Ultrasound Biofeedback Training As A Clinical And Pedagogical Strategy For Speech Sound Production

Abstract

This study evaluated whether ultrasound biofeedback trainings modeled within the Participatory Adult Learning Strategy (PALS) framework were effective for teaching speech-language pathologists (Study 1), undergraduate communication sciences and disorders students (Study 2), and speech-language pathology graduate students (Study 3) clinical judgment on sonographic tongue shape assessment for the remediation of speech sound errors. A total of nine participants who work or intend to work with individuals over the age of eight that exhibit residual speech sound errors of the North American rhotic (/¿/) were included in the three studies. Study participants were administered PALS-based ultrasound biofeedback trainings and administered probe assessments that evaluated their clinical judgement in assessing tongue shape from sonographic tongue videos and in suggesting facilitative contexts to promote correct positioning of target tongue sections. Overall findings indicated that each of the three studies was effective in teaching clinical judgment on sonographic tongue shape assessment and suggesting facilitative contexts for the remediation of speech sound errors to each target population.