Rapid advancements in technology have made the acoustic assessment of voice more convenient and less costly; thus, there are few reasons for speech language pathologists (SLPs) not to use acoustic measures to supplement perceptual ratings. Smartphones have been found to be comparable to external microphones in recording quality, and free software programs are available to download into computers to obtain acoustic analyses results. Suggestions on a protocol for capturing and analyzing voice signals using smartphones and computer freeware or smartphone applications will be provided.

Objectives. Finding measures that track disease progression and determine treatment efficacy is vital for appropriate management in Friedreich ataxia (FA). The purpose of this study was to determine which cepstral- and spectral-based measures extracted from prolonged vowels using Analysis of Dysphonia in Speech and Voice (ADSV) program discriminate between those who have FA and normal voice (NV) peers.Study Design. This is a descriptive, prospective study.Methods. Initial 2 seconds of prolonged /a/, /i/, and /o/ were analyzed through ADSV from 20 individuals diagnosed with FA and 20 NV individuals. ADSV measures used were cepstral peak prominence (CPP), cepstral peak prominence standard deviation (CPP SD), low/high spectral ratio (L/H ratio), low/high spectral ratio standard deviation (L/H ratio SD), and the Cepstral/Spectral Index of Dysphonia (CSID).Results. L/H ratio SD was the only measure where significant differences were found across all vowels between groups. Comparing measures per vowel, the vowel /o/ was significantly different between groups on four of five measures. Discrimination analysis revealed 100% of those in the FA group were classified correctly (sensitivity), whereas 95% of NV members were correctly identified (specificity) when all ADSV measures, with the exception of L/H ratio, were entered.Conclusions. Unstable periods of phonation, such as initiations of voice production in vowels, may yield robust acoustic cues in the FA population. ADSV provides measures that, when considered together, have excellent sensitivity and very good specificity. Vowels yielded differing results on ADSV measures; analysis of different vowel types is recommended.

Recently, a growing number of studies have been published involving phonetic and acoustic analyses on the rare motor-speech disorder known as Foreign Accent Syndrome (FAS). These studies have relied on pre- and post-trauma speech samples to investigate the acoustic and phonetic properties of individual cases of FAS speech. This study presents detailed acoustic analyses of the speech characteristics of two new cases of FAS using identical pre- and post-recovery speech samples, thus affording a new level of control in the study of Foreign Accent Syndrome. Participants include a 48-year-old female who began speaking with an "Eastern European" accent following a traumatic brain injury, and a 45-year-old male who presented with a "British" accent following a subcortical cerebral vascular accident (CVA). The acoustic analysis was based on 18 real words comprised of the stop consonants /p/, /t/, /k/; /b/, /d/, /g/ combined with the peripheral vowels /i/, /a/ and /u/ and ending in a voiceless stop. Computer-based acoustic measures included: (1) voice onset time (VOT), (2) vowel durations, (3) whole word durations, (4) first, second and third formant frequencies, and (5) fundamental frequency. Formant frequencies were measured at three points in the vowel duration: (a) 20%, (b) 50%, and (c) 80% to assess differences in vowel 'onglides' and 'offglides'. The acoustic analysis allowed precise quantification of the major phonetic features associated with the foreign quality of participants' FAS speech. Results indicated post-recovery changes in both duration and frequency measures, including a tendency toward more normal VOT production of voiced stops, changes in average vowel durations, as well as evidence from formant frequency values of vowel backing for both participants. The implications of this study for future research and clinical applications are also considered.

BACKGROUND:Formal training in dealing with death and dying issues is not a standard content area in communication sciences and disorders programmes' curricula. At the same time, it cannot be presumed that pre-professional students' personal background equips them to deal with these issues.AIM:To investigate the perceptions of pre-professional speech-language pathology and audiology students' need for formal training in death and dying issues.METHODS & PROCEDURES:Participants were 230 undergraduate and graduate students enrolled in communication sciences and disorders courses in a southern, metropolitan university, in the USA. A questionnaire developed by the researchers was given. Post-hoc analyses were conducted.OUTCOMES & RESULTS:Results indicated that participants desired training in the area of death and dying before entering the professional world, even though they rated themselves to be fairly knowledgeable about the topic. Preferred methods for acquiring knowledge about death and dying were personal and professional experiences, followed by consulting professional resources, classroom instruction, and talking to professionals who are familiar with death and dying.CONCLUSIONS:Education in death and dying is needed by pre-professional, speech-language pathology and audiology students who appear to be at risk for professional obstacles and emotional trauma from the death of their patients.

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or articulation comparisons were found to be significant (i.e., plosives and liquids/glides). In addition, two phonological patterns (i.e., stopping and velar fronting) were significantly different. Normative articulation and phonological Spanish and English data were obtained and should be useful for today’s public school speech-language pathologists. Further research should include normative data for bilingual children with articulation and/or phonological disorders to develop more appropriate treatments. In addition, it is recommended that other languages be investigated as the nation is also experiencing growth in languages beyond Spanish.

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or articulation comparisons were found to be significant (i.e., plosives and liquids/glides). In addition, two phonological patterns (i.e., stopping and velar fronting) were significantly different. Normative articulation and phonological Spanish and English data were obtained and should be useful for today’s public school speech-language pathologists. Further research should include normative data for bilingual children with articulation and/or phonological disorders to develop more appropriate treatments. In addition, it is recommended that other languages be investigated as the nation is also experiencing growth in languages beyond Spanish.

This study examined family strengths of disadvantaged adolescents that may serve as buffers against the adversities of everyday life in rural India. Two-hundred adolescents and their families belonging to Scheduled Tribe (ST) and Scheduled Caste (SC) groups in Orissa State were selected as participants. Within these families, 100 adolescents were identified as invulnerable (i.e., disadvantaged-competent), and another 100 as vulnerable (disadvantaged-incompetent) on the basis of peer and teacher nominations. Demographically, families of the vulnerable and invulnerable adolescents were similar with respect to their racial, ethnic, socioeconomic status, caste composition, and family structure (predominantly two parents, siblings, and other family members living together in one residence). However, there were a number of significant differences between the vulnerable and invulnerable adolescents with regard to their perceptions of their families and general living environment, as well as their own social and academic competencies. The Findings shed light on a variety of risk factors inherent to the disadvantaged-incompetent group. The results also highlight the importance of particular family and community protective factors that may promote successful development in adolescents reared in extremely resource-limited rural families in India.