Validity of Acoustic Measures Obtained Using Various Recording Methods Including Smartphones With and Without Headset Microphones.

PURPOSE: The goal of this study was to assess various recording methods, including combinations of high- versus low-cost microphones, recording interfaces, and smartphones in terms of their ability to produce commonly used time- and spectral-based voice measurements. METHOD: Twenty-four vowel samples representing a diversity of voice quality deviations and severities from a wide age range of male and female speakers were played via a head-and-thorax model and recorded using a high-cost, research standard GRAS 40AF (GRAS Sound & Vibration) microphone and amplification system. Additional recordings were made using various combinations of headset microphones (AKG C555 L [AKG Acoustics GmbH], Shure SM35-XLR [Shure Incorporated], AVID AE-36 [AVID Products, Inc.]) and audio interfaces (Focusrite Scarlett 2i2 [Focusrite Audio Engineering Ltd.] and PC, Focusrite and smartphone, smartphone via a TRRS adapter), as well as smartphones direct (Apple iPhone 13 Pro, Google Pixel 6) using their built-in microphones. The effect of background noise from four different room conditions was also evaluated. Vowel samples were analyzed for measures of fundamental frequency, perturbation, cepstral peak prominence, and spectral tilt (low vs. high spectral ratio). RESULTS: Results show that a wide variety of recording methods, including smartphones with and without a low-cost headset microphone, can effectively track the wide range of acoustic characteristics in a diverse set of typical and disordered voice samples. Although significant differences in acoustic measures of voice may be observed, the presence of extremely strong correlations (rs > .90) with the recording standard implies a strong linear relationship between the results of different methods that may be used to predict and adjust any observed differences in measurement results. CONCLUSION: Because handheld smartphone distance and positioning may be highly variable when used in actual clinical recording situations, smartphone + a low-cost headset microphone is recommended as an affordable recording method that controls mouth-to-microphone distance and positioning and allows both hands to be available for manipulation of the smartphone device.

Covert contrasts and categorical perception: a comparison of two measurement tools.

This study considers adults' perception of subtle differences in the error productions of /r/ and /l/ in young children. Given that these two phonemes share a common substitution [w], the potential covert contrast between these three sounds was investigated. The utility of two perceptual rating scales was compared: a linear visual analogue scale (VAS) and a triangular scale that considered the possibility of covert contrast among /r,l,w/. Adult listeners rated speech productions from children with cochlear implants (CIs) and speech age-matched children with normal hearing (NH) as they produced VCV or CV productions with /r,l,w/ in syllable-initial position. Mahalanobis distances of the listener ratings for each stimulus on each rating scale were calculated for analysis. Ultimately, there was no difference between the ratings of the two speaker populations. However, there was a significant difference in the amount of variability captured with each scale. The triangular scale reliably captured more variability in the productions than the linear VAS. The significant effect of scale type on the spread of listeners' responses provides support for the claim that the type of rating system used can capture different aspects of a listener's perceptions, thereby suggesting that the type of rating system used in a study may significantly influence that study's findings.

Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers.

Purpose Morphology, which is a bridge between phonology and orthography, plays an important role in the development of word-specific spellings. This study, which employed longitudinal sampling of typically developing students in Grades 3, 4, and 5, explored how the misspellings of words with derivational suffixes shed light on the interplay of phonological, orthographic, and morphological (POM) linguistic features as students learn to integrate POM features appropriately to generate correct spellings. Method Sixty typically developing Grade 3 students were tested using the Spelling subtest from the Wechsler Individual Achievement Test-Second Edition (Wechsler, 2001) and were divided into superior, average, and poor spellers. Students' spelling skill was then assessed using the Wechsler Individual Achievement Test-Second Edition annually for another 2 years. Misspelled derivations from these three testing sessions were analyzed for linguistic feature errors and error complexity/severity. Differences in the integration of POM features across spelling ability levels at Grades 3-5 were analyzed with Kruskal-Wallis analyses of variance. Results Longitudinal results demonstrated POM integration for the development of word-specific spellings involving derivational morphology was in its initial stages over Grades 3-5 and was influenced by spelling ability level. Information from a qualitative analysis revealed considerable variability in how students applied their POM knowledge to spell complex derivations. Conclusions Word-specific spellings draw on multiple linguistic codes-P, O, and M-and their interconnections. It involves more than an understanding of orthographic rules. Rather, accurate spelling develops through an increased understanding of the phoneme-grapheme relationships as facilitated by the identification of word parts (base + or - affixes) in written language. Educational and clinical implications are discussed.

