Utilization of visual information and listener strategies in intelligibility impairment related to bilateral facial paresis

Abstract

This study investigated how intelligibility scores of a speaker with bilateral facial paresis differed in auditory-only and auditory–visual presentation modes. A speech sample was collected and movies were created in both auditory-only and auditory–visual modes. These movies were presented to listeners who were unfamiliar with the speaker (n = 20) with 10 of the listeners randomly assigned to the auditory-only listening mode and 10 assigned to the auditory–visual mode. Listeners transcribed what they heard and also completed a scale to determine the strategies used to understand this speaker's utterances. Results of ANOVA revealed that intelligibility in the auditory–visual condition was significantly greater than intelligibility for the auditory-only condition. Listeners reported utilizing many strategies to transcribe the speaker's utterances and listeners in the auditory–visual mode utilized cognitive strategies significantly more than listeners in the auditory-only mode. Findings of this study highlight the importance of visual information provided to listeners, as well as the types of strategies that listeners may use or be taught to use in understanding speakers with dysarthria.

Keywords:

• Dysarthria
• intelligibility
• neuromotor speech disorders
• auditory–visual perception

Acknowledgements

The author wishes to thank the speaker for allowing me to produce the stimuli, as well as the listeners who participated in this experiment. Acknowledgement is also given to Renee Robitaille, Gina Strahan, and Michelle Kupfer, graduate students who ran subjects and assisted with data analysis, as well as Dr Dan Morris who assisted with statistical analyses. Support for this research was provided by Florida Atlantic University College of Education Dean's Office in the form of start-up funding for equipment. Finally, the author would like to acknowledge the research of Dr Estelle Klasner, whose interest with everyday listener skills was critical to this study.