Pub Date : 2022-12-31DOI: 10.21849/cacd.2021.00598
Sojung Kim, Aaron M. Roman, Alexandra Moore
Purpose: The purpose of the pilot study is to explore patient and caregiver (i.e., spouse, parent, grandparent, child, and grandchild) satisfaction regarding telepractice versus in-person services provided at a university speech, language, and hearing clinic.Methods: Survey data were collected from 70 respondents (24 received in-person services only, 13 received telepractice only, and 33 received both in-person services and telepractice) during the onset of the COVID-19 pandemic.Results: Results indicated that patients and caregivers rated overall in-person services significantly higher than the overall telepractice services. Patients’ and caregivers’ perceived technology skills were not significantly related to their satisfaction of telepractice. However, graduate clinicians’ technology skills, professionalism, and the quality of materials used in sessions were significantly associated with patients’ and caregivers’ satisfaction of telepractice. Also, patients’ and caregivers’ interaction with graduate students and supervisors was significantly correlated to their satisfaction of telepractice.Conclusions: Areas of improvement for telepractice-based services were discussed. The significance of adopting telepractice clinical and technical skills in preservice speech-lan¬guage pathology pedagogy was also highlighted.
{"title":"Patient and caregiver satisfaction regarding telepractice versus in-person services at a university speech, language, and hearing clinic","authors":"Sojung Kim, Aaron M. Roman, Alexandra Moore","doi":"10.21849/cacd.2021.00598","DOIUrl":"https://doi.org/10.21849/cacd.2021.00598","url":null,"abstract":"Purpose: The purpose of the pilot study is to explore patient and caregiver (i.e., spouse, parent, grandparent, child, and grandchild) satisfaction regarding telepractice versus in-person services provided at a university speech, language, and hearing clinic.Methods: Survey data were collected from 70 respondents (24 received in-person services only, 13 received telepractice only, and 33 received both in-person services and telepractice) during the onset of the COVID-19 pandemic.Results: Results indicated that patients and caregivers rated overall in-person services significantly higher than the overall telepractice services. Patients’ and caregivers’ perceived technology skills were not significantly related to their satisfaction of telepractice. However, graduate clinicians’ technology skills, professionalism, and the quality of materials used in sessions were significantly associated with patients’ and caregivers’ satisfaction of telepractice. Also, patients’ and caregivers’ interaction with graduate students and supervisors was significantly correlated to their satisfaction of telepractice.Conclusions: Areas of improvement for telepractice-based services were discussed. The significance of adopting telepractice clinical and technical skills in preservice speech-lan¬guage pathology pedagogy was also highlighted.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44902328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.21849/cacd.2022.00773
Ayşe Nur Koçak, M. E. Cangi
Purpose: Few studies have examined the emotional responses of adults who stutter (AWS) in specific situations. The aim of this study is to determine the emotions of AWS in different communication situations at various times in communication.Methods: The study included 38 AWS. The first stage of the study determined the difficulties related to stuttering in communication situations by requiring the participants to complete a questionnaire consisting of open-ended questions. The four SLTs scored these situations from various aspects (e.g., common experience of difficulty for AWS) and the final version of the 19-item list of situations in the “Determining Emotions Regarding Communication Situations in Stuttering Questionnaire (DERCSQ)” has been reached. The DERCSQ also provided a list of 90 emotions related to communication situations and stuttering. The participants completed the DERCSQ by indicating their feelings in three communication situations (before, during, and after communication).Results: The results indicated that AWS frequently experience negative emotions in different communication situations. The participants indicated that they experience the following emotions in pre-communication: excited (194), anxious (143), restless (142), tense (128), and concerned (118). During the communication, the participants experience the following emotions: uneasy (90), excited (88), uncomfortable (81), insufficient (78), and restless (75). During the after-communication period, the participants indicated that they experience the following emotions: anxiety (38), uneasy (34), uncomfortable (34), insufficient (33), and self-rage (32).Conclusions: The emotions obtained are compatible with the stuttering and psychology literature, it is remarkable that emotions such as anxiety and uneasy after stuttering were prominent.
