FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:   || 2 | 3 | 4 | 5 |   ...   | 10 |

«Speech Visualization by Marna Scarry-Larkin, MA, CCC-SLP Table of Contents Speech Visualization Overview Quick Start Interpreting the Speech Sample ...»

-- [ Page 1 ] --

Speech Visualization


Marna Scarry-Larkin, MA, CCC-SLP

Table of Contents

Speech Visualization


Quick Start

Interpreting the Speech Sample

Colors for the Sound Level Meter

Colors for Pitch and Volume

Colors for Glottal Stops and Breathiness

Colors for Timing, Rate, and Rhythm

Treatment Sequence

Module 1: Breath Support and Loudness

Module 2: Pitch and Intonation

Module 3: Voicing

Module 4: Timing, Rate, and Rhythm

Module 5: Phonological Accuracy

Module 6: Syllable Stress and Sequencing

Module 7: Vocal Quality and Resonance

Check boxes that are available for each session

Description of Terms


Voice Care and Treatment

Vocal Hygiene Exercises

Vocal Hygiene Exercises

History: Voice Disorders Intake Checklist

History: Hearing Acuity

Structure: Oral-Peripheral Evaluation

Risk Assessment: GERD or LRD

Risk Assessment: Dysphagia

Differential Diagnosis: Dysarthria

Follow-up: Further evaluation


Scarry-Larkin, M. (2010). Speech Visualization. San Luis Obispo, CA: LocuTour Multimedia.

–  –  –

The program provides prompted speech models for you to use in evaluating and monitoring your client’s speech. The program also provides tools to guide you through recording your own speech models. The customization feature allows you to tailor the program for specific clients, provide regional dialects, and let clients use their own voice as the model.

Overview The program targets seven communication areas (modules): Breath Support and Loudness; Pitch and Intonation; Voicing; Timing, Rate, and Rhythm; Phonological Accuracy; Syllable Stress and Sequencing; and Vocal Quality and Resonance. The individuals who may benefit from this program are varied in age, speech and language skill, and medical diagnoses. For some individuals it may be more meaningful to practice improving volume and breath support, for others phonological or articulation accuracy may be the key to improved communication. For example, an individual with a

repaired cleft palate may have the following priorities for treatment:

Vocal Quality and Resonance Phonological Accuracy Breath Support and Loudness Voicing Pitch and Intonation Timing, Rate, and Rhythm Syllable Stress and Sequencing At the risk of making sweeping generalizations, we have pre-selected treatment priorities for a variety of diagnoses based on common known features of a medical disorder. We recognize that each individual brings vocal strengths and weaknesses to the treatment session, so you and your client may add or subtract any of the tasks to help you reach your communication goals.

We will assume some fundamental knowledge base for both the clinician and the client using these programs. The appendix lists some excellent resources for beginning and experienced clinicians. The Description of Terms appendix covers some of the terminology used in this manual.

Individuals with voice and articulation disorders can benefit from visual and auditory feedback of their speech production as well as graphic and numeric information about their approximations and attempts to change vocal output. A speech-language pathologist familiar with voice disorders may know that the graphic representation of pitch can also give information concerning syllable stress and may choose to use just one graph. Others wanting explicit information may want to move between graphs to show different ways of thinking about the fundamental frequency. Some individuals obtain a better understanding of the


concepts of pitch, loudness, and quality by seeing numbers, some respond better to waveforms, and others to meters. For this reason we have included multiple ways to view and think about the seven target areas.

LocuTour's Client Manager is used to access the Speech Visualization program. Use the Launch Game button at the bottom right of the screen. The dropdown will display all of the LocuTour games that are installed on your computer.

–  –  –

Identify the client and update medical and personal information in the profile section of Client Manager. Make sure to completely fill out all the fields in the Speech Visualization tab of the client profile. This section contains information about age, education, and puberty. Speech Visualization cannot produce accurate normative data if this section is not completed.

If you are editing the client profile, click OK to return to the main Client Manager window.

Launch the program by selecting “Speech Visualization” from Client Manager’s “Launch Game” menu.

The first screen will help you set up your microphone. The program will attempt to find the microphone that is attached to your computer, but it will sometimes pick the internal microphone instead of an attached microphone. To be sure that the correct microphone is

–  –  –

When you are sure you have the correct microphone and volume settings, click the Record button and make no noise for 10 seconds. The computer will ignore sound below the ambient room noise. The ambient room noise level should be between 15 and 40dB. If it is louder than that, the computer may not be able to distinguish vocalizations from room noise.

