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Neural underpinnings of rate of speech input on auditory sentence comprehension in Aphasic and Unimpaired adults: An FMRI investigation

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Brain and Cognition 2008年 67卷 35-35页

作者： Josée Poirier Frank Haist Lynsey Gebelin Kathleen Brumm Tracy Love SDSU/ UCSD Joint Doctoral Program in Language and Communicative Disorders School of Speech Language and Hearing Sciences 5500 Campanile Drive San Diego CA 92182-1518 USA University of California San Diego Department of Psychiatry 9500 Gilman Drive-0959 La Jolla CA 92093-0959 USA University of California San Diego Department of Psychology 9500 Gilman Drive-0109 La Jolla CA 92093-0109 USA San Diego State University School of Speech Language and Hearing Sciences 5500 Campanile Drive San Diego CA 92182-1518 USA

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Frequency-Following Response and Auditory Behavior in Children with Prenatal Exposure to the Zika Virus

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International Archives of Otorhinolaryngology 2021年第3期26卷 e380-e389页

作者： Laís Cristine Delgado da Hora Lilian Ferreira Muniz Silvana Maria Sobral Griz Jéssica Dayane da Silva Diana Babini Lapa de Albuquerque Britto Leonardo Gleygson Angelo Venâncio Demócrito de Barros Miranda Filho Mariana de Carvalho Leal Department of Speech Language and Audiology Universidade Federal de Pernambuco Recife PE Brazil Graduate Program in Human Communication Health Universidade Federal de Pernambuco Recife PE Brazil Medical Sciences College Universidade de Pernambuco Recife PE Brazil Department of Surgery Universidade Federal de Pernambuco Recife PE Brazil

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Terapia de voz en el contexto de la pandemia covid-19;recomendaciones para la práctica clínica

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Journal of Voice 2021年第5期35卷 808.e1-808.e12页

作者： Castillo-Allendes, Adrián Contreras-Ruston, Francisco Cantor, Lady Codino, Juliana Guzman, Marco Malebran, Celina Manzano, Carlos Pavez, Axel Vaiano, Thays Wilder, Fabiana Behlau, Mara Department of Communicative Sciences and Disorders Michigan State University East Lansing MI United States Speech-Language Pathology and Audiology Department Universidad de Valparaíso San Felipe Chile Department of Collective Health Universidad Nacional de Colombia Bogotá Colombia Program of Speech and Language Pathology Universidad Manuela Beltrán Bogotá Colombia Lakeshore Professional Voice Center Lakeshore Ear Nose and Throat Center St. Clair Shores MI United States Universidad de los Andes Chile Santiago Chile Escuela de Fonoaudiología Universidad Católica Silva Henríquez Santiago Chile Hospital Médica Sur Ciudad de México Mexico Centro Médico ABC Ciudad de México Mexico Physical Medicine and Rehabilitation Service Hospital de Urgencia Asistencia Pública Santiago Chile CEV - Centro de Estudos da Voz São Paulo Brazil Speech-Language Pathology and Audiology Department Escola Paulista de Medicina Federal University of São Paulo São Paulo Brazil Carrera de Fonoaudiología Facultad de Medicina Universidad de Buenos Aires Buenos Aires Argentina Servicio de Fonoudiología Hospital de Clínicas “José de San Martin” Buenos Aires Argentina

Introduction: Since the beginning of the new pandemic, COVID-19 health services have had to face a new scenario. Voice therapy faces a double challenge, interventions using telepractice, and delivering rehabilitation services to a growing population of patients at risk of functional impairment related to the COVID-19 disease. Moreover, as COVID-19 is transmitted through droplets, it is critical to understand how to mitigate these risks during assessment and treatment. Objective: To promote safety, and effective clinical practice to voice assessment and rehabilitation in the pandemic COVID-19 context for speech-language pathologists. Methods: A group of 11 experts in voice and swallowing disorders from 5 different countries conducted a consensus recommendation following the American Academy of Otolaryngology-Head and Neck Surgery rules building a clinical guide for speech-language pathologists during this pandemic context. Results: The clinical guide provides 79 recommendations for clinicians in the management of voice disorders during the pandemic and includes advice from assessment, direct treatment, telepractice, and teamwork. The consensus was reached 95% for all topics. Conclusion: This guideline should be taken only as recommendations;each clinician must attempt to mitigate the risk of infection and achieve the best therapeutic results taking into account the patient's particular reality. © 2020 The Voice Foundation

