Pub Date : 2023-04-15DOI: 10.1177/10483950231161474c
C. Westby
{"title":"MED-EL Rehabilitation Materials for Children With Hearing Loss","authors":"C. Westby","doi":"10.1177/10483950231161474c","DOIUrl":"https://doi.org/10.1177/10483950231161474c","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42757407","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 : 2023-04-15DOI: 10.1177/10483950231161474a
C. Westby
randomized controlled trial. Language, Speech, and Hearing Services in Schools, 43(4), 474–495. https://doi. org/10.1044/0161-1461(2012/11-0066) Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2011). A systematic meta-analytic review of evidence for the effectiveness of the “Fast ForWord” language intervention program. Journal of Child Psychology and Psychiatry, 52(3), 224–235. https://doi.org/10.1111/j.1469-7610.2010 .02329.x
{"title":"Speech Sound Disorder and Executive Function","authors":"C. Westby","doi":"10.1177/10483950231161474a","DOIUrl":"https://doi.org/10.1177/10483950231161474a","url":null,"abstract":"randomized controlled trial. Language, Speech, and Hearing Services in Schools, 43(4), 474–495. https://doi. org/10.1044/0161-1461(2012/11-0066) Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2011). A systematic meta-analytic review of evidence for the effectiveness of the “Fast ForWord” language intervention program. Journal of Child Psychology and Psychiatry, 52(3), 224–235. https://doi.org/10.1111/j.1469-7610.2010 .02329.x","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45936715","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 : 2023-04-15DOI: 10.1177/10483950231161474
C. Westby
Speech-language pathologists (SLPs) are to employ evidence-based practices found in the research literature. Evidence of the effectiveness of therapy for older children with developmental language disorder (DLD), and particularly those with oral language comprehension/receptive language impairments, is very limited (Boyle et al., 2010; Ebbels et al., 2017). In young children, some language difficulties are ameliorated through maturation and intervention (Law et al., 2000). If children age 5 years and older still present language difficulties, it is likely that these difficulties will persist in some form also later in life (Bishop et al., 2017). The age of the individual may also affect what kind of interventions should be used. The authors of this article conducted a systematic scoping review of literature on oral language comprehension interventions. Their intent was to develop an overview on the topic and to summarize the findings of the current research. The authors found a limited number of studies in general and a very small number of randomized controlled trials (RCTs). Consequently, a systematic review including only RCTs was not considered to be the best option, and it was decided to look for evidence from studies conducted with various research designs. School-age children and adolescents between 5 and 17 years of age with DLD were the target population of the review. The intervention was defined as an intervention aiming to improve oral language comprehension on its own or together with expressive language. The outcomes were skills in one or more areas contributing to oral language comprehension. The research questions for the review were the following:
{"title":"Efficacy of Interventions Targeting Language Comprehension","authors":"C. Westby","doi":"10.1177/10483950231161474","DOIUrl":"https://doi.org/10.1177/10483950231161474","url":null,"abstract":"Speech-language pathologists (SLPs) are to employ evidence-based practices found in the research literature. Evidence of the effectiveness of therapy for older children with developmental language disorder (DLD), and particularly those with oral language comprehension/receptive language impairments, is very limited (Boyle et al., 2010; Ebbels et al., 2017). In young children, some language difficulties are ameliorated through maturation and intervention (Law et al., 2000). If children age 5 years and older still present language difficulties, it is likely that these difficulties will persist in some form also later in life (Bishop et al., 2017). The age of the individual may also affect what kind of interventions should be used. The authors of this article conducted a systematic scoping review of literature on oral language comprehension interventions. Their intent was to develop an overview on the topic and to summarize the findings of the current research. The authors found a limited number of studies in general and a very small number of randomized controlled trials (RCTs). Consequently, a systematic review including only RCTs was not considered to be the best option, and it was decided to look for evidence from studies conducted with various research designs. School-age children and adolescents between 5 and 17 years of age with DLD were the target population of the review. The intervention was defined as an intervention aiming to improve oral language comprehension on its own or together with expressive language. The outcomes were skills in one or more areas contributing to oral language comprehension. The research questions for the review were the following:","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45319347","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 : 2023-04-15DOI: 10.1177/10483950231161474b