Dichotic listening and sentence repetition performance in children with reading difficulties.

Numerous investigations have identified weaknesses in speech processing and language skills in children with dyslexia; however, little is known about these abilities in children with reading difficulties (RD). The primary objective of this investigation was to determine the utility of auditory speech processing tasks in differentiating children with RD from those with typical reading skills. It was hypothesized that children, who perform below grade level in reading, would also show poorer performance on both dichotic listening and sentence repetition tasks because of the reciprocal influences of deficient auditory speech processing and language abilities. A total of 180 Hungarian-speaking, monolingual 8-, 9- and 10-year-old children, with and without RD, participated in dichotic listening and sentence repetition (modified by noise and morphosyntactic complexity) tasks. Performances were compared across ability groups, age and gender. Children with RD evidenced significantly poorer performance than controls on both tasks. Effects for age and gender were more noticeable in students with RD. Our findings support the notion that reading deficiencies are also associated with poor auditory speech processing and language abilities in cases where dyslexia is not diagnosed. We suggest that these tasks may be used as easy and fast screening tests in the identification of RD.

Quantitative Measurement of Communication Ability in Children with Angelman Syndrome.

BACKGROUND: Angelman syndrome is a rare disorder in which most individuals do not develop speech. Testing of communication ability using traditional neuropsychological measures reveals a performance level at or near the floor of the instrument resulting in an inability to detect change when experimental therapeutics are applied. METHODS: Nine individuals, with molecularly confirmed AS, ranging in age from 34 to 126 months, and a single healthy control child (age 16 months) were audio and video-recorded while interacting with a licensed speech-language pathologist in an attempt to elicit vocalization and non-verbal communication. Thirty-minute audio recordings were transcribed and categorized per the Stark Assessment of Early Vocal Development-Revised and a phonetic inventory was created. Using video recordings, gestures were classified by function, either behavioral regulation or social interaction and further categorized as deictic or representational (i.e., behavioral regulation) and joint attention or shared engagement (i.e., social interaction). RESULTS: The range of vocalizations produced by the children with AS was characteristic of children between 0-6 months and none of the children with AS used advanced forms of vocalizations. The mean frequency of reflexive vocalizations, control of phonation and expansion far exceeded the number of uses of canonical syllables, consistant with the characteristics of children around 12 months of age. Most vocalizations were either laughter or isolated vowels, only three children with AS produced consonant-vowel combinations. Children with AS tended to use central and low vowels with few producing high vowels, suggesting the presence of childhood apraxia of speech. CONCLUSION: Our results show the utilization of video-recorded behavioral observations provides a feasible and reliable alternative for quantification of communication ability in this patient population and may be employed during future clinical studies of potential therapeutics.

Issues in forensic voice.

The following article provides a general review of an area that can be referred to as Forensic Voice. Its goals will be outlined and that discussion will be followed by a description of its major elements. Considered are (1) the processing and analysis of spoken utterances, (2) distorted speech, (3) enhancement of speech intelligibility (re: surveillance and other recordings), (4) transcripts, (5) authentication of recordings, (6) speaker identification, and (7) the detection of deception, intoxication, and emotions in speech. Stress in speech and the psychological stress evaluation systems (that some individuals attempt to use as lie detectors) also will be considered. Points of entry will be suggested for individuals with the kinds of backgrounds possessed by professionals already working in the voice area.

Linguistic pattern analysis of misspellings of typically developing writers in grades 1-9.