关键词： COVID-19–Phoniatrics–speech-language pathology–Telepractice–Voice disorders–Voice therapy

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Terapia Vocal No Contexto Da Pandemia Do Covid-19;Orientações Para A Prática Clínica

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Journal of Voice 2021年第5期35卷 808.e13-808.e24页

Introduction: Since the beginning of the new pandemic, Corona Virus Disease 2019 (COVID-19) health services have had to face a new scenario. Voice therapy faces a double challenge, interventions using telepractice, and delivering rehabilitation services to a growing population of patients at risk of functional impairment related to the COVID-19 disease. Moreover, as COVID-19 is transmitted through droplets, it is critical to understand how to mitigate these risks during assessment and treatment. Objective: To promote safety, and effective clinical practice to voice assessment and rehabilitation in the pandemic COVID-19 context for speech-language pathologists. Methods: A group of 11 experts in voice and swallowing disorders from five different countries conducted a consensus recommendation following the American Academy of Otolaryngology-Head and Neck Surgery rules building a clinical guide for speech-language pathologists during this pandemic context. Result: The clinical guide provides 79 recommendations for clinicians in the management of voice disorders during the pandemic and includes advice from assessment, direct treatment, telepractice, and teamwork. The consensus was reached 95% for all topics. Conclusion: This guideline should be taken only as recommendation;each clinician must attempt to mitigate the risk of infection and achieve the best therapeutic results taking into account the patient's particular reality. © 2020 The Voice Foundation

关键词： COVID-19—Phoniatrics—speech-language pathology—Telepractice—Voice disorders—Voice therapy

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Final consonant voicing and vowel height contrasts in whispered speech

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The Journal of the Acoustical Society of America 2008年第5_SUPPLEMENT期123卷 3459-3459页

作者： Yana D Gilichinskaya Winifred Strange City University of New York Graduate Center 365 Fifth Avenue New York NY 10016 USA ygilichinskaya@gc.cuny.edu CUNY Graduate Center 365 5th Avenue Program in Speech‐Language‐Hearing Sciences New York NY 10016 USA strangepin@***

Whispered speech is a naturally distorted speech signal. Whereas it preserves some characteristics of fully phonated speech, some important acoustic cues are removed, diminished or altered. The prominence of acoustic cues in whispered speech may change due to the physical properties of the whispered speech signal, i.e., decreased intensity, the absence of periodic vibration of the vocal folds, damping of F1, shift of the formants and flattening of the amplitude envelope. Such changes affect the acoustic cues both for vowels (e.g. vowel height) and consonants (e.g. voicing contrasts). The objective of the present project was to explore the acoustic cues for post‐stressed syllable‐final consonant voicing contrasts and the vowels preceding them in continuous whispered speech of American English speakers and to compare the results with those in fully phonated speech. The stimuli were recorded in the carrier sentence "I'll utter /habVC/ off the list". The consonant pairs included voiced/voiceless bilabial stops /b‐p/ and labiodental fricatives /f‐v/, each combined with 11 AE vowels /i, I, "epsilon", e, æ, a, "turned‐v", o, "open‐o", u, "horseshoe"/. Preliminary results showed that vowels had longer duration in whispered speech than in fully phonated speech. Spectral dispersion, temporal contrastivness of vowels; F1, and vowel duration cues will be reported in the presentation.

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Auditory brainstem responses to bone-conducted brief tones in young children with conductive or sensorineural hearing loss

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International journal of otolaryngology 2012年第1期2012卷 284864页

作者： Jennifer L Hatton Renée M Janssen David R Stapells School of Audiology and Speech Sciences The University of British Columbia Vancouver BC Canada V6T 1Z3 Audiology Department Britsh Columbia's Children' Hospital Vancouver BC Canada V6H 3V4 British Columbia Early Hearing Program Provicial Health Services Authority Victoria BC Canada V8V 3K3.

