Speech-Language Pathology Medical Review Guidelines
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Journal of the National Black Association for Speech-Language and Hearing
Journal of the National Black Association for Speech-Language and Hearing Volume 13, Number 1 Spring 2018 Journal of the National Black Association for Speech-Language and Hearing Volume 13, Number 1 Spring 2018 Table of Contents To navigate through this document, use the scroll bar in the right-hand column and observe the page indicator at the bottom of the screen. Cover Page ................................................................................................................................................... 1 Table of Contents ........................................................................................................................................ 2 About the Editors ........................................................................................................................................ 4 About the Journal ....................................................................................................................................... 5 Guidelines to Authors ................................................................................................................................. 5 Manuscript Submissions ............................................................................................................................ 6 Copyrights and Permissions ...................................................................................................................... 7 Sponsoring Organization .......................................................................................................................... -
A Sociolinguistic and Psycholinguistic Investigation Into Perceptions of African American English and Academic English
MEASURING ATTITUDINAL CHANGE: A SOCIOLINGUISTIC AND PSYCHOLINGUISTIC INVESTIGATION INTO PERCEPTIONS OF AFRICAN AMERICAN ENGLISH AND ACADEMIC ENGLISH By CAROLINE KENNELLY LATTERMAN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 Caroline Kennelly Latterman 2 To Jeremy, with love, and to all of my students in Louisiana who sparked my interest in affecting education through linguistics 3 ACKNOWLEDGMENTS I have many people to thank for helping me along this journey. I would like to thank my committee: Dr. Diana Boxer, Dr. Wind Cowles, Dr. Helene Blondeau, and Dr. Dorene Ross for guiding me through the dissertation process. Diana and Wind especially gave of their time, helping me set up the experiment, reading and commenting on drafts of chapters, and offering advice all along the way. The departmental chair at the college where I collected data was a great help in offering me the ideal location to execute my experiment, and I cannot thank enough the two professors who gave me not only class time but also encouragement and professional connections. I would also like to thank all of the participants who made this experiment possible, as well as the two speakers who provided the speech samples. This study would not have taken place had I not taught my wonderful students in Baton Rouge, Louisiana, and I would like to thank them for believing in me as a teacher and for sparking my interest in this topic. Along the way I developed carpal tunnel syndrome and tendonitis in my wrists, and without the hand-therapy care of Anne-Marie Muto and John Wyler I would not have been able to continue to type this work. -
Recognizing and Referring Children at Risk for Developmental Coordination Disorder: Role of the Speech-Language Pathologist
Recognizing and Referring Children at Risk for Developmental Coordination Disorder: Role of the Speech-Language Pathologist Reconnaitre et envoyer en consultation des enfants a risque de trouble de r acquisition de la coordination: le role de r orthophoniste Cheryl Missiuna, B. Robin Gaines, Nancy Pollock Abstract Speech-language pathologists are in a unique position to assist families with the process of early identification of motor coordination disorders in children. While families and physicians may be focused primarily on the child's communication delay, a child's fine and gross motor abilities should also be progressing at a rapid rate during the preschool years. Research reviews indicate that a significant number of children with speech-language delays and disorders will demonstrate concomitant motor coordination difficulties which, when left untreated, may impact the child's later social and academic progress. Many ofthese children display the characteristics of Developmental Coordination Disorder. This article describes the clinical observations of motor development specialists and delineates some key child-behaviours and some clinician-helping behaviours to watch for when working with a preschool speech and language delayed child. This information may assist speech-language pathologists in identifying children who are at risk of having developmental coordination disorder and in facilitating referral to occupational therapists or physical therapists for assessment. Abrege Cheryl Missiuna, PhD, OT Les orthophonistes sont eminemment bien places pour aider les familles a effectuer le depistage Reg. (Ont) is an Assistant precoce de troubles de coordination motrice chezles enfants. Tandis que les familles etles medecins Professor and Nancy se preoccupent principalement de retards de l'enfant sur le plan de la communication, la motricite Pollock, MSc, OT Reg fine et glob ale de l'enfant doit elle aussi progresser rapidement pendant les annees prescolaires. -
