Current Search: School of Communication Science and Disorders (x)
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(1 - 16 of 16)
- Title
- "A Glimpse Into the Past": Communication, Cultural Tourism, and the Political Economy of Modern Gullah Preservation.
- Creator
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Graves, Brian
- Date Issued
- 2013-10-01
- Identifier
- FSU_libsubv1_scholarship_submission_1475787437
- Format
- Citation
- Title
- Acknowledging Challenges And Embracing Innovative Instructional Practices In Response To Cultural And Linguistic Diversity.
- Creator
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Wood, Carla, Wofford, Mary Claire, Hassinger, Abby
- Abstract/Description
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Aims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to...
Show moreAims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs.
Show less - Date Issued
- 2018-04-17
- Identifier
- FSU_libsubv1_wos_000430338800001, 10.1177/2158244018771110
- Format
- Citation
- Title
- Assessing and Teaching Critical Thinking in Communication Science and Disorders.
- Creator
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Morris, Richard J., Gorham-Rowan, Mary M., Robinson, Jade H., Scholz, Kendra
- Abstract/Description
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Critical thinking is considered to be an important aspect in the training of communication science and disorders students. This paper provides information on the definition, assessment, and teaching of critical thinking. Important critical thinking skills and dispositions include challenging assumptions underlying statements, recognizing the effect of context on perceptions, understandings, and interpretations of the world, developing alternative explanations for observed data they observe,...
Show moreCritical thinking is considered to be an important aspect in the training of communication science and disorders students. This paper provides information on the definition, assessment, and teaching of critical thinking. Important critical thinking skills and dispositions include challenging assumptions underlying statements, recognizing the effect of context on perceptions, understandings, and interpretations of the world, developing alternative explanations for observed data they observe, and exhibiting reflective skepticism. Increasing these skills and dispositions help a student develop into a skilled clinician. Assessing students’ clinical thinking skills can be done with tests of general skills, but these often lack validity and reliability. Assessments also can test content or discipline specific thinking skills. Teaching critical skills and dispositions has been done in stand-alone courses and as material embedded within other courses. Within the courses, techniques such as problem-based learning, team-based learning, and case presentations have been effective with mind and concept mapping as tools to visualize how the students think about the material.
Show less - Date Issued
- 2018-02-01
- Identifier
- FSU_libsubv1_scholarship_submission_1519066197_c809bc90
- Format
- Citation
- Title
- Autonomic Nervous System Responses During Perception of Masked Speech may Reflect Constructs other than Subjective Listening Effort.
- Creator
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Francis, Alexander L., MacPherson, Megan K., Chandrasekaran, Bharath, Alvar, Ann M.
- Abstract/Description
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Typically, understanding speech seems effortless and automatic. However, a variety of factors may, independently, or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and...
Show moreTypically, understanding speech seems effortless and automatic. However, a variety of factors may, independently, or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and repeated sentences. The goal was to measure psychophysiological reactivity associated with three degraded listening conditions, each of which differed in terms of the source of the difficulty (distortion, energetic masking, and informational masking), and therefore were expected to engage different cognitive mechanisms. These conditions were chosen to be matched for overall performance (keywords correct), and were compared to listening to unmasked speech produced by a natural voice. The three degraded conditions were: (1) Unmasked speech produced by a computer, speech synthesizer, (2) Speech produced by a natural voice and masked byspeech-shaped noise and (3) Speech produced by a natural voice and masked by two-talker babble. Masked conditions were both presented at a 8 dB signal to noise ratio (SNR), a level shown in previous research to result in comparable levels of performance for these stimuli and maskers. Performance was measured in terms of proportion of key words identified correctly, and task demand or effort was quantified subjectively by self-report. Measures of psychophysiological reactivity included electrodermal (skin conductance) response frequency and amplitude, blood pulse amplitude and pulse rate. Results suggest that the two masked conditions evoked stronger psychophysiological reactivity than did the two unmasked conditions even when behavioral measures of listening performance and listeners' subjective perception of task demand were comparable across the three degraded conditions.