{"title":"Emotional reactions of people who stutter in difficult communication situations: a preliminary study","authors":"Ayşe Nur Koçak, M. E. Cangi","doi":"10.21849/cacd.2022.00773","DOIUrl":"https://doi.org/10.21849/cacd.2022.00773","url":null,"abstract":"Purpose: Few studies have examined the emotional responses of adults who stutter (AWS) in specific situations. The aim of this study is to determine the emotions of AWS in different communication situations at various times in communication.Methods: The study included 38 AWS. The first stage of the study determined the difficulties related to stuttering in communication situations by requiring the participants to complete a questionnaire consisting of open-ended questions. The four SLTs scored these situations from various aspects (e.g., common experience of difficulty for AWS) and the final version of the 19-item list of situations in the “Determining Emotions Regarding Communication Situations in Stuttering Questionnaire (DERCSQ)” has been reached. The DERCSQ also provided a list of 90 emotions related to communication situations and stuttering. The participants completed the DERCSQ by indicating their feelings in three communication situations (before, during, and after communication).Results: The results indicated that AWS frequently experience negative emotions in different communication situations. The participants indicated that they experience the following emotions in pre-communication: excited (194), anxious (143), restless (142), tense (128), and concerned (118). During the communication, the participants experience the following emotions: uneasy (90), excited (88), uncomfortable (81), insufficient (78), and restless (75). During the after-communication period, the participants indicated that they experience the following emotions: anxiety (38), uneasy (34), uncomfortable (34), insufficient (33), and self-rage (32).Conclusions: The emotions obtained are compatible with the stuttering and psychology literature, it is remarkable that emotions such as anxiety and uneasy after stuttering were prominent.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45143600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.21849/cacd.2022.00675
Jessica R. Stewart, Debra C. Vigil, A. Olszewski, Coryann Thornock
Purpose: This study reviewed the literature examining type and frequency of gesture use in children diagnosed with autism spectrum disorder (ASD) in comparison to other populations. The findings can inform future studies and programs targeting the use of gestures as an early indicator of ASD.Methods: A six step search procedure was utilized to identify all articles exploring gesture use in children with ASD in comparison to other populations. Articles meeting inclusion criteria were double coded by the investigators with 97% agreement. Results examining type and frequency of gesture were synthesized and three common themes were identified: comparison group(s), age of participants with ASD, and gesture terminology.Results: A total of 32 studies met inclusion criteria for this study. Of these studies, nine exclusively measured type of gesture, 17 exclusively measured frequency, and 6 measured both type and frequency. Results indicate that children with ASD used different types and frequency of gesture in comparison to other populations. The most studied age range was 4-5 years and most studies used typically developing children as the comparison group. Gesture terminology and definition were extremely variable.Conclusions: Children with ASD are using different types and frequencies of gesture when compared to other populations. More research including younger and more diverse populations is needed to translate these findings into clinical practice. Additionally, there is a need for more consistent use of gesture terminology and definition.
{"title":"Gesture use in children with autism spectrum disorder: a scoping review","authors":"Jessica R. Stewart, Debra C. Vigil, A. Olszewski, Coryann Thornock","doi":"10.21849/cacd.2022.00675","DOIUrl":"https://doi.org/10.21849/cacd.2022.00675","url":null,"abstract":"Purpose: This study reviewed the literature examining type and frequency of gesture use in children diagnosed with autism spectrum disorder (ASD) in comparison to other populations. The findings can inform future studies and programs targeting the use of gestures as an early indicator of ASD.Methods: A six step search procedure was utilized to identify all articles exploring gesture use in children with ASD in comparison to other populations. Articles meeting inclusion criteria were double coded by the investigators with 97% agreement. Results examining type and frequency of gesture were synthesized and three common themes were identified: comparison group(s), age of participants with ASD, and gesture terminology.Results: A total of 32 studies met inclusion criteria for this study. Of these studies, nine exclusively measured type of gesture, 17 exclusively measured frequency, and 6 measured both type and frequency. Results indicate that children with ASD used different types and frequency of gesture in comparison to other populations. The most studied age range was 4-5 years and most studies used typically developing children as the comparison group. Gesture terminology and definition were extremely variable.Conclusions: Children with ASD are using different types and frequencies of gesture when compared to other populations. More research including younger and more diverse populations is needed to translate these findings into clinical practice. Additionally, there is a need for more consistent use of gesture terminology and definition.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47092934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.21849/cacd.2022.00892
Jang Hyo Sun, Eun Kyoung Lee
