• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.85-95
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• 2020

Sentence repetition is a way of evaluating speech sound production to improve the limitation of word tests and spontaneous speech analysis. Speech sounds produced by children can be evaluated using several indicators. This study examined the progression of the percentage of correct consonants-revised (PCC-R) and phonological whole-word measure in different age and gender groups after setting consonants in various vowel contexts and implementing sentence repetition tasks that were designed to give all phonemes the chance to appear at least three times. For this study, 11 sentence repetition tasks were applied to 535 children aged 3 to 7 across the country, after which the resulting PCC-R and whole-word measure were analyzed. The study results showed that all the indicators improved in older age groups and there were significant differences depending on age, however, no significant differences dependent on gender were found. The sentence repetition conditions data used in this study were collected from across the country, and the age difference between each age group was six months. This study is noteworthy because it collected a sufficient amount of data from each group, highlighted the limitation of the word naming and the spontaneous speech analysis, and suggests new criteria of evaluation through the analysis of each whole-word measure in sentence repetition, which was not applied in previous studies.

• Phonetics and Speech Sciences
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• v.5 no.3
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• pp.83-93
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• 2013

Vocal hygiene education is an indirect training approach to improve vocal function by educating all facets of optimal vocal health. Satisfaction levels of participants might be an important component of this indirect therapy for voice disorders. The authors aimed to investigate the satisfaction levels of vocal hygiene education in 51 patients with voice problems. We classified voice disorders of the participants according to three etiological categories (subgroups): organic, neurogenic, and functional. The survey consisted of three parts: 1) a condition of vocal hygiene education, 2) a degree of satisfaction of the present education, and 3) a request for future education. Participants responded to each item of the survey using a five-point Likert scale of 1 to 5 (1 being not at all and 5 being extremely). They also wrote down personal comments of improvement. Participants scored the vocal hygiene education offered by the speech-language pathologists between '3' and '4'. Specifically, the participants were highly satisfied with the specific and comprehensible explanation/instruction given by their speech-language pathologists. However, they were less satisfied with the tuition fee for the therapy sessions. Vocal hygiene education is offered individually to people in a clinical setting. Our results support the notion that vocal hygiene education can be an integral aspect of the treatment of voice problems in most cases.

• Speech Sciences
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• v.10 no.3
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• pp.65-77
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• 2003

This study was aimed at clarifying the effects of sibling-involved .language intervention in children with language disorders. Ten subjects were selected and assigned into two groups (language intervention group with sibling-involvement, and language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary Test and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two .groups. However, there was no significant difference in the post-treatment between the two groups. Second, the language intervention with sibling-involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

• Phonetics and Speech Sciences
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• v.5 no.4
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• pp.53-61
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• 2013

Voice disorders are most common in female teachers due to work-related vocal demands; however, only a few studies tried to evaluate individual risk factors with work-related risk factors to diagnose voice disorders. This study evaluated sixty-seven female elementary teachers (36 with voice disorders and 31 without voice disorders) to compare their vocal misuse, overuse, and vocal hygiene behaviors. Total Voice Handicap Index scores and VHI subscale (P, E, F) scores were not significantly different between two groups (p>0.05) and there was no relationship between VHI and acoustic measures (p>0.05). Loud talking, talking in noisy situations, and excessive speaking were significantly more frequent in female teachers with voice disorders (p<0.05) and thereby these overuse and misuse behavioral patterns were identified as risk factors to develop voice disorders in female teachers. Also, hydration was the most common behavior for vocal hygiene when experiencing vocal fatigue; however, hydration with hot green tea or coffee and throat clearing were often misused for vocal hygiene. This study found that female teachers from both groups presented higher voice handicap regardless of voice disorders. This study suggests a multidimensional voice assessment protocol is required to reflect voice problems in teachers and a vocal education program may be important to improve vocal hygiene knowledge and behavioral changes in female teachers.