Show less - Date Issued
- 2016-03-01
- Identifier
- FSU_libsubv1_wos_000371074900001, 10.3389/fpsyg.2016.00263
- Format
- Citation
- Title
- Autonomic Nervous System Responses During Perception of Masked Speech may Reflect Constructs other than Subjective Listening Effort.
- Creator
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Francis, Alexander L, MacPherson, Megan K, Chandrasekaran, Bharath, Alvar, Ann M
- Abstract/Description
-
Typically, understanding speech seems effortless and automatic. However, a variety of factors may, independently or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and...
Show moreTypically, understanding speech seems effortless and automatic. However, a variety of factors may, independently or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and repeated sentences. The goal was to measure psychophysiological reactivity associated with three degraded listening conditions, each of which differed in terms of the source of the difficulty (distortion, energetic masking, and informational masking), and therefore were expected to engage different cognitive mechanisms. These conditions were chosen to be matched for overall performance (keywords correct), and were compared to listening to unmasked speech produced by a natural voice. The three degraded conditions were: (1) Unmasked speech produced by a computer speech synthesizer, (2) Speech produced by a natural voice and masked byspeech-shaped noise and (3) Speech produced by a natural voice and masked by two-talker babble. Masked conditions were both presented at a -8 dB signal to noise ratio (SNR), a level shown in previous research to result in comparable levels of performance for these stimuli and maskers. Performance was measured in terms of proportion of key words identified correctly, and task demand or effort was quantified subjectively by self-report. Measures of psychophysiological reactivity included electrodermal (skin conductance) response frequency and amplitude, blood pulse amplitude and pulse rate. Results suggest that the two masked conditions evoked stronger psychophysiological reactivity than did the two unmasked conditions even when behavioral measures of listening performance and listeners' subjective perception of task demand were comparable across the three degraded conditions.
Show less - Date Issued
- 2016-03-01
- Identifier
- FSU_pmch_26973564, 10.3389/fpsyg.2016.00263, PMC4772584, 26973564, 26973564
- Format
- Citation
- Title
- Early Identification Of Reading Comprehension Difficulties.
- Creator
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Catts, Hugh W., Nielsen, Diane Corcoran, Bridges, Mindy Sittner, Liu, Yi-Syuan
- Abstract/Description
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Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress...
Show moreMost research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children also received a 26-week Tier 2 language intervention. Participants' achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities.
Show less - Date Issued
- 2016-10
- Identifier
- FSU_libsubv1_wos_000382435800001, 10.1177/0022219414556121
- Format
- Citation
- Title
- Epilogue: Reading Comprehension Is Not A Single Ability-implications For Assessment And Instruction.
- Creator
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Kamhi, Alan G., Catts, Hugh W.
- Abstract/Description
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Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight...
Show morePurpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. Conclusions: We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.
Show less - Date Issued
- 2017-04
- Identifier
- FSU_libsubv1_wos_000404340200007, 10.1044/2017_LSHSS-16-0049
- Format
- Citation
- Title
- The ISSAS Model: Understanding the Information Needs of Sexual Assault Survivors on College Campuses.
- Creator
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Skinner, Julia, Gross, Melissa
- Abstract/Description
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Sexual assault is a prevalent, yet underreported and stigmatizing crime that disproportionately affects college-age students. The literature of Library & Information Studies does not currently address the ways in which survivors may seek information after an assault. Blending findings from Psychology and LIS, this study proposes the Information Seeking of Sexual Assault Survivors (ISSAS) model, which examines the seeking process through various stages of healing. The article concludes with...
Show moreSexual assault is a prevalent, yet underreported and stigmatizing crime that disproportionately affects college-age students. The literature of Library & Information Studies does not currently address the ways in which survivors may seek information after an assault. Blending findings from Psychology and LIS, this study proposes the Information Seeking of Sexual Assault Survivors (ISSAS) model, which examines the seeking process through various stages of healing. The article concludes with directions for future research as well as insights on serving survivors within the academic library while being mindful of one’s appropriate professional role.