Purpose: This study examined the need for speech language rehabilitation awareness and the use of therapeutic-related apps among parents and teachers living on a remote island.Methods: A questionnaire survey was conducted among 121 parents and 100 teachers living on a remote island.Results: This study aimed to examine the needs of remote island parents and teachers for speech language rehabilitation awareness and the use of therapeutic apps. As a result of examining the level of awareness on the need for speech language rehabilitation,59.5% that they needed treatment. In the case of teachers,78% chose “Yes,”.Conclusions: As a result of investigating the speech language rehabilitation awareness and usage status of parents and teachers, 57.9% “required” the treatment. Teachers were “well aware” of the need for speech language rehabilitation.” As for the route of knowing speech language rehabilitation, “education and training” was the highest with 52 (52%). Delayed overall receptive and expressive speech language received the highest score (71 people) in terms of speech language rehabilitation reasons, while the biggest problem was considered unclear pronunciation based on 73 people. The possibility of collaboration with a therapist was deemed “necessary” based on a majority of 93 people said that they wanted to help. Secondly, as a result of investigating whether or not parents and teachers could use apps related to treatment and the actual situation, 12 parents (9.9%) had an experience using speech language rehabilitation-related apps. Thirdly, after examining the needs and differences between the parents’ and teachers’ therapeutic apps, monitoring (61.2%), word sentences (56.2%), video (52.1%), respiration (49.1%), animation (47.9%), and lecture (43.8%) were selected in order. Teacher therapy app requirements appeared in descending order of monitoring (59%), word sentences (53%), video content (46%), and quantitative information provision (44%). Parents and teachers expressed that word sentences, surveillance, and video content were essential.
{"title":"Parents’ and teachers’ perceptions of speech language rehabilitation and demands for the use of treatment-related apps","authors":"Jang Hyo Sun, Eun Kyoung Lee","doi":"10.21849/cacd.2022.00892","DOIUrl":"https://doi.org/10.21849/cacd.2022.00892","url":null,"abstract":"Purpose: This study examined the need for speech language rehabilitation awareness and the use of therapeutic-related apps among parents and teachers living on a remote island.Methods: A questionnaire survey was conducted among 121 parents and 100 teachers living on a remote island.Results: This study aimed to examine the needs of remote island parents and teachers for speech language rehabilitation awareness and the use of therapeutic apps. As a result of examining the level of awareness on the need for speech language rehabilitation,59.5% that they needed treatment. In the case of teachers,78% chose “Yes,”.Conclusions: As a result of investigating the speech language rehabilitation awareness and usage status of parents and teachers, 57.9% “required” the treatment. Teachers were “well aware” of the need for speech language rehabilitation.” As for the route of knowing speech language rehabilitation, “education and training” was the highest with 52 (52%). Delayed overall receptive and expressive speech language received the highest score (71 people) in terms of speech language rehabilitation reasons, while the biggest problem was considered unclear pronunciation based on 73 people. The possibility of collaboration with a therapist was deemed “necessary” based on a majority of 93 people said that they wanted to help. Secondly, as a result of investigating whether or not parents and teachers could use apps related to treatment and the actual situation, 12 parents (9.9%) had an experience using speech language rehabilitation-related apps. Thirdly, after examining the needs and differences between the parents’ and teachers’ therapeutic apps, monitoring (61.2%), word sentences (56.2%), video (52.1%), respiration (49.1%), animation (47.9%), and lecture (43.8%) were selected in order. Teacher therapy app requirements appeared in descending order of monitoring (59%), word sentences (53%), video content (46%), and quantitative information provision (44%). Parents and teachers expressed that word sentences, surveillance, and video content were essential.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45514062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.21849/cacd.2022.00794
Hyun-Jin Chang, M. Shin, Hyo-Jung Kim
Purpose: The process of education through the relationship between students is carried out through communication. This study is meaningful in that it provides information for improving the communication skills of teachers from the viewpoint of students and finds implications for improving communication skills.Methods: The subjects of this study were 70 students enrolled in middle school and high school. A questionnaire was used that consisted of the communication skills emphasized in the specialized area of speech therapy and in the general communication process area.Results: First, among the total factors, the most significant item was role playing ability (having good communication skills). Meanwhile, in the perception of teachers with poor communication skills, the lowest item that was most significant was the ability of others to understand. Second, for each sub-domain, the question that had the best perception of the teacher was “communicate smoothly with any student,” which was question 3 of role performance. For each sub-area, the question with the least recognition of the teacher was “Ask the students how they felt about what the teacher said,” which was question 3 of understanding others. Third, in the ranking of middle and high school students on the importance of the communication ability elements of teachers, most influence was from listening ability, language ability, fluency ability, and articulation ability.Conclusions: There is a need for professional and intensive education or a support program that can satisfy the needs of teachers for communication elements.