C. Westby
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych113011-143750 Dodd, B. (2005). Children with speech disorder: Defining the problem. In B. Dodd (Ed.), Differential diagnosis and treatment of children with speech disorder (2nd ed., pp. 3–23). Whurr Publishers. Dodd, B. (2014). Differential diagnosis of paediatric speech disorder. Current Developmental Disorders Reports, 1(3), 189–196. https://doi.org/10.1007/s40474-014-0017-3 Dodd, B., Hua, Z., Crosbie, S., Holm, A., & Ozanne, A. (2002). Diagnostic evaluation of articulation and phonology. Pearson. Dodd, B., Leahy, J. & Hambly, G. (1989). Phonological disorders in children: Underlying cognitive deficits. British Journal of Developmental Psychology, 7(1), 55–71. 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 Hayiou-Thomas, M., Carroll, J., Leavett, R., Hilme, C., & Snowling, M. (2017). When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia. Journal of Child Psychology and Psychiatry, 58, 197–205. https://doi. org/10.1111/jcpp.12648 Jacques, S., & Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in pre-schoolers. Developmental Neuropsychology, 20(3), 573–591. https://doi. org/10.1207/S15326942DN2003_2 McCormack, J., McLeod, S., McAllister, L., & Harrison, L. (2009). A systematic review of the association between childhood speech impairment and participation across the lifespan. International Journal of Speech-Language Pathology, 11(2), 155– 170. https://doi.org/10.1080/17549500802676859 National Institute on Deafness and Other Communication Disorders. (2016). Quick statistics about voice, speech, language. https://www.nidcd.nih.gov/health/statistics/quickstatisticsvoice-speech-language Ozanne, A. (2005). Childhood apraxia of speech. In B. Dodd (Ed.), Differential Diagnosis and Treatment of Speech Disorders (2nd Edition), pp. 71–182. London, UK: Whurr Publishers. Waring, R., Eadie, P., Rickard Liow, S., & Dodd, B. (2017). Do children with phonological delay have phonological short-term and phonological working memory deficits? Child Language Teaching and Therapy, 33(1), 33–46. https://doi.org/10.1177/0265659016654955 Waring, R., Eadie, P., Rickard Liow, S., & Dodd, B. (2018). The phonological memory profile of preschool children who make atypical speech sound errors. Clinical Linguistics & Phonetics, 32(1), 28–45. https://doi.org/10.1080/02699206.2017.1326167 Williams, A. Y., McLeod, S., & McCauley, R. J. (2020). Interventions for speech sound disorders (2
{"title":"Reducing Anxiety in Autistic Persons","authors":"C. Westby","doi":"10.1177/10483950231161474b","DOIUrl":"https://doi.org/10.1177/10483950231161474b","url":null,"abstract":"American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych113011-143750 Dodd, B. (2005). Children with speech disorder: Defining the problem. In B. Dodd (Ed.), Differential diagnosis and treatment of children with speech disorder (2nd ed., pp. 3–23). Whurr Publishers. Dodd, B. (2014). Differential diagnosis of paediatric speech disorder. Current Developmental Disorders Reports, 1(3), 189–196. https://doi.org/10.1007/s40474-014-0017-3 Dodd, B., Hua, Z., Crosbie, S., Holm, A., & Ozanne, A. (2002). Diagnostic evaluation of articulation and phonology. Pearson. Dodd, B., Leahy, J. & Hambly, G. (1989). Phonological disorders in children: Underlying cognitive deficits. British Journal of Developmental Psychology, 7(1), 55–71. 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 Hayiou-Thomas, M., Carroll, J., Leavett, R., Hilme, C., & Snowling, M. (2017). When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia. Journal of Child Psychology and Psychiatry, 58, 197–205. https://doi. org/10.1111/jcpp.12648 Jacques, S., & Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in pre-schoolers. Developmental Neuropsychology, 20(3), 573–591. https://doi. org/10.1207/S15326942DN2003_2 McCormack, J., McLeod, S., McAllister, L., & Harrison, L. (2009). A systematic review of the association between childhood speech impairment and participation across the lifespan. International Journal of Speech-Language Pathology, 11(2), 155– 170. https://doi.org/10.1080/17549500802676859 National Institute on Deafness and Other Communication Disorders. (2016). Quick statistics about voice, speech, language. https://www.nidcd.nih.gov/health/statistics/quickstatisticsvoice-speech-language Ozanne, A. (2005). Childhood apraxia of speech. In B. Dodd (Ed.), Differential Diagnosis and Treatment of Speech Disorders (2nd Edition), pp. 