Biomedical subjects
Publications and source records attributed to M Pannbacker.
The purpose of this survey was to determine the general public's awareness and knowledge of cleft palate. Telephone questionnaires were completed by a random sample of 1,200 persons, 200 in each of six cities within four states. The results indicated only limited information and awareness of cleft palate. Suggestions for improving general public awareness and educational programs are discussed.
Seven speech pathologists with expertise in the evaluation of the speech of individuals with cleft palate agreed that the following parameters should be assessed: case history, oral-peripheral mechanism, articulation, and voice quality. From such information and observations the clinician should be in a position to make inferences about velopharyngeal function. If velopharyngeal function is not normal, it is mandatory that additional information about the mechanism be obtained.
Public school personnel were surveyed regarding their perceptions about the effect of a cleft palate on students' behavior and achievement and their needs for in-service training on that topic. Results of the survey suggest that school personnel differ in their view of cleft palate children and their needs for in-service training.
A questionnaire designed to survey methods of assessing velopharyngeal closure and the extent of training and experience in velopharyngeal assessment was distributed to 256 randomly selected American Cleft Palate Association members. There was a 50% response rate and 94% of those responding were associated with cleft palate teams. Findings included the following: (1) the respondents rely primarily upon the use of listener judgments of spontaneous speech samples, phonological analysis, and lateral view cine/videofluoroscopy; (2) the majority spend thirty minutes or less on an average diagnostic evaluation of velopharyngeal competency; and (3) 45% feel that they are inadequately trained in assessment of velopharyngeal closure.
Several language measures were administered to 103 cleft-palate adults and analyses were carried out with the subjects classified according to type of cleft (cleft palate only, unilateral cleft lip and palate, bilateral cleft lip and palate) and sex. Between-group differences according to cleft type and sex indicate that patients with cleft lip and palate have better speech and language skills than the cleft-palate-only groups. The results of this study also suggest that females have more complete sentence structure than male cleft-lip and palate subjects. Appropriate habilitative measures should continue through later ages until the cleft-palate individuals gain acceptable levels of communication.
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More than 1,200 students, parents, and professionals completed a questionnaire designed to assess knowledge and experience with cleft palate. Professionals knew more about cleft palate and had had more experience with it than either parents or students. Parents, however, knew more about cleft palate and had had more experience with it than had students. There was also an apparent relationship between knowledge and experience because those who knew more about cleft palate had also had more experience and training. The results reemphasize the need for pre-professional and continuing-education programs.
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In summary, these findings indicate that the general quality of the publications for parents of cleft palate children is probably mediocre and that both parents and speech pathologists tend to agree on assessments to this effect. The publications which appear to be most widely used are not necessarily those which appear to be the best available. Attention needs to be given to the design and content of future parent publications which should probably be written with knowledge of the parents' changing concerns over time. Since parent publications are used by many professionals involved in clef palate habilitation and there is no information about their opinions of the quality of these publications, additional work on this problem is planned for the future.
This article reviews purposes and types of diagnostic reports and provides guidelines for report writing. Report writing varies greatly depending upon the examination itself and the clinician's style of reporting. Such variation is acceptable as long as professional standards are maintained. The basic guidelines of report writing are: (1) the organization should provide for easy retrieval of specific information; (2) the terms and categories should be free of ambiguity; and (3) only terms in common use by professional should be used. Lack of uniformity, bad writing, inappropriate terminology, and overstatements are the basic problems of report writing that may be overcome through practice, study of sample reports, and courses in report writing.
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This study investigated selected oral language skills and their relationship to speech intelligibility in forty cleft palate and normal adult speakers. Connected speech samples were analyzed to determine spoken language status which included response length, grammar or syntax, and vocabulary size. The subjects were judged for intelligibility by two groups of listeners: sophisticated and unsophisticated. It was concluded: (a) cleft palate speakers used shorter responses and were more consistent in their language usage; (b) there were no significant differnences in syntax and vocabulary; (c) for cleft palate speakers there was a relationship between intelligibility and language measures; (d) unsophisticated listiners were more consisitent in intelligibility judgements, and (e) sophisticated listeners rated cleft palate speakers poorer than unsophisticated listeners.
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