{"title":"A study about recognition of middle school and high school students on teacher’s communication skills","authors":"Hyun-Jin Chang, M. Shin, Hyo-Jung Kim","doi":"10.21849/cacd.2022.00794","DOIUrl":"https://doi.org/10.21849/cacd.2022.00794","url":null,"abstract":"Purpose: The process of education through the relationship between students is carried out through communication. This study is meaningful in that it provides information for improving the communication skills of teachers from the viewpoint of students and finds implications for improving communication skills.Methods: The subjects of this study were 70 students enrolled in middle school and high school. A questionnaire was used that consisted of the communication skills emphasized in the specialized area of speech therapy and in the general communication process area.Results: First, among the total factors, the most significant item was role playing ability (having good communication skills). Meanwhile, in the perception of teachers with poor communication skills, the lowest item that was most significant was the ability of others to understand. Second, for each sub-domain, the question that had the best perception of the teacher was “communicate smoothly with any student,” which was question 3 of role performance. For each sub-area, the question with the least recognition of the teacher was “Ask the students how they felt about what the teacher said,” which was question 3 of understanding others. Third, in the ranking of middle and high school students on the importance of the communication ability elements of teachers, most influence was from listening ability, language ability, fluency ability, and articulation ability.Conclusions: There is a need for professional and intensive education or a support program that can satisfy the needs of teachers for communication elements.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43066104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.21849/cacd.2022.00899
Seong Hee Choi, Eun Kyoung Lee
Purpose: Compulsory use of masks is recommended to prevent droplet infection during the COVID-19 pandemic. This can alter optimal communication in daily life. This study compared the self-perceived speech handicap and vocal tract discomfort when wearing and not wearing a face mask and different types of face masks in a healthy population.Methods: This is a cross-sectional study conducted via an online questionnaire. Speech Handicap Index (SHI) and Vocal Tract Discomfort Scale (VTDS) scores were collected via Google forms (Google, Mountain View, California) from 128 healthy Korean populations with and without face masks and different types of face masks.Results: While speaking with a face mask, subjects were identified with a significant lack of air, unclear articulation, and reduced speech intelligibility in a noisy situation. Although total SHI and VTDS scores exhibited slightly higher with a face mask, no significant differences were found between with and without mask conditions. For mask type, individuals who frequently wore KF94 masks subjectively perceived significantly higher speech handicap and vocal tract discomfort than surgical or fabric masks.Conclusions: In the current study, wearing a face mask did not have a significant impact on speech handicap and vocal tract discomfort in a healthy adult population during the COVID-19 pandemic period, implying people already adapted to wearing a face mask. In terms of speech problems and frequency, the severity of sensation or symptoms of vocal discomfort significantly differed depending on which face mask type they used. Future research should address self-evaluation of their feeling or experience due to face mask use, considering the elderly and patients with communication disorders who suffer more with communication in daily life.
