CASL

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Aspects of identifying prosodic impairment
(2009) Peppé, Sue JE
This paper concludes the scientific forum on Prosody in Speech-Language Pathology that comprises an introduction Crystal, 2009, a lead article Peppé, 2009 and 11 responses to the lead article. This concluding paper is in part a summary of aspects of prosody that were fleshed out in the responses to the lead article, and in part a reply to some of the points raised by contributors. The concluding paper refers to the differing approaches to the taxonomy of prosody; the more specific material on the neurological bases of prosody; the manifestation of prosodic disorder in specific language impairment and Williams Syndrome; the state of the art of prosodic intervention; and the suggestion for assessing visual prosody. More attention is given to the issues of assessment and transcription, which attracted some differences of opinion. Some general methodological issues of testing e.g., standardization, age-appropriateness, and modelling are considered, as well as the possibility of automated assessment and suggestions for testing the perception of lexical stress. Impressionistic transcription and the techniques of conversation analysis are considered for their ability to identify the role of prosody in conversation, more particularly its effectiveness in achieving successful turnchange and interaction in highly unintelligible speech. The usefulness of acoustic analysis with and without phonological transcription is discussed, as well as the goals of transcription and the purposes it serves in the characterization of atypical prosody. The paper concludes by suggesting that better specification of what constitutes typical prosody is required, and that more attention needs to be paid to rhythmical atypicality and the interaction of segmental with suprasegmental impairment.
The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism
(Springer Science & Business Media B.V., 2008) Järvinen-Pasley, Anna; Peppé, Sue JE; King-Smth, G.; Heaton, P.
Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/linguistic meaning). No known studies have examined the relationship between form- and function-level prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed.
Why is prosody in speech-language pathology so difficult?
(2009) Peppé, Sue JE
An important question for speech-language pathologists is how best to define and characterize atypical prosody, with the eventual aim of designing effective intervention for it. With a view to investigating why prosodic atypicality should be hard to define and what considerations a speech-language pathologist should keep in mind, this paper begins by setting out some established functions of prosody and the forms that convey them, and goes on to review the neurological bases of prosodic disorder and some of the conditions in which prosodic disorder is known to occur. Factors in the perception of prosodic disorder are discussed, including the relationship between prosody and other aspects of communication, to identify the problems of distinguishing between prosody and interacting factors. The relationship between phonological prosodic categories and disordered prosody is considered, i.e., the problems of assigning disordered prosody to these categories for clinicians. Current methods of assessment, transcription and approaches to treatment are briefly considered, and an evaluation is made of how much progress has been made towards answering the initial question.
Assessing prosodic skills in five European languages: Cross-linguistic differences in typical and atypical populations
(2010) Peppé, Sue JE; Martinez-Castilla, P.; Coene, Martine; Hesling, Isabelle; Moen, Inger; Gibbon, Fiona
Following demand for a prosody assessment procedure, the test Profiling Elements of Prosody in Speech-Communication (PEPS-C), has been translated from English into Spanish, French, Flemish and Norwegian. This provides scope to examine receptive and expressive prosodic ability in Romance (Spanish and French) as well as Germanic (English and Flemish) languages, and includes the possibility of assessing these skills with regard to lexical tone (Norwegian). Cross-linguistic similarities and differences relevant to the translation are considered. Preliminary findings concerning 8-year-old neurotypical children speaking the five languages are reported. The appropriateness of investigating contrastive stress in Romance as well as Germanic languages is considered: results are reported for assessing this skill in Spanish and English speakers and suggest that in Spanish it is acquired much later than in English. We also examine the feasibility of assessing and comparing prosodic disorder in the five languages, using assessments of prosody in Spanish and English speakers with Williams syndrome as an example. We conclude that, with caveats, the original design of the UK test may indicate comparable stages of prosodic development in neurotypical children and is appropriate for the evaluation of prosodic skills for adults and children, both neurotypical and with impairment, in all five languages. 2009 The Speech Pathology Association of Australia Limited.

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