Perspectives on Speech Science and Orofacial Disorders

Coordinator's Column

Grames, L. M. — 2008-07-01

Editor's Column

Andreatta, R. D. — 2008-07-01

ASHA 2007 Zemlin Memorial Award Lecture: The Neural Control of Speech

Guenther, F. H. — 2008-07-01

Speech production involves coordinated processing in many regions of the brain. To better understand these processes, our research team has designed, tested, and refined a neural network model whose components correspond to brain regions involved in speech. Babbling and imitation phases are used to train neural mappings between phonological, articulatory, auditory, and somatosensory representations. After learning, the model can produce combinations of the sounds it has learned by commanding movements of an articulatory synthesizer. Computer simulations of the model account for a wide range of experimental findings, including data on acquisition of speaking skills, articulatory kinematics, and brain activity during speech. The model is also being used to investigate speech motor disorders, such as stuttering, apraxia of speech, and ataxic dysarthria. These projects compare the effects of damage to particular regions of the model to the kinematics, acoustics, or brain activation patterns of speakers with similar damage. Finally, insights from the model are being used to guide the design of a brain-computer interface for providing prosthetic speech to profoundly paralyzed individuals.

Theory in the Balance

Kent, R. D. — 2008-07-01

One major way of putting into view the scientific progress in an area of research is by examining the theoretical currents that help to organize the data and to guide future experiments. Research in speech production has been shaped by several different theories, but three in particular have had a profound influence: general motor program theory, dynamic systems theory, and internal models. This paper discusses how these three theories evolved and influenced contemporary conceptions of how speech production is controlled.

Speech Science Education - Roll Over Beethoven

Finan, D. S. — 2008-07-01

Speech science education has changed dramatically over the past 20 years. New technologies in the laboratory, clinic, and classroom have influenced what and how we teach. The Internet has proven to be an effective resource, yet information gleaned must be viewed with a critical eye. Speech science educators are typically professors with extensive research training, but little or no training in how to teach. It is common, therefore, for professors to teach in the manner in which they were taught. The traditional lecture format class has been superseded by teaching methods that encourage active learning and collaboration between students. As speech science education adapts to include new technologies and by embracing new instructional models, students will be better prepared to bridge science and clinical practice.

Translating Principles of Speech Science to Clinical Practice: Current and Future Trends in Craniofacial Disorders

Zajac, D. J. — 2008-07-01

The purpose of this opinion article is to review the impact of the principles and technology of speech science on clinical practice in the area of craniofacial disorders. Current practice relative to (a) speech aerodynamic assessment, (b) computer-assisted single-word speech intelligibility testing, and (c) behavioral management of hypernasal resonance are reviewed. Future directions and/or refinement of each area are also identified. It is suggested that both challenging and rewarding times are in store for clinical researchers in craniofacial disorders.