• Phonetics and Speech Sciences
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• v.1 no.3
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• pp.163-168
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• 2009

This study investigated the determination of speech rates, words per minute (WPM) and syllables per minute (SPM), of $5{\sim}7$ year-old normal children to understand if there are any differences in the rates according to the children's age and sex. All participants were required to conduct story retelling tasks (SRT) and picture description tasks (PDT). In SRT, there was a significant difference between the groups of 5 year-old and 7 year-old children on WPM. However, there was no significant difference between the groups of ages regarding SPM. In addition, there was no significant difference between the groups according to sex on WPM and SPM. In PDT, there was no significant difference between the groups according to their ages and sex on WPM and SPM. The current research found that the speech rates of the preschool children might be somewhat different in their utterance abilities according to their age, but there was no obvious difference according to their sex. The findings can advance development of a clinical tool to screen children with fluency disorders and to determine the steps in establishing speech rates of children in the language development period.

• Speech Sciences
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• v.13 no.4
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• pp.143-155
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• 2006

Recently, many researchers have been interested in children with phonological disorders. The purpose of this study was to examine those children in comparison with normal children and to find better assessment criteria of the whole-word approach. Three children with phonological disorders and three normal children of 5 to 7 years old participated in the picture description tasks. Results of this study were as follows: there was a significant difference in the whole-word assessment between normal and phonological disorder children. Such criteria as whole-word correctness, whole-word complexity, whole-word intelligibility proved to be good for diagnosing children's phonological disorders. Further studies would be desirable to apply the approach to more children of various age groups.

• Speech Sciences
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• v.3
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• pp.5-17
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• 1998

Botulinum toxin, a neurotoxin derived from Clostridia Botulinum, has been injected into the target muscle(s) for the treatment of several kinds of voice and speech disorders at the Voice Clinic, Yonsei Institute of Logopedics and Phoniatrics since December 1995. Criteria for the diagnosis and method of injection for spasmodic dysphonia, mutational dysphonia, muscle tension dysphonia, dysphonia after total laryngectomy, and stuttering were summarized. Among 144 patients with adductor type spasmodic dysphonia, who were injected one time to maximum 8 times during the 27 months, 90% were recognized as having better than slight improvement. Even though the injected cases were small, not only the abductor type spasmodic dysphonia, but also the intractable mutational dysphonia or muscle tension dysphonia resistant to voice therapy revealed that botulinum toxin injection would be another options for treatment. Patients who cannot phonate after total laryngectomy and some forms of adulthood stutterers can also be candidates for the injection of botulinum toxin.

• Proceedings of the KSLP Conference
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• 2006.12a
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• pp.152-152
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• 2006

• Proceedings of the KSPS conference
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• 2005.04a
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• pp.77-80
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• 2005

The aim of this paper was to analyze the lexical effects on spoken word recognition of Korean monosyllabic word. The lexical factors chosen in this paper was frequency, density and lexical familiarity of words. Result of the analysis was as follows; frequency was the significant factor to predict spoken word recognition score of monosyllabic word. The other factors were not significant. This result suggest that word frequency should be considered in speech perception test.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.32 no.1
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• pp.9-14
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• 2021

Spasmodic dysphonia, essential tremor, and vocal tremor related with Parkinson's disease are different disorders showing fairly similar symptoms such as difficulty in the speech onset, and tremble in the voice. However, the cause and the resulting treatment of these diseases are different. Spasmodic dysphonia is a vocal disorder characterized by spasms of the laryngeal muscles during a speech, invoking broken, tense, forced, and strangled voice patterns. Such difficult-to-treat dysphonia disease is classified as central-origin-focal dystonia, of a yet unknown etiology. Its symptoms arise because of intermittent and involuntary muscle contractions during speech. Essential tremor, on the other hand, is characterized by a rhythmic laryngeal movement, resulting in alterations of rhythmic pitch and loudness during speech or even at rest. Severe cases of tremor may cause speech breaks like those of adductor spasmodic dysphonia. In the case of hyper-functional tension of vocal folds and accompanying tremors, it is necessary to distinguish these disorders from muscular dysfunction. A diversified assessment through the performance of specific speech tasks and a thorough understanding for the identification of the disorder is necessary for accurate diagnosis and effective treatment of patients with vocal tremors.