When the computer has finished recording, click the Next button.

Click the Finish button and you will return to the Select Microphone screen.

If you want to save all the recordings for the session, click the Save all recordings automatically checkbox. A typical session might use between 30 and 60 MB of space.

Click Next and the Select Exercises screen will appear.

© 2007-2010 LocuTour Multimedia, Inc. All Rights Reserved. 800-777-3166 or www.LocuTour.com Page 4 To include an exercise in the treatment plan, double-click it. It will appear in the list on the right side. If you double-click a folder, Speech Visualization will add all the exercises in that folder to your treatment plan.

To remove an exercise from the treatment plan, select it from the list on the right side, and double-click it.

To change the order of the exercises, select an exercise and then click the Move Up or Move Down buttons.Use Select Exercises screens to select which areas to target for today's session.

Double-click on an exercise to add it to the panel on the right—Today's Treatment Plan.

When you are finished choosing exercises, click Next.

If you have chosen any exercises that have multiple words or phrases, Speech Visualization will prompt you to select words or phrases to present to the client.

Click the checkboxes next to the items you wish to present.

When you have selected all of the sounds for this session, the session will begin.

The exercises are presented in the order that they were selected.

Practice imitating new speech patterns (Pitch, loudness, etc.).

Compare and contrast speech using the speech visualization tools.

Evaluate the speech using the on-screen rating scales.

Make notations using the Assessment Notes button.

Save samples, if desired, using the Save Recording button.

The Back button allows you to return to previous screens.

Using the back button will delete the scoring for all pages that you go back thru.

You will not lose your A:Notes if you go back.

After the last exercise is completed, the Session Summary page appears.

Click Finish to return to Client Manager and complete the SOAP notes.

Print reports for your files or for submission to insurance companies.

Interpreting the Speech Sample The sounds are displayed in the recording box as they are being spoken. The sound level meter is the vertical bar on the right. You want to speak loud enough to have the bar go up to the green area. If you speak too loudly, the bar will go all the way to the red area, if you are too quiet, it will rise only to the pink area.

–  –  –

As you are speaking you will see lines appear in the sound recording area. The blue line indicates the volume of the speech. For some clients, the production will not show up as "loud" or as "big" as the model. This is not necessarily a problem; your recording may be "loud enough" based on what you determine to be the volume goal. If you want the appearance of a big blue band for loudness, then move the microphone closer. Try to establish a consistent microphone to mouth distance so that volume for different sessions can be compared. If you are not working on volume as a target, then it is acceptable to ignore the blue band. Norms for volume are found in the Guide - Loudness and pressure levels chart found at the end of Module 1. Speech produced right into the microphone will be measured as being louder than speech produced 3 feet away from the microphone. We set the loudness level assuming you are speaking directly into the microphone. If the loudness level doesn't seem right, readjust the microphone to mouth distance and check you microphone input volume in your computer's control panels section.

Colors for Pitch and Volume In some games there is a green line. The green line represents the pitch. The lower the line on the sound box, the lower the pitch. You can estimate the pitch by looking at the numbers on the left of the sound box labeled with Hz for Hertz. If there are breaks in the green pitch line, that indicates that the computer did not pick up any sound and you were either silent, or not speaking loudly enough to have the sound register. You may either speak louder, or return to the calibration page and reset the calibration to a smaller number, perhaps 20dB or lower for very quiet speakers.

Colors for Glottal Stops and Breathiness Module 3 evaluates breathiness and glottal stops. The computer can assist you in the assessment of glottal and breathy speech but does not substitute for clinical assessment of the sample. The yellow highlight indicates that the computer picked up a significant amount of air or breathiness. The pink highlight shows where there was a sudden drop in the fundamental frequency f0, which indicates a

–  –  –

What do the colors mean? Blue means "highlighting". The blue highlight turns to lime green then yellow when you click on the Breathy button. To identify an area as Glottal, select the area. The blue highlight appears, when you click on the Glottal button, the selected area turns brown. When it is deselected it turns red. Highlighting over top of an existing glottal production turns the area brown.

