Browsing by Person "Heyde, Cornelia J."

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Covert contrast and covert errors in persistent velar fronting
(Taylor & Francis, 2016-09-09) Cleland, Joanne; Scobbie, James M.; Heyde, Cornelia J.; Roxburgh, Zoe; Wrench, Alan A.
Acoustic and articulatory studies demonstrate covert contrast in perceptually neutralised phonemic contrasts in both typical children and children with speech disorders. These covert contrasts are thought to be relatively common and symptomatic of phonetic speech disorders. However, clinicians in the speech therapy clinic have had no easy way of identifying this covertness. This study uses ultrasound tongue imaging to compare tongue contours for /t/and /k/in seven children with persistent velar fronting. We present a method of overlaying tongue contours to identify covert contrast at the articulatory level. Results show that all seven children, contrary to expectations, produced both /t/and /k/with near-identical tongue shapes showing no evidence of covert contrast. However, further analysis of one of the participants showed highly variable tongue shapes for /t/and /k/, including retroflex productions of both. Although not phonologically conditioned, this covert error is evidence of speech disorder at the phonetic level.
Enabling new articulatory gestures in children with persistent speech sound disorders using ultrasound visual biofeedback
(American Speech-Language-Hearing Association (ASHA), 2019-02-05) Cleland, Joanne; Scobbie, James M.; Roxburgh, Zoe; Heyde, Cornelia J.; Wrench, Alan A.
Purpose: This study evaluated ultrasound visual biofeedback treatment for teaching new articulations to children with a wide variety of Speech Sound Disorders. It was hypothesized that motor-based intervention incorporating ultrasound would lead to rapid acquisition of a range of target lingual gestures with generalization to untreated words. Method: Twenty children aged 6-15 with a range of mild to severe speech disorders affecting a variety of lingual targets enrolled in a case series with replication. Of these, fifteen children completed the intervention. All of the children presented with a variety of errors. We therefore employed a target selection strategy to treat the most frequent lingual error. These individual speech targets were treated using ultrasound visual biofeedback as part of 10 to 12 one hour intervention sessions. The primary outcome measure was percentage target segment correct in untreated wordlists. Results: Six children were treated for velar fronting; three for post-alveolar fronting; two for backing alveolars to pharyngeal or glottal place; one for debuccalisation (production of all onsets as [h]); one for vowel merger; and two for lateralised sibilants. Ten achieved the new articulation in the first or second session of intervention despite no children being readily stimulable for their target articulation before intervention. In terms of generalization, effect sizes for percentage target segments correct ranged from no effect (five children); small effect (one child); medium effect (four children) and large effect (five children). Conclusion: Ultrasound visual biofeedback can be used to treat a wide range of lingual errors in children with various speech sound disorders, from mild to severe. Visual feedback may be useful for establishing new articulations; however, generalization is more variable.
How fluent is the fluent speech of people who stutter? A new approach to measuring kinematics with ultrasound
(Taylor & Francis, 2015-11-23) Heyde, Cornelia J.; Scobbie, James M.; Lickley, Robin; Drake, Eleanor
We present a new approach to the investigation of dynamic ultrasound tongue imaging (UTI) data, applied here to analyse the subtle aspects of the fluency of people who stutter (PWS). Fluent productions of CV syllables (C = /k/; V = /, i, /) from three PWS and three control speakers (PNS) were analysed for duration and peak velocity relative to articulatory movement towards (onset) and away from (offset) the consonantal closure. The objective was to apply a replicable methodology for kinematic investigation to speech of PWS in order to test Wingate's Fault-Line hypothesis. As was hypothesised, results show comparable onset behaviours for both groups. Regarding offsets, groups differ in peak velocity. Results suggest that PWS do not struggle initiating consonantal closure (onset). In transition from consonantal closure into the vowel, however, groups appear to employ different strategies expressed in increased variation (PNS) versus decreased mean peak velocity (PWS).
UltraPhonix: das Erlernen von artikulatorischen Gesten mit Ultraschall-Biofeedback
(Universität Potsdam, 2017-11-21) Heyde, Cornelia J.; Cleland, Joanne; Scobbie, James M.; Roxburgh, Zoe
In einer Interventionsstudie mit 20 Kindern wird die Effektivität von visuellem Ultraschall-Biofeedback in der Therapie verschiedener Sprechstörungen untersucht. Die Studie umfasst mehrere standardisierte Tests, um die Sprach- und Sprechfähigkeiten der Kinder vor, während und nach der sprachtherapeutischen Intervention (in multiplen Baselineerhebungen) zu erheben. Alle Teilnehmer waren zum Zeitpunkt der ersten Aufnahme zwischen 6 und 15 Jahren alt und wiesen Sprachentwicklungsstörungen mit einer persistierenden Symptomatik auf der phonologisch-phonetischen Ebene auf, die sich in einer Vielzahl von Konsonant- und Vokalfehlern widerspiegelten. Die Produktion der Ziellaute wurde an Übungsitems trainiert und deren Genauigkeit anhand von ungeübten Wörtern (Kontrollitems) beobachtet und ausgewertet. Klinisch bedeutende Verbesserungen direkt im Anschluss und drei Monate nach Beendigung der Ultraschall-Biofeedback-Therapie werden im Vergleich zur den Aufnahmen vor Therapiebeginn vorgestellt.