71–182. London, UK: Whurr Publishers. Waring, R., Eadie, P., Rickard Liow, S., & Dodd, B. (2017). Do children with phonological delay have phonological short-term and phonological working memory deficits? Child Language Teaching and Therapy, 33(1), 33–46. https://doi.org/10.1177/0265659016654955 Waring, R., Eadie, P., Rickard Liow, S., & Dodd, B. (2018). The phonological memory profile of preschool children who make atypical speech sound errors. Clinical Linguistics & Phonetics, 32(1), 28–45. https://doi.org/10.1080/02699206.2017.1326167 Williams, A. Y., McLeod, S., & McCauley, R. J. (2020). Interventions for speech sound disorders (2","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45249006","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 : 2023-04-15DOI: 10.1177/10483950231161474f
{"title":"Cochlear Implants for Children with Developmental Delays","authors":"","doi":"10.1177/10483950231161474f","DOIUrl":"https://doi.org/10.1177/10483950231161474f","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46056731","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 : 2023-04-15DOI: 10.1177/10483950231161474e
C. Westby
the website, there are videos of four adolescents with different types of disabilities describing what they put in each of the boxes. Suggested questions are available to assist students in completing the One-Pager. See Chart 1 above for an example of a completed One-Pager. Both the I’m Determined website and the University of Kansas Beach Center website are extensive, with many materials and videos to explore and links to related sites. The materials on these sites can be used to teach specific foundational self-determination skills or to implement a comprehensive curriculum involving collaboration between speech-language pathologists and educators. Development of students’ self-determination and self-advocacy should be part of transition planning for students with disabilities. Transition plans are a required part of the special education process designed to help students with disabilities live as independently and self-sufficiently as possible after high school. Schools are required to include a transition plan in students’ IEPs when students turn 16 years old, but ideally, this transition process should begin much sooner. Teaching self-determination skills enables students to participate actively in their educational programs and development of their transition plans.
{"title":"Exercise and Autism","authors":"C. Westby","doi":"10.1177/10483950231161474e","DOIUrl":"https://doi.org/10.1177/10483950231161474e","url":null,"abstract":"the website, there are videos of four adolescents with different types of disabilities describing what they put in each of the boxes. Suggested questions are available to assist students in completing the One-Pager. See Chart 1 above for an example of a completed One-Pager. Both the I’m Determined website and the University of Kansas Beach Center website are extensive, with many materials and videos to explore and links to related sites. The materials on these sites can be used to teach specific foundational self-determination skills or to implement a comprehensive curriculum involving collaboration between speech-language pathologists and educators. Development of students’ self-determination and self-advocacy should be part of transition planning for students with disabilities. Transition plans are a required part of the special education process designed to help students with disabilities live as independently and self-sufficiently as possible after high school. Schools are required to include a transition plan in students’ IEPs when students turn 16 years old, but ideally, this transition process should begin much sooner. Teaching self-determination skills enables students to participate actively in their educational programs and development of their transition plans.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45059106","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 : 2023-02-07DOI: 10.1177/10483950221150052e
{"title":"Advantages of Handwriting for Learning","authors":"","doi":"10.1177/10483950221150052e","DOIUrl":"https://doi.org/10.1177/10483950221150052e","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42652106","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 : 2023-02-07DOI: 10.1177/10483950221150052
C. Westby
