Pub Date : 2021-02-01DOI: 10.1080/2050571X.2021.1879611
Zheng Yen Ng, Monique Waite, L. Hickson, Katie Ekberg
ABSTRACT This review synthesized recent qualitative research evidence on language accessibility in early intervention allied health services in the context of providing family-centred care (FCC) for culturally and linguistically diverse (CALD) families of children with chronic health conditions. A search was conducted using nine bibliographic databases, and hand-searching. 11,888 articles were screened and assessed; 15 articles were then included. Analysis of data from these articles resulted in four themes: service delivery barriers in working with CALD families, clinicians’ use of individualized strategies and interventions, benefits and challenges in involving interpreters, and recommendations for clinical practice. Current practices regarding language accessibility reflect FCC principles of family strengths, individualized family services, and the family-professional relationship; however, the principle of family choice was not always reflected. Greater language accessibility was achieved by clinicians using strategies to facilitate communication, using language-appropriate resources, and by families and professionals working in partnership.
{"title":"Language accessibility in allied healthcare for culturally and linguistically diverse (CALD) families of young children with chronic health conditions: a qualitative systematic review","authors":"Zheng Yen Ng, Monique Waite, L. Hickson, Katie Ekberg","doi":"10.1080/2050571X.2021.1879611","DOIUrl":"https://doi.org/10.1080/2050571X.2021.1879611","url":null,"abstract":"ABSTRACT This review synthesized recent qualitative research evidence on language accessibility in early intervention allied health services in the context of providing family-centred care (FCC) for culturally and linguistically diverse (CALD) families of children with chronic health conditions. A search was conducted using nine bibliographic databases, and hand-searching. 11,888 articles were screened and assessed; 15 articles were then included. Analysis of data from these articles resulted in four themes: service delivery barriers in working with CALD families, clinicians’ use of individualized strategies and interventions, benefits and challenges in involving interpreters, and recommendations for clinical practice. Current practices regarding language accessibility reflect FCC principles of family strengths, individualized family services, and the family-professional relationship; however, the principle of family choice was not always reflected. Greater language accessibility was achieved by clinicians using strategies to facilitate communication, using language-appropriate resources, and by families and professionals working in partnership.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"47 1","pages":"50 - 66"},"PeriodicalIF":1.5,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91363034","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 : 2021-02-01DOI: 10.1080/2050571X.2021.1879612
K. Utley, Suzanne C. Hopf
ABSTRACT Background Provision of language support for Australian adolescents with communication and learning needs is supported by Speech Pathology Australia (SPA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA). This literature review aims to describe the settings in which an adolescent may interact with speech and language pathology (SLP) services and the service delivery methods engaged for language intervention. Method A comprehensive and systematized database search was conducted. Extracted literature was measured against recognized quality, validity, and applicability standards then thematically analysed and critiqued. Results Australian research regarding service delivery settings and intervention methods for adolescents is scant. Prevalence rates were found to vary significantly across settings; however, available current data is limited and discrepancies within settings were found to be influenced by a range of factors. Available data demonstrated that Australian adolescents presently receive language intervention within secondary schools, health-based services, private practice, and juvenile justice. Service delivery methods used in these settings included one-on-one, pull-out methods, collaborative and consultative methods, and response to intervention. Conclusion High prevalence rates in juvenile justice and flexible learning programmes suggest significant need for language intervention which in turn may reflect the need for additional language support in secondary school settings to address the school-to-prison pipeline. Factors that influence SLPs’ decisions for service delivery methods are largely unknown from available Australian literature. Further research across all settings is critical to guide best practice principles for SLP service delivery decisions for this age group.
