Evoking [r] Using Visual Feedback

Shuster, Linda; Ruscello, Dennis M.; Smith, Kira

doi:10.1044/1058-0360.0103.29

Cited by 44 publications

(35 citation statements)

References 15 publications

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“…For example, mirrors are often used to help patients see their own lip or jaw movements. Using the acoustic signal, spectral feedback has also been used to teach participants with speech disorders to achieve proper formant structure for vowels or rhotics (McAllister Byun & Hitchcock, 2012;Shuster, Ruscello, & Smith, 1992;Shuster, Ruscello, & Toth, 1995).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Ultrasound visual feedback for acquired apraxia of speech: A case report

Preston

Leaman

2013

Aphasiology

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Background: Individuals with acquired apraxia of speech (AOS) can lose precision of articulatory movements, including the ability to achieve correct production of specific sounds or sound sequences. Novel treatment approaches should be explored to enhance treatment outcomes. Aims: To evaluate the clinical feasibility of ultrasound visual feedback of the tongue for addressing errors on rhotics in a patient with AOS. Ultrasound visual feedback was used to provide knowledge of performance to the participant. Methods & Procedures:A multiple baseline single case report is presented to evaluate a treatment programme that uses visual feedback of the participant's tongue from realtime ultrasound images. A blocked practice schedule was implemented during 12 onehour therapy sessions; 30 minutes involved ultrasound visual feedback (10 minutes of pre-practice and 20 minutes of practice) and 20 minutes involved non-ultrasound practice. Cues were provided to modify tongue shape to achieve perceptually accurate production of rhotics, along with practice trials with increasing levels of phonetic complexity. The feedback type (verbal knowledge of performance and knowledge of results) and feedback frequency (number of trials with feedback) were structured to adhere to principles of motor learning. Outcomes & Results:The participant demonstrated moderate evidence of acquisition of prevocalic rhotics and strong evidence of acquisition of postvocalic rhotics during treatment. There was evidence of retention and generalisation only for postvocalic rhotics. An untreated context was probed regularly and showed no evidence of improvement. Conclusion:The results provide preliminary support for the feasibility of this treatment approach for improving speech accuracy in adults with acquired AOS. The improvements in stimulability for the treated sound sequences could be used to foster further motor learning.

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Section: Please Scroll Down For Articlementioning

confidence: 99%

Ultrasound visual feedback for acquired apraxia of speech: A case report

Preston

Leaman

2013

Aphasiology

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“…Fletcher et al, 1991) or real-time spectral or spectrographic displays (e.g. McAllister Byun & Hitchcock, 2012; Shuster et al, 1992, 1995). The present study used ultrasound imaging as the mechanism of biofeedback delivery.…”

Section: Biofeedback Interventionmentioning

confidence: 99%

“…These persistent errors pose a particular challenge for speech-language pathologists, with the result that many clients are discharged with residual errors uncorrected (Ruscello, 1995). Recent research has provided increasingly strong evidence that visual biofeedback intervention can succeed in eliciting correct production from children whose speech errors have not responded to other forms of treatment (Adler-Bock, Bernhardt, Gick, & Bacsfalvi, 2007; McAllister Byun & Hitchcock, 2012; Modha, Bernhardt, Church, & Bacsfalvi, 2008; Preston, Brick, & Landi, 2013; Ruscello, 1995; Shuster, Ruscello, & Smith, 1992; Shuster, Ruscello, & Toth, 1995). However, many of these studies have identified a limitation of biofeedback treatment: generalisation of gains made in treatment is not automatic, with some participants remaining largely dependent on the continued availability of visual feedback to achieve correct production of their speech sound targets (Fletcher, Dagenais, & Critz-Crosby, 1991; Gibbon & Paterson, 2006; McAllister Byun & Hitchcock, 2012; McAllister Byun, Hitchcock, & Swartz, 2014).…”

Section: Introductionmentioning

confidence: 99%

Enhancing generalisation in biofeedback intervention using the challenge point framework: A case study

Hitchcock

Byun

2014

Clinical Linguistics & Phonetics

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Biofeedback intervention can help children achieve correct production of a treatment-resistant error sound, but generalisation is often limited. This case study suggests that generalisation can be enhanced when biofeedback intervention is structured in accordance with a “challenge point” framework for speech-motor learning. The participant was an 11-year-old with residual /r/ misarticulation who had previously attained correct /r/ production through a structured course of ultrasound biofeedback treatment but did not generalise these gains beyond the word level. Treatment difficulty was adjusted in an adaptive manner following predetermined criteria for advancing, maintaining, or moving back a level in a multidimensional hierarchy of functional task complexity. The participant achieved and maintained virtually 100% accuracy in producing /r/ at both word and sentence levels. These preliminary results support the efficacy of a semi-structured implementation of the challenge point framework as a means of achieving generalisation and maintenance of treatment gains.

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“…Of note, HCI research [11,19] and behavioral research [2,38] have used computer solutions in the context of speech therapy and communication. Within the ASD community, Hoque has explored sentence practice with higher functioning individuals with ASD through the use of games [18].…”

Section: Technology Research On Autism and Speech Delaysmentioning

confidence: 99%

Designing visualizations to facilitate multisyllabic speech with children with autism and speech delays

Hailpern

Harris

Botz

et al. 2012

Proceedings of the Designing Interactive Systems Conference

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The ability of children to combine syllables represents an important developmental milestone. This ability is often delayed or impaired in a variety of clinical groups, including children with autism spectrum disorders (ASD) and speech delays (SPD). Prior work has demonstrated successful use of computer-based voice visualizations to facilitate speech production and vocalization in children with and without ASD/SPD. While prior work has focused on increasing frequency of speech-like vocalizations or accuracy of speech sound production, we believe that there is a potential new direction of research: exploration of real-time visualizations to shape multisyllabic speech. Over two years we developed VocSyl, a real-time voice visualization system. Rather than building visualizations based on what adult clinicians and software designers may think is needed, we designed VocSyl using the Task Centered User Interface Design (TCUID) methodology throughout the design process. Children with ASD and SPD, targeted users of the software, were directly involved in the development process, allowing us to focus on what these children demonstrate they require. This paper presents the results of our TCUID design cycle of VocSyl, as well as design guidelines for future work with children with ASD and SPD.

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Evoking [r] Using Visual Feedback

Cited by 44 publications

References 15 publications

Ultrasound visual feedback for acquired apraxia of speech: A case report

Ultrasound visual feedback for acquired apraxia of speech: A case report

Enhancing generalisation in biofeedback intervention using the challenge point framework: A case study

Designing visualizations to facilitate multisyllabic speech with children with autism and speech delays

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