The bone-conduction (BC) tone ABR has been used clinically for over 20 years. The current study formally evaluated the test performance of the BC tone-evoked ABR in infants with hearing loss. Method. By comparing BC-ABR results to follow-up behavioural results, this study addressed two questions: (i) whether the BC tone ABR was successful in differentiating children with conductive versus sensorineural hearing loss (Study A; conductive: 68 ears; SNHL: 129 ears) and (ii) the relationship between BC ABR and behavioural hearing loss severity (Study B: 2000 Hz: 104 ears; 500 Hz: 47 ears). Results. Results demonstrate that the "normal" BC-ABR levels accurately differentiated normal versus elevated cochlear sensitivity (accuracy: 98% for 2000 Hz; 98% for 500 Hz). A subset of infants in Study A with elevated BC-ABR (i.e., no response at normal level) had additional testing at higher intensities, which allowed for categorization of the degree of cochlear impairment. Study B results indicate that the BC ABR accurately categorizes the degree of cochlear hearing loss for 2000 Hz (accuracy = 95.2%). A preliminary dBnHL-to-dBHL correction factor of "0 dB" was determined for 2000 Hz BC ABR. Conclusions. These findings further support the use of BC tone ABR for diagnostic ABR testing.

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Production of Parisian French front rounded vowels by second‐language learners

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The Journal of the Acoustical Society of America 2008年第5_SUPPLEMENT期123卷 3073-3073页

作者： Erika S. Levy Franzo Law Teachers College Columbia University Biobehavioral Sciences Box 180 525 W120th St. New York NY 10027 USA elevy@tc.columbia.edu CUNY Graduate Center 365 5th Avenue Program in Speech‐Language‐Hearing Sciences New York NY 10016 USA flaw@gc.cuny.edu

This study examined the effects of language experience and consonantal context on the production of Parisian French (PF) vowels by American English (AE) learners of French. A repetition task was performed, involving French vowels /y‐œ‐i‐a‐u/ uttered by a native speaker of Parisian French (PF) in bilabial /bVp/ and alveolar /dVt/ contexts embedded in the nonsense word/phrase /raCVCa/. Three groups of native AE speakers participated: speakers without French experience (NoExp), speakers with formal French experience (ModExp), and speakers with formal and extensive immersion experience (HiExp). Production accuracy was assessed by native PF listeners' judgments and by acoustic analysis. Native PF listeners identified second‐language (L2) learners' productions more accurately as a function of speakers' increased language experience, although /u/, /y/ and /œ/, even produced by the HiExp group, were frequently misidentified. A consonantal context effect was revealed, including /u/ being misidentified more often in alveolar context than in bilabial context by all three groups. Overall, all groups distinguished front rounded /y/ from /u/ in production, but often in a non‐native manner, e.g., producing /y/ as /ju/. Individual differences, interactions between consonantal context and vowels, as well as implications for the perception‐production link in L2 learning, are discussed.

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The Power of Narrative: Empowering interprofessional teams to promote health equity by reflecting on bias and unpacking stigmatizing language

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Journal of Interprofessional Education and Practice 2024年 34卷 100690-100690页

作者： Futch Thurston, Lydia A. Abbruzzese, Laurel Daniels Maxwell, Barbara Lee Bishop, Kathy Threats, Travis Oluwole-Sangoseni, Olaide Simon, Phyllis Pfiefle, Andrea Physical Therapy Program Department of Rehabilitation Sciences Tufts University School of Medicine 136 Harrison Ave Boston 02111 MA United States Programs in Physical Therapy Department of Rehabilitation and Regenerative Medicine Vagelos College of Physicians and Surgeons Columbia University 617 West 168 Street New York 10032 NY United States Interprofessional Practice & Education Center Physical Medicine & Rehabilitation School of Medicine Indiana University 410 W. 10th Street Suite 1100 Indianapolis 46202 IN United States Physical Therapy Program Department of Rehabilitation Medicine Emory University School of Medicine 1462 Clifton Road NE Suite 312 Atlanta 30322 GA United States Department of Speech Language & Hearing Science Doisy College of Health Sciences Saint Louis University 3750 Lindell Boulevard St. Louis 63108 MO United States Physical Therapy Program Walker College of Health Professions Maryville University of St. Louis 650 Maryville University Drive St. Louis 63141 MO United States Occupational Therapy Department of Rehabilitation and Regenerative Medicine Vagelos College of Physicians and Surgeons Columbia University 617 West 168 Street New York 10032 NY United States Interprofessional Practice and Education Family and Community Medicine The Ohio State University 200d Meiling Hall 370 West 9th Avenue Columbus 43210 OH United States

