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PubMed2006

Read our hands.

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Communication Barriers↗
PubMed1990

[Speech therapy for Aphasia following cerebrovascular accident].

Cerebrovascular accidents of the dominant hemisphere often result in aphasia. In this article the different types of aphasia are briefly explained and the pattern of spontaneous recovery, as well as the determining factors for the evolution, are discussed. Some therapeutic approaches are outlined and the main studies investigating the efficacy and specificity of speech therapy are presented. Finally, criteria for the selection of patients for intensive speech therapy are suggested.

Aphasia↗
PubMed1991

Use of a multichannel electrotactile speech processor by profoundly hearing-impaired children in a total communication environment.

As part of a larger subject group, four profoundly hearing-impaired children enrolled in a total communication educational program were fitted with the University of Melbourne's multichannel electrotactile speech processor (Tickle Talker). Sound detection thresholds for pure tones were at lower levels with the tactile device than with hearing aids, especially for high frequency sounds above 2 kHz. Two of the children also detected all speech sounds of the Ling five-sound test at normal conversational levels using only the Tickle Talker. The children were able to use tactile input to achieve higher scores on three speech feature subtests of the PLOTT test when using the Tickle Talker plus hearing aids as compared to hearing aids alone. Mean improvements were 22.4 percent on vowel length, 28 percent on vowel identification, and 35 percent on consonant manner. Improvements were also shown by individual children on the closed-set WIPI and open-set PBK word tests, and on the open-set BKB sentence test, when the Tickle Talker was combined with hearing aids, and with hearing aids and lipreading. Comparisons of these results with those of children using the Tickle Talker in other educational settings show that children in a total communication environment can potentially benefit to a similar degree from use of tactual input. Anecdotal reports from the children and school staff members indicated that daily use of the Tickle Talker did not interfere with the signing aspects of total communication.

Adolescent↗
PubMed1991

Key word signing: perceived and acoustic differences between signed and spoken narratives.

Key-word-sign (KWS) and speech-only programs differ in the results they achieve with nonspeaking individuals. This difference might be traced to suprasegmental aspects of speech. In an earlier study, Windsor and Fristoe (1989) showed that untrained listeners could distinguish speech produced using KWS from speech only. In the present study, acoustic measures as well as listener judgments of KWS and spoken-only (S-O) narratives were obtained. Compared to S-O narratives, KWS narratives were produced with a slower articulation rate, due to increased pause and speech segment duration and increased pause number. Within-sentence pauses in KWS narratives tended to occur immediately after a signed word.

Adolescent↗
PubMed1989

Validity of messages from quadriplegic persons with cerebral palsy.

Interpreting gestures from retarded, nonvocal subjects is scientifically risky. Investigators must construe the subject's meaning without reference to an external validity measure. A procedure was devised in which message content was provided to nonvocal, severely palsied quadriplegic subjects in advance. Subjects' responses were limited to yes/no gestures. Another investigator elicited the messages without prior knowledge of their content. Results, which indicated reasonably high correspondence between stimulus messages and messages elicited, suggest that such subjects can present the content of their own phenomenal field accurately and that investigators' interpretations need not be considered imaginary.

Adult↗