{"title":"Speech handicap and vocal tract discomfort with different types of face masks in the COVID-19 era","authors":"Seong Hee Choi, Eun Kyoung Lee","doi":"10.21849/cacd.2022.00899","DOIUrl":"https://doi.org/10.21849/cacd.2022.00899","url":null,"abstract":"Purpose: Compulsory use of masks is recommended to prevent droplet infection during the COVID-19 pandemic. This can alter optimal communication in daily life. This study compared the self-perceived speech handicap and vocal tract discomfort when wearing and not wearing a face mask and different types of face masks in a healthy population.Methods: This is a cross-sectional study conducted via an online questionnaire. Speech Handicap Index (SHI) and Vocal Tract Discomfort Scale (VTDS) scores were collected via Google forms (Google, Mountain View, California) from 128 healthy Korean populations with and without face masks and different types of face masks.Results: While speaking with a face mask, subjects were identified with a significant lack of air, unclear articulation, and reduced speech intelligibility in a noisy situation. Although total SHI and VTDS scores exhibited slightly higher with a face mask, no significant differences were found between with and without mask conditions. For mask type, individuals who frequently wore KF94 masks subjectively perceived significantly higher speech handicap and vocal tract discomfort than surgical or fabric masks.Conclusions: In the current study, wearing a face mask did not have a significant impact on speech handicap and vocal tract discomfort in a healthy adult population during the COVID-19 pandemic period, implying people already adapted to wearing a face mask. In terms of speech problems and frequency, the severity of sensation or symptoms of vocal discomfort significantly differed depending on which face mask type they used. Future research should address self-evaluation of their feeling or experience due to face mask use, considering the elderly and patients with communication disorders who suffer more with communication in daily life.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43675131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.21849/cacd.2021.00458
Joon Shin, Hyo-Jeong Lee, Junghwa Bahng
Purpose: The present study aimed to identify the overall patterns of spatial hearing in a sample population of the geriatric population wearing a hearing aid in an actual clinical setting and to investigate while paying attention to aging and the effects of spatial separation on informational masking (IM) of target speech of common types of noise in everyday life.Methods: Nine participants (mean age: 68.9 ± 9.6) wearing hearing aids participated. The spatial hearing abilities of the participants were assessed by measuring their speech reception threshold (SRT) and spatial release from masking (SRM), using speech-like (SLN) and steady-state (SSN) noise-maskers.Results: The study results identified a trend in the decrease in SRT in all noise conditions with increasing azimuth angles. The larger the target/masker spatial separation, the larger the SRM became in all noise conditions. Results revealed that geriatric hearing-impaired participants experienced a comparable amount of SRM from IM in SLN concerning SSN.Conclusions: Given these findings, the spatial separation did not have the same effects on the IM of target speech by SLN in the geriatric population wearing a hearing aid as it did in the general hearing-impaired population at younger ages. It can be inferred from these findings that the extent to which informational maskers can compromise the spatial hearing abilities of geriatric hearing-impaired listeners may depend on their age and the severity of spatial hearing loss being imposed on them.
{"title":"Spatial hearing in middle-aged and older adults with a hearing aid: Does noise type matter?","authors":"Joon Shin, Hyo-Jeong Lee, Junghwa Bahng","doi":"10.21849/cacd.2021.00458","DOIUrl":"https://doi.org/10.21849/cacd.2021.00458","url":null,"abstract":"Purpose: The present study aimed to identify the overall patterns of spatial hearing in a sample population of the geriatric population wearing a hearing aid in an actual clinical setting and to investigate while paying attention to aging and the effects of spatial separation on informational masking (IM) of target speech of common types of noise in everyday life.Methods: Nine participants (mean age: 68.9 ± 9.6) wearing hearing aids participated. The spatial hearing abilities of the participants were assessed by measuring their speech reception threshold (SRT) and spatial release from masking (SRM), using speech-like (SLN) and steady-state (SSN) noise-maskers.Results: The study results identified a trend in the decrease in SRT in all noise conditions with increasing azimuth angles. The larger the target/masker spatial separation, the larger the SRM became in all noise conditions. Results revealed that geriatric hearing-impaired participants experienced a comparable amount of SRM from IM in SLN concerning SSN.Conclusions: Given these findings, the spatial separation did not have the same effects on the IM of target speech by SLN in the geriatric population wearing a hearing aid as it did in the general hearing-impaired population at younger ages. It can be inferred from these findings that the extent to which informational maskers can compromise the spatial hearing abilities of geriatric hearing-impaired listeners may depend on their age and the severity of spatial hearing loss being imposed on them.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43409737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.21849/cacd.2021.00500
Sunjung Kim Thao, L. Lombardino, S. Tibi, Amber Gleghorn
Purpose: The prevalence of multimedia technology in the current educational settings has increased the need for investigating how individual differences such as reading difficulties moderate multimedia learning. Given that instructional designs closely interact with task characteristics and requirements, we aimed to explore how students with reading difficulties perform various types of learning tasks within the context of multimedia instruction.Methods: College students with and without reading difficulties viewed a multimedia lesson on stem cell research while their eye movements were recorded. After viewing the multimedia slides, students completed four tasks pertaining to the content provided in the lesson.Results: Students with reading difficulties performed poorer than their peers on the procedural task while the groups’ performance did not differ on definitional, infographic, and argumentative tasks. Further, there was no difference in the eye fixation counts and gaze duration between the two groups.Conclusions: Our findings underscore the importance of an awareness that the types of tasks used to assess students’ knowledge may impact their performance. Information of this nature may be useful in determining optimal learning experiences for students with learning difficulties.