{"title":"Service delivery methods for adolescent language intervention in Australia: a scoping review","authors":"K. Utley, Suzanne C. Hopf","doi":"10.1080/2050571X.2021.1879612","DOIUrl":"https://doi.org/10.1080/2050571X.2021.1879612","url":null,"abstract":"ABSTRACT Background Provision of language support for Australian adolescents with communication and learning needs is supported by Speech Pathology Australia (SPA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA). This literature review aims to describe the settings in which an adolescent may interact with speech and language pathology (SLP) services and the service delivery methods engaged for language intervention. Method A comprehensive and systematized database search was conducted. Extracted literature was measured against recognized quality, validity, and applicability standards then thematically analysed and critiqued. Results Australian research regarding service delivery settings and intervention methods for adolescents is scant. Prevalence rates were found to vary significantly across settings; however, available current data is limited and discrepancies within settings were found to be influenced by a range of factors. Available data demonstrated that Australian adolescents presently receive language intervention within secondary schools, health-based services, private practice, and juvenile justice. Service delivery methods used in these settings included one-on-one, pull-out methods, collaborative and consultative methods, and response to intervention. Conclusion High prevalence rates in juvenile justice and flexible learning programmes suggest significant need for language intervention which in turn may reflect the need for additional language support in secondary school settings to address the school-to-prison pipeline. Factors that influence SLPs’ decisions for service delivery methods are largely unknown from available Australian literature. Further research across all settings is critical to guide best practice principles for SLP service delivery decisions for this age group.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"44 1","pages":"67 - 77"},"PeriodicalIF":1.5,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82724597","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.059
Minji Kwak
{"title":"Characteristics of Lengthy Speech of Story Production in Grades 1-3 of Elementary School","authors":"Minji Kwak","doi":"10.15724/JSLHD.2021.30.1.059","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.059","url":null,"abstract":"","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"14 1","pages":"59-69"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72585081","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.103
H. Park
{"title":"Research Trends in Cochlear Implant Using Keyword Network Analysis and Literature Analysis From 2011 to 2018","authors":"H. Park","doi":"10.15724/JSLHD.2021.30.1.103","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.103","url":null,"abstract":"","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"53 3","pages":"103-113"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72394429","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.049
M. Kang, Young Tae Kim, J. Jeon, Haeun Chung, Eunhye Kim, Younjung Choi
Copyright 2021 c Korean Speech-Language & Hearing Association. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. (working memory), 배경지식(background knowledge), 그리고 어휘력(vocabulary)에 이르는 다양한 요소들이 읽기이해력에 영향 을 미치게 된다. 그 중에서도 어휘력의 중요성은 매우 강조되고 있는데, 많은 연구에서 읽기이해와 관련성이 높은 변인 중 하나로 어휘력을 꼽았으며, 어휘력은 읽기이해를 지속적으로 예측하는 유 의한 변인 중 하나라고 밝혔다(Cain & Oakhill, 2011; Ouellette & Shaw, 2014; Yoon, 2015). 심지어 Wessels(2011) 는 아동이 텍스트에 포함된 단어를 알지 못한다면 그들이 읽은 내 용을 전혀 이해할 수 없을 것이라고 말했다. 즉, 텍스트에 포함된 어휘에 대한 지식이 읽기이해의 성공과 실패를 결정지을 수 있는 중요한 요소 중 하나라는 것이다. Nagy와 Scott(2000)는 자신들 의 연구를 통해 읽기를 잘 하기 위해 그 전에 얼마나 많은 어휘를 이해하고 있어야 하는지에 대해 살펴보았다. 그 결과 주어진 텍스 트의 약 90% 정도의 어휘를 알고 있어야 그 글의 의미를 정확하 게 이해할 수 있는 것으로 나타났다. 이 때, 미리 알고 있지 않았 던 10%의 어휘는 스스로 문맥을 통해 추론을 해야 하는데, 1
Copyright 2021 c Korean Speech-Language & Hearing Association。this is an open - access article distributed under the terms of the creative creativecommons attribution non - commercial license (http: / /听说过。org / licenses / by - nc / 4.0) which permits unrestrictednon-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited。(working memory)、背景知识(background knowledge)和词汇能力(vocabulary)等多种因素会影响阅读理解能力。其中非常强调词汇能力的重要性，很多研究认为词汇能力是与阅读理解相关的变量之一，词汇能力是持续预测阅读理解的变量之一(Cain & Oakhill, 2011;克斯特ouellette &, 2014;yoon, 2015)。Wessels(2011)甚至表示:“如果儿童不知道文本中包含的单词，就完全不能理解他们读过的‘我的龙’。”也就是说，文本中包含的词汇知识是决定阅读理解成败的重要因素之一。Nagy和Scott(2000)通过他们的研究，研究了为了更好地阅读，在此之前需要理解多少词汇。结果显示，只有掌握了90%左右的文字信息的词汇，才能正确理解文章的意义。这时，事先不知道的10%的词汇要通过上下文自己推论
{"title":"The Effect of Vocabulary Depth Training on Reading Comprehension of Students With Dyslexia","authors":"M. Kang, Young Tae Kim, J. Jeon, Haeun Chung, Eunhye Kim, Younjung Choi","doi":"10.15724/JSLHD.2021.30.1.049","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.049","url":null,"abstract":"Copyright 2021 c Korean Speech-Language & Hearing Association. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. (working memory), 배경지식(background knowledge), 그리고 어휘력(vocabulary)에 이르는 다양한 요소들이 읽기이해력에 영향 을 미치게 된다. 그 중에서도 어휘력의 중요성은 매우 강조되고 있는데, 많은 연구에서 읽기이해와 관련성이 높은 변인 중 하나로 어휘력을 꼽았으며, 어휘력은 읽기이해를 지속적으로 예측하는 유 의한 변인 중 하나라고 밝혔다(Cain & Oakhill, 2011; Ouellette & Shaw, 2014; Yoon, 2015). 심지어 Wessels(2011) 는 아동이 텍스트에 포함된 단어를 알지 못한다면 그들이 읽은 내 용을 전혀 이해할 수 없을 것이라고 말했다. 즉, 텍스트에 포함된 어휘에 대한 지식이 읽기이해의 성공과 실패를 결정지을 수 있는 중요한 요소 중 하나라는 것이다. Nagy와 Scott(2000)는 자신들 의 연구를 통해 읽기를 잘 하기 위해 그 전에 얼마나 많은 어휘를 이해하고 있어야 하는지에 대해 살펴보았다. 그 결과 주어진 텍스 트의 약 90% 정도의 어휘를 알고 있어야 그 글의 의미를 정확하 게 이해할 수 있는 것으로 나타났다. 이 때, 미리 알고 있지 않았 던 10%의 어휘는 스스로 문맥을 통해 추론을 해야 하는데, 1","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"1 1","pages":"49-58"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73044593","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.021
