Students take charge of Learning – Using e-learning in Perceptual Assessment in Speech–Language Pathology

Abstract

Perceptual assessment is the basis for diagnosis and evaluation of treatment in speech-language pathology (SLP). Students need to practise assessment skills. A web-based platform with cases and expert feedback in cleft palate disorders was developed in national collaboration. The aim of the study was to evaluate the results of individual training on assessment skills in SLP students and their perception of e-learning. Forty-five students performed tests using a pre-and post-test setup. Perceptual assessments were demonstrated and instructions provided during teacher-led activities in ongoing fully scheduled courses; students were then individually trained in their free time. Reference samples were available. A significant improvement was found in rating and phonetic transcriptions after training. Positive comments concerned accessibility and practice time.

Auditory-perceptual training for the assessment of hypernasality in cleft palate speakers: an integrative literature review

“…Regarding the identification of studies, five of the ten reviewed studies had the main objective of describing perceptual training and verifying the effect of training on the reliability of listeners' analyses of the speech parameters, including hypernasality 13,14,16,18,20 . These studies were named "training" in this review.…”

“…Considering that the variability in the auditoryperceptual assessment may be due to variations in the listeners' perception and also in the assessment tasks 13 , achieving a high-reliability index can be difficult, even for experienced evaluators 14,15 . To minimize errors and biases in the auditory-perceptual assessment and to increase the reliability of this type of assessment, scholars search for strategies that optimize the auditory-perceptual assessment of speech, including speech hypernasality.…”

“…According to some scholars 13 , the reliability of the analyses concerns the extension of a method used for the assessment, which offers the same result when measurements are taken repeatedly. As summarized by these scholars 13 , reliability can be achieved through strategies that include speech recordings in audio and/or video with quality equipment for analysis by multiple evaluators; definition of terms, standardization of materials, use of reference samples, and particularly, auditory-perceptual training.…”

The latest development of the DELAD project for sharing corpora of speech disorders

“…As for educators and students, an archive of high-quality speech data allows them to learn and practice analysis of speech disorders and the application of diagnostic tools on a variety of cases (Ball et al, 2016). Such resources in the form of online tools are available for specific topics; for example, PUMA (Practical education Using Multimedia Application; website: https://pumalogopedi.se/; reported in Lohmander et al, 2020) which was originally developed for learning to perform auditory-perceptual and instrumental analysis of speech problems associated with cleft palate in Swedish, now includes auditoryperceptual evaluation of other areas such as motor speech disorders and voice disorders. CLISPI (CLeft palate International SPeech Issues; website: https://clispi.com/) is a website for auditory-perceptual judgements of cleft palate speech in a number of European languages, and WebFon (website: http://elearning.marjon.ac.uk/ptsp/) and Ulster set (both reported in the paper by Titterington & Bates, 2018) for learning phonetic transcription of speech disorders in English speakers.…”

Impromptu Speaking Skills of Pre-service Teachers

“…When studies on impromptu speech of university students were examined (Browne & Fulcher, 2017;Hwang et al, 2016;Litman et al, 2018;Safdari & Fathi, 2020;Zou, 2013), it was determined that they largely focused on speaking skills of university students receiving foreign language education and on the development of their skill of speaking in public. There are also technology-assisted impromptu speech studies (Butler, 2017;Hung & Huang, 2016;Lohmander et al, 2021) and studies investigating university students' state of anxiety about speaking in public while addressing the language learning processes (Hunter et al, 2014;LeFebvre et al, 2018LeFebvre et al, , 2020Nash et al, 2016). Moreover, in addition to studies where impromptu speech skills are developed by applying certain techniques (Bulut et al, 2016;Kuru, 2017), there are studies where impromptu speech skills are measured and evaluated (Hansen, 2016;Iberri-Shea, 2017;Kiymaz & Doyumgac, 2020;LeFebvre et al, 2015;Schneider & Bodensohn, 2017;Schreiber et al, 2012;Yuceer, 2014).…”