{"title":"Multimodal learning: How task types affect learning of students with reading difficulties","authors":"Sunjung Kim Thao, L. Lombardino, S. Tibi, Amber Gleghorn","doi":"10.21849/cacd.2021.00500","DOIUrl":"https://doi.org/10.21849/cacd.2021.00500","url":null,"abstract":"Purpose: The prevalence of multimedia technology in the current educational settings has increased the need for investigating how individual differences such as reading difficulties moderate multimedia learning. Given that instructional designs closely interact with task characteristics and requirements, we aimed to explore how students with reading difficulties perform various types of learning tasks within the context of multimedia instruction.Methods: College students with and without reading difficulties viewed a multimedia lesson on stem cell research while their eye movements were recorded. After viewing the multimedia slides, students completed four tasks pertaining to the content provided in the lesson.Results: Students with reading difficulties performed poorer than their peers on the procedural task while the groups’ performance did not differ on definitional, infographic, and argumentative tasks. Further, there was no difference in the eye fixation counts and gaze duration between the two groups.Conclusions: Our findings underscore the importance of an awareness that the types of tasks used to assess students’ knowledge may impact their performance. Information of this nature may be useful in determining optimal learning experiences for students with learning difficulties.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.21849/cacd.2021.00451
Grace Lyon, C. McCann, S. Purdy, C. Moore
Purpose: Aphasia impacts not just the individual with aphasia, but also their family members and friends. Known as third-party disability, it is largely hidden but can be as pervasive as aphasia itself. Gavel Clubs are a Toastmasters International-affiliated group where members participate in public-speaking tasks. Participation has been associated with improvements in quality-of-life and communication confidence but the extent to which it can impact family members of people with aphasia is not yet known. This study explored family member perspectives of participation in a Gavel Club for people with aphasia, to reveal any benefits or challenges perceived by family members and/or close friends.Methods: Semi-structured interviews were undertaken with 13 family members or close friends of people with aphasia who regularly participated in a weekly Gavel Club. The interviews were analysed using thematic analysis.Results: Three themes were identified: (1) Something to do, (2) Sense of community and (3) I can see great improvements, along with two subthemes (i) This is not just us and (ii) Support of knowing other people go through it. The themes reflected a largely positive experience of Gavel Club participation as perceived by family members. The theme names were derived from quotes from the participants.Conclusions: Regular participation in a Gavel Club for people with aphasia has a positive impact beyond just the person with aphasia, extending to their family members and close friends. This impact can be direct, if the family members themselves participate, or indirect, through the perceived benefits for the person with aphasia.
