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A 12-week swimming intervention on s...

Casey, Amanda Faith.

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A 12-week swimming intervention on specific respiratory elements of speech production in adolescents with Down syndrome.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A 12-week swimming intervention on specific respiratory elements of speech production in adolescents with Down syndrome./
作者:	Casey, Amanda Faith.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-04, Section: B, page: 2307.
Contained By:	Dissertation Abstracts International68-04B.
標題:	Health Sciences, Recreation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR25732
ISBN:	9780494257326

A 12-week swimming intervention on specific respiratory elements of speech production in adolescents with Down syndrome.
Casey, Amanda Faith.

A 12-week swimming intervention on specific respiratory elements of speech production in adolescents with Down syndrome. - 137 p.

Source: Dissertation Abstracts International, Volume: 68-04, Section: B, page: 2307.

Thesis (Ph.D.)--University of Calgary (Canada), 2007.

Key words. speech intelligibility, breathing frequency, speaking duration, maximum phonation duration, initiation volume, expired mean airflow, kicking-breathing training, and freestyle-breathing training.

ISBN: 9780494257326Subjects--Topical Terms:

1018003
Health Sciences, Recreation.

A 12-week swimming intervention on specific respiratory elements of speech production in adolescents with Down syndrome.
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245 1 2 $a A 12-week swimming intervention on specific respiratory elements of speech production in adolescents with Down syndrome.
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500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: B, page: 2307.
502 $a Thesis (Ph.D.)--University of Calgary (Canada), 2007.
520 $a Key words. speech intelligibility, breathing frequency, speaking duration, maximum phonation duration, initiation volume, expired mean airflow, kicking-breathing training, and freestyle-breathing training.
520 $a Speech production challenges are prevalent in adolescents with DS. The purpose of this study was to assess the impact of a swimming intervention (SI) on specific respiratory elements of speech production in a group of 26 adolescents (12--19 yrs.) with Down syndrome (DS). In order to investigate the relationship between swimming and aspects of speech respiration, the study was designed with two objectives. The primary objective was to investigate the effectiveness of a Learn to Swim and Train program based on a competitive model. When participants learned to swim and train through the application of a swimming intervention, then the second objective, to examine the impact of the intervention on speech breathing, could be pursued. Pre-post-follow-up intervention changes in selected speech production measures, speech intelligibility, speech breathing factors, and respiratory speech factors in 12 participants in a swimming intervention group (DS-SI) were compared to 14 participants in a non-intervention group (DS-NI). The results measuring the effectiveness of the swimming intervention demonstrated that 100% of the participants surpassed the Swim to Survive Standard set by the Lifesaving Society (2006). The results from the secondary objective demonstrated that the DS-SI participants increased maximum phonation duration (sec) from pre-intervention by an average of 3 seconds and decreased from post-test to a 12-week follow-up by an average of 3 seconds. These changes were statistically significant and perceptibly audible. No significant changes in maximum phonation duration were observed in the DS-NI group during the time corresponding to the intervention and follow-up. One of two speech-breathing variables, speaking duration, approached significance for the female DS-SI participants compared to female DS-NI participants. In addition, the effect of the intervention type, kicking-breathing training (KBT) and freestyle-breathing training (FBT), was also studied in twelve of the DS-SI participants. Following testing, the twelve were divided into either KBT or FBT. Maximum phonation duration for both the KBT participants and the FBT participants increased; however, the FBT participants approached significance for initiation volume. Meaningful results demonstrate the effectiveness of the competitive learn to swim and train model adapted to meet the needs of adolescents with DS, while further suggesting the potential for a swimming intervention to increase overall phonation duration, speaking duration, and initiation volume in adolescents with DS.
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