Tika Ormond - Academia.edu (original) (raw)

Papers by Tika Ormond

International Journal of Speech-Language Pathology, Sep 19, 2017

Written reflective practice aims to support critical thinking and problem solving skills in speec... more Written reflective practice aims to support critical thinking and problem solving skills in speech-language pathology (SLP) clinical education programmes. Yet, there has been limited investigation of students' development of written reflective practice skills over time and during a real-time clinical experience. The purpose of this study was to investigate students' development of breadth and depth of written reflective practice across a six-week clinical experience. Participants were 59 undergraduate and 14 postgraduate SLP students. Participants wrote critical reflections describing an interaction with a client/s at the conclusion of weeks two, four and six of their clinical experience. Formative feedback was provided after each submission. Breadth and depth of reflection were coded using a modification of Plack et al.'s coding schema. There was a statistically significant association between time and likelihood of development of breadth of reflection for the elements process and content. Depth of reflection improved significantly across time. The majority of participants were classified as "reflectors" or critical reflector at the conclusion of the study. SLP students can make significant improvements in both breadth and depth of written reflective practice over a six-week period. Implications for clinical teaching are discussed.

PubMed, Nov 30, 2018

An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has... more An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has become increasingly recognised in American, British and New Zealand English speaking young women. It is not regarded as an involuntary voice disorder, but rather as a volitional strategy. Intermittent vocal fry is recognised as a common voice feature, particularly at the end of a sentence. It occurs at the lowest range of a speaker's F0 (pitch). We present evidence that vocal fry use is increasing in young New Zealand women. This article is to highlight the new phenomenon of extreme and sustained vocal fry as a vocal style, which is the first voice feature to have come to the attention of the general public through the news media.

Clinical Linguistics & Phonetics, Apr 6, 2016

This article presents a follow-up study to Lee, van Dulm, Robb, and Ormond (2015). The aim was to... more This article presents a follow-up study to Lee, van Dulm, Robb, and Ormond (2015). The aim was to explore communication restriction in adults with stuttering (AWS) using typical language measures and systemic functional linguistics (SFL) analyses. The article compared the pre- and post-treatment performance of AWS in language productivity and complexity, transitivity, modality, appraisal, and theme. Ten-minute conversational samples were obtained from 20 AWS before and after participation in intensive stuttering treatment. Transcripts were analysed for quantity and complexity of verbal output, and frequency of transitivity, modality, appraisal and theme resources. Between pre- and post-treatment, the following differences were observed: (1) a significant increase in frequency of modal operators, and trends approaching significance for (2) increased language complexity (3) increased language expressing appraisal. These changes suggest increased flexibility of language use in AWS following treatment, particularly towards interpersonal engagement. The value of SFL to this area of research is discussed.

Journal of Voice, May 1, 2008

Speech, Language and Hearing, Feb 26, 2018

Focus on health professional education : a multi-disciplinary journal, Nov 1, 2005

Background: Little is currently known about differences in reasoning between health professionals... more Background: Little is currently known about differences in reasoning between health professionals. Ideally, the contribution of skills and knowledge of different team members should result in positive outcomes both for the team members and the client, who should benefit from the diverse but complementary input from a range of professionals. These benefits imply the existence of shared philosophies and goals, and recognition by all team members of the value of the perspective that each practitioner brings. This article reports on the results of a study that explored similarities and differences in the focus of clinical reasoning between members of a multidisciplinary team in a health care setting. Methods: This multi-site study was located in the care of the elderly assessment and rehabilitation wards. Multiple semi-structured interviews (involving open-ended questions) were conducted with the members of two well-established multidisciplinary teams, with members from at least four disciplines, about the management of a specific patient. Results and Discussion: Similarities and differences identified in team members' reasoning are reported, and implications for patient care, team training and development and future research are discussed.

Citation: Hornibrook, J., Lin, E., Ormond, T.(2011) The “iPhone” as a useful and valid tool in la... more Citation: Hornibrook, J., Lin, E., Ormond, T.(2011) The “iPhone” as a useful and valid tool in laryngology. University of Canterbury, Christchurch, New Zealand: 8th Asia Pacific Conference on Speech, Language and Hearing, 11-14 Jan 2011.

