Auditory-Perceptual and Acoustic Characteristics of Sibilant and Vowel Sounds in Children with Cleft Palate Undergoing Rapid Palatal Expansion
Bibliographic record
Abstract
Introduction: The goal of the present study was to analyze the auditory-perceptual and acoustic characteristics of sibilant and vowel sounds over the course of rapid palatal expansion treatment in children with cleft lip and palate (CLP). METHODS: A Nasometer headset was used to record vowel-consonant-vowel (VCV) nonwords with the sibilants "s, z, sh" and the vowels "a, i, u" in 28 children with CLP at six time points. Auditory-perceptual and acoustic analyses of 4,500 VCV productions were obtained. RESULTS: Perceived sibilant errors increased after expander insertion (T2) and gradually returned to pretreatment levels. The s-sound was distorted most frequently (38.3%), while the fewest errors were noted for sh (28.6%). Auditory-perceptual and acoustic measures of nasality increased from the baseline before expander insertion (T1) to the final time point after secondary alveolar bone-grafting (T6). Variability between repeated productions was noted for 26.6% of consonant productions. A cluster analysis showed that 13 children with a higher error rate of 43.9% at T1 had a lower rate of 37.4% at T6 while 15 children with a lower error rate of 16.1% at T1 had a higher rate of 26.6% at T6. CONCLUSION: Speech errors increased at T2, followed by gradual improvement until T6. The cluster analysis found that some patients in this study showed an increase of pathological speech characteristics over the course of the palatal expansion treatment. More research is needed to investigate how the cleft team can identify and mitigate possible adverse effects for speech. .
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".