Vocal Yoga: Applying Yoga Principles in Voice Therapy
Vocal Yoga: Applying Yoga Principles in Voice Therapy Adam Lloyd, Bari Hoffman-Ruddy, Erin Silverman, and Jeffrey L. Lehman ver the past decade, principles of yoga have become inter- woven with contemporary voice therapy and the teaching of singing.1 Key principles of yoga are successfully integrated into warm-ups, cool-downs, range extension, vocal endurance, vocal Oprojection strategies, and articulatory movements for singers and occu- pational voice users. Yoga techniques direct attention toward whole body relaxation, body alignment, and breath coordination during various singing Adam Lloyd Bari Hoffman- and speaking tasks. Ruddy The benefits of yoga are described throughout the health care literature. Incorporating basic yoga postures and breathing techniques decreases stress, alleviates depression, anxiety and pain. Yoga may also improve cardio- vascular, autoimmune, and immunocompromise conditions.2 Significant improvements in diastolic blood pressure, dynamic muscular strength and endurance of the upper body and trunk, flexibility, perceived stress, and the individual’s overall sense of “wellness” have been reported in healthy adults upon implementation of yoga practice.3 Furthermore, improved pulmonary 4 Erin Silverman Jeffrey L. Lehman function has also been extensively reported. Various programs focus on incorporating concepts of yoga into voicing exercises as well as enhancing vocal sounds with yoga postures, or asanas. Over the last decade, increasing numbers of professional singers and teach- ers of singing incorporate yoga into their practice. Several books and articles by experts in voice pedagogy expound upon the benefits of yoga techniques introduced to a singer’s lifestyle and daily practice and exercise regimen. Judith Carman incorporates the Viniyoga style of yoga in her text, Yoga for Singing: A Developmental Tool for Technique and Performance.5 Viniyoga focuses on repetition and coordination with the breath in every practice, physical and mental. -
Foreign Accent Syndrome in a Patient with Multiple Sclerosis
CASE REPORT Foreign Accent Syndrome in a Patient with Multiple Sclerosis Jacqueline I Bakker, Suzanne Apeldoorn, Luanne M Metz ABSTRACT: Background: Foreign accent syndrome is a speech disorder which leads listeners to perceive the patient as having a foreign accent. It has been recognized previously after stroke, brain injury or unknown causes. Case report:A 52-year-old woman with clinically definite relapsing remitting multiple sclerosis (MS) presented with episodes of what was perceived as a Dutch accent along with other neurologic symptoms that would resolve simultaneously. She was assessed by a speech therapist both during an episode and after complete recovery. Speech and MRI changes (showing deep white matter lesions in the corpus callosum, left pariental lobe and left frontal lobe) were consistent with previous reports of foreign accent syndrome. Conclusions: This patient’s episodes of foreign accent are thought to be due to her MS. This is the first case reported of a patient with foreign accent syndrome secondary to MS. RÉSUMÉ: Syndrome de “l’accent étranger” chez une patiente atteinte de sclérose en plaques. Introduction: Le syndrome de l’accent étranger est un trouble du langage dans lequel le patient est perçu par l’entourage comme ayant un accent étranger. Cet état a déjà été observé après un accident vasculaire cérébral, un traumatisme cérébral ou sans cause connue. Observation: Une femme âgée de 52 ans, atteinte de la forme rémittente de sclérose en plaques (SEP) confirmée, a consulté pour un phénomène épisodique comprenant un trouble du langage, perçu par l’entourage comme un accent hollandais associé à d’autres symptômes neurologiques qui disparaissaient simultanément. -
A Sub-Acute Case of Resolving Acquired Apraxia of Speech and Aphasia Shannon C
hysical M f P ed l o ic a in n r e u & o R J International Journal of Physical l e a h n a o b i Mauszycki et al., Int J Phys Med Rehabil 2014, 2:2 t i l a ISSN: 2329-9096i t a n r t i e o t n 10.4172/2329-9096.1000188 n I Medicine & Rehabilitation DOI: Research Article Open Access A Sub-Acute Case of Resolving Acquired Apraxia of Speech and Aphasia Shannon C. Mauszycki1,2*, Sandra Wright1 and Julie L. Wambaugh1,2 ¹VA Salt Lake City Healthcare System, Salt Lake City, UT, USA ²University of Utah, Salt Lake City, UT, USA *Corresponding author: Shannon C. Mauszycki, Aphasia/Apraxia Research Lab, 151-A, Building 2, 500 Foothill Drive, Salt Lake City, UT 84148, USA, Tel: 801-582-1565, Ext: 2182; Fax: 801-584-5621; E-mail: [email protected] Rec date: 20 Feb 2014; Acc date:21 March 2014; Pub date: 23 March 2014 Copyright: © 2014 Mauszycki SC, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract Apraxia of speech (AOS) is a neurogenic, motor speech disorder that disrupts the planning for speech production. However, there are only a few reports that have described the evolution of stroke-induced AOS symptoms in the acute or sub-acute phase of recovery. The purpose of this report was to provide a data-based description of an individual with sub-acute AOS and aphasia followed from 1 month post-onset a stroke to 8 months post-stroke. -