International Journal of Language & Communication Disorders, 2008

In the Lidcombe Program of Early Stuttering Intervention, parents present verbal contingencies fo... more In the Lidcombe Program of Early Stuttering Intervention, parents present verbal contingencies for stutter-free and stuttered speech in everyday situations. A previous randomized controlled trial of the programme with preschool-age children from 2005, conducted in two public speech clinics in New Zealand, showed that the odds of attaining clinically minimal levels of stuttering 9 months after randomization were more than seven times greater for the treatment group than for the control group. To follow up the children in the trial to determine extended long-term outcomes of the programme. An experienced speech-language therapist who was not involved in the original trial talked with the children on the telephone, audio recording the conversations using a telephone recording jack. Parental reports were gathered in addition to the children's speech samples in order to obtain a balance of objective data and reports from a wide range of situations. At the time of this follow-up, the children were aged 7-12 years, with a mean of 5 years post-randomization in the 2005 trial. Twenty of the 29 children in the treatment arm and eight of the 25 children in the control (no treatment) arm were able to be contacted. Of the children in the treatment group, one (5%) failed to complete treatment and 19 had completed treatment successfully and had zero or near-zero frequency of stuttering. Three of the children (16%) who had completed treatment successfully had relapsed after 2 or more years of speech that was below 1% syllables stuttered. Meaningful comparison with the control group was not possible because an insufficient number of control children were located and some of them received treatment after completing the trial. The majority of preschool children are able to complete the Lidcombe Program successfully and remain below 1% syllables stuttered for a number of years. However, a minority of children do relapse and will require their parents to reinstate the treatment procedures.

Abstract: Clinical educators use a variety of methods to facilitate student development of critic... more Abstract: Clinical educators use a variety of methods to facilitate student development of critical thinking. One method is the use of effective questioning within written feedback. High level questions help to facilitate critical thinking by requiring the student to evaluate or make judgment on a clinical situation. As students progress through a continuum of competency from novice to graduate, the nature of feedback changes from directives to questions in response to the students ’ developing critical thinking abilities. This research notes details aspects in written feedback within a speech pathology educational setting. Novice students received lower level questions and more directives compared to advanced students. Suggestions for monitoring the ways in which questions are presented within written feedback are discussed.

Focus on health professional education : a multi-disciplinary journal, 2005

Background: Little is currently known about differences in reasoning between health professionals... more Background: Little is currently known about differences in reasoning between health professionals. Ideally, the contribution of skills and knowledge of different team members should result in positive outcomes both for the team members and the client, who should benefit from the diverse but complementary input from a range of professionals. These benefits imply the existence of shared philosophies and goals, and recognition by all team members of the value of the perspective that each practitioner brings. This article reports on the results of a study that explored similarities and differences in the focus of clinical reasoning between members of a multidisciplinary team in a health care setting. Methods: This multi-site study was located in the care of the elderly assessment and rehabilitation wards. Multiple semi-structured interviews (involving open-ended questions) were conducted with the members of two well-established multidisciplinary teams, with members from at least four di...

Folia Phoniatrica et Logopaedica, 2012

Aims: This study examined the viability of using iPhone recordings for acoustic measurements of v... more Aims: This study examined the viability of using iPhone recordings for acoustic measurements of voice quality. Methods: Acoustic measures were compared between voice signals simultaneously recorded from 11 normal speakers (6 females and 5 males) through an iPhone (model A1303, Apple, USA) and a comparison recording system. Comparisons were also conducted between the pre- and post-operative voices recorded from 10 voice patients (4 females and 6 males) through the iPhone. Participants aged between 27 and 79 years. Results: Measures from iPhone and comparison signals were found to be highly correlated. Findings of the effects of vowel type on the selected measures were consistent between the two recording systems and congruent with previous findings. Analysis of the patient data revealed that a selection of acoustic measures, such as vowel space area and voice perturbation measures, consistently demonstrated a positive change following phonosurgery. Conclusion: The present findings in...