Kim Hyo Jung
{"title":"Effects of Disfluency Monitoring Conditions in Adults Who Stutter","authors":"Kim Hyo Jung","doi":"10.15724/JSLHD.2021.30.1.021","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.021","url":null,"abstract":"","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"1 1","pages":"21-29"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89953323","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.041
Heejune Park, Shin, Bumjoo
{"title":"Usefulness of Glottal Inverse Filtering Analysis in Pathological Voice","authors":"Heejune Park, Shin, Bumjoo","doi":"10.15724/JSLHD.2021.30.1.041","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.041","url":null,"abstract":"","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"28 1","pages":"41-48"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85055321","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.089
Kim Shin Young, Dongsun Yim
{"title":"The Effects of Parent Training on Narrative Interaction for Parents With Hearing Loss Who Have Children With Normal Hearing: A Case Study Using AI Speakers","authors":"Kim Shin Young, Dongsun Yim","doi":"10.15724/JSLHD.2021.30.1.089","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.089","url":null,"abstract":"","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"49 1","pages":"89-101"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78900800","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 : 2021-01-31DOI: 10.15724/JSLHD.2021.30.1.031
Nam Hyun-wook, H. Park
{"title":"Acoustic Characteristics of Formant Transition and Vowel Space of Dysarthric Speakers","authors":"Nam Hyun-wook, H. Park","doi":"10.15724/JSLHD.2021.30.1.031","DOIUrl":"https://doi.org/10.15724/JSLHD.2021.30.1.031","url":null,"abstract":"","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"40 1","pages":"31-39"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80243180","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 : 2021-01-31DOI: 10.1080/2050571X.2021.1877049
Casey L. Taliancich-Klinger, Connie Summers, Kai J. Greene
ABSTRACT The number of Spanish-English dual language learners (DLLs) in the United States continues to increase every year. In the absence of developmental language norms for DLLs it is important to learn more about typical language production characteristics to distinguish typical from atypical language characteristics. An area of language production with conflicting results in the literature is the production of mazes. Mazes are interruptions in the forward flow of language in the form of interjections, repairs or revisions of words and phrases. At elevated rates, mazes may interrupt the communication process. A common practice in classroom settings is to provide support for DLLs through small group activities such as language enrichment. It is unknown if maze patterns may change as a result of structured language input meant to increase linguistic skills. This preliminary case study explored maze patterns in four Spanish-English DLLs between the ages of 5;4 and 6;1 before and after two structured language enrichment sessions in English. Pretest and posttest narratives in English and Spanish were analyzed for maze patterns and measures of language productivity using conventional language sample analysis metrics. Maze patterns yielded mixed results. Certain maze types increased from pre to posttest while some decreased. Participants exhibited increases in measures of language productivity in English and Spanish. Language productivity and maze patterns demonstrated changes after two structured language enrichment sessions. Implications for further study of maze patterns in Spanish-English DLLs are discussed.
{"title":"Mazes in Spanish-English dual language learners after language enrichment: a case study","authors":"Casey L. Taliancich-Klinger, Connie Summers, Kai J. Greene","doi":"10.1080/2050571X.2021.1877049","DOIUrl":"https://doi.org/10.1080/2050571X.2021.1877049","url":null,"abstract":"ABSTRACT The number of Spanish-English dual language learners (DLLs) in the United States continues to increase every year. In the absence of developmental language norms for DLLs it is important to learn more about typical language production characteristics to distinguish typical from atypical language characteristics. An area of language production with conflicting results in the literature is the production of mazes. Mazes are interruptions in the forward flow of language in the form of interjections, repairs or revisions of words and phrases. At elevated rates, mazes may interrupt the communication process. A common practice in classroom settings is to provide support for DLLs through small group activities such as language enrichment. It is unknown if maze patterns may change as a result of structured language input meant to increase linguistic skills. This preliminary case study explored maze patterns in four Spanish-English DLLs between the ages of 5;4 and 6;1 before and after two structured language enrichment sessions in English. Pretest and posttest narratives in English and Spanish were analyzed for maze patterns and measures of language productivity using conventional language sample analysis metrics. Maze patterns yielded mixed results. Certain maze types increased from pre to posttest while some decreased. Participants exhibited increases in measures of language productivity in English and Spanish. Language productivity and maze patterns demonstrated changes after two structured language enrichment sessions. Implications for further study of maze patterns in Spanish-English DLLs are discussed.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":"10 3 1","pages":"269 - 282"},"PeriodicalIF":1.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82996900","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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