Effects of supplemental linguistic cues on the intelligibility of severely dysarthric speakers

Beliveau, Christine; Hodge, Megan; Hagler, Paul

doi:10.1080/07434619512331277299

Cited by 20 publications

(14 citation statements)

References 26 publications

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“…In fact, research suggests that different low tech AAC strategies, used in conjunction with natural speech, may be promising interventions for increasing intelligibility by enhancing listeners' contextual knowledge (Hustad & Beukelman, 2001;Hustad & Garcia, 2002). 1 Specifically, alphabet supplementation (Beukelman & Yorkston, 1977;Crow & Enderby, 1989;Hustad & Beukelman, 2001;Hustad & Garcia, 2002), topic supplementation (Carter, Yorkston, Strand, & Hammen, 1996;Dongilli, 1994;Garcia & Cannito, 1996;Hustad & Beukelman, 2001), and combined supplementation (Beliveau, Hodge, & Hagler, 1995;Hustad & Beukelman, 2001) have all been shown to increase intelligibility significantly, relative to habitual speech. 2 Each of these strategies serves to provide listeners with different kinds of contextual information about the content of the speaker's message.…”

Section: Introductionmentioning

confidence: 97%

Improving Intelligibility of Speakers with Profound Dysarthria and Cerebral Palsy

Hustad

Auker

Natale

et al. 2003

Augmentative and Alternative Communication

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Many individuals with cerebral palsy use natural speech as one mode of communication. Recent research suggests that, for these individuals, speech supplementation strategies, such as topic cues, alphabet cues, and combined cues, can have a significant impact on intelligibility; however, the impact of these strategies when speakers actually implement them while producing connected speech is largely unknown. In the present study, the effects of speaker-implemented topic cues, alphabet cues, and combined cues (compared with a no cues control condition) were studied for three individuals with profound dysarthria secondary to cerebral palsy. Also of interest were listener rankings of each strategy, which were based on speakers' perceived effectiveness. Group results showed that combined cues yielded higher intelligibility scores than no cues, topic cues, and alphabet cues. Conversely, no cues resulted in lower intelligibility scores than alphabet cues and topic cues; and alphabet cues resulted in higher intelligibility scores than topic cues. Most importantly, the magnitude of the benefit from combined cues was approximately 40% across speakers, suggesting that this could be a clinically useful intervention strategy for individuals with profound dysarthria in some situations. Group data for listener effectiveness rankings followed the same pattern of results as intelligibility data. Individual differences among speakers were present and are discussed.

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Section: Introductionmentioning

confidence: 97%

Improving Intelligibility of Speakers with Profound Dysarthria and Cerebral Palsy

Hustad

Auker

Natale

et al. 2003

Augmentative and Alternative Communication

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“…Research has shown, for example, that training to increase domains of listener sophistication (Dagenais, Watts, Turnage, & Kennedy, 1999) as well as providing listening experience with speakers (DePaul & Kent, 2000;Flipsen, 1995;Liss, Spitzer, Caviness, & Alder, 2002 Spitzer, Liss, Caviness, & Alder, 2000) resulted in improved intelligibility of dysarthric speech. Additionally, studies have demonstrated that cuing strategies (Beliveau, Hodge, & Hagler, 1995;Dongilli, 1994;Yorkston, Strand, & Kennedy, 1996) provided by speakers to enhance spoken messages could have a beneficial affect on intelligibility.…”

Section: Introductionmentioning

confidence: 97%

“…Previous researchers have identified several types of contextual cues that significantly affect speech intelligibility scores, including (a) nonverbal cues (Garcia & Cannito, 1996;Garcia, Dagenais, & Cannito, 1998); (b) first letter (alphabet) and word class cues (e.g., identification of nouns and verbs in a single word transcription task) (Beliveau et al, 1995); and (c) the use of categorical or associative semantic cues determined prior to testing (Dongilli, 1994;Hammen, Yorkston, & Dowden, 1991).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Aging and Synthetic Topic Cues on the Intelligibility of Dysarthric Speech

Jones

Mathy

Azuma

et al. 2004

Augmentative and Alternative Communication

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For speakers with severe dysarthria, particularly those with progressive diseases, behavioral modifications to improve intelligibility are often unrealistic. This study examined the impact of cues produced by an augmentative and alternative communication (AAC) device on the intelligibility of dysarthric speech. Young and old adults listened to sentences preceded by cues that were either general (''I have a question'') or topic specific (''I have a question about [topic]''). The analyses revealed significant age-and cue-type effects: Younger listeners were more accurate than older listeners were, and topic cues resulted in greater accuracy than general cues. There was also a word class effect that interacted with cue type. The results show that providing topic cues enhances the intelligibility of dysarthric speech.

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“…Low speech intelligibility can be a significant barrier to effective communication, and thus increasing intelligibility is an important intervention objective (Beliveau et al, 1995;Kent, 1993;Kent et al, 1989). Intelligibility can be improved by interventions aimed at improving articulation.…”

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confidence: 99%

“…One way to assess speech intelligibility is to present a recorded sample of an individual's speech to a listener, who transcribes what he or she hears. The number of correctly transcribed words is divided by the total number of words in the speech sample and results in a percentage of intelligibility (see Beliveau, Hodge, & Hagler, 1995;Beukelman & Yorkston, 1977;Dowden, 1997;Hustad, 2001;Hustad & Beukelman, 2001).…”

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confidence: 99%

Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities

Schmidt-Naylor

Saunders

Brady

2017

Am J Speech Lang Pathol

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Purpose: We explored alphabet supplementation as an augmentative and alternative communication strategy for adults with minimal literacy. Study 1's goal was to teach onset-letter selection with spoken words and assess generalization to untaught words, demonstrating the alphabetic principle. Study 2 incorporated alphabet supplementation within a naming task and then assessed effects on speech intelligibility. Method: Three men with intellectual disabilities (ID) and low speech intelligibility participated. Study 1 used a multipleprobe design, across three 20-word sets, to show that our computer-based training improved onset-letter selection. We also probed generalization to untrained words. Study 2 taught onset-letter selection for 30 new words chosen for functionality. Five listeners transcribed speech samples of the 30 words in 2 conditions: speech only and speech with alphabet supplementation. Results: Across studies 1 and 2, participants demonstrated onset-letter selection for at least 90 words. Study 1 showed evidence of the alphabetic principle for some but not all word sets. In study 2, participants readily used alphabet supplementation, enabling listeners to understand twice as many words. Conclusions: This is the first demonstration of alphabet supplementation in individuals with ID and minimal literacy. The large number of words learned holds promise both for improving communication and providing a foundation for improved literacy.

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Effects of supplemental linguistic cues on the intelligibility of severely dysarthric speakers

Cited by 20 publications

References 26 publications

Improving Intelligibility of Speakers with Profound Dysarthria and Cerebral Palsy

Improving Intelligibility of Speakers with Profound Dysarthria and Cerebral Palsy

The Effect of Aging and Synthetic Topic Cues on the Intelligibility of Dysarthric Speech

Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities

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