Developmental Language Disorder and Reading Comprehension
The Reading and Writing Centre your centre for expert advice and professional learning in child and adolescent reading and writing disorders Developmental Language Disorder and reading comprehension Developmental Language Disorder (DLD) is diagnosed when children present with persistent difficulty producing or understanding language for no apparent reason (Bishop, Snowling, Thompson, Greenhalgh, CATALISE consortium 2017). Children with DLD may have difficulty understanding what people say to them and may struggle to express their ideas and feelings. DLD is a spectrum disorder ranging from mild to severe and often leads to significant functional Developmental impacts. On average, two children in every class of 30 will experience DLD severe enough to Language hinder academic progress (Bishop et al 2017). Despite its high prevalence and persistent Disorder functional impacts, DLD is largely undetected and underdiagnosed (Adlof, Scoggins, Brazendale, Babb and Petscher 2017). Research conducted by the University of Sydney identified 16% of Year 8 students as presenting with language disorder (Speech Pathology Australia Submission to Senate Enquiry 2015). Speech language pathologists have primary responsibility for the diagnosis and treatment of DLD. In an education setting this encompasses functional impact on literacy and educational Diagnosis outcomes. Speech Pathology Australia (Clinical guidelines 2016) endorses the critical role of speech language pathologists in prevention, identification, and management of literacy difficulties from infancy to adolescence. Learning to read is a complex and dynamic system with multiple points of vulnerability for children with DLD (Catts, Nielsen, Bridges and Liu 2016; Murphy, Justice, O’Connell, Pentimonti and Kaderavek 2016). Children with persistent language difficulties are highly likely to experience reading comprehension difficulties in components of word reading, Reading listening comprehension or both. -
Chlamydia Trachomatis Infection Is Driven by Nonprotective Immune Cells That Are Distinct from Protective Populations
Pathology after Chlamydia trachomatis infection is driven by nonprotective immune cells that are distinct from protective populations Rebeccah S. Lijeka,b,1, Jennifer D. Helblea, Andrew J. Olivea,c, Kyra W. Seigerb, and Michael N. Starnbacha,1 aDepartment of Microbiology and Immunobiology, Harvard Medical School, Boston, MA 02115; bDepartment of Biological Sciences, Mount Holyoke College, South Hadley, MA 01075; and cDepartment of Microbiology and Physiological Systems, University of Massachusetts Medical School, Worcester, MA 01605 Edited by Rafi Ahmed, Emory University, Atlanta, GA, and approved December 27, 2017 (received for review June 23, 2017) Infection with Chlamydia trachomatis drives severe mucosal immu- sequence identity, Chlamydia muridarum, the extent to which the nopathology; however, the immune responses that are required for molecular pathogenesis of C. muridarum represents that of Ct is mediating pathology vs. protection are not well understood. Here, unknown (6). Ct serovar L2 (Ct L2) is capable of infecting the we employed a mouse model to identify immune responses re- mouse upper genital tract when inoculated across the cervix into quired for C. trachomatis-induced upper genital tract pathology the uterus (7, 8) but it does not induce robust immunopathology. and to determine whether these responses are also required for This is consistent with the human disease phenotype caused by Ct L2, bacterial clearance. In mice as in humans, immunopathology was which disseminates to the lymph nodes causing lymphogranuloma characterized by extravasation of leukocytes into the upper genital venereum (LGV) and is not a major cause of mucosal immunopa- thology in the female upper genital tract (uterus and ovaries). tract that occluded luminal spaces in the uterus and ovaries. -
Common Disorders of Speech in Children by T
Arch Dis Child: first published as 10.1136/adc.34.177.444 on 1 October 1959. Downloaded from A DESCRIPTION AND CLASSIFICATION OF THE COMMON DISORDERS OF SPEECH IN CHILDREN BY T. T. S. INGRAM From the Department of Child Life and Health, University of Edinburgh and the Royal Hospitalfor Sick Children, Edinburgh (RECEIVED FOR PUBLICATION MARCH 9, 1959) The full assessment of children suffering from speech defects, speech therapy is rarely provided. speech defects requires a team consisting of speech Children with speech defects attending these schools therapist, paediatrician, psychologist and otologist. were frequently referred to the Speech Clinic in the The additional services of a phonetician, neurologist, Hospital. orthodontist, plastic surgeon, radiologist, social Detailed family, birth and developmental histories worker or psychiatric social worker and child were taken, with particular emphasis on the rate, and psychiatrist are often helpful. any abnormalities, of speech development. The Unfortunately the majority of descriptions and children were subjected to a detailed paediatric and classifications of speech disorders in childhood are neurological examination, and behaviour in play by speech therapists working without much medical was observed for as long as possible in each case. co-operation and advice. With honourable excep- The child's speech was studied jointly by the by copyright. tions, they tend to regard speech disorders as rather paediatrician and the speech therapist, and detailed isolated phenomena, dissociated from the other notes were made of its intelligibility and of the behavioural and psychological characteristics of the particular defects which were observed. In many child. In the present paper an attempt is made to cases tape recordings were made, though it is always describe and classify the disorders of speech most easier, in fact, to examine speech for defects of frequently encountered in a hospital speech clinic articulation in the presence of the patient. -
Characteristics of Children with Learning Disabilities
National Association of Special Education Teachers NASET LD Report #3 Characteristics of Children with Learning Disabilities Children with learning disabilities are a heterogeneous group. These children are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression. Learning disabilities may also be mild, moderate, or severe. Students differ too, in their coping skills. According to Bowe (2005), “some learn to adjust to LD so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, LD always begins in childhood and always is a life-long condition” (p. 71). Over the years, parents, educators, and other professionals have identified a wide variety of characteristics associated with learning disabilities (Gargiulo, 2004). One of the earliest profiles, developed by Clements (1966), includes the following ten frequently cited attributes: • Hyperactivity • Impulsivity • Perceptual-motor impairments • Disorders of memory and thinking • Emotional labiality • Academic difficulties • Coordination problems • Language deficits • Disorders of attention • Equivocal neurological signs Almost 35 years later, Lerner (2000) identified nine learning and behavioral characteristics of individuals with learning disabilities: -
Comparison of Childhood Apraxia of Speech, Dysarthria and Severe Phonological Disorder (Some Or All of These Characteristics May Be Present
Comparison of Childhood Apraxia of Speech, Dysarthria and Severe Phonological Disorder (Some or all of these characteristics may be present. Consult with a Speech-Language Pathologist who is experienced in the diagnosis of motor speech disorders for a definitive differential diagnosis) Verbal Apraxia Dysarthria Severe Phonological Disorder No weakness, incoordination or Decreased strength and coordination No weakness, incoordination or paralysis of speech musculature of speech musculature that leads to paralysis of speech musculature imprecise speech production, slurring and distortions No difficulty with involuntary Difficulty with involuntary motor No difficulty with involuntary motor motor control for chewing, control for chewing, swallowing, control for chewing and swallowing swallowing, etc. unless there is etc. due to muscle weakness and also an oral apraxia incoordination Inconsistencies in articulation Articulation may be noticeably Consistent errors that can usually be performance--the same word may “different” due to imprecision, but grouped into categories (fronting, be produced several different errors generally consistent stopping, etc.) ways Errors include substitutions, Errors are generally distortions Errors may include substitutions, omissions, additions and omissions, distortions, etc. Omissions repetitions, frequently includes in final position more likely than initial simplification of word forms. position. Vowel distortions not as Tendency for omissions in initial common. position. Tendency to centralize vowels to -
Department of Experimental Pathology, Immunology and Microbiology 531
Department of Experimental Pathology, Immunology and Microbiology 531 Department of Experimental Pathology, Immunology and Microbiology Interim Chairperson: Zaatari, Ghazi Vice Chairperson: Matar, Ghassan Professors: Abdelnoor, Alexander; Khouri, Samia; Matar, Ghassan; Sayegh, Mohamed; Zaatari, Ghazi Associate Professor: Rahal, Elias Assistant Professors: Al-Awar, Ghassan; El Hajj, Hiba; Shirinian, Margret; Zaraket, Hassan The Department of Experimental Pathology, Immunology and Microbiology offers courses to medical laboratory sciences (MLSP) students as well as nursing, medical, and graduate students. It offers a graduate program (discipline of Microbiology and Immunology) leading to a master’s degree (MS) or doctoral degree (PhD) in Biomedical sciences. The requirements for admission to the graduate program are stated on page 33 of this catalogue. IDTH 203 The immune System in Health and Disease 37.28; 3 cr. See Interdepartmental Courses. IDTH 205 Microbiology and Infectious Diseases 37.28; 5 cr. See Interdepartmental Courses. MBIM 223 Parasitology for MLSP Students 39.39; 4 cr. Second semester. MBIM 237 Microbiology and Immunology for Nursing Degree Students 32.64; 3 cr. A course on the fundamental aspects of medical microbiology and immunology for nursing students. Second semester. MBIM 260 Elective in Infectious Diseases for Medicine III and IV 0.180 A course on basic evaluation, diagnosis, and management of infectious diseases. One month. MBIM 261 Elective in Immunology for Medicine III and IV 0.180 A course that is an introduction to immunological research and its application to clinical practice. One month. MBIM 310 Basic Immunology 32.32; 3 cr. A course on innate and adaptive immune mechanisms, infection and immunity, vaccination, immune mechanisms in tissue injury and therapeutic immunology.