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Broad Perspectives in Speech Science and Speech-Language Pathology (S19102980)

Course Description


This SIG 19 activity bundles four articles providing perspectives on a broad variety of topics in speech science and speech-language pathology.

First, Gurevich and Kim (2023) discuss how their new speech material includes higher phonetic coverage and crucial linguistic features for intelligibility testing. They provide functional importance to intelligibility (FITI) word lists in various contexts. Their FITI lists achieve much higher phonetic and phonemic coverage than the three routinely used passages. Speech-language pathologists could utilize these FITI lists in their assessments.

Gurevich and Kim (2024) describe the newly constructed list of phrases following the FITI hierarchy to assess intelligibility. They present their lists of phrases in autonomous modules that will allow clinicians to adapt and evaluate according to the time constraints during intelligibility testing.

Ochs et al. (2023) discuss findings indicating the effectiveness of an intervention delivered via telepractice, including a combination of biofeedback and motor-based treatment for residual speech disorder affecting /ɹ/. Speech-language pathologists can combine traditional and visual–acoustic feedback in their clinical practice.

Jackson and Chung (2023) investigate the acoustic characteristics of Korean and English /l/ in Korean–English bilingual children. Their findings indicate significant differences between Korean and English speakers’ first and second formant (F1 and F2) values in word-final positions. They suggest that language background should be carefully considered while assessing bilingual and multilingual children.

Learning Outcomes
You will be able to:

  • describe how FITI word lists can help speech-language pathologists in assessing intelligibility
  • explain how FITI phrases can help speech-language pathologists in assessing intelligibility
  • summarize the use of visual–acoustic biofeedback in the treatment of residual speech disorders
  • explain the importance of considering detailed language background while assessing bilingual and multilingual children

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

  1. Development of Novel Speech Stimuli With Phonetic Coverage and Phonemic Balance by Naomi Gurevich and Heejin Kim, published in SIG 19, Volume 8, Issue 2, April 2023
  2. A Hierarchical Approach to Efficient Assessment of Functional Intelligibility: The Modular FITI (Functional Importance to Intelligibility) Phrase List by Naomi Gurevich and Heejin Kim, published in SIG 19, Volume 9, Issue 3, June 2024
  3. Traditional and Visual–Acoustic Biofeedback Treatment via Telepractice for Residual Speech Sound Disorders Affecting /ɹ/: Pilot Study by Laura C. Ochs, Megan C. Leece, Jonathan L. Preston, Tara McAllister, and Elaine R. Hitchcock, published in SIG 19, Volume 8, Issue 6, December 2023
  4. Korean–English Bilingual Children's Productions of Korean and English /l/ by Kyleigh Jackson and Hyunju Chung, published in SIG 19, Volume 9, Issue 4, August 2023
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PDH: 5
ASHA CEU*: 0.5
COURSE DETAILS
Item #(s): S19102980
Available Through: September 17, 2029