1.
Andersson, Ketty, et al.
(author)
Impact of language background and school factors on core language skills
2019
Conference paper (peer-reviewed) 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.
2.
3.
Lindström, Emma, et al.
(author)
How older adults relate to their own voices : a qualitative study of subjective experiences of the aging voice
2023
In: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 48:4, s. 163-171
Journal article (peer-reviewed) abstract
Aim: The aim of this study was to investigate how otherwise healthy older adults with self-assessed voice problems relate to their voice and voice changes. Method: Focus groups were conducted at an activity center to identify how older adults reflect on their own voice and the aging voice in general. The interviews were audio recorded and transcribed. The analysis was done using thematic content analysis. Results: The analysis resulted in three main themes: “communicational aspects of the aging voice,” “consequences of deteriorating vocal and communicative capacity,” and “attitudes, strategies, and ideas”. The participants considered voice to be an important communication tool and presented what could be interpreted as awareness regarding their voice. Voice changes were considered a natural part of aging. This attitude was also an important reason why the participants had not sought medical care for their voice problems. The participants discussed ideas concerning extended voice use to maintain a functioning voice when aging. Simultaneously, voice changes due to aging were considered to have a negative effect on communication and social participation. Conclusions: The voice is important for older adults, and an insufficient voice can affect communication and social participation. Information about aging voice and voice exercises, for example from speech language pathologists, could be of interest among older adults. Further studies on the voice of older adults are needed regarding how they experience their voice and the general aspects of a healthy aging voice.
4.
Lyberg Åhlander, Viveka, et al.
(author)
Does the speaker's voice quality influence children's performance on a language comprehension test?
2015
In: International Journal of Speech-Language Pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 17:1, s. 63-73
Journal article (peer-reviewed) abstract
A small number of studies have explored children's perception of speakers' voice quality and its possible influence on language comprehension. The aim of this explorative study was to investigate the relationship between the examiner's voice quality, the child's performance on a digital version of a language comprehension test, the Test for Reception of Grammar (TROG-2), and two measures of cognitive functioning. The participants were (n = 86) mainstreamed 8-year old children with typical language development. Two groups of children (n = 41/45) were presented with the TROG-2 through recordings of one female speaker: one group was presented with a typical voice and the other with a simulated dysphonic voice. Significant associations were found between executive functioning and language comprehension. The results also showed that children listening to the dysphonic voice achieved significantly lower scores for more difficult sentences ("the man but not the horse jumps") and used more self-corrections on simpler sentences ("the girl is sitting"). This suggests that a dysphonic speaker's voice may force the child to allocate capacity to the processing of the voice signal at the expense of comprehension. The findings have implications for clinical and research settings where standardized language tests are used.
5.
Lyberg Åhlander, Viveka, et al.
(author)
Experiencing the role of PBL tutor.
2014
In: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 28:1-2, s. 36-46
Journal article (peer-reviewed) 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.
6.
Lyberg Åhlander, Viveka, et al.
(author)
Hoarseness as a Sign of Possible Nonspecific Mucosal Hyperreactivity in Vocal Tract.
2009
In: Journal of Voice. - : Elsevier BV. - 0892-1997. ; 23, s. 707-715
Journal article (peer-reviewed) 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.
7.
Lyberg Åhlander, Viveka, et al.
(author)
On the interaction of speakers' voice quality, ambient noise and task complexity with children's listening comprehension and cognition.
2015
In: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 6
Research review (peer-reviewed) abstract
Suboptimal listening conditions interfere with listeners' on-line comprehension. A degraded source signal, noise that interferes with sound transmission, and/or listeners' cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of these factors in pediatric populations. Yet, they represent an increasing challenge in educational settings. We will in the following report on our research and address the effect of adverse listening conditions pertaining to speakers' voices, background noise, and children's cognitive capacity on listening comprehension. Results from our studies clearly indicate that children risk underachieving both in formal assessments and in noisy class-rooms when an examiner or teacher speaks with a hoarse (dysphonic) voice. This seems particularly true when task complexity is low or when a child is approaching her/his limits of mastering a comprehension task.
8.
Lyberg Åhlander, Viveka, et al.
(author)
Speaker's Comfort in Teaching Environments: Voice Problems in Swedish Teaching Staff.
2011
In: Journal of Voice. - : Elsevier BV. - 0892-1997. ; 25, s. 430-440
Journal article (peer-reviewed) 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, et al.
(author)
Teachers' Voice Use in Teaching Environments: A Field Study Using Ambulatory Phonation Monitor.
2014
In: Journal of Voice. - : Elsevier BV. - 1873-4588 .- 0892-1997. ; 28:6, s. 5-841
Journal article (peer-reviewed) abstract
This case-control designed field study examines the vocal behavior in teachers with self-estimated voice problems (VP) and their age- and school-matched voice healthy (VH) colleagues. It was hypothesized that teachers with and teachers without VP use their voices differently regarding fundamental frequency, sound pressure level (SPL), and in relation to the background noise.