If you highlight a section of speech and mark it as both Glottal and Breathy, the area will be dark purple, then finally pink when you click anywhere else on the bar. The colors seem complicated at first, but that is just the way the colors appear when overlapped. To sum it up: Yellow = Breathy;

Glottal = Red; Pink = Glottal and Breathy; Lime green and brown mean you aren't done with the highlighting and need to click on the bar to show the final colors.

Colors for Timing, Rate, and Rhythm The computer will automatically highlight what it thinks is speech. It will ignore silence at the beginning and at the end of the sample. If there is silence inside the speech sample, it will identify those areas of silence as “pauses”. This exercise measures how long it takes to read a sample and will separate out the pauses from the speech. The speech is highlighted blue and the pauses are highlighted pink. This allows the individual the ability to see pauses. All speech must have pauses. If there is excessive pausing and start and stop speech production, you will see an alternating blue and pink pattern. If there is excessive pausing, there will be excessive pink areas. If there is not enough pausing for thought groups, then there will be an absence of pink.

The area from 0-2 seconds was evaluated by the computer as silence before the speaking began, and thus not included in the sample. The area between 2-6 was normal reading speed with typical pausing. The area between 7-9 was a long pause. The section between 10s and 20s shows a typical word by word reading rate. If you do not want to include a portion of the speech sample, exclude it from the highlighted area. This will change the Time, Rate, Pause Time, Articulatory Rate, and Pause Ratio.

–  –  –

Voice Disorders Vocal Quality and Resonance Pitch and Intonation Voicing Breath Support and Loudness Timing, Rate, and Rhythm Syllable Stress and Sequencing Phonological Accuracy

–  –  –

Dysfluencies Voicing Timing, Rate, and Rhythm Breath Support and Loudness Phonological Accuracy Syllable Stress and Sequencing Pitch and Intonation Vocal Quality and Resonance Deafness Phonological Accuracy (th, th, y, ng, ch, j, sh, zh, h, s, z, t, d,k, g) Voicing Vocal Quality and Resonance Syllable Stress and Sequencing Pitch and Intonation Breath Support and Loudness Timing, Rate, and Rhythm Hard of Hearing Vocal Quality and Resonance Phonological Accuracy Voicing Syllable Stress and Sequencing Pitch and Intonation Breath Support and Loudness Timing, Rate, and Rhythm

–  –  –

Dialect Differences Phonological Accuracy Voicing Syllable Stress and Sequencing Pitch and Intonation Timing, Rate, and Rhythm Vocal Quality and Resonance Breath Support and Loudness Articulation Disorders Phonological Accuracy Voicing Syllable Stress and Sequencing Vocal Quality and Resonance Timing, Rate, and Rhythm Pitch and Intonation Breath Support and Loudness Parkinson Disease Breath Support and Loudness Timing, Rate, and Rhythm Phonological Accuracy Vocal Quality and Resonance Voicing Pitch and Intonation Syllable Stress and Sequencing Traumatic Brain Injury Breath Support and Loudness Timing, Rate, and Rhythm Vocal Quality and Resonance Phonological Accuracy Syllable Stress and Sequencing Pitch and Intonation Voicing Dysarthria Timing, Rate, and Rhythm Phonological Accuracy Breath Support and Loudness

–  –  –

Pages:   || 2 | 3 | 4 | 5 |   ...   | 10 |

Similar works:

«Paper Globalization in the margins by Xuan Wang© (x.wang@tilburguniversity.edu) Massimiliano Spotti© (m.spotti@tilburguniversity.edu) Kasper Juffermans© (kasper.juffermans@uni.lu) Leonie Cornips© (leonie.cornips@maastrichtuniversity.nl) Sjaak Kroon© (s.kroon@tilburguniversity.edu) Jan Blommaert© (j.blommaert@tilburguniversity.edu) © September 2013 Globalization in the margins Xuan Wang Massimiliano Spotti Kasper Juffermans Leonie Cornips Sjaak Kroon Jan Blommaert 1. Introduction This...»

«Understanding Cataracts Contact us We’re here to answer any questions you have about your eye condition or treatment. If you need further information about cataracts or on coping with changes in your vision, then our Helpline is there for you. Just give us a call on 0303 123 9999 or email us at helpline@rnib.org.uk and we’ll be happy to speak with you. RNIB’s Understanding series The Understanding series is designed to help you, your friends and family understand a little bit more about...»