PURPOSE: A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. METHOD: Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. RESULTS: Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between Grades 4 and 5. Similar error types were noted across age groups, but the nature of linguistic feature error changed with age. CONCLUSIONS: Triple word-form theory was supported. By Grade 1, orthographic errors predominated, and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects nonlinear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling.

African American English dialect and performance on nonword spelling and phonemic awareness tasks.

PURPOSE: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use. METHOD: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then completed a standardized test of phonological processing and a nonword spelling measure. The influence of dialect was analyzed in both experimental tasks, followed by a qualitative analysis of dialect use in nonword spellings. RESULTS: Dialect density measures based solely on the use of African American English (AAE) phonological features explained few differences in phonological processing scores. In contrast, correlations indicated that children with higher dialect densities produced more nonword spelling errors influenced by AAE, an effect most evident in Grade 3. Qualitative analyses revealed AAE phonological features occurring in many of the misspelled nonwords. CONCLUSION: After Grade 2, nonword spelling may be more sensitive to the effects of dialect variation than are phonemic awareness tasks. It is suggested that spelling may be a more sensitive clinical indicator of difficulties in integrating the phonological and orthographic information needed for fluent decoding skill.

Spelling patterns in preadolescents with atypical language skills: phonological, morphological, and orthographic factors.

Several investigations have considered the spelling abilities of children with reading disability; however, the spelling patterns of children with a language learning disability (LLD) have been largely ignored. This study examined the spelling error patterns of three groups of children who met strict inclusion criteria-those with a known LLD (n = 8), chronological-age-matched peers (CA; n = 8), and a younger spelling-age-matched group (SA; n = 8). An experimental spelling measure was specially designed and administered to elucidate the underlying linguistic features (clusters, digraphs, etc.) and linguistic classifications (phonological, orthographical, morphological) of misspellings. Based on inferential statistical analyses, a general pattern was that the LLD group and the SA group always differed from the CA group, whereas the LLD group performed similarly to the SA group. This finding lends credence to the hypothesis that children with an LLD, like children with reading disability, are delayed in spelling development rather than following a deviant developmental process. However, a qualitative analysis indicated two specific patterns. First, the LLD group had more trouble than did the SA group in representing the basic phonological structure of words, when complexity was increased by word length or linguistic structure. Second, in contrast to the SA group, the LLD group had greater omissions of inflected and derived morphological markers. These findings point to the critical role of morphology as the mediator between and form and meaning.

A New Look at Performance on Theory-of-Mind Tasks by Adolescents With Autism Spectrum Disorder.

PURPOSE: A hallmark of autistic spectrum disorder (ASD) is disruption in theory-of-mind development, including the understanding of false beliefs. Previous studies have typically assessed the development of first- and second-order false belief concepts in ASD, with tasks primarily emphasizing physical causality and logical inferencing. The present study investigated how preadolescents and adolescents with ASD performed on false belief tasks that included social inferencing of psychological states as well as logical inferencing of physical states. METHOD: Two categories of tasks were administered: four traditional logical inferencing tasks and four social inferencing tasks specifically developed for this study. In addition, a prompt hierarchy was included to ascertain if performance on both task types improved. Participants were 45 children and adolescents primarily selected from three urban school districts: 15 adolescents with a previous diagnosis of ASD (ASD group); 15 typically developing children matched for age, gender, and ethnicity (CA group); and 15 typically developing children matched for language age, gender, and ethnicity (LA group). RESULTS: Three findings were pertinent. First, the CA group performed at higher levels than did the LA group and the ASD group on both task sets. Second, although the CA and the LA groups performed equally well on both the logical and the social inferencing tasks, the ASD group performed better on the social inferencing tasks. Finally, the prompt hierarchy significantly improved overall task performance for the ASD and LA groups. CLINICAL IMPLICATIONS: These findings indicate that task type, variations in vocabulary ability, and the provision of support influenced performance on the false belief tasks.

Scaffolds for Learning to Read in an Inclusion Classroom.

PURPOSE: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study-one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers' discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). METHOD: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. RESULTS: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. CLINICAL IMPLICATIONS: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.