Otolaryngology -- Head and Neck Surgery, 2011

Objective: 1) Evaluate the adequacy of an iPhone for voice recording enabling acoustic measuremen... more Objective: 1) Evaluate the adequacy of an iPhone for voice recording enabling acoustic measurement of voice quality, and 2) demonstrate the usefulness of an iPhone-based acoustic analysis for identifying voice aberration and monitoring voice changes after phonosurgery. Method: Twenty-two voice patients, aged from 25 to 92 years (mean, 54.8 years; SD, 18.5 years), read sentences taken from a standard passage. An iPhone (Model 1303) with an internal microphone was used for voice recording. Vowels segmented from the sentences were submitted to an acoustic analysisprocedure to yield measures. Results: Compared with the simultaneous voice recordings via another direct digitization method, the iPhone voice recordings showed relatively high measure-remeasure and acceptable between-system reliabilities for aselection of acoustic measures. In patients with pre- and posttreatment recordings, perturbation measures, including percent jitter, percentage shimmer, and signal-to-noise ratios, and t...

International Journal of Speech-Language Pathology, Sep 19, 2017

Written reflective practice aims to support critical thinking and problem solving skills in speec... more Written reflective practice aims to support critical thinking and problem solving skills in speech-language pathology (SLP) clinical education programmes. Yet, there has been limited investigation of students' development of written reflective practice skills over time and during a real-time clinical experience. The purpose of this study was to investigate students' development of breadth and depth of written reflective practice across a six-week clinical experience. Participants were 59 undergraduate and 14 postgraduate SLP students. Participants wrote critical reflections describing an interaction with a client/s at the conclusion of weeks two, four and six of their clinical experience. Formative feedback was provided after each submission. Breadth and depth of reflection were coded using a modification of Plack et al.'s coding schema. There was a statistically significant association between time and likelihood of development of breadth of reflection for the elements process and content. Depth of reflection improved significantly across time. The majority of participants were classified as "reflectors" or critical reflector at the conclusion of the study. SLP students can make significant improvements in both breadth and depth of written reflective practice over a six-week period. Implications for clinical teaching are discussed.

New Zealand medical journal (Print), Nov 30, 2018

An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has... more An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has become increasingly recognised in American, British and New Zealand English speaking young women. It is not regarded as an involuntary voice disorder, but rather as a volitional strategy. Intermittent vocal fry is recognised as a common voice feature, particularly at the end of a sentence. It occurs at the lowest range of a speaker's F0 (pitch). We present evidence that vocal fry use is increasing in young New Zealand women. This article is to highlight the new phenomenon of extreme and sustained vocal fry as a vocal style, which is the first voice feature to have come to the attention of the general public through the news media.

International Journal of Speech-Language Pathology, Sep 19, 2017

Written reflective practice aims to support critical thinking and problem solving skills in speec... more Written reflective practice aims to support critical thinking and problem solving skills in speech-language pathology (SLP) clinical education programmes. Yet, there has been limited investigation of students' development of written reflective practice skills over time and during a real-time clinical experience. The purpose of this study was to investigate students' development of breadth and depth of written reflective practice across a six-week clinical experience. Participants were 59 undergraduate and 14 postgraduate SLP students. Participants wrote critical reflections describing an interaction with a client/s at the conclusion of weeks two, four and six of their clinical experience. Formative feedback was provided after each submission. Breadth and depth of reflection were coded using a modification of Plack et al.'s coding schema. There was a statistically significant association between time and likelihood of development of breadth of reflection for the elements process and content. Depth of reflection improved significantly across time. The majority of participants were classified as "reflectors" or critical reflector at the conclusion of the study. SLP students can make significant improvements in both breadth and depth of written reflective practice over a six-week period. Implications for clinical teaching are discussed.

PubMed, Nov 30, 2018

An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has... more An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has become increasingly recognised in American, British and New Zealand English speaking young women. It is not regarded as an involuntary voice disorder, but rather as a volitional strategy. Intermittent vocal fry is recognised as a common voice feature, particularly at the end of a sentence. It occurs at the lowest range of a speaker's F0 (pitch). We present evidence that vocal fry use is increasing in young New Zealand women. This article is to highlight the new phenomenon of extreme and sustained vocal fry as a vocal style, which is the first voice feature to have come to the attention of the general public through the news media.

Clinical Linguistics & Phonetics, Apr 6, 2016

This article presents a follow-up study to Lee, van Dulm, Robb, and Ormond (2015). The aim was to... more This article presents a follow-up study to Lee, van Dulm, Robb, and Ormond (2015). The aim was to explore communication restriction in adults with stuttering (AWS) using typical language measures and systemic functional linguistics (SFL) analyses. The article compared the pre- and post-treatment performance of AWS in language productivity and complexity, transitivity, modality, appraisal, and theme. Ten-minute conversational samples were obtained from 20 AWS before and after participation in intensive stuttering treatment. Transcripts were analysed for quantity and complexity of verbal output, and frequency of transitivity, modality, appraisal and theme resources. Between pre- and post-treatment, the following differences were observed: (1) a significant increase in frequency of modal operators, and trends approaching significance for (2) increased language complexity (3) increased language expressing appraisal. These changes suggest increased flexibility of language use in AWS following treatment, particularly towards interpersonal engagement. The value of SFL to this area of research is discussed.