Reflecting on one's personal narrative can expose language that unwittingly expresses bias. As healthcare providers, unpacking one's narrative can promote more equitable interprofessional communication and patient care. This article describes an interactive workshop at the 2023 National Academies of Practice (NAP) Annual Meeting and Forum, where participants wrote and reflected on their personal narratives to identify bias, hierarchies, and positionality. Use of equity-focused language to empower an inclusive interprofessional healthcare culture and strategies for promoting access, removing structural barriers to care, and enabling anti-racist behaviors were explored. Workshop synthesis occurred using an innovative “fishbowl” discussion to enable feedback and identify themes, barriers, and facilitators. program evaluation showed high participant satisfaction (4.73/5). Used as a curricular resource, this approach outlines an effective framework for engaging participants in writing, reflection, and dialogue to promote equitable, accessible, and collaborative healthcare. © 2023 Elsevier Inc.

关键词： Communication Dominant narratives Healthcare Hierarchy Identity Workshop

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Impact of yoga on the cognitive function among desk‐based workers

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Advances in Integrative Medicine 2024年

作者： Kamath, Koustubh Shruthi P, Poovitha Yerraguntla, Krishna Pradhan, Abhimanyu Kadavigere, Rajagopal Vaishali, K. Shivashankar, K.N. Ravichandran, Sneha David, Leena R. England, Andrew McEntee, Mark F. Saha, Shovan Palanisamy, Hari Prakash Shettigar, Dilip Sukumar, Suresh Department of Medical Imaging Technology Manipal College of Health Professions Manipal Academy of Higher Education Karnataka Manipal India Division of Yoga Centre for Integrative Medicine & Research Manipal Academy of Higher Education Karnataka Manipal India Department of Medical Rehabilitation Sciences Audiology Program College of Applied Medical Sciences King Khalid University Saudi Arabia Department of Radiodiagnosis and Imaging Kasturba Medical College Manipal Manipal Academy of Higher Education Karnataka Manipal India Department of Physiotherapy Manipal College of Health Profession Manipal Manipal Academy of Higher Education Karnataka Manipal India Department of General Medicine Kasturba Medical College Manipal Manipal Academy of Higher Education Karnataka Manipal India Dept. of Medical Diagnostic Imaging College of Health Sciences University of Sharjah United Arab Emirates Medical Imaging & Radiation Therapy Discipline of Radiography School of Medicine Brookfield Health Sciences Complex University College Cork T12 AK54 Ireland Chair of Diagnostic Radiography UGF 12 ASSERT Brookfield Health Sciences University College Cork T12 AK54 Ireland Department of Occupational Therapy Manipal College of Health Professions Manipal Academy of Higher Education Karnataka Manipal India Department of Speech and Hearing Manipal College of Health Professions Manipal Academy of Higher Education Karnataka Manipal India

Introduction: Prolonged sitting negatively impacts cognitive functions, such as working memory and inhibitory control. As sedentary behaviour rises in workplaces, interventions like yoga breaks, which combine physical activity and mindfulness, may mitigate these effects. While specific research on yoga breaks is limited, related studies suggest potential cognitive benefits. Methods: This prospective, single-centre crossover trial took place from September 2022 to January 2023 at the Radiology Lab, KMC Manipal. Participants experienced three sessions: uninterrupted sitting, pranayama breaks, and yoga breaks, each lasting four hours. Executive functions were assessed hourly using computer-based tests (Eriksen's Flanker Test and N-Back Test). Statistical analyses included repeated measures ANOVA and Friedman's test. Results: Participants, with a mean age of 30.24 years, showed fastest reaction times during the yoga intervention in the Flanker Test, followed by pranayama and sitting. However, accuracy did not significantly differ between groups in both *** times decreased significantly from the 0th to the 2nd and 4th hours in the Flanker Test, but not between the 2nd and 4th hours. In the N-Back test, accuracy declined over time for all interventions, without significant group differences. Conclusion: Yoga and pranayama breaks potentially improve reaction times during prolonged sitting but do not significantly impact accuracy in cognitive tasks. These findings suggest that while activity breaks can enhance certain cognitive functions, further research is needed to optimize interventions for cognitive health in sedentary work environments. © 2024 The Authors

关键词： Accuracy Memory Physical Activity Pranayama Prolonged Sitting Reaction Time Sedentary Behaviour Yoga

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