Pub Date : 2022-07-21DOI: 10.1177/10483950221101453d
C. Westby
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Pub Date : 2022-07-21DOI: 10.1177/10483950221101453
C. Westby
Identifying a language difference versus a language disorder in young bilingual children is a challenging task for speech-language pathologists. Narrative assessments are increasingly employed in identifying bilingual students with language impairment. Research on dual language learners (DLLs) has shown that children achieve language competency in their second language (L2) first in narrative organization (macrostructure), then vocabulary, and last morphology (Paradis, 2016). Narrative tasks are often used to assess the language of schoolage children because they tap a range of functional language skills (as opposed to decontextualized language assessments that, for example, ask children to name pictures, point to pictures, and finish sentences). Narratives require a variety of receptive/comprehension language skills and expressive/production language skills. Children must be able to remember a story they hear and understand who the story characters were, what they did, and why; they must also be able to produce stories in which they coherently link ideas and organize those ideas around a common theme (Gillam & Pearson, 2004). Difficulty in performing these tasks is associated with language impairment (Tsimpli et al., 2016). A significant discrepancy between receptive and expressive ability has been a hallmark of language impairment (Gibson et al., 2018). Recent research indicates that a receptive–expressive gap occurs in vocabulary and semantic testing for bilingual children (Gibson et al., 2012, 2014b), but not with typically developing (TD) children; furthermore, the discrepancy is exacerbated for bilingual children with primary language impairment (PLI; Gibson et al., 2014a). Such a discrepancy would not be predicted in theory because standardized tests are designed based on normative research to yield outcomes that should be comparable. A newsletter dedicated to speech & language in school-age children
识别年轻双语儿童的语言差异和语言障碍对言语语言病理学家来说是一项具有挑战性的任务。叙事评估越来越多地用于识别有语言障碍的双语学生。对双语学习者（DLL）的研究表明，儿童在第二语言（L2）中首先在叙事组织（宏观结构）、词汇和最后的形态方面获得了语言能力（Paradis，2016）。叙事任务通常用于评估学龄儿童的语言，因为它们利用了一系列功能性语言技能（而不是去文本化的语言评估，例如，要求儿童命名图片、指向图片和完成句子）。叙述需要多种接受/理解语言技能和表达/生产语言技能。孩子们必须能够记住他们听到的故事，并理解故事中的人物是谁，他们做了什么，以及为什么；他们还必须能够制作出连贯地将想法联系起来并围绕共同主题组织这些想法的故事（Gillam&Pearson，2004）。执行这些任务的困难与语言障碍有关（Tsimpli等人，2016）。接受能力和表达能力之间的显著差异是语言障碍的标志（Gibson et al.，2018）。最近的研究表明，双语儿童在词汇和语义测试中存在接受-表达差距（Gibson et al.，20122014b），但在典型发育（TD）儿童中没有；此外，对于有初级语言障碍的双语儿童来说，这种差异更加严重（PLI；Gibson等人，2014a）。这种差异在理论上是无法预测的，因为标准化测试是基于规范性研究设计的，目的是产生具有可比性的结果。一份致力于学龄儿童言语和语言的时事通讯
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Pub Date : 2022-07-21DOI: 10.1177/10483950221101453b
C. Westby
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/10.3109/0
{"title":"Our Choice of Words Matters","authors":"C. Westby","doi":"10.1177/10483950221101453b","DOIUrl":"https://doi.org/10.1177/10483950221101453b","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/10.3109/0","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42079195","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 : 2022-07-21DOI: 10.1177/10483950221101453a
C. Westby
Clinicians are often asked whether a child will outgrow speech errors without intervention. There are two potential outcomes for children with speech sound disorders (SSDs): normalization or long-term, persistent SSD (Roulstone et al., 2009; Wren et al., 2016). Understanding whether children outgrow speech errors without intervention is of clinical importance because there are fewer speech-language pathologists (SLPs) than the number of children who need their services, and there are often long waiting lists. Access to speechlanguage pathology services can impact children, their families, and society (McGill et al., 2020). Some children who do not receive speech-language pathology services may be able to resolve their speech errors at a later time point, whereas other children continue to show a large number of errors even when they receive belated therapy. For these latter children, delays in services or insufficient intervention frequency may lead to poor speech outcomes affecting children’s education, social development, and occupational prospects (McLeod et al., 2019). This study investigated four consistently reported risk factors of SSD related to children’s speech and language profiles (low stimulability, intelligibility, presence of atypical errors, and expressive language difficulties) and how these factors related to children’s time to normalization. This article presents the findings of a naturalistic cohort study investigating speech normalization and normalization rates in Cantonesespeaking preschool children in Hong Kong, China, who may be at risk for SSD. The objectives of this study were to quantify speech normalization rates at 2.5-year follow-up and to investigate predictors of time to normalization. The researchers examined (a) children who resolved nonadult realizations of speech sounds (i.e., had normalized production of speech sounds) and (b) those who had persisting speech sound difficulties (did not normalize) over 2.5 years. Method
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Pub Date : 2022-05-01DOI: 10.1177/10483950221086338d
C. Westby
humanity in historical, cultural, scientific, and spiritual contexts. The materials for the Honoring Tribal Legacies curriculum are quite extensive. It will take considerable time to review all that is available. Unless educators or SLPs are working with Plains Indians and Northwest Native students, they will likely use only selective portions of the curriculum. I suggest beginning with Inglebret’s unit, Honoring Tribal Legacies in Telling the Lewis and Clark Story. For many students, this unit will be sufficient to introduce activities that can serve as mirrors, windows, and sliding glass doors for Native and non-Native students. To gain a better understanding of the multiliteracy pedagogy framework, I also suggest reading Inglebret’s chapter 2 in volume 2 of the digital handbook, Place-Based Multiliteracies Framework. This chapter provides details on the components of multiliteracies pedagogy.