Journal of Voice, May 1, 2008

Speech, Language and Hearing, Feb 26, 2018

Focus on health professional education : a multi-disciplinary journal, Nov 1, 2005

Background: Little is currently known about differences in reasoning between health professionals... more Background: Little is currently known about differences in reasoning between health professionals. Ideally, the contribution of skills and knowledge of different team members should result in positive outcomes both for the team members and the client, who should benefit from the diverse but complementary input from a range of professionals. These benefits imply the existence of shared philosophies and goals, and recognition by all team members of the value of the perspective that each practitioner brings. This article reports on the results of a study that explored similarities and differences in the focus of clinical reasoning between members of a multidisciplinary team in a health care setting. Methods: This multi-site study was located in the care of the elderly assessment and rehabilitation wards. Multiple semi-structured interviews (involving open-ended questions) were conducted with the members of two well-established multidisciplinary teams, with members from at least four disciplines, about the management of a specific patient. Results and Discussion: Similarities and differences identified in team members' reasoning are reported, and implications for patient care, team training and development and future research are discussed.

Citation: Hornibrook, J., Lin, E., Ormond, T.(2011) The “iPhone” as a useful and valid tool in la... more Citation: Hornibrook, J., Lin, E., Ormond, T.(2011) The “iPhone” as a useful and valid tool in laryngology. University of Canterbury, Christchurch, New Zealand: 8th Asia Pacific Conference on Speech, Language and Hearing, 11-14 Jan 2011.

International Journal of Language & Communication Disorders, 2008

In the Lidcombe Program of Early Stuttering Intervention, parents present verbal contingencies fo... more In the Lidcombe Program of Early Stuttering Intervention, parents present verbal contingencies for stutter-free and stuttered speech in everyday situations. A previous randomized controlled trial of the programme with preschool-age children from 2005, conducted in two public speech clinics in New Zealand, showed that the odds of attaining clinically minimal levels of stuttering 9 months after randomization were more than seven times greater for the treatment group than for the control group. To follow up the children in the trial to determine extended long-term outcomes of the programme. An experienced speech-language therapist who was not involved in the original trial talked with the children on the telephone, audio recording the conversations using a telephone recording jack. Parental reports were gathered in addition to the children's speech samples in order to obtain a balance of objective data and reports from a wide range of situations. At the time of this follow-up, the children were aged 7-12 years, with a mean of 5 years post-randomization in the 2005 trial. Twenty of the 29 children in the treatment arm and eight of the 25 children in the control (no treatment) arm were able to be contacted. Of the children in the treatment group, one (5%) failed to complete treatment and 19 had completed treatment successfully and had zero or near-zero frequency of stuttering. Three of the children (16%) who had completed treatment successfully had relapsed after 2 or more years of speech that was below 1% syllables stuttered. Meaningful comparison with the control group was not possible because an insufficient number of control children were located and some of them received treatment after completing the trial. The majority of preschool children are able to complete the Lidcombe Program successfully and remain below 1% syllables stuttered for a number of years. However, a minority of children do relapse and will require their parents to reinstate the treatment procedures.

Abstract: Clinical educators use a variety of methods to facilitate student development of critic... more Abstract: Clinical educators use a variety of methods to facilitate student development of critical thinking. One method is the use of effective questioning within written feedback. High level questions help to facilitate critical thinking by requiring the student to evaluate or make judgment on a clinical situation. As students progress through a continuum of competency from novice to graduate, the nature of feedback changes from directives to questions in response to the students ’ developing critical thinking abilities. This research notes details aspects in written feedback within a speech pathology educational setting. Novice students received lower level questions and more directives compared to advanced students. Suggestions for monitoring the ways in which questions are presented within written feedback are discussed.

