Speech and Hearing Sciences – Book Chapters

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Now showing 1 - 5 of 9
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    Learning styles and academic outcomes: a longitudinal study on the impact of a problem-based learning curriculum
    (Springer Science+Business Media B.V., 2011-11-11) O'Toole, Ciara; Bridges, Susan; McGrath, Colman; Whitehill, Tara L.
    Learning styles are the preferred ways individuals have for processing knowledge. Problem-based learning (PBL) might be perceived to suit the ‘active’ learner because of the brainstorming and group work involved. However, PBL is also intended for those who prefer to learn by researching the literature, those who seek to explore complex questions, and those who like to problem-solve and apply knowledge to practice. This study profiled the learning styles of 30 speech and language therapy students in an undergraduate PBL curriculum using the Learning Styles Questionnaire (Honey & Mumford, The learning styles Helper’s guide. Maidenhead: Peter Honey Publications Ltd., 2000) and measured their styles repeatedly over a three-year period. The results indicated that students entered the course with a range of learning styles, although in general were not characterized as active learners. Following three years of PBL-based education, the students became significantly more active, although as a group remained largely reflective. Learning styles had both negative and positive associations with academic outcomes in a variety of courses over the three years. The implications for PBL and education are discussed.
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    Visual feedback therapy with electropalatography
    (Paul H. Brookes Publishing Co., Inc., 2010) Gibbon, Fiona E.; Wood, Sara E.; Williams, A. Lynn; McLeod, Sharynne; McCauley, Rebecca J.
    Electropalatography (EPG) is an instrumental technique that detects the tongue’s contact against the hard palate during speech and creates a visual display of the resulting patterns. This chapter focuses on EPG as a visual feedback device in therapy for children with speech sound disorders. Tongue-palate contact information is rich in detail and as a result it can be used for diverse research and clinical purposes. Examples of clinically relevant information contained in EPG data are place of articulation, lateral bracing, groove formation, timing of tongue movements and coarticulation. Furthermore, the technique records measurable amounts of contact for sound targets that are frequently produced as errors by children with speech sound disorders (e.g., /δ/, /Ʃ/, /τƩ/). These features make EPG valuable for both diagnosis and therapy. During EPG therapy, children’s abnormal articulation patterns are revealed to them on the computer screen and they can use this dynamic visual feedback display to help them produce normal contact patterns. An attractive property of EPG as a therapy device is that the visual display is relatively intuitive. This means that children can understand the link between the speech sounds they hear and the associated contact patterns displayed on the screen. There is now an extensive literature on the benefits of using EPG in therapy, but the quality of evidence would improve by conducting large clinical trials in the future.
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    Vowel imaging
    (Psychology Press, 2013) Lee, Alice S.; Zharkova, Natalia; Gibbon, Fiona E.; Ball, Martin J.; Gibbon, Fiona E.
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    Therapy for abnormal vowels in children with speech disorders
    (Psychology Press, 2013) Gibbon, Fiona E.; Ball, Martin J.; Gibbon, Fiona E.
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    A preliminary study of prosody skills in children with spina bifida
    (Novus Forlag, 2016-11) Lee, Alice S.; Hayes, Orla; Ní Mhurchú, Damhnait; Gibbon, Fiona E.
    In this Festschrift for Professor Hanne Gram Simonsen, colleagues and former students from home and abroad have contributed 18 newly written articles that together reflect the diversity of the jubilee's research interests in phonetics, phonology, morphology, typical and atypical language development in children, language and aging, language difficulties by aphasia and dementia, language mapping, multilingualism and sign language.