{"title":"Therapy as a Journey of Change","authors":"C. Westby","doi":"10.1177/10483950221086338d","DOIUrl":"https://doi.org/10.1177/10483950221086338d","url":null,"abstract":"humanity in historical, cultural, scientific, and spiritual contexts. The materials for the Honoring Tribal Legacies curriculum are quite extensive. It will take considerable time to review all that is available. Unless educators or SLPs are working with Plains Indians and Northwest Native students, they will likely use only selective portions of the curriculum. I suggest beginning with Inglebret’s unit, Honoring Tribal Legacies in Telling the Lewis and Clark Story. For many students, this unit will be sufficient to introduce activities that can serve as mirrors, windows, and sliding glass doors for Native and non-Native students. To gain a better understanding of the multiliteracy pedagogy framework, I also suggest reading Inglebret’s chapter 2 in volume 2 of the digital handbook, Place-Based Multiliteracies Framework. This chapter provides details on the components of multiliteracies pedagogy.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47651643","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 : 2022-05-01DOI: 10.1177/10483950221086338b
C. Westby
By teaching with diverse books, we push open doors and encourage students to explore worlds and lives unlike theirs. In doing so, we support the multiple cultural influences (values, practices, experiences, etc.) affecting both readers and authors, and the ways in which these influence meaning making. We want students to recognize the benefits of stepping through those doors, taking on the perspective of someone different from us, and communicating that diverse perspectives and experiences are truly valued and valuable.
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Pub Date : 2022-05-01DOI: 10.1177/10483950221086338c
C. Westby
Some authors have suggested that the symbolic play deficit in ASD is due to children’s difficulty generating play ideas (a performance deficit), rather than difficulty comprehending symbolic pretend (a competence aspect), when adults provide them with supportive scaffolding and ideas. Are the differences noted in the pretend play of children with ASD an issue of competence (they don’t possess pretend qualities in their play) or performance (they understand pretend play and can engage in it but they rarely do) (Kasari et al., 2013)? Yet even though they do somewhat better in scaffolded play, children with ASD still exhibit significant play deficits in both spontaneous and scaffolded play, indicating their play deficits are in both competence and performance; the play deficit is not limited to problems with generativity (Rutherford et al., 2007).
一些作者认为，ASD的象征性游戏缺陷是由于当成年人为他们提供支持性的脚手架和想法时，儿童难以产生游戏想法(表现缺陷)，而不是难以理解象征性假装(能力方面)。ASD儿童在假装游戏中所表现出的差异是能力问题(他们在游戏中不具备假装的品质)还是表现问题(他们理解假装游戏，并能参与其中，但很少这样做)(Kasari et al.， 2013)?然而，尽管ASD儿童在框架式游戏中表现得更好，但他们在自发游戏和框架式游戏中仍然表现出明显的游戏缺陷，这表明他们的游戏缺陷既存在于能力上，也存在于表现上;游戏缺陷并不局限于生成问题(Rutherford et al.， 2007)。
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Pub Date : 2022-05-01DOI: 10.1177/10483950221086338
C. Westby
{"title":"The Transtheoretical Model Applied to Stuttering","authors":"C. Westby","doi":"10.1177/10483950221086338","DOIUrl":"https://doi.org/10.1177/10483950221086338","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867601","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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