Focus on health professional education : a multi-disciplinary journal, 2005

Background: Little is currently known about differences in reasoning between health professionals... more Background: Little is currently known about differences in reasoning between health professionals. Ideally, the contribution of skills and knowledge of different team members should result in positive outcomes both for the team members and the client, who should benefit from the diverse but complementary input from a range of professionals. These benefits imply the existence of shared philosophies and goals, and recognition by all team members of the value of the perspective that each practitioner brings. This article reports on the results of a study that explored similarities and differences in the focus of clinical reasoning between members of a multidisciplinary team in a health care setting. Methods: This multi-site study was located in the care of the elderly assessment and rehabilitation wards. Multiple semi-structured interviews (involving open-ended questions) were conducted with the members of two well-established multidisciplinary teams, with members from at least four di...

Folia Phoniatrica et Logopaedica, 2012

Aims: This study examined the viability of using iPhone recordings for acoustic measurements of v... more Aims: This study examined the viability of using iPhone recordings for acoustic measurements of voice quality. Methods: Acoustic measures were compared between voice signals simultaneously recorded from 11 normal speakers (6 females and 5 males) through an iPhone (model A1303, Apple, USA) and a comparison recording system. Comparisons were also conducted between the pre- and post-operative voices recorded from 10 voice patients (4 females and 6 males) through the iPhone. Participants aged between 27 and 79 years. Results: Measures from iPhone and comparison signals were found to be highly correlated. Findings of the effects of vowel type on the selected measures were consistent between the two recording systems and congruent with previous findings. Analysis of the patient data revealed that a selection of acoustic measures, such as vowel space area and voice perturbation measures, consistently demonstrated a positive change following phonosurgery. Conclusion: The present findings in...

Otolaryngology -- Head and Neck Surgery, 2011

Objective: 1) Evaluate the adequacy of an iPhone for voice recording enabling acoustic measuremen... more Objective: 1) Evaluate the adequacy of an iPhone for voice recording enabling acoustic measurement of voice quality, and 2) demonstrate the usefulness of an iPhone-based acoustic analysis for identifying voice aberration and monitoring voice changes after phonosurgery. Method: Twenty-two voice patients, aged from 25 to 92 years (mean, 54.8 years; SD, 18.5 years), read sentences taken from a standard passage. An iPhone (Model 1303) with an internal microphone was used for voice recording. Vowels segmented from the sentences were submitted to an acoustic analysisprocedure to yield measures. Results: Compared with the simultaneous voice recordings via another direct digitization method, the iPhone voice recordings showed relatively high measure-remeasure and acceptable between-system reliabilities for aselection of acoustic measures. In patients with pre- and posttreatment recordings, perturbation measures, including percent jitter, percentage shimmer, and signal-to-noise ratios, and t...

International Journal of Speech-Language Pathology, Sep 19, 2017

Written reflective practice aims to support critical thinking and problem solving skills in speec... more Written reflective practice aims to support critical thinking and problem solving skills in speech-language pathology (SLP) clinical education programmes. Yet, there has been limited investigation of students' development of written reflective practice skills over time and during a real-time clinical experience. The purpose of this study was to investigate students' development of breadth and depth of written reflective practice across a six-week clinical experience. Participants were 59 undergraduate and 14 postgraduate SLP students. Participants wrote critical reflections describing an interaction with a client/s at the conclusion of weeks two, four and six of their clinical experience. Formative feedback was provided after each submission. Breadth and depth of reflection were coded using a modification of Plack et al.'s coding schema. There was a statistically significant association between time and likelihood of development of breadth of reflection for the elements process and content. Depth of reflection improved significantly across time. The majority of participants were classified as "reflectors" or critical reflector at the conclusion of the study. SLP students can make significant improvements in both breadth and depth of written reflective practice over a six-week period. Implications for clinical teaching are discussed.

New Zealand medical journal (Print), Nov 30, 2018

An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has... more An extreme use of a voice feature with a lowered rough sound called vocal fry or creaky voice has become increasingly recognised in American, British and New Zealand English speaking young women. It is not regarded as an involuntary voice disorder, but rather as a volitional strategy. Intermittent vocal fry is recognised as a common voice feature, particularly at the end of a sentence. It occurs at the lowest range of a speaker's F0 (pitch). We present evidence that vocal fry use is increasing in young New Zealand women. This article is to highlight the new phenomenon of extreme and sustained vocal fry as a vocal style, which is the first voice feature to have come to the attention of the general public through the news media.