Bite Block Vowel Production in Apraxia of Speech

Autor/in	Jacks, Adam
Titel	Bite Block Vowel Production in Apraxia of Speech
Quelle	In: Journal of Speech, Language, and Hearing Research, 51 (2008) 4, S.898-913 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2008/066)
Schlagwörter	Vowels; Speech Impairments; Aphasia; Adults; Articulation (Speech); Feedback (Response) + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Expressive Aphasie; Aphasie
Abstract	Purpose: This study explored vowel production and adaptation to articulatory constraints in adults with acquired apraxia of speech (AOS) plus aphasia. Method: Five adults with acquired AOS plus aphasia and 5 healthy control participants produced the vowels [iota], [epsilon], and [ash] in four word-length conditions in unconstrained and bite block conditions. In addition to acoustic and perceptual measures of vowel productions, individually determined idealized vowels based on each participant's best performance were used to assess vowel accuracy and distinctiveness. Results: Findings showed (a) clear separation of vowel formants in speakers with AOS; (b) impaired vowel production in speakers with AOS, shown by perceptual measures of vowel quality and acoustic measures of vowel accuracy and contrastivity; and (c) incomplete compensation to bite block compensation both for individuals with AOS and for healthy controls. Conclusions: Although adults with AOS were less accurate overall in vowel production than unimpaired speakers, introduction of a bite block resulted in similar patterns of decreased vowel accuracy for the two groups. Findings suggest that feedback control for vowel production is relatively intact in these individuals with AOS and aphasia. Predominant use of feedback control mechanisms is hypothesized to account for characteristic vowel deficits of the disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10