vowels preceding their voiceless cognates, and that a low vowel was longer in duration than a high vowel. These findings indicate that speakers consistently reduced their rate of speech when using simultaneous communication, but did not violate these specific temporal rules of English important for consonant and vowel perception.

Sign in / Sign up

Export Citation Format

Share Document