Show less - Date Issued
- 2017-01-01
- Identifier
- FSU_libsubv1_scholarship_submission_1484250284, 10.5860/crl.78.1.23
- Format
- Citation
- Title
- Long-Term Average Spectra from a Youth Choir Singing in Three Vocal Registers and Two Dynamic Levels.
- Creator
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Morris, Richard, Ternström, S. (Sten), LoVetri, Jeanette, Berkum, Dianne
- Abstract/Description
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Few studies have reported the acoustic characteristics of youth choirs. In addition, scant data are available on youth choruses making the adjustments needed to sing at different dynamic levels in different registers. Therefore, the purpose of this study was to acoustically analyze the singing of a youth chorus to observe the evidence of the adjustments that they made to sing at two dynamic levels in three singing registers. The participants were 47 members of the Brooklyn Youth Chorus who...
Show moreFew studies have reported the acoustic characteristics of youth choirs. In addition, scant data are available on youth choruses making the adjustments needed to sing at different dynamic levels in different registers. Therefore, the purpose of this study was to acoustically analyze the singing of a youth chorus to observe the evidence of the adjustments that they made to sing at two dynamic levels in three singing registers. The participants were 47 members of the Brooklyn Youth Chorus who sang the same song sample in head, mixed, and chest voice at piano and forte dynamic levels. The song samples were recorded and analyzed using long-term averaged spectra (LTAS) and related spectral measures. The spectra revealed different patterns among the registers. These differences imply that the singers were making glottal adjustments to sing the different register and dynamic level versions of the song. The duration of the closed phase as estimated from the amplitudes of the first two harmonics differed between the chest and head register singing at both dynamic levels. In addition the spectral slopes differed among all three registers at both dynamic levels. These acoustic measures may be a useful tool for evaluating some singing skills of young choristers.
Show less - Date Issued
- 2012
- Identifier
- FSU_migr_csd_faculty_publications-0010, 10.1016/j.jvoice.2010.07.003
- Format
- Citation
- Title
- Modeling listener perception of speaker similarity in dysarthria.
- Creator
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Lansford, Kaitlin L., Berisha, Visar, Utianski, Rene L.
- Abstract/Description
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The current investigation contributes to a perceptual similarity-based approach to dysarthria characterization by utilizing an innovative statistical approach, multinomial logistic regression with sparsity constraints, to identify acoustic features underlying each listener's impressions of speaker similarity. The data-driven approach also permitted an examination of the effect of clinical experience on listeners' impressions of similarity. Listeners, irrespective of level of clinical...
Show moreThe current investigation contributes to a perceptual similarity-based approach to dysarthria characterization by utilizing an innovative statistical approach, multinomial logistic regression with sparsity constraints, to identify acoustic features underlying each listener's impressions of speaker similarity. The data-driven approach also permitted an examination of the effect of clinical experience on listeners' impressions of similarity. Listeners, irrespective of level of clinical experience, were found to rely on similar acoustic features during the perceptual sorting task, known as free classification. Overall, the results support the continued advancement of a similarity-based approach to characterizing the communication disorders associated with dysarthria. (C) 2016 Acoustical Society of America
Show less - Date Issued
- 2016-06
- Identifier
- FSU_libsubv1_wos_000379164900006, 10.1121/1.4954384
- Format
- Citation
- Title
- Neural Preservation Underlies Speech Improvement From Auditory Deprivation In Young Cochlear Implant Recipients.
- Creator
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Feng, Gangyi, Ingvalson, Erin M., Grieco-Calub, Tina M., Roberts, Megan Y., Ryan, Maura E., Birmingham, Patrick, Burrowes, Delilah, Young, Nancy M., Wong, Patrick C. M.
- Abstract/Description
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Although cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of...
