Abstracts - Final Project Presentations School of Communication - PDF document

Abstracts - Final Project Presentations School of Communication Sciences and Disorders Wednesday, December 5, 2018 Collaborative Health Education Building, 5793 University Avenue Oral Presentations: CHEB 140/150 9:30am – 12:00pm The Use of Automatic-Speech-Recognition Technology in Scoring the Hearing in Noise Test (HINT) in Native English and Mandarin speakers Alison Bartlett , B.Sc.Kin. Honours, University of New Brunswick The purpose of this study was to determine if automatic-speech-recognition technology can be used to accurately score the Hearing in Noise Test (HINT) in English and Mandarin Chinese. The results of this study will provide insight into whether audiologists can use this technology clinically which could potentially allow audiologists to assess speech audiometry tests in languages other than their own native language so that they can serve more individuals and provide better client-centered care in diverse populations. For this study, 12 native-English speakers and 12 native-Mandarin speakers with normal hearing completed the HINT in their respective native language, while speaking into microphone. These recordings were transcribed by IBM’s Watson speech-to-text system and these text transcriptions were compared with the original HINT sentences as well as scores produced by the principle investigators. Our hypothesis is that Watson’s transcriptions will accurately reflect the sentences repeated by the participants. The Impact of University Classroom Ambient Noise on Listening Ability Marley MacInnis , BSc. (Psychology) Honours, University of Prince Edward Island Meghan MacNeil , BSc. (Biology) Advanced Major, St. Francis Xavier University While many studies exist exploring the impact of classroom noise on the listening experience of children, limited research exists on the impact of classroom noise on adults. Adult learners in university settings are noted to have decreased attention and concentration in noisy classrooms, but do not have the lack of language knowledge or limited cognitive resources that are factors typically believed to cause children difficulty in noisy classrooms. Classroom acoustics are impacted by external factors, such as traffic or industrial noise, and internal noises, such as HVAC systems and projectors. The study seeks to investigate whether there are classroom specific factors that might be most problematic for listeners, or if listening ease and comprehension rates decline in the presence of noise in general. Participants were challenged to follow verbal instructions in the presence of classroom noise to determine how this noise impacts comprehension.

Investigating the Missing Letter Effect in Individuals with Aphasia Katie Hill , BA (Psychology), St. Thomas University Katie Lund , BSc (Biology), Mount Allison University Chelsea Dahlgren, BSc (Psychology) Honours, Queen’s University Jasmin Heim , BA (Psychology) Honours, St. Thomas University Kayla Gauley , BA (Linguistics) Honours, Queen’s University Purpose: When asked to read a text for comprehension while marking all instances of a specific letter, typical readers will miss some letters in a systematic way known as the Missing Letter Effect (MLE). For example, the target letter “t” is more likely to be missed in a function word (e.g., “the”) than in a content word (e.g., “toe”). This effect has been studied extensively in normal readers and MLE magnitude is positively related to reading skill. We examined the MLE in people with aphasia in whom reading difficulties are common.Method: The MLE was evaluated in 5 individuals with aphasia and 5 matched controls. Aphasia type, severity and reading level were assessed using a battery of standardized tests. Results & Discussion: The MLE results and relationship to aphasia characteristics will be presented. Our findings may help us to better understand reading in aphasia as well as have clinical implications. Examining diversity and Inclusion in the Curriculum and Climate at the School of Communication Sciences and Disorders Dashiel Brockman , BA (English Literature) Honours, Concordia University (Montréal) Robin Kroeker , BA (English Literature), University of Victoria Clinicians and students in Speech-Language Pathology and Audiology need to develop, advocate for, and foster knowledge and competency of cultural and linguistic diversity to meet the evolving demographics in Canada. The current study examines the curriculum and climate regarding cultural competence and safety at the Dalhousie School of Communication Sciences and Disorders (SCSD). Current students, staff, sessional lecturers, and faculty at the SCSD comprise the participant groups of the study. Data will be collected via qualitative online questionnaires. The intention is that results will provide baseline evidence to support action plans at the school designed to improve curriculum and climate. These plans will ultimately help to cultivate more culturally competent future clinicians for the professions of Speech-Language Pathology and Audiology.

Investigating Release From Familiar Maskers Mitchel Frith , BA (French), Dalhousie University Remington Shandro , BSc (Psychology), University of Alberta In this study, we investigated the impact of familiar noise on speech understanding in competing noise. For example, it is known that it is easier to understand speech when the competing noise is familiar. This effect has been observed when the competing noise is a random multi-talker babble, such as the sound generated by a crowd of people talking al l at once (Felty et. al, 2009). The effect has also been observed when the competing noise is a repeated white noise (Langhans & Kohlrausch, 1992) as well as a familiar speaker (Johnsrude et al., 2013). The phenomenon works both ways to the effect that familiarity with the voice of the target speaker can also facilitate speech understanding when there is competing sound (Johnsrude, 2016). Therefore, since it is known that listeners show evidence of learning even randomly generated noises when there is a degree of familiarity, speech tests in audiometry typically use different competing noises for each item on a test when testing a listener's speech reception in noise. In this study we investigated the impact of repeated noise in speech-in-noise testing. Participants completed the Hearing In Noise Test (HINT) in the control condition with a different noise track played for each trial as well as the HINT in a test condition with the same noise track played for each trial. Early results indicate that participants perform better in the test condition, suggesting that the brain is capable of learning short noise samples rapidly and effectively, reducing the effect of masking from such noise. Exploring Caregivers’ Communication with People with Dementia in Long-term Care: An Appreciative Inquiry Montgomery Kathryn Boone , BA (English & Psychology Honours), University of New Brunswick Saint John Erika Marguerite Sanderson , BA (Psychology) Honours, Mount Allison University Kristen Diane Smith , BSc (Biology) Honours, Dalhousie University Paige Hannah Zwicker , BSc (Psychology with Neuroscience), Acadia University This qualitative study used Appreciative Inquiry to begin to explore the awareness and perceptions of caregivers of residents with dementia in long-term care regarding use of external memory and communication aids, and to explore ideas around the implementation of memory and communication aids. Appreciative Inquiry is an approach used to look at what is working and to build on strengths within an organization (Hammond, 2013). This study is the first phase in investigating the communication strategies that are being used to support communication and functioning in persons with dementia living in two private long-term care facilities in Halifax. Participants included administrators/managers, and family and staff caregivers of persons with dementia. Appreciative Inquiry procedures were used to collect focus group data about perceptions and experiences of participants regarding communicating with people with dementia. Qualitative analyses were used to explore emergent themes, including: positive body language, visual supports, familiarity and relationships, beliefs, education and training, music, and humor. These themes provide insight into strategies that are currently being used to communicate with people with dementia, as well as other issues that impact their experiences. These results can be used in the next phase of the study to develop training and supports for caregivers so that they can use more effective communication strategies with persons with dementia.