{"title":"“It’s improved the whole lifestyle”: Exploring the family perspective of participation in a Gavel Club for people with aphasia","authors":"Grace Lyon, C. McCann, S. Purdy, C. Moore","doi":"10.21849/cacd.2021.00451","DOIUrl":"https://doi.org/10.21849/cacd.2021.00451","url":null,"abstract":"Purpose: Aphasia impacts not just the individual with aphasia, but also their family members and friends. Known as third-party disability, it is largely hidden but can be as pervasive as aphasia itself. Gavel Clubs are a Toastmasters International-affiliated group where members participate in public-speaking tasks. Participation has been associated with improvements in quality-of-life and communication confidence but the extent to which it can impact family members of people with aphasia is not yet known. This study explored family member perspectives of participation in a Gavel Club for people with aphasia, to reveal any benefits or challenges perceived by family members and/or close friends.Methods: Semi-structured interviews were undertaken with 13 family members or close friends of people with aphasia who regularly participated in a weekly Gavel Club. The interviews were analysed using thematic analysis.Results: Three themes were identified: (1) Something to do, (2) Sense of community and (3) I can see great improvements, along with two subthemes (i) This is not just us and (ii) Support of knowing other people go through it. The themes reflected a largely positive experience of Gavel Club participation as perceived by family members. The theme names were derived from quotes from the participants.Conclusions: Regular participation in a Gavel Club for people with aphasia has a positive impact beyond just the person with aphasia, extending to their family members and close friends. This impact can be direct, if the family members themselves participate, or indirect, through the perceived benefits for the person with aphasia.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49531491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.21849/cacd.2022.00780
Eun Kyoung Lee
Purpose: This study compares the degree of metaphor and reasoning comprehension development of three groups by evaluating the metaphor and reasoning comprehension of children with language development delay, children with matching language age, and children with matching chronological age.Methods: The subjects of the study were 15 children with delayed language development, 15 children with matching chronological age, and 15 children with matching language age. In order to find out their understanding of metaphors and reasoning, the test was conducted by presenting a stimulus plan with three stimulation pictures on one panel in which a subject selects a corresponding picture from the three pictures according to the inspector’s verbal instruction. The test consists of 70 questions, and the stimulus picture of metaphor and reasoning comprehension consists of figurative, dictionary, and inappropriate content.Results: Metaphor and reasoning comprehension was tested with the contents of metaphor ability based on substantive objects and metaphor ability based on abstract objects, with the following results. First, there was a significant difference between these groups as a result of comparing the development of metaphor and reasoning comprehension of children with delayed language development, children with matching language age, and children with matching chronological age. Second, there was no difference in metaphor and inference comprehension between the children’s group with language development delay and the children’s group with matching chronological age as they both showed high performance and their metaphor and inference comprehension was homogeneous. Third, as a result of comparing the metaphorical abilities of the children’s group with language development delay and the other children’s groups, it was found that an intervention program is needed to improve the metaphor and reasoning comprehension of children with language development delay. In particular, it is necessary to develop an arbitration method, which focuses on conceptualizing light abstract ideas, to improve their metaphor and reasoning comprehension.Conclusions: Based on this result, systematic intervention according to the degree of development of metaphor and reasoning ability is necessary to improve the social communication ability of children with delayed language development.
{"title":"Characteristics of metaphor and reasoning comprehension ability of school-aged children with language development delay","authors":"Eun Kyoung Lee","doi":"10.21849/cacd.2022.00780","DOIUrl":"https://doi.org/10.21849/cacd.2022.00780","url":null,"abstract":"Purpose: This study compares the degree of metaphor and reasoning comprehension development of three groups by evaluating the metaphor and reasoning comprehension of children with language development delay, children with matching language age, and children with matching chronological age.Methods: The subjects of the study were 15 children with delayed language development, 15 children with matching chronological age, and 15 children with matching language age. In order to find out their understanding of metaphors and reasoning, the test was conducted by presenting a stimulus plan with three stimulation pictures on one panel in which a subject selects a corresponding picture from the three pictures according to the inspector’s verbal instruction. The test consists of 70 questions, and the stimulus picture of metaphor and reasoning comprehension consists of figurative, dictionary, and inappropriate content.Results: Metaphor and reasoning comprehension was tested with the contents of metaphor ability based on substantive objects and metaphor ability based on abstract objects, with the following results. First, there was a significant difference between these groups as a result of comparing the development of metaphor and reasoning comprehension of children with delayed language development, children with matching language age, and children with matching chronological age. Second, there was no difference in metaphor and inference comprehension between the children’s group with language development delay and the children’s group with matching chronological age as they both showed high performance and their metaphor and inference comprehension was homogeneous. Third, as a result of comparing the metaphorical abilities of the children’s group with language development delay and the other children’s groups, it was found that an intervention program is needed to improve the metaphor and reasoning comprehension of children with language development delay. In particular, it is necessary to develop an arbitration method, which focuses on conceptualizing light abstract ideas, to improve their metaphor and reasoning comprehension.Conclusions: Based on this result, systematic intervention according to the degree of development of metaphor and reasoning ability is necessary to improve the social communication ability of children with delayed language development.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42278447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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