Show moreAlthough cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of their speech-perception improvement after surgery. We first compared neuroanatomical density and spatial pattern similarity of CI candidates to that of age-matched children with normal hearing, which allowed us to detail neuroanatomical networks that were either affected or unaffected by auditory deprivation. This information enables us to build machine-learning models to predict the individual children's speech development following CI. We found that regions of the brain that were unaffected by auditory deprivation, in particular the auditory association and cognitive brain regions, produced the highest accuracy, specificity, and sensitivity in patient classification and the most precise prediction results. These findings suggest that brain areas unaffected by auditory deprivation are critical to developing closer to typical speech outcomes. Moreover, the findings suggest that determination of the type of neural reorganization caused by auditory deprivation before implantation is valuable for predicting post-CI language outcomes for young children.
Show less - Date Issued
- 2018-01-30
- Identifier
- FSU_libsubv1_wos_000423728800019, 10.1073/pnas.1717603115
- Format
- Citation
- Title
- The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts.
- Creator
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Gross, Melissa, Latham, Don, Underhill, Jennifer, Bak, Hyerin
- Abstract/Description
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An after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students...
Show moreAn after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students met once a month for five months to apply the PLF to an analysis of science, technology, engineering, art, and math (STEAM) texts. The participants enjoyed the club and were able to demonstrate their ability to use peritextual elements to think critically about STEAM-related nonfiction books. Students were able to discuss how the functions of peritext affected their motivation to read a text and their ability to retrieve information from a text, and how peritext functions might affect their opinion of the credibility of information presented in a book.
Show less - Date Issued
- 2016-11-16
- Identifier
- FSU_libsubv1_scholarship_submission_1484250799
- Format
- Citation
- Title
- Prologue: Reading Comprehension Is Not A Single Ability.
- Creator
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Catts, Hugh W., Kamhi, Alan G.
- Abstract/Description
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Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are...
Show morePurpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered. Conclusion: Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.
Show less - Date Issued
- 2017-04
- Identifier
- FSU_libsubv1_wos_000404340200002, 10.1044/2017_LSHSS-16-0033
- Format
- Citation
- Title
- Understanding Dysrhythmic Speech: When Rhythm Does Not Matter And Learning Does Not Happen.
- Creator
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Borrie, Stephanie A., Lansford, Kaitlin L., Barrett, Tyson S.
- Abstract/Description
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A positive relationship between rhythm perception and improved understanding of a naturally dysrhythmic speech signal, ataxic dysarthria, has been previously reported [Borrie, Lansford, and Barrett. (2017). J. Speech Lang. Hear. Res. 60, 3110-3117]. The current follow-on investigation suggests that this relationship depends on the nature of the dysrhythmia. When the corrupted rhythm cues are relatively predictable, affording some learnable acoustic regularity, the relationship is replicated....
Show moreA positive relationship between rhythm perception and improved understanding of a naturally dysrhythmic speech signal, ataxic dysarthria, has been previously reported [Borrie, Lansford, and Barrett. (2017). J. Speech Lang. Hear. Res. 60, 3110-3117]. The current follow-on investigation suggests that this relationship depends on the nature of the dysrhythmia. When the corrupted rhythm cues are relatively predictable, affording some learnable acoustic regularity, the relationship is replicated. However, this relationship is nonexistent, along with any intelligibility improvements, when the corrupted rhythm cues are unpredictable. Findings highlight a key role for rhythm perception and distributional regularities in adaptation to dysrhythmic speech. (C) 2018 Acoustical Society of America
Show less - Date Issued
- 2018-05-01
- Identifier
- FSU_libsubv1_wos_000433050700012, 10.1121/1.5037620
- Format
- Citation
- Title
- You Are What You Beat: Food Metaphors and Southern Black Identity in Twentieth-Century African American Literature and Goodie Mob's Soul Food.
- Creator
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Graves, Brian
- Date Issued
- 2015-10-01
- Identifier
- FSU_libsubv1_scholarship_submission_1475787231
- Format
- Citation
- Format
- Citation
