Effects of Speaking Task on Intelligibility in Parkinson's Disease

Autor/inn/en	Tjaden, Kris; Wilding, Greg
Titel	Effects of Speaking Task on Intelligibility in Parkinson's Disease
Quelle	In: Clinical Linguistics & Phonetics, 25 (2011) 2, S.155-168 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2010.520185
Schlagwörter	Diseases; Severity (of Disability); Speech Impairments; Comparative Analysis; Oral Reading; Correlation; Audio Equipment; Speech Communication; Evaluators + Suchen Sie Ihr Suchwort? Disease; Krankheit; Schweregrad; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation; Audio-CD
Abstract	Intelligibility tests for dysarthria typically provide an estimate of overall severity for speech materials elicited through imitation or read from a printed script. The extent to which these types of tasks and procedures reflect intelligibility for extemporaneous speech is not well understood. The purpose of this study was to compare intelligibility estimates obtained for a reading passage and an extemporaneous monologue produced by 12 speakers with Parkinson's disease (PD). The relationship between structural characteristics of utterances and scaled intelligibility was explored within speakers. Speakers were audio-recorded while reading a paragraph and producing a monologue. Speech samples were separated into individual utterances for presentation to 70 listeners who judged intelligibility using orthographic transcription and direct magnitude estimation (DME). Results suggest that scaled estimates of intelligibility for reading show potential for indexing intelligibility of an extemporaneous monologue. Within-speaker variation in scaled intelligibility also was related to the number of words per speech run for extemporaneous speech. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10