«255-277 093814 Coleman (D) 10/6/08 13:57 Page 255 Anthropological Theory Copyright © 2008 SAGE Publications (Los Angeles, London, New Delhi and Singapore) http://ant.sagepub.com Vol 8(3): 255–277 10.1177/1463499608093814 Hacker practice Moral genres and the cultural articulation of liberalism Gabriella Coleman New York University, USA Alex Golub University of Hawaii, USA Abstract Past literature tends towards dichotomous representations of computer hackers as either unhealthy young men...»

«Cambridge International Examinations Cambridge Pre-U Certificate 9781/04 SPANISH (PRINCIPAL) Paper 4 Topics and Texts For Examination from 2016 SPECIMEN MARK SCHEME 2 hours 30 minutes MAXIMUM MARK: 60 The specimen paper is for general illustrative purposes. Please see the syllabus for the relevant year of the examination for details of the set topics and texts. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 3 Pre-U Certificate. This...»

«Color record in self-monitoring of blood glucose improves glycemic control by better self-management (カラー記録を活用した血糖自己測定は自 己管理行動と血糖コントロールの改善に寄 与する) 西村 亜希子 【主論文】 JOURNAL: Diabetes Technology and Therapeutics Volume 16, Number 7, 2014 © Mary Ann Liebert, Inc. DOI: 10.1089/dia.2013.0301 TITLE: Color record in self-monitoring of blood glucose improves glycemic control by better self-management...»

«CRITICÓN. 53,1991, pp. 71-96.El lujo y la ociosidad durante la privanza de Olivares: Bartolomé Jiménez Patón y la polémica sobre el guardainfante y las guedejas POT Rafael GONZÁLEZ CAÑAL (Universidad de Castilla-La Mancha) A comienzos del reinado de Felipe IV, se aprecia una clara tendencia reformista en la política española, patrocinada principalmente por el que estaba llamado a ser la figura política más importante de la época: el Conde Duque de Olivares1. La mala salud de la...»

«Instructions for using poisoned hen eggs for control of stoats (Mustela erminea) E B Spurr and S J Hough Manaaki Whenua Landcare Research PO Box 69 Lincoln New Zealand Published by Department of Conservation Head Office, PO Box 10-420 Wellington, New Zealand This report was commissioned by Science & Research Division ISSN 1171-9834 © 1997 Department of Conservation, P.O. Box 10-420, Wellington, New Zealand Reference to material in this report should be cited thus: Spurr, E.B. and Hough, S.J.,...»


«Day 15 Summary by Nicolas Houet ROSEMARY NELSON INQUIRY Day 15: 7th May 2008 Witness: Mrs Nuala McCann (continued) Mr Phillips continued his interview of Nuala McCann. As mentioned in the Day 14 session, Mrs McCann confirmed that interviews to the media would have taken place outside the office, but unlike Mr Vernon she was otherwise unaware of them ever taking place at the office. As Mrs McCann only worked part-time at Rosemary Nelson’s practice she said that it was also possible that...»

«When your water supply has a leak Code of practice for domestic properties Contents What this leaflet is about 3 Responsibility for water pipes 4 Finding leaks 5 Fixing leaks 6 Your water bill 8 Leak allowances if you’ve a water meter 9 Water meters 11 Using water wisely 13 If you wish to make a complaint 14 Contact information 12 2 When your water supply has a leak What this leaflet is about If you’re a private individual or organisation who owns a property that is used for domestic use,...»

«Environmental Challenges Facing China Rehabilitation of The Loess Plateau © 2005, John D. Liu, Environment Education Media Project (EEMP) In 1995, the World Bank asked me to film the early stages of the “Loess Plateau Watershed Rehabilitation Project” for a film called “Investing in People”. This film was about initiatives that were changing the focus of the bank from large infrastructural projects, to projects intended to provide direct benefits to poor people living in remote areas...»

«& PROSTHETICS USER MANUAL 0434 A pril 20 16 Rev-05 INTRODUCTION This manual has been developed in order to instruct Professionals in the use of ODONTIT Implants. It must be complemented with reading material in different books and specialized magazines. This manual is not a substitute for clinical-experience and continued-education and courses. IMPLANTS All ODONTIT implants are manufactured in CP Titanium, or Titanium ELI Delivered in several measures meeting surgical needs Diameters: 2.20,...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.