Effects of Familiarization on Intelligibility of Dysarthric Speech in Older Adults With and Without Hearing Loss
American Journal of Speech-Language Pathology
American Speech-Language-Hearing Association
NIH, National Institute on Deafness and Other Communication Disorders (NIDCD) 1R21DC016084-01
NIH, National Institute on Deafness and Other Communication Disorders (NIDCD)
Familiarization tasks offer a promising platform for listener-targeted remediation of intelligibility disorders associated with dysarthria. To date, the body of work demonstrating improved understanding of dysarthric speech following a familiarization experience has been carried out on younger adults. The primary purpose of the present study was to examine the intelligibility effects of familiarization in older adults.
Nineteen older adults, with and without hearing loss, completed a familiarization protocol consisting of three phases: pretest, familiarization, and posttest. The older adults' initial intelligibility and intelligibility improvement scores were compared with previously reported data collected from 50 younger adults (Borrie, Lansford, & Barrett, 2017a).
Relative to younger adults, initial intelligibility scores were significantly lower for older adults, although additional analysis revealed that the difference was limited to older adults with hearing loss. Key, however, is that irrespective of hearing status, the older and younger adults achieved comparable intelligibility improvement following familiarization (gain of roughly 20 percentage points).
This study extends previous findings of improved intelligibility of dysarthria following familiarization to a group of listeners who are critical to consider in listener-targeted remediation, namely, aging caregivers and/or spouses of individuals with dysarthria.
Lansford, Kaitlin L.; Luhrsen, Stephani; Ingvalson, Erin M.; and Borrie, Stephanie A., "Effects of Familiarization on Intelligibility of Dysarthric Speech in Older Adults With and Without Hearing Loss" (2018). Communicative Disorders and Deaf Education Faculty Publications. Paper 501.