The tech world is constantly changing. In addition to computers, iPads, and cell phones, children now have access to voice assistants (VAs). We know little about what children seek in their interactions with VAs and what they expect. We also know little about how children guide their interactions with VAs and how they adjust their inquiry behavior based on the responses received. Although children are growing up increasingly surrounded by VAs, we know little about the impact these interactive technologies have on children’s cognitive and social development. In this study, the authors address these gaps by thoroughly examining 3to 10-year-old children’s interactions with VAs and the characteristics of their inquiry behavior. Children learn by asking questions. Their ability to ask effective questions develops from age 4 to adulthood (e.g., Jones et al., 2020; Ruggeri et al., 2016; Ruggeri & Feufel, 2015; Ruggeri & Lombrozo, 2015). Preschool-age children are able to tailor their questions to maximize the information they receive (Ruggeri et al., 2017). They are also able to critically evaluate the answers they receive and act on how informative they think the answer is. If children are satisfied with the information they have received, they tend to end their search for information or ask a follow-up question to receive additional information. If they are not satisfied with the information, they repeat their original question (Chouinard et al., 2007; Frazier et al., 2009). Although preschoolers are developing the ability to judge whether their question has been answered, it is not until the elementary school years that children become sensitive to the level of informativeness of a response (Ronfard et al., 2018). Children can engage in conversations with VAs and ask them questions. Lovato and Piper (2015) reported that children engage with VAs mostly to seek information (e.g., “Do whales sleep?”); to understand the assistant as an agent (e.g., “What is your favorite food?”); to have fun with it, either by requesting jokes or by asking silly questions; and, to a lesser extent, to give commands by sending text messages. Most of A newsletter dedicated to speech & language in school-age children
{"title":"Learning to Talk to Alexa","authors":"C. Westby","doi":"10.1177/10483950221150052","DOIUrl":"https://doi.org/10.1177/10483950221150052","url":null,"abstract":"The tech world is constantly changing. In addition to computers, iPads, and cell phones, children now have access to voice assistants (VAs). We know little about what children seek in their interactions with VAs and what they expect. We also know little about how children guide their interactions with VAs and how they adjust their inquiry behavior based on the responses received. Although children are growing up increasingly surrounded by VAs, we know little about the impact these interactive technologies have on children’s cognitive and social development. In this study, the authors address these gaps by thoroughly examining 3to 10-year-old children’s interactions with VAs and the characteristics of their inquiry behavior. Children learn by asking questions. Their ability to ask effective questions develops from age 4 to adulthood (e.g., Jones et al., 2020; Ruggeri et al., 2016; Ruggeri & Feufel, 2015; Ruggeri & Lombrozo, 2015). Preschool-age children are able to tailor their questions to maximize the information they receive (Ruggeri et al., 2017). They are also able to critically evaluate the answers they receive and act on how informative they think the answer is. If children are satisfied with the information they have received, they tend to end their search for information or ask a follow-up question to receive additional information. If they are not satisfied with the information, they repeat their original question (Chouinard et al., 2007; Frazier et al., 2009). Although preschoolers are developing the ability to judge whether their question has been answered, it is not until the elementary school years that children become sensitive to the level of informativeness of a response (Ronfard et al., 2018). Children can engage in conversations with VAs and ask them questions. Lovato and Piper (2015) reported that children engage with VAs mostly to seek information (e.g., “Do whales sleep?”); to understand the assistant as an agent (e.g., “What is your favorite food?”); to have fun with it, either by requesting jokes or by asking silly questions; and, to a lesser extent, to give commands by sending text messages. Most of A newsletter dedicated to speech & language in school-age children","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42934582","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 : 2023-02-07DOI: 10.1177/10483950221150052b
C. Westby
In 1975, British philosopher Paul Grice proposed what has become known as the cooperative principle of conversation, or Grice’s maxims (Grice, 1975). The cooperative principle makes several requirements of speakers (see Figure 1). They must avoid providing less or more information than is required (first and second maxims of quantity), be truthful and avoid saying something lacking adequate evidence (maxim of quality), be relevant to the topic of conversation (maxim of relation), and avoid obscurity of expression and ambiguity and be brief and orderly (maxim of manner). An additional maxim of politeness (be polite) has also be added to the four maxims proposed by Grice.
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