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Biomedical subjects

L D Shriberg

Publications and source records attributed to L D Shriberg.

17 recordsLinked to original sources
PubMed1992

Articulation testing versus conversational speech sampling.

Detailed speech analyses were performed on data from 61 speech-delayed children assessed by both a standard articulation test and a conversational speech sample. Statistically significant differences between the articulation accuracy profiles obtained from the two sampling modes were observed at all linguistic levels examined, including overall accuracy, phonological processes, individual phonemes, manner features, error-type, word position, and allophones. Established sounds were often produced more accurately in conversational speech, whereas emerging sounds were often produced more accurately in response to articulation test stimuli. Error patterns involving word-to-word transitions were available only in the context of continuous speech. A pass-fail analysis indicated that the average subject would receive similar clinical decisions from articulation testing and conversational speech sampling on an average of 71% of consonant sounds. Analyses of demographic, language, and speech variables did not yield any subject characteristics that were significantly associated with concordance rates in the two sampling modes. Discussion considers sources of variance for differences between sampling modes, including processes associated with both the speaker and the transcriber. In comparison to the validity of conversational speech samples for integrated speech, language, and prosodic analyses, articulation tests appear to yield neither typical nor optimal measures of speech performance.

Child↗
PubMed1992

Intelligibility assessment in developmental phonological disorders: accuracy of caregiver gloss.

Fifteen caregivers each glossed a simultaneously videotaped and audiotaped sample of their child with speech delay engaged in conversation with a clinician. One of the authors generated a reference gloss for each sample, aided by (a) prior knowledge of the child's speech-language status and error patterns, (b) glosses from the child's clinician and the child's caregiver, (c) unlimited replays of the taped sample, and (d) the information gained from completing a narrow phonetic transcription of the sample. Caregivers glossed an average of 78% of the utterances and 81% of the words. A comparison of their glosses to the reference glosses suggested that they accurately understood an average of 58% of the utterances and 73% of the words. Discussion considers the implications of such findings for methodological and theoretical issues underlying children's moment-to-moment intelligibility breakdowns during speech-language processing.

Caregivers↗
PubMed1992

Contextual and linguistic correlates of intelligibility in children with developmental phonological disorders.

Listeners' glosses of children's intended words provided data for two studies of the potential influence of selected contextual and linguistic variables on word intelligibility. Several regularities associated with the occurrence of unintelligible words were identified. In Study I, intelligibility outcomes were associated with utterance length and fluency, word position, intelligibility of adjacent words, phonological complexity, and grammatical form. In Study II, intelligibility outcomes were associated with phonological complexity, syllabic structure, and grammatical form. Discussion considers the implications of these and other regularities associated with the occurrence of unintelligible words for a comprehensive perspective on the utterance-to-utterance intelligibility deficits of children with phonological disorders of unknown origin.

Child Language↗
PubMed1990

Tabletop versus microcomputer-assisted speech management: response evocation phase.

This is the third in a series of studies on the use of microcomputers with speech-delayed children. Two repeated-measures designs (n = 15) and five case studies were completed to compare tabletop management at early and late stages of the response development phase with two comparable, computer-assisted drill-and-practice activities. Discrimination of correct articulatory responses was mediated by the clinician in all modes, rather than by speech recognition hardware, but all contingent reinforcement in the computer modes was presented by animation graphics. The two computer modes were identical except for the addition of fantasy involvement in one of the modes. Findings indicated that the three modes of intervention were equally effective, efficient, and engaging. Subject-level analyses suggested that microcomputer software has excellent potential to engage children in drill-and-practice for late-phase response evocation, when the target sound is stimulable, but limited usefulness with young children at early-phase response evocation, when specific articulatory behaviors need to be cued. Discussion considers learning, child, and hardware/software factors in microcomputer-assisted speech management.

Child↗
PubMed1990

Speech and prosody characteristics of adults with mental retardation.

Audio-recorded continuous speech samples from forty 20-50-year-old noninstitutionalized persons with mental retardation were selected from a database of 192 samples. Descriptive data on segmental and suprasegmental characteristics were obtained using close phonetic transcription as input to linguistic analyses software. For this sample of adults with mental retardation, speech and prosody status were not statistically associated with gender or gross level of mental retardation, but were associated with estimated probability of independent living. Speech and prosody analyses and content analyses of transcribers' comments yielded diacritic-level profiles of these speakers' linguistic and paralinguistic behaviors in continuous speech. Additional analyses of the error data tested alternative sources of processing involvement within a four-stage speech production model. A cognitive capacity constraint, which limits the speaker's ability to allocate resources to phonological encoding, is proposed as a sufficient explanation for the obtained pattern of token-to-token inconsistency of articulation. An additional sociolinguistic constraint is hypothesized to account for reduced prosodic and paralinguistic competence in continuous discourse. Both constraints are amenable to intervention programming. Findings fail to support the view that the potential for long-term speech prosody competence in individuals with mental retardation is limited by speech-motor constraints. Discussion includes intervention considerations in the context of current trends in special education.

