{"title":"Our Choice of Words Matters","authors":"C. Westby","doi":"10.1177/10483950221101453b","DOIUrl":null,"url":null,"abstract":"Dodd, B. (2014). Differential diagnosis of pediatric speech sound disorder. Current Developmental Disorders Reports, 1(3), 189– 196. https://doi.org/10.1007/s40474-014-0017-3 Dodd, B., Ttofari-Eecen, K., Brommeyer, K., Ng, K., Reilly, S., & Morgan, A. (2018). Delayed and disordered development of articulation and phonology between four and seven years. Child Language Teaching and Therapy, 34(2), 87–99. https:// doi. org/10.1177/0265659017735958 Glaspey, A., & Stoel-Gammon, C. (2007). A dynamic approach to phonological assessment. International Journal of SpeechLanguage Pathology, 9(4), 286–296. https://doi.org/ 10.1080/14417 040701435418 Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020). Evaluating children in U.S. public schools with speech sound disorders. Topics in Language Disorders, 40(4), 326–340. https://doi.org/10.1097/tld.0000000000000226 Kok, E. C. E., & To, C. K. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale–Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629–638. https://doi.org/10.1044/2019_LSHSS-18-0073 Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29(4), 255–278. https://doi.org/10.1016/0021-9924(96)00013-5 McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381–391. https://doi.org/10.1080/17549 500903125111 Subtelny, J. (1977). Assessment of speech with implications for training. In F. Bess (Ed.), Childhood deafness (pp. 183–194). Grune & Stratton. To, C. K. S., Cheung, P. S., & McLeod, S. (2013). A population study of children’s acquisition of Hong Kong Cantonese consonants, vowels, and tones. Journal of Speech, Language, and Hearing Research, 56(1), 103–122. https://doi.org/10.1044/10924388(2012/11-0080) Tourville, J. A., & Guenther, F. H. (2011). The DIVA model: A neural theory of speech acquisition and production. Language and Cognitive Processes, 26(7), 952–981. https://doi.org/ 10.1080/01690960903498424 Williams, A. L., McLeod, S., & McCauley, R. J. (2021). Interventions for speech sound disorders in children (2nd ed.). Brookes. Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study. Journal of Speech, Language, and Hearing Research, 59(4), 647–673. https://doi.org/10.1044/2015_JSLHRS-14-0282","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Word of Mouth","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10483950221101453b","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
Dodd, B. (2014). Differential diagnosis of pediatric speech sound disorder. Current Developmental Disorders Reports, 1(3), 189– 196. https://doi.org/10.1007/s40474-014-0017-3 Dodd, B., Ttofari-Eecen, K., Brommeyer, K., Ng, K., Reilly, S., & Morgan, A. (2018). Delayed and disordered development of articulation and phonology between four and seven years. Child Language Teaching and Therapy, 34(2), 87–99. https:// doi. org/10.1177/0265659017735958 Glaspey, A., & Stoel-Gammon, C. (2007). A dynamic approach to phonological assessment. International Journal of SpeechLanguage Pathology, 9(4), 286–296. https://doi.org/ 10.1080/14417 040701435418 Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020). Evaluating children in U.S. public schools with speech sound disorders. Topics in Language Disorders, 40(4), 326–340. https://doi.org/10.1097/tld.0000000000000226 Kok, E. C. E., & To, C. K. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale–Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629–638. https://doi.org/10.1044/2019_LSHSS-18-0073 Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29(4), 255–278. https://doi.org/10.1016/0021-9924(96)00013-5 McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381–391. https://doi.org/10.1080/17549 500903125111 Subtelny, J. (1977). Assessment of speech with implications for training. In F. Bess (Ed.), Childhood deafness (pp. 183–194). Grune & Stratton. To, C. K. S., Cheung, P. S., & McLeod, S. (2013). A population study of children’s acquisition of Hong Kong Cantonese consonants, vowels, and tones. Journal of Speech, Language, and Hearing Research, 56(1), 103–122. https://doi.org/10.1044/10924388(2012/11-0080) Tourville, J. A., & Guenther, F. H. (2011). The DIVA model: A neural theory of speech acquisition and production. Language and Cognitive Processes, 26(7), 952–981. https://doi.org/ 10.1080/01690960903498424 Williams, A. L., McLeod, S., & McCauley, R. J. (2021). Interventions for speech sound disorders in children (2nd ed.). Brookes. Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study. Journal of Speech, Language, and Hearing Research, 59(4), 647–673. https://doi.org/10.1044/2015_JSLHRS-14-0282
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