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Sökning: AMNE:(MEDICIN OCH HÄLSOVETENSKAP) AMNE:(Annan medicin och hälsovetenskap) AMNE:(Övrig annan medicin och hälsovetenskap) > Lyberg Åhlander Viveka

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1.
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2.
  • Lyberg Åhlander, Viveka, et al. (författare)
  • Hoarseness as a Sign of Possible Nonspecific Mucosal Hyperreactivity in Vocal Tract.
  • 2009
  • Ingår i: Journal of Voice. - : Elsevier BV. - 0892-1997. ; 23, s. 707-715
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of the present paper was to evaluate the possible impact of methacholine challenge on the voice and vocal tract in 10 patients reporting hoarseness due to presumable hyperreactivity to some environmental factors. Ten age and gender-matched healthy subjects served as controls. Methacholine was used for hypersensitivity challenge and saline solution (0.9% NaCl) as control substance. Subjects were examined on two separate challenge occasions testing either methacholine in increasing doses (3, 6, 12 mg) or NaCl. Voice recordings, videolaryngoscopy, and measurement of nasal secretion were performed before and after each sniffing session. Subjective complaints were documented. Data were statistically analyzed with three-way analysis of variance and group comparisons performed. Perceptual analysis of voice recordings showed an increase of the grade of voice disorder in patients after exposure to both substances. Moreover, one of the patients became aphonic and another severely dysphonic after NaCl. No voice quality changes were detected in controls. The videolaryngoscopy findings divergent from normal did not increase in any group. Nasal secretion was significantly higher after sniffing of methacholine than NaCl in both groups. The frequency of subjective complaints was equal in both groups after both substances. However, there was a qualitative difference in the character of the symptoms: the patients complained of throat, vocal, and nasal symptoms whereas the controls complained exclusively of nasal symptoms. The study supports the view that vocal dysfunction after exposure to non-specific environmental irritating factors may be triggered mainly by emotional mechanisms such as off-warding reaction or dissociative disorder.
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3.
  • Andersson, Ketty, et al. (författare)
  • Impact of language background and school factors on core language skills
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • Bilingual children are at a disadvantage when compared to monolingual norms in language assessment. Monolingual assessment fails to acknowledge the asymmetrically distributed linguistic competence of bilingual children, for example, different levels of mastery of family and school related concepts in the first and second languages, respectively. Consequently, monolingual assessment results in an overidentification of language impairment in bilingual populations. However, other factors, in many communities associated with bilingualism, may also yield low results in language assessments. We investigated the Swedish CELF-4 Core subscales for receptive language and grammatical production of over 220 7-8-year-old children, all students in the classrooms of teachers participating in an ongoing practice-embedded intervention aimed at modifying mainstream primary school teachers’ verbal and nonverbal instructional communication. The student sample is representative of a southern Swedish urban and suburban population, with approximately 50 percent of students reported by parents to use at least one other language on a daily basis, in addition to the Swedish used in school, although with great differences in proportions, with participating schools ranging between 0 and 95 percent bilingual students. Multiple linear regression was used to assess the contribution of bilingualism, parental education level, school district and enrolment in extra-curricular activities on CELF-4 Core scores. In isolation, bilingualism predicted 38 percent of the variance in the CELF-4 Core scores, p < 0,01. With parental education level, school district and enrolment in extra-curricular activities entered the total variance explained by the model increased to 54 percent. However, the unique contribution of bilingualism was reduced to 9 percent. The results highlight the need to look beyond bilingualism in language assessment and educational management of bilingual children and adolescents, and to consider other explanations to academic struggle. Furthermore, alternative interventions must be considered and applied proportionately to their respective impact on the individual’s development. Evidence-based, high-quality language instruction in school must be complemented by community-based interventions aimed at increasing the parental education level and at providing counsel to parents and families on factors associated with academic advancement, e.g. extra-curricular activities. Measures must also be taken to reduce the gap between schools in order to avoid the double dose of disadvantage often experienced by bilingual children and adolescents and their families in areas of socioeconomic stress.
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4.
  • Nirme, Jens, et al. (författare)
  • A virtual speaker in noisy classroom conditions : supporting or disrupting children’s listening comprehension?
  • 2019
  • Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 44:2, s. 79-86
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: Seeing a speaker’s face facilitates speech recognition, particularly under noisy conditions. Evidence for how it might affect comprehension of the content of the speech is more sparse. We investigated how children’s listening comprehension is affected by multi-talker babble noise, with or without presentation of a digitally animated virtual speaker, and whether successful comprehension is related to performance on a test of executive functioning. Materials and Methods: We performed a mixed-design experiment with 55 (34 female) participants (8- to 9-year-olds), recruited from Swedish elementary schools. The children were presented with four different narratives, each in one of four conditions: audio-only presentation in a quiet setting, audio-only presentation in noisy setting, audio-visual presentation in a quiet setting, and audio-visual presentation in a noisy setting. After each narrative, the children answered questions on the content and rated their perceived listening effort. Finally, they performed a test of executive functioning. Results: We found significantly fewer correct answers to explicit content questions after listening in noise. This negative effect was only mitigated to a marginally significant degree by audio-visual presentation. Strong executive function only predicted more correct answers in quiet settings. Conclusions: Altogether, our results are inconclusive regarding how seeing a virtual speaker affects listening comprehension. We discuss how methodological adjustments, including modifications to our virtual speaker, can be used to discriminate between possible explanations to our results and contribute to understanding the listening conditions children face in a typical classroom.
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5.
  • Rosqvist, Ida, et al. (författare)
  • Children’s development of semantic verbal fluency during summer vacation versus during formal schooling
  • 2020
  • Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 45:3, s. 134-142
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose: Children’s results on school-related achievements tests, such as aspects of math, reading and writing, have been shown to decline following a lengthy summer vacation. Few studies have investigated whether this also applies to vocabulary skills. The purpose of this study is to investigate how lexical organization and retrieval, assessed by a semantic verbal fluency (SVF) task, develops during a lengthy summer vacation versus formal schooling. Method: Sixty-eight children with mean age of 7.9 (ranging from 6.5 to 9.1), were assessed pre- and post-summer vacation and post-fall semester using two SVF categories (Animals and Clothes). The number of words produced in both categories gave the total score. Results: The result of the SVF tests decreased following summer vacation. The loss was recouped at the post-fall semester assessment, but no gains compared to initial testing were shown. Neither level of parental education, general language ability, non-verbal IQ, nor bilingualism explained the variance in development during the summer vacation or the fall semester. Conclusions: Our findings indicate that a lengthy summer vacation causes a recess in the expected development of SVF ability and that this recess is recouped after a semester of formal schooling. The findings are in line with previous research indicating that summer vacation may have negative impact on the development of important scholastic abilities in children.
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6.
  • Rosqvist, Ida, et al. (författare)
  • Development of semantic verbal fluency and narrative ability during summer vacation versus formal schooling
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • The detrimental effect of a lengthy summer vacation on important scholastic abilities such as reading, writing and mathematical skills is relatively well documented, but how language skills are affected by summer vacation is less investigated. The purpose of our study is to investigate how lexical organization and retrieval assessed by a semantic verbal fluency (SVF) task and oral narrative ability develops during summer vacation compared to during formal schooling, and if the development differs between monolingual and bilingual children. The participants (n = 68, MAgeT1 = 7;9) were assessed with a semantic verbal fluency (SVF) task with two categories (Animals and Clothes). A subsample (n = 20, MAgeT1 = 7;11) was evenly divided into two groups, monolingual and bilingual, matched for age and sex. The Swedish narrative production of the participants was assessed with MAIN (Gagarina et al., 2012) and scored with Narrative Scoring Scheme (NSS) (Miller et al., 2003; Heilmann et al., 2010), adapted to MAIN in Swedish. Both the SVF and narrative task showed a similar pattern with a decrease in scores following the summer vacation and a positive development following formal schooling. For SVF the participants had significantly lower scores post-summer vacation than pre-summer. However, the pre-summer scores did not differ significantly from the post-fall semester scores, indicating that the participants needed the fall semester to recoup from the losses made over the summer vacation, but that no additional gains had been made. When comparing the narrative development during summer vacation and formal schooling a negative development during the summer vacation and a positive development during formal semester was observed, although not significant. No statistically significant differences were found when comparing development of SVF and narrative ability of the monolingual and bilingual group during neither summer vacation, nor formal schooling. However, a slightly higher NSS mean change during formal schooling was observed for the bilingual group. The results of this study validate previous findings of a negative effect of summer vacation on language measures. The results show a negative effect of summer vacation and positive effect of formal schooling on semantic verbal fluency and narrative ability (although ns). No statistically significant differences in development during neither summer vacation nor formal schooling is seen between monolingual and bilingual participants.REFERENCESGagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balciuniene, I., Walters, J. (2012). Multilingual Assessment Instrument for Narratives (MAIN). ZAS Papers in Linguistics, 56, 1-140. Miller, J., Andriacchi, K., DiVall-Rayan, J., Lien, P. (2003). Narrative Scoring Scheme.Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-age children. American Journal of Speech-Language Pathology, 19(2), 154-166.
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7.
  • Lyberg Åhlander, Viveka, et al. (författare)
  • Experiencing the role of PBL tutor.
  • 2014
  • Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 28:1-2, s. 36-46
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor's role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors' role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from different sources. Tutors should be encouraged to reflect on their own reactions and interventions and to be explicit and confident in their thoughts about PBL.
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8.
  • Lyberg Åhlander, Viveka, et al. (författare)
  • Speaker's Comfort in Teaching Environments: Voice Problems in Swedish Teaching Staff.
  • 2011
  • Ingår i: Journal of Voice. - : Elsevier BV. - 0892-1997. ; 25, s. 430-440
  • Tidskriftsartikel (refereegranskat)abstract
    • OBJECTIVES: The primary objective of this study was to examine how a group of Swedish teachers rate aspects of their working environment that can be presumed to have an impact on vocal behavior and voice problems. The secondary objective was to explore the prevalence of voice problems in Swedish teachers. METHOD: Questionnaires were distributed to the teachers of 23 randomized schools. Teaching staff at all levels were included, except preschool teachers and teachers at specialized, vocational high schools. The response rate was 73%. RESULTS: The results showed that 13% of the whole group reported voice problems occurring sometimes, often, or always. The teachers reporting voice problems were compared with those without problems. There were significant differences among the groups for several items. The teachers with voice problems rated items on room acoustics and work environment as more noticeable. This group also reported voice symptoms, such as hoarseness, throat clearing, and voice change, to a significantly higher degree, even though teachers in both groups reported some voice symptoms. Absence from work because of voice problems was also significantly more common in the group with voice problems-35% versus 9% in the group without problems. CONCLUSION: We may conclude that teachers suffering from voice problems react stronger to loading factors in the teaching environment, report more frequent symptoms of voice discomfort, and are more often absent from work because of voice problems than their voice-healthy colleagues.
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10.
  • Lyberg Åhlander, Viveka (författare)
  • Voice use in teaching environments: Speakers' comfort
  • 2011
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Teachers have high occupational voice demands and is a group frequently presented at voice clinics. Little is known about the teachers’ own view of the contribution from the environment and about the teachers’ voice use at their work-place. The purpose of the present thesis was ; to develop and assess a self-rating instrument for the rating of throat-related problems in relation to voice, to investigate the voices and the voice use of teaching staff in their teaching environment, to explore the prevalence of voice problems in Swedish teachers, to explore the teachers’ ratings of aspects of their working environment that can be presumed to have an impact on vocal behavior and voice function, to clinically assess the voice function in teachers with self-rated voice problems and to compare to the voice function in their vocally healthy colleagues. It was shown that voice problems in teachers emerge in the interplay of the individual and the environment and that 13% of the teachers suffer from voice problems. Teachers with voice problems are more affected by any loading factor in the work-environment than their voice healthy colleagues, and they are more perceptive of the room acoustics. The differences between the teachers with voice problems and their voice healthy colleagues were shown during field-measurements of the voice during a whole typical school day, while the findings from the clinical examinations of larynx and voice did not differ between the groups Teachers with voice problems differ from their voice healthy colleagues also in their ratings of the time for vocal recovery and by suffering from voice problems also without a concurring cold. No correlation was found between subjective assessment of voice problems and deviations of laryngeal morphology or voice quality. When investigating or diagnosing voice dysfunction, the individual’s self assessment of the problems needs to be covered. Reports of throat-symptoms are common in investigations of teachers’ voices. The Voice Handicap Index-Throat proved to be a stable instrument for the estimation of self-perceived voice and throat problems. In conclusion: Teachers with voice problems are more affected by vocally loading factors in the work-environment, 13% of the teachers suffer from voice problems and the differences in their voice use differed from their voice healthy colleagues’ clearest, measured during a whole school-day.
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