Activities of Daily Living↗
PubMed1989

Tabletop versus microcomputer-assisted speech management: stabilization phase.

Few controlled data are available on the efficacy of microcomputers for speech management with children. The focus of this second report in a study series using microcomputers with speech-delayed children (Shriberg, Kwiatkowski, & Snyder, 1986) is on the response stabilization stage of speech management. Two repeated-measures designs were conducted with two samples of preschool children (n = 18) to compare tabletop management with comparable computer-assisted activities. Findings indicate that response stabilization tasks in the two intervention modes were equally effective, efficient, and engaging. Additional analyses suggest that the two modes engage the children in different ways, however, and that children may have individual needs for mode-specific features.

Age Factors↗
PubMed1989

Analysis of language-speech samples with salt and pepper.

Microcomputer-aided analysis of spontaneous language-speech samples offers researchers an efficient means of analyzing large amounts of data. It may be necessary, however, to format samples for more than one software program in order to obtain comprehensive morpho-syntactic and phonetic/phonologic analyses. This paper suggests a procedure for the combined use of SALT (Systematic Analysis of Language Transcripts, Miller & Chapman, 1985) and PEPPER (Programs to Examine Phonetic and Phonologic Evaluation Records, Shriberg, 1986) that is designed to minimize the duplication of effort involved in following two different formatting procedures. Results of a study undertaken to explore methodological issues in the combined use of SALT and PEPPER generally support the validity, reliability, and efficiency of the procedure. Results also raise some issues concerning the use of narrow phonetic transcription as opposed to standard orthographic transcription of continuous language-speech samples.

Data Collection↗
PubMed1988

A follow-up study of children with phonologic disorders of unknown origin.

Recent emphasis on early intervention programming for children with speech delays of unknown origin has yielded considerable literature on alternative forms of assessment and management. Less is known about the long-term special educational needs of such children. This study reviews the exceptional educational needs histories of 36 children who had received preschool speech services at a phonology clinic. Findings indicate that a high percentage of children continued to have speech and language and other special educational needs as they neared middle school and beyond. Many children eventually required special class placements. Discussion focuses on issues in classification, prediction, and management. On the bases of both original and follow-up data in this and other studies, the term phonological disorder appears to be appropriate for approximately 75%-80% of children referred early for speech disorders of unknown origin.

Child↗
PubMed1986

Characteristics of children with phonologic disorders of unknown origin.

Descriptive data are presented from three studies of children referred for assessment of a developmental speech disorder of unknown origin. Group findings indicate that these children have involvements in mechanism, cognitive, and psychosocial areas that warrant attention in theoretical explication of and early intervention for their communication deficits. The reliability, learnability, and efficiency of a diagnostic classification system that attempts to provide characteristic speech profiles for diagnostic subtypes is also considered.

Child↗
PubMed1986

Articulation testing by microcomputer.

The picture naming articulation test, one of the most widely used speech assessment procedures, provides an excellent paradigm to study the potential of microcomputers with young, speech involved children. The stimulus-response format of the articulation test is structurally similar to assessment and management procedures crossing the spectrum of speech disorders. Findings from three studies comparing booklet-presented pictures to microcomputer-presented graphics indicate that microcomputers have certain control advantages in motivating children's repeated trials. However, spontaneous articulation testing by microcomputer may take more time than booklet testing if the graphics are less readily identifiable and due to associated novelty effects. Discussion of findings includes suggestions for enhancing the client-clinician-computer interface as this discipline experiences the entry of microcomputers into the speech-language clinic.

Child, Preschool↗
PubMed1985

Continuous speech sampling for phonologic analyses of speech-delayed children.

Five conditions for sampling the continuous speech of speech-delayed children were defined and compared. Conditions differed on variables associated with examiner behavior and stimulus materials. All sampling conditions were administered in randomized order by two examiners who each tested 6 children. The obtained speech samples were compared for productivity, intelligibility, representativeness, and reactivity. The general findings of few significant differences associated with sampling conditions support the validity of continuous speech sampling for phonologic analyses of speech-delayed children. Protocols for the five conditions are provided, and guidelines for efficient speech sampling are suggested.

Child, Preschool↗
PubMed1975

A response evocation program for /retroflex/.

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /retroflex/ phoneme were administered the program by one of 19 clinicians. Approximately 70 percent of program administrations resulted in a child emitting a good /retroflex/ within six minutes. Approximately 10 percent of children who were given additional training on program step failures emitted good /retroflex/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

Child↗