No abstract

No abstract

This study investigated the production of linguistic prosody in subjects with left hemisphere damage (LHD). Three experiments involving the production of lexical stress in nouns vs verbs, compound nouns vs tag constructions, and echo questions vs statements were conducted. Acoustic measurements (fundamental frequency (F(0)), duration and amplitude) of the prosodic structures were examined and naive listeners were asked to identify the meanings of the utterances. The results of the acoustic measurements indicated that LHD subjects did not produce prosodic structures that were comparable to control subjects to convey different linguistic meanings in all three experiments. Naive listeners had greater difficulty identifying the intended meanings of the utterances produced by the LHD subjects than control subjects in all three experiments. The results suggest that the left hemisphere plays a role in the production of linguistic prosody.

This study examined the right hemisphere contribution to the production of linguistic prosody where acoustic features of prosodic structures in different linguistic contexts were examined accompanied by perceptual judgements. When control and right hemisphere damaged (RHD) subjects were asked to produce lexical stress differences (Experiment 1), prosodic boundaries to denote syntactic constituents (Experiment 2), and questions and statements (Experiment 3) conveyed through prosody, both groups were similar in producing the duration, F0 and amplitude acoustic cues within prosodic structures to convey different linguistic meanings. Listeners were able to perceive the meanings of the productions of both groups in Experiments 1 and 3, but had greater difficulty perceiving the productions of the RHD group in Experiment 2. These findings, which suggest that the right hemisphere has a limited role in the production of linguistic prosody, are discussed in relation to perceptual theories of prosody.

No abstract

The purpose of this case study was to demonstrate the successful incorporation of the strengths of process-specific and functional treatment approaches within a therapy programme for a patient with a MTBI. A patient with MTBI and deficits in attention, executive functioning, memory, reasoning and problem solving participated in a 4-month treatment programme. The interactions between the patient's cognitive deficits and problematic activities of daily living were identified. Treatment focused on teaching the patient compensatory strategies to offset the cognitive deficits following a cognitive framework within the context of hierarchically arranged activities of daily living. At the end of this programme, the patient consistently used his compensatory strategies to independently complete activities of daily living that were problematic prior to the receipt of treatment. Implications of this study for the treatment of patients with MTBI suggest that a combined approach is most beneficial in maximizing the recovery of these patients.

No abstract

Purpose The University of Maine Speech Therapy Telepractice Program provides speech therapy telepractice services to children with communication disorders at the International School Suva (ISS), Fiji. This partnership has fostered international engagement and multicultural experiences for graduate student clinicians in the Department of Communication Sciences and Disorders while filling a need for speech therapy services in Fiji. Despite infrastructure, scheduling, and COVID-19 issues, the benefits of this partnership have far outweighed the challenges. Clinical observations of the ISS children's responses have revealed excellent progress toward achieving therapy goals. Parents and school personnel have also reported a high degree of satisfaction with our services. The program has encouraged our graduate students to be resilient, out-of-the-box thinkers as they research a variety of multicultural issues and apply this new knowledge to the clinical programs of their clients. Conclusions This article highlights the partnership between The University of Maine, Speech Therapy Telepractice Training Program and the ISS, Fiji, as an example for other academic programs that are interested in establishing international telepractice partnerships. A description of the telepractice clinical procedures and technology for service provision at the ISS is included, along with a discussion of the challenges and benefits for providing international speech therapy telepractice services. Two case examples illustrate the complexity of providing services to multilingual children with different cultural backgrounds.