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The Impact of Musical Training on Understanding Dysarthric Speech: A Preliminary Study of Transcription Errors

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Title: The Impact of Musical Training on Understanding Dysarthric Speech: A Preliminary Study of Transcription Errors
Language: English
Authors: Connaghan, K. P. (ORCID 0000-0003-0849-1441), Fisk, D., Patel, R.
Source: Communication Disorders Quarterly. Feb 2021 42(2):73-80.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2021
Sponsoring Agency: National Institutes of Health (DHHS)
Contract Number: DC06118
Document Type: Journal Articles
Reports - Research
Descriptors: Speech Impairments, Physical Disabilities, Music Education, Intervention, Music Activities, Communication Skills, Program Effectiveness, Adults, Intelligibility, Listening, Listening Skills, Neurological Impairments, Phonemes, Accuracy, Cerebral Palsy
DOI: 10.1177/1525740119886541
ISSN: 1525-7401
Abstract: A growing literature highlights the need to develop communication partner-based interventions for individuals with dysarthria. Identifying listener characteristics that facilitate speech understanding is a necessary step in designing communication partner interventions. Musicianship enhances speech understanding in adverse listening conditions such as speech-in-noise. This preliminary investigation explored whether this advantage translated to understanding dysarthric speech. Adult listeners with and without musical training experience transcribed dysarthric speech productions. Phoneme intelligibility, word intelligibility, and the type of transcription errors (insertion, substitution, deletion) were compared between the listener groups. Although no differences were observed for overall phoneme and word transcription scores, a significant interaction between listener group and transcription error type was observed. This finding suggests the potential for distinct listening strategies and abilities between listeners with and without musical training experience. These preliminary results support larger scale efforts to investigate the elements of musical training that can be leveraged to develop listener-based interventions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280366
Database: ERIC
FullText Text:
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  Data: The Impact of Musical Training on Understanding Dysarthric Speech: A Preliminary Study of Transcription Errors
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  Data: <searchLink fieldCode="AR" term="%22Connaghan%2C+K%2E+P%2E%22">Connaghan, K. P.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0849-1441">0000-0003-0849-1441</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fisk%2C+D%2E%22">Fisk, D.</searchLink><br /><searchLink fieldCode="AR" term="%22Patel%2C+R%2E%22">Patel, R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Feb 2021 42(2):73-80.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 8
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  Data: 10.1177/1525740119886541
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  Data: 1525-7401
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A growing literature highlights the need to develop communication partner-based interventions for individuals with dysarthria. Identifying listener characteristics that facilitate speech understanding is a necessary step in designing communication partner interventions. Musicianship enhances speech understanding in adverse listening conditions such as speech-in-noise. This preliminary investigation explored whether this advantage translated to understanding dysarthric speech. Adult listeners with and without musical training experience transcribed dysarthric speech productions. Phoneme intelligibility, word intelligibility, and the type of transcription errors (insertion, substitution, deletion) were compared between the listener groups. Although no differences were observed for overall phoneme and word transcription scores, a significant interaction between listener group and transcription error type was observed. This finding suggests the potential for distinct listening strategies and abilities between listeners with and without musical training experience. These preliminary results support larger scale efforts to investigate the elements of musical training that can